Front Cover
 Title Page
 Table of Contents
 Program organization
 Program operation and administ...
 Back Cover

Title: Distributive education programs in Florida's junior colleges.
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00082725/00002
 Material Information
Title: Distributive education programs in Florida's junior colleges.
Physical Description: Serial
Language: English
Creator: Florida. Business and Distributive Education Section.
Publisher: State Dept. of Education,
Place of Publication: Tallahassee
Publication Date: 1971
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Bibliographic ID: UF00082725
Volume ID: VID00002
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.

Table of Contents
    Front Cover
        Front Cover
    Title Page
        Title Page 1
        Title Page 2
    Table of Contents
        Page i
        Page ii
        Page iii
        Page 1
        Page 2
        Page 3
        Page 4
        Page 5
    Program organization
        Page 6
        Page 7
        Page 8
        Page 9
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        Page 12
        Page 13
        Page 14
        Page 15
        Page 16
        Page 17
        Page 18
    Program operation and administration
        Page 19
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Full Text


FLOYD T. CHRISTIAN, Commissioner

BULLETIN 74H-7 (Revised)



Carl W. Proehl, Director



John E. Frazier, Acting Program

MAY, 1971

37,5- 0 09 75 5

/75 oo97/
7t .3 6H
-. 7 / -7





Marketing in the American Economy
Distributive Education
Distributive Education in the Junior College


Types of Programs
Admission Requirements and Selection of Students
Patterns of Organization
\ Basic Components of the Mid-Management Program


c- Staff
Advisory Committee
Co-Curricular Activities
Program Promotion



I -,

I .


Distributive education had its inception in 1936 with the passage
of the George-Deen Act. This Act provided funds to be made available
to states for the launching of a nationwide program designed to provide
training for people engaged in or planning to become employed in distri-
butive occupations.
Because of its success, subsequent legislation has expanded the
distributive education program and its offerings to include more people.
Through the initial efforts of the federal government, cooperation of
state governments, and the aggressive activity in many local communities,
distributive education is now established as an integral part of the
total education program.
This guide is offered to assist junior college presidents, chairmen
of business administration departments, and the teacher-coordinators
in the organization, operation, and administration of distributive
education programs in the junior colleges.
This guide was developed under the supervision of Miss Gail Trapnell,
Curriculum Specialist for Distributive Education.


Appreciation is expressed to the following persons for their efforts

and contributions in the development of this publication:

Albert Adams
St. Johns River Junior College
Palatka, Florida

James G. Bennett
Polk Junior College
Bartow, Florida

Maurice F. Buckner
Brevard Junior College
Cocoa, Florida

Richard Conn
Manatee Junior College
Bradenton, Florida

Charles Costello
Miami-Dade Junior College
Miami, Florida

Dr. Peter Haines
Michigan State University
Lansing, Michigan

Harold Hoff
St. Petersburg Junior College
St. Petersburg, Florida

Tony Karakitsoo
Polk Junior College
Bartow, Florida

Tom Lang
St. Petersburg Junior College
St. Petersburg, Florida

Robert Oliver
St. Johns River Junior College
Palatka, Florida

Richard Almarode
Florida State University
Tallahassee, Florida

Dr. Leroy Buckner
Florida Atlantic University
Boca Raton, Florida

Robert Collins
Lake City Junior College
Lake City, Florida

Don Corbin
Edison Junior College
Fort Myers, Florida

Ray Dieterich
Junior College of Broward County
Fort Lauderdale, Florida

Kenneth Harrison
Daytona Beach Junior College
Daytona Beach, Florida

Robert Holzman
Palm Beach Junior College
Lake Worth, Florida

Howard Kirk
University of South Florida
Tampa, Florida

William Nixon
Daytona Beach Junior College
Daytona Beach, Florida

John Rudd
Palm Beach Junior College
Lake Worth, Florida

Marion West
Junior College of Broward County
Fort Lauderdale, Florida




Marketing In The American Economy
Production, exchange, distribution, and consumption form the four
major processes in the American economy. Within these economic processes,
four kinds of utilities must be created: form, time, place, and possession
utility. Marketing serves to create three of these utilities: namely, time,
place, and possession. Marketing ties production, exchange, distribution,
and consumption together through a continuous process of determining
consumer need and demand for a product or service, and directing the flow
of those products from the producer to the consumer.
Until the turn of the twentieth century, over three-fourths of our
labor force were employed in agriculture, the extractive industries, con-
struction, and manufacturing, with less than one-fourth employed in all
other industries. This employment pattern reflected a basically agrarian
economy. The movement of goods from producer to consumer was relatively
simple, and the limited variety of goods required modest effort by the
distributive segment of the economy. (13)
With the advent of the Industrial Revolution and the introduction of
mass production in this country, the distributive segment grew in importance
and complexity. Today this represents the largest single segment of our
economy as approximately fifty-four percent of the labor force are employed
in the broad field of marketing and distribution.
The marketing component in retail prices today represents over fifty
percent of the price and an equivalent amount in value added. There is
every indication that this trend will continue as our capacity to produce
has far exceeded our capacity to distribute. The importance of distribution
and marketing in our economy is further emphasized in that each of America's
more than four million business firms has a product or service to sell. The
security of the investment, stability of employment, and profitability and

success of each business is dependent upon the effectiveness of the
marketing process.
A United States business executive recently said:
"We have entered into a period which is generally called
the 'Atomic Age' or 'The Age of Automation' but surely it
should be called 'The Age of Distribution' because without
the creation of innovations in distribution, the full
realization of our technological abilities will not be
possible." (10)
In the marketing complex, personal services plays the predominant role
as the opportunity for automation and mechanization is less extensive than
is possible in the production of goods. The high rate of employment turn-
over and the failure rate of small businesses are traced directly to the
inefficiency and incompetency of personal because of the lack of appro-
priate training. This is evidenced in a recent report published by the
Committee for Economic Development which identified the education of
labor as the second most important factor in accounting for economic growth--
second only to the increase in total employment. (10)
The employment outlook in Florida further substantiates the importance
of distribution and the need for qualified personnel. Tourism ranks as the
major economic contributor to the state, as the Florida Department of
Commerce disclose that approximately 600,000 visitors can be counted in
Florida on any average day. In examining employment by industry group,
statistics reveal that over fifty percent of all persons employed in
Florida work in those industries most concerned with marketing, which
includes transportation, communication, and public utilities; retail and
wholesale trade; finance, insurance, real estate, and services. (6)
The greatest need in employment in distributive occupations at both
the local and national level is for skilled and semi-professional workers.
These levels of competency have experienced the greatest increase in
employment over the last decade. At the same time, however, they have
experienced the greatest shortage in labor as the demand for qualified
workers has far exceeded the number available.
The junior colleges in Florida can assume a vital role in developing
a sound educational program which will meet this challenge. Dr. Rufus
W. Beamer of the Virginia Polytechnic Institute stated at a recent con-
vention of the American Vocational Association:

"Every American will not become all that he may become unless
he is given the kind of education that will prepare him to earn
a living, and to live a life. Moreover, America will not become
all she is capable of becoming unless each of her citizens is
given an opportunity to prepare for and engage in some type of
gainful employment. Distributive education has an important
role to play in the realization of these concepts." (4)
Distributive Education
Distributive education is a program of instruction in vocational
education designed to prepare persons to enter a distributive occupation
or an occupation in which a distributive function appears, or to upgrade
employees, managers, and owners engaged in distributive activities. The
distributive education program presents a scope and sequence of instruction
through various educational institutions including high schools, area
vocational-technical schools, junior colleges, and adult education centers.
Distributive occupations are those followed by persons engaged in
marketing activities when (1) distributing to consumers, retailers, jobbers,
wholesalers, and others the products of farm and industry or selling services,
or (2) managing, operating, or conducting retail, wholesale, or service
Distributive Education In The Junior College
Distributive education at the junior college level is primarily designed
to develop the occupational competencies required for the acquisition of
and advancement in junior executive positions in the field of marketing and
distribution. The program of instruction is referred to as the Mid-Management
Program in that it provides extensive coverage of general content areas with
special emphasis on operational management.
The Mid-Management Program is a part of the broad continuum in the
educative process directed toward the self-realization of the individual
student. It is concerned with the discovery and nurture of the individual's
interests, abilities, and aptitudes which necessitates an individualistic
and flexible approach. The immediate concern is the development of occupa-
tional competencies required for employment in semi-professional positions
in marketing. This level of competency lies between the semi-skilled and
entry jobs, for which a high school diploma would normally be required, and
the professional and top management positions which usually require a
four-year college degree. (7)

Top Management Positions
Baccalaureate Degree


Middle Level Management and Specialist Positions
Junior College Distributive Education

Career Jobs in Distribution and Marketing
High School and Junior College Distributive Education

- I -

Four Occupational Levels in Distribution and Marketing

Post Secondary Distributive Education:

A Suggested Guide for Administrators

Basic Jobs in Distribution and Marketing
High School Distributive Education

and Teachers, U.S. Department of Health, -Education, and Welfare,
Office of Education, Washington, D.C., April, 1967, p. 38.

-- --- I c~

The objectives of the Mid-Management Program may be stated to include:
1. To develop an understanding of the social and economic responsibili-
ties of those engaged in marketing in a free, competitive society.
2. To develop a broader understanding of the basic concepts, functions,
and activities inherent in the marketing process.
3. To provide education in specific distributive job skills
applicable to the regional economy, and to develop general
vocational aptitudes and attitudes in preparation for immediate
4. To develop managerial skills essential to success in distributive
occupations which would enable the student to lead a rich and
rewarding life as a productive member in his community.
5. To encourage continuous education for all levels of distributive
occupations to meet present day needs.


Types of Programs
1. General Marketing Program
The general marketing program provides for the study of the
composite of marketing activities. It is designed to give the
student a broad background of all processes involved in marketing,
and to develop those occupational competencies required for
mid-management positions in the field.
2. Specialized Marketing Program
The specialized marketing program is designed to provide
a program of instruction to meet the employment demands and
business needs of a specific industry or institution within
a particular community or area. The program may be specialized
according to function, i.e., advertising, fashion merchandising;
or according to institution, i.e., hotel and motel management,
Admission Requirements and Selection of Students
General admission requirements include graduation from an accredited
high school, passing a physical examination, and scoring a specific grade
on the Florida State-Wide Twelfth Grade Test and/or School and College
Ability Test. The score required on these tests varies among the
individual colleges. Some institutions maintain an open-door policy.
Upon the student's admission to the college, he should apply to
the distributive education department for admission to the Mid-Management
Program. Selection of students into the program should be based on the
criteria of expressed interest in pursuing a career in the field of
distribution, and the ability to profit from the instruction. This
may be determined through personal interviews, a review of the student's
academic record, a review of his occupational experience, references,
and through appropriate aptitude tests and interest inventories.

1. Plan A
Plan A prescribes a two-year associate degree program in
which the student is enrolled in both classroom instruction and
occupational experience simultaneously. The student may spend
the morning part of the day in classroom studies and the
afternoon in job training. In some locales, it may be possible
to place two students in one training agency, whereby one student
receives his on-the-job training in the morning and the second
student in the afternoon. This arrangement serves a greater
number of students in those areas where the number of
cooperating training agencies is limited.
2. Plan B
Plan B is characterized as a two-year associate degree
program in which the student alternates terms in school with
terms of full-time employment. Under this type of arrange-
ment, a student may be placed in a training agency outside of
the local community. This is especially practical when the
student's home is at some distance from the college and/or
when the student desires employment with a particular company.
It is also possible to alternate two students on one job
under this plan.
3. Plan C
To more effectively meet the needs of the students, a
combination of plans A and B may be adopted by the institution.
Under a combination plan, one group of students may be employed
part-time during the day, while another group of students may
be employed during alternating school terms. This arrangement
places a greater responsibility on the teacher-coordinator
as scheduling of classes and placement of students become of
major importance.
4. Plan D
Numerous junior colleges throughout the state have been
designated as area vocational-technical education centers.
These centers often provide one-year certificate programs

to high school graduates, adults, and/or out-of-school youth.
One-year certificate programs may be in general marketing or
they may be specialized in nature, i.e. Real Estate, Retailing.
They may be offered as a cooperative method program in which
occupational experience is provided during part of the school
day, or as a project method program in which classroom
instruction is supplemented with simulated laboratory experience.
Plan D is thus characterized as a one-year certificate program
in which the student is enrolled in classroom instruction and
occupational experience or laboratory experience simultaneously.
Every effort should be made to coordinate the courses of
instruction in this program with those in the two-year associate
degree programs in order that the student will be afforded the
opportunity of continuing his education at the end of the year
should he so desire.
Basic Components of the Mid-Management Program
The Mid-Management Program consists of three basic components:
classroom instruction, occupational experiences, and co-curricular
student activities. The learning experiences provided in the classroom
include studies in the marketing discipline, general education, and the
technology inherent in the occupational clusters of jobs identified by
the student as being his career objective. The occupational experience
is provided according to a cooperative arrangement between the college
and the business whereby the student is placed in a distributive
occupation for a designated period of time in which he follows a pre-
determined plan of learning experiences. The co-curricular student activity
enhances and enriches the instructional program. The activities inherent
in the organization lend vocational application to the instructional
program in much the same manner as does occupational experience. Both
the classroom instruction occupational experience, and the co-curricular
student activities are carefully coordinated to implement and supplement
each other. This inter-relation of instruction is emphasized in the
occupational seminar which is held in conjunction with the student's
occupational experience.

1. Classroom Instruction
The major objective of classroom instruction is to provide
appropriate and comprehensive learning experiences in prescribed
areas whereby the student can develop the competencies required in
pursuit of his career objective.
Four competencies are designed as being basic to the achieve-
ment of an occupational objective in the field of marketing. These
competencies include:
a. A social competency -- Marketing is "people-oriented";
therefore, personal appearance, habits, attitudes, and an under-
standing of human relations are qualifying factors in employment.
The junior college graduate is expected to be able to effectively
and efficiently supervise the work of other employees.
b. A basic skill competency -- This constitutes the ability to
continually apply the basic skills of communications and mathe-
matics to the employment situation. The student should be able
to read and interpret communications, and be able to prepare
reports and records containing qualitative and quantitative
concepts used in mid-management positions.
c. A marketing competency -- This is described as a working know-
ledge and understanding of the various processes involved in
marketing and the ability to perform one or more of its basic
functions. The marketing competency also incorporates an
economic competency related to the understanding of corporate
goals, fundamentals of the American economy including the free
enterprise system and the profit motive, and other forms of
economic systems.
d. A technological competency--This becomes the focal point upon
which other knowledge and skills are applied, as it constitutes a
functioning knowledge of the speciality and/or uniqueness of the
particular field of employment. (2)

"The stress on competency should not be overlooked. Vocational
integrity or vocational excellence is irrevocably tied to the attainment
of each competency appropriate to the occupational objective of the
student. Both teacher-coordinator and student must recognize the
competencies demanded for the chosen occupational objective and be
able to identify progress toward that goal. Qualifications essential
for successful performance in various distributive occupations and at
various levels within these occupations must be obvious to potential
employers." (13)
In developing a curriculum for any occupational education
program, one of the first questions to be answered is the proper
balance between education essential to employment and education
for an informed responsible citizenry. (3) It is felt that a
proper balance is achieved when the student spends about one-third
of his time in general education and elective subjects, and about
two-thirds of his time in his vocational speciality acquiring
technological skills, marketing concepts, and social attitudes.
Courses of study in the general education area should include
an understanding of human relations, psychology, sociology, the
study of mathematics, accounting, economics, and the communicative
skills obtained through the study of composition and speech.
The vocational specialty area includes the study of the basic
activities inherent in the marketing process and those institutions
engaged in performing these activities. The management practices
inherent in these activities and institutions constitute a basic
part of this study. Specific courses may include marketing, retail
merchandising, wholesaling, finance, money and banking, salesmanship,
transportation, sales promotion, business law, principles of manage-
ment, and/or personnel management. Technological courses directly
related to the student's career objective are also included in this
area, i.e., hotel-motel management, front office procedures, food
and beverage control, textiles, restaurant management.

The degree of attention given to any one of these areas is
necessarily dependent upon the student's career objective, his
background, including his formal education, environment and his
previous occupational experience.
Sequence and Articulation
A planned sequence of courses which allows for flexibility
should be developed. The sequence should proceed from a general
base of introduction to specific instruction related to the
student's career objective.
Each student's program should be planned according to his
individual needs, background, and career objective. Students
without any previous occupational training or experience may be
placed in a program of studies that starts with fundamentals.
Students with background deficiencies may need to begin with
remedial instruction. Graduates from high school vocational
programs and those with occupational experience may proceed with
a more advanced program of study. (3) Flexibility in program
planning is, therefore, a major characteristic.
Careful attention should be given to articulating the
curriculum of the high school and the junior college institution
to insure continuity and to avoid undue overlapping. As stated
previously, flexibility in programming is necessary for those
students who have successfully completed a high school distri-
butive education program as compared with those students who have
had no previous occupational experience. Duplication and/or
repetition of learning experiences provided in high school should
be minimized.
It should be recognized that no educational program is terminal,
and therefore, a number of mid-management students may wish to
continue their formal education at four-year institutions. Thus,
as a secondary consideration in meeting the needs of those students
who first desire to develop occupational competencies which will
make them employable at the semi-professional level and to secure
a certificate or an associate degree, and then continue their

education in pursuit of a bachelor's degree, attention should be
paid to articulating the curriculum of the junior college and the
senior college institution.
The elective courses of the student who desires to transfer
should be designed to parallel the requirements of the senior
institutions. In no instance should a compromise be permitted in
first achieving the competencies needed for employment and growth
within a specific occupation or occupational cluster.
With these provisions, "it becomes the privilege of the junior
college institution to include transfer as a sub-objective of the
vocational curriculum. It becomes the decision of the student, as
he matures in his vocational plans to seek transfer to a baccalau-
reate program. It becomes the prerogative of the senior institution
to accept in transfer all, some, or none of the occupational course
work." (3)
2. Occupational Experience
The objectives of providing and requiring occupational experience
as part of the mid-management curriculum include:
a. To orient the student to the occupational field in which he is
b. To provide direct business experience whereby the student may
personally observe and participate in the application of class-
room studies in the business world.
c. To further develop the student's understandings, appreciations,
and competencies demanded in pursuit of his occupational objective.
d. To provide a potential occupational contact for a future business
Criteria for Occupational Placement of Students
For an occupation to be suitable for the training of a mid-
management student, it should meet these basic criteria:
a. The occupation must be a distributive occupation. Distributive
occupations are those followed by workers directly engaged in
merchandising or marketing activities when:

(1) distributing to consumers, retailers, wholesalers, and
others the products and services of farm and industry.
(2) Managing, operating, or conducting a retail, wholesale,
or service business.
b. The training proposed for the student should provide practical
job experiences which are correlated with and supplement the
classroom instruction.
c. The occupation should have advancement potential and should be
sufficiently important as to require training and to justify
college credit.
d. The training experiences proposed should be meaningful and
flexible to stimulate the interest of the student and to further
develop those competencies necessary in realizing his occupational
Selection of Training Agencies
The following criteria should be evaluated in selecting a
training agency:
a. Cooperation of the employer and his understanding of the total
b. Satisfactory working conditions in relation to health, morals,
and safety.
c. Good reputation in the community in regards to social, economic,
and labor relations.
d. Competency of training sponsor.
e. Accessibility of establishment to the student.
Utimately, the training agencies for student employment should be
selected by the teacher-coordinator with the approval of the advisory
committee and the college administrator.
Student Qualifications and Placement
The primary consideration in student placement is the career
objective of the student. Regardless of the quality of a potential
training agency, unless experiences will be provided for the student
to become proficient in his chosen vocation, it is not the appropriate
training agency for him.

If the junior college institution operates under Plan A, the
student may be placed in a training station upon successful completion
of the first term's academic work upon recommendation of the teacher-
coordinator, and would be employed for each ensuing term thereafter.
Exception to this may be made in the case of students who have satis-
factorily completed a distributive education program in high school.
These students may continue their occupational training without
interruption upon the recommendation of the teacher-coordinator.
Individual students vary in ability to handle academic work and
occupational experience simultaneously. The extent of this ability
should be taken into consideration in determining the number of hours
the student should be employed per week. However, a minimum average
of fifteen hours per week at a training agency approved by the school
is recommended.
If the junior college institution operates under Plan B whereby
the student is employed during alternating terms, the student should
be employed for a minimum average of 35 hours per week.
Under this plan the student may be employed for a minimum of two
terms. The first term of occupational experience may be initiated
upon the successful completion of one term of academic work or after
successful completion of the first year's academic work, upon recom-
mendation of the teacher-coordinator.
Specific placement of the student in the training agency can
best be accomplished by the coordinator selecting several qualified
students to apply for a particular job with the final selection left
to the discretion of the business firm. Although the teacher-
coordinator will give assistance where possible, the ultimate respon-
sibility for securing an acceptable occupational situation in a
business establishment rests with the student.
Training Plan
Depending upon the career objective of the individual student, a
job rotation or training plan should be developed whereby the student
is assigned varied responsibilities within one particular business,

or whereby the student is assigned varied responsibilities in several
business establishments of the same type.
The experiences provided should reflect a consideration of the
student's needs and career objective and the requirements of the
occupational field. These experiences should be closely coordinated
with the classroom instruction, and should provide for a sequential
arrangement of learning activities and responsibilities.
From this schedule, a training agreement should be developed
wherein the responsibilities of the cooperating employer, the student,
and the coordinator are specifically defined. This agreement should
be signed by all three parties, and should be placed in the student's
personal file for continued reference.
The coordinator may want to mail a copy of this training agree-
ment to the parents or guardian of the student for their reference and
understanding of the objectives of the program and the responsibilities
of the student therein.
Training Coordination and Supervision
The teacher-coordinator should schedule periodic visits to each
student's training agency. These visits should accomplish the following
a. Determine student progress on the job.
b. Determine degree of adherence to training plan.
c. Determine accuracy and quality of the student's work.
d. Determine aspects of job in which the student needs the most
e. Obtain information and materials for developing individual
assignments and instruction directly related to the student's
specific job.
f. Determine effectiveness of training provided.
g. Prevent employer exploitation of the student.
Oral and/or written reports concerning the student's progress and
achievement should be solicited from the employer periodically during
the employment period. These reports supplement the written evalua-
tion sent to the coordinator by the employer at the close of each

employment term. Any adjustments that may seem necessary or advisable
should be arranged at that time.
Occupational Experience Seminar
In conjunction with the student's occupational experience, and
to integrate the classroom instruction and occupational experience,
each student should be enrolled in a seminar conducted by the coor-
dinator. This seminar should be devoted to the discussion of the
student's experiences, his progress on the job, and a review of the
employer's written evaluation of his job performance. It should
include an analysis of the challenges which confront him on the job
and possible solutions, avenues of advancement for the student, and
noticeable changes in his attitudes, appreciations, and understandings.
Individual assignments should be based on the student's responsibilities
and the pre-developed training plan.
For the first-term students who have had no previous field
experience in distributive education, the coordinator may select to
hold a weekly seminar for two to three hours with this group.
Discussion here would be devoted to an orientation and introduction
to distributive education, and to a review of the fundamentals taught
in the secondary distributive education curriculum. This should serve
to bring these students more closely abreast with the experienced
distributive education students by the beginning of the second term.
Credit for this particular seminar would be limited to two to three
Under Plan A, the seminar should meet an average of one hour
per week as scheduled by the coordinator. Under Plan B, the student
should return to the campus the last week of the term for a five-day,
three-hour per day seminar scheduled by the coordinator. Or, if the
students are working in close proximity to the campus, the coordinator
may schedule a weekly seminar with the individual students either at
the college or at the student's place of employment. First and second
year students under Plan A, B, and C should be scheduled for separate
seminars rather than combining the group for one seminar.

Credit should be a minimum of three (3) credit hours per
term for the combined seminar and occupational experience under
Plan A (one hour credit for the seminar and two hours for the
occupational experience). Under Plan B, credit should be a
minimum of six (6) hours per term (two hours credit for the
seminar which includes classroom hours, research, and term
assignments and four hours credit for the occupational
3. Co-Curricular Activities
To complement and supplement the instructional program, a
student organization has been specifically designed for students
enrolled in the Mid-Management Programs. This organization is
entitled the Florida Association of Managerial Education, otherwise
known as FAME. This organization constitutes the Junior Collegiate
Division of the Florida Association of the Distributive Education
Clubs of America, which is affiliated with National DECA.
Any associate degree or certificate seeking student enrolled
in a Mid-Management Program in marketing and distribution or a
specialized program therein is eligible for membership in his
local Chapter, the state organization, and National DECA. Each
chapter elects its own student officers, and the teacher-coordinator
serves as the chapter advisor. All chapters within the state com-
prise the State Association, which is under the leadership of the
State advisor. Chapter delegates elect the state officers at the
annual leadership conference. National DECA is composed of State
Associations. Student delegates elected by each state in turn
elect their own national officers at the national leadership
Chapter activities are recognized as part of the educational
program because of their development of leadership ability, profes-
sional attitudes, better citizenship characteristics, and social
growth of the individual. (5)

*Credit is computed on the basis of semester hours. Adjustments to
quarter hours should be made accordingly.

The local chapter is "the showcase for student achievement
and progress. Through its activities, students with an interest
in marketing and distribution are attracted to the Mid-Management
Program. Chapter activities include social, civic, professional,
and benevolent activities, as well as projects which provide for
school and community betterment." (5)
A project competition program is designed to provide incentive,
encouragement, and recognition to Mid-Management students showing
outstanding individual and/or group participation achievement.
The competitions emphasize the importance of learning through
participation and preparation. Each competition in the program
has a specific relationship and value toward enriching a particular
area of study within the curriculum.
Every effort is made to make each activity realistic and
helpful as an educational experience for the participants.
It is recommended that one business meeting and one professional
meeting be held monthly. Under no circumstance should either of
these meetings be scheduled during the occupational seminar or
during regularly scheduled class hours.


Administration deals with all of the activities in the distributive
education department. The purpose of administration is to allocate
personnel, facilities, and materials to those tasks which need to be
carried out. Administration also provides procedures by or through which
the necessary direction and control of departmental operations may
Administrative work of a distributive education department would
be similar to that of other departments of the institution and would
include responsibilities such as the following:
1. Selecting, orienting, and supervising the distributive education
2. Developing and maintaining administrative procedures and necessary
department records.
3. Informing, counseling, and placing students desiring careers in
distribution and marketing.
4. Designing, developing and maintaining adequate instructional
and staff facilities.
5. Preparing and managing the departmental budget and reimbursement
6. Establishing effective communication with high schools and other
educational institutions, state agencies, and groups in business
and industry.
The distributive education department head is responsible for the
above, but may delegate certain aspects of these activities to depart-
mental staff or supporting personnel. Well planned administrative
policies and procedures are essential to an effective distributive
education department. (13)
A competent staff is one of the indispensable elements of an effective
and efficient Mid-Management program. A well qualified department head

complemented by a competent and energetic staff of distributive
instructors will provide a productive Mid-Management program. (13)
Qualifications of Staff Members
The selection of an individual for the position of teacher-
coordinator of the Mid-Management program is a key determinant to
ultimate program growth and development. Although requirements or
standards for employment may vary from one junior college institution
to another, the following qualifications are considered basic for an
effective staff member.
1. Academic background
The staff member must hold a bachelor's degree,
although a master's degree is preferred. The academic
background should reflect a broad knowledge of the
marketing discipline, including technical competency in
the area in which he is to teach. It should further
include an understanding of vocational education, the
psychology of learning, and principles, methods, and
materials for teaching with specific emphasis in teaching
vocational distributive education.
2. Occupational experience
The staff member should have a minimum of two years
field experience including occupational experience at the
supervisory level. This experience should be directly
related to the area in which he is to teach and related
to the types of jobs in which the students expect to train.
Teaching experience in a secondary distributive
education program is also preferred. These teachers have
both the classroom and the coordination experience with
the students and the businessmen on the job.
3. Personal traits and characteristics
The staff person in the Mid-Management Program plays
numerous roles in the performance of his responsibilities,
including the role of teacher, coordinator, counselor, and
public relations expert.

As such, he should possess the ability to motivate
persons of different age levels, capabilities, educational
and cultural backgrounds and occupational goals. He should
be perceptive in recognizing the needs of the individual
students. He should possess those qualities which will
enable him to work effectively with college administrators,
advisory committees, employers, and civic organizations.
Good physical and mental health, imagination, enthusiasm,
and an interest in continued educational growth should
be prime requisites for employment.
Size of the Staff
The size of the staff will vary directly with the scope of respon-
sibilities delegated to the distributive education department in the
institution and the number of students enrolled. In determining the
size of the staff, always it should be remembered that quality instruction
cannot be maintained by an overloaded staff. As more students or respon-
sibilities are given a department, staff generally must be increased.
The scope of program responsibilities will depend upon the insti-
tution's organization. If activities such as student placement, adult
distributive education, or public information are centralized with the
distributive education department, departmental effort and staff in
these areas should be increased.
Teaching Load
The teacher-coordinator should be given sufficient time to organize,
plan, and supervise the program. This necessitates carrying less than
the full teaching load, as the teacher-coordinator works on a more
personal basis with each individual student.
It is recommended that the teacher-coordinator carry a maximum
classroom teaching load of nine semester hours which includes a minimum
of six hours in marketing courses plus the seminar and coordinating
activities for the program.
During the developmental period of the program, a light enrollment
should be allowed after which time a sufficient number of students

should be served to justify offering the program. It is recommended,
however, that the student load not exceed thirty to thirty-five students
per teacher-coordinator.
Responsibilities of the Teacher-Coordinator
Responsibilities to the student
1. To offer vocational and educational guidance.
2. To interpret the basic concepts and functions of distribution.
3. To develop through the curriculum offerings, supervisory and
managerial skills in business and human relations.
4. To meet occupational needs of the students through technical
knowledge, proficiency and progressive training experience.
5. To meet the leadership needs of the students by encouraging
extra-curricular school and club participation.
6. To encourage the concept that education is not terminal in
nature, but a continuous process of formal and informal
7. To aid the students during and after their formal training in
the general area of employment.
Responsibilities to the School
1. To conduct necessary surveys to determine that the curriculum
reflects the current community needs.
2. To inform the administration and faculty of current distributive
education thought.
3. To aid departmental faculty members by apprising them of the
current business climate as an assistance to their curriculum
4. To conscientiously comply with all reports and details necessary
for smooth program functioning.
5. To inform and work with the guidance department on mutual problems
concerning vocational education.
Responsibilities to the Advisory Committee
1. To consider their counsel in the establishment of community
objectives for training.



2. To seek their guidance periodically in an evaluation of the
total program's progress.
3. To report to them the progress on current programs.
sensibilities to the Business Community
1. To fully acquaint the cooperating employers with their obligation
for progressive training experience.
2. To suggest to the businessmen the best candidates possible to
meet their business needs.
3. To keep the businessmen fully informed of latest business
research and school offerings that will be of benefit to them.
4. To provide assistance in evaluating the student's progress on
the job.
5. To encourage programs of further education to those presently
6. To participate in business and civic organizations.
)nsibilities to Himself
1. To keep abreast of the principles, understandings, changing
trends and activities of marketing and distributive education.
2. To contribute effort and time toward the professional organizations
of education and business.

Advisory Committees
A public junior college serves the public, and is, in turn, supported
by it. In the development and operation of the Mid-Management Program,
there are many diverse elements in the economic structure of the area
which must be considered. An advisory committee can function as a
vehicle through which the needs and interests of the area are made
known, are considered, and are served, thereby bridging the gap between
the junior college and the various elements of the public.
Selection of Committee Members
1. Personal qualifications of the members
Experience -- Members should have recent, successful, first-
hand practical experience in the area in which the committee
is to serve.

Available time -- Close contact and periodic committee
meetings required that each member have adequate time to
devote to this work.
Character -- Committee members should be people of integrity,
keen mind, and unselfish spirit. They should be responsible,
civic-minded and cooperative.
2. Composition of the advisory committee
To create a functioning committee, members should be
selected from representative organizations and groups within
the local area. A well-balanced group of employers and
employees should be included from such areas as sales and
service occupations, hospitality, retail and wholesale
trade, manufacturing, employment services, labor organi-
zations, transportation, banking, insurance, school and
other governmental agencies.
As area needs and interests appear, advisory committees
of various sizes and of temporary or permanent nature may be
Typically committees have from five to nine members
appointed for a three year term with rotation of appoint-
ments so that only one-third of the membership is replaced
each year. A chairman, co-chairman, and secretary should
be selected from the members. According to the nature of
the advisory committee, the teacher-coordinator should be
an ex-officio member, and should serve as a consultant or
advisor to the committee.
Functions and Contributions of the Advisory Committee
1. Advise the college administration on the educational needs of
the area by assisting in the work of area surveys.
2. Recommend and assist in establishing area training standards.
3. Keep the college abreast of the changing needs and interests
of the public, industry, labor, and governmental agencies,
thereby enabling the college to more effectively mold and
develop instructional programs of benefit to the area.

4. Recommend applicants for training on the basis of qualifi-
cations required by the organization in which the student is
to be taught, and assist in obtaining jobs for graduates who
have successfully completed the program.
5. Provide financial assistance in the form of equipment and
6. Enable the students to develop a more realistic evaluation
of employment opportunities and preparation for employment.

The use of advisory committees enables the school authorities to
build Mid-Management programs that are based upon the real needs of the
community and adjust to changes that may be needed. The confidence of
the public is secured when the experiences and counsel of responsible
businessmen are solicited and acted upon by the school. No better
sounding board or public relations medium can be found than in the
active advisory committee.

Well designed facilities enhance instructional effectiveness.
Attractive, comfortable facilities create an environmental impact upon
the students and the public who use the facilities. The impression of
the Mid-Management program held by students and the public is often
affected by the quality of facilities utilized.
The great diversity of curriculums, people to be served, and content
to be taught makes rigid recommendations on facilities impossible. However,
general factors can be reviewed for guidance in planning facilities for
the Mid-Management program.
The planning of facilities should begin as soon as the need for the
program has been determined and the objectives established. With the
need and the objectives established the general space and equipment
requirements for the Mid-Management program can be described. Specific
details on layout, laboratory and class equipment can be developed as
the curriculum and instructional procedures are identified.
Space requirements should be provided according to estimated needs
projected several years in advance, perhaps five to seven years if possible.

The allocation of adequate space in advance will permit effective
initial development as well as allow emerging additional space needs
for the Mid-Management program to be integrated into the regular
expansion plans of the institution.
Equipment for the program should be provided to meet current
instructional needs. Additional equipment may be placed on a program
of acquisition according to planned course additions and expected
enrollment increases. An acquisition and replacement schedule for
equipment should be established early during the planning phase even
though replacement may not be anticipated for some years.
The space provided for the Mid-Management program should be in
one location within a building. This suite or cluster or rooms should
provide for instructional, storage, and staff space. Dispersion of
facilities throughout a building or buildings is definitely not
conducive to sound program development and operation.
At least three types of instructional facilities are required
even for a modest number of students and a minimum Mid-Management
curriculum. These would be (1) classroom for group instruction,
(2) combination classrooms and conference type room for small group
instruction and project activity, and (3) one or more laboratories
designed for the instructional needs of the specialized courses in
the curriculum. The laboratories would be used for demonstrations,
practice, project work, and individual instruction.
The facilities should be of a quality and standard comparable to
the occupational environment generally found at middle level positions
in distribution and marketing. Throughout the entire facility the use
of carpeted floor surfaces, textured walls, variable lighting, color
combination, and acoustical surfaces will assure an environment that
will produce the best in learning atmosphere. (13).

Program Promotion
Promotion is an essential part of the Mid-Management Program.
The program must be be continually explained, promoted, and publicized
to the community and the educational system for it to be successful.
This promotional phase of the program is just as important in education
as selling is in the field of merchandising. The promotion of the
program is a never ending process of educating and developing the
attitude of the total community to one of acceptance, approval,
and support of the Mid-Management Program. Several methods of
promotion are suggested below.

1. To the administration, Guidance Personnel, Faculty, and students
(a) Handbook
A handbook or pamphlet may be developed of either
printed or mimeographed materials to be given to
interested personnel. It should contain entrance
recommendations, information concerning course
credits, and an explanation of on-the-job training.
(b) Brochures
A brochure may be similar to the handbook but briefer
and presented to counselors, potential employers,
parents, and students explaining the opportunities
of the Mid-Management Program.
(c) Projects
Any number of special projects may be undertaken,
such as those in which the students aid the
community by participating in various fund drives
(e.g. Heart Fund, United Fund), helping under-
privileged families or persons during the
Thanksgiving or Christmas seasons.

(d) Group Meetings
In cooperation with the administration and faculty, this
area offers unlimited opportunities to promote the
Mid-Management Program to the students in the school.
Many times it is possible to present complete programs
or to take part in a program that is presented to
multiple or single classes.
(e) Displays
Various kinds of college displays are excellent attention-
getters. Some of the possibilities are outlined.
l1] Small windows. This area can tell the story of
employment and training. Students can prepare
these displays as individual projects. Windows
should be changed frequently.

[2] Large area or windows. The large area or window can
be a class project and is especially effective if
used at particular times of the year. For example,
pictures of students at work in their various jobs
is an excellent recruiting tool; the success stories
of former students is a good interest arouser.
[3] Posters. Posters may be utilized throughout the year
in creating and stimulating interest in the program.
By locating posters in strategic positions in the
college, the entire student body gets the Mid-
Management message.
[4] Bulletin board. Here, as in the other display methods,
student pictures, success stories, training agency
merchandise, and club activity publicity may be displayed.
Some coordinators find the bulletin board an especially
effective way to promote the program through seasonal
[5] Scrapbooks and photographs. A permanent record of
past happenings and events of interest in the Mid-
Management Program is especially helpful in

stimulating the interest of prospective students.
[6] Mobile folding display. This kind of display could
well consist of a rotary projector, screen, and
slides. It could attractively and very effectively
display almost any of the materials previously
mentioned in this section, and the very mobility
of such a display would add greatly to its
effectiveness and ability to attract and hold
2. To the Community
A great many media exist for dispensing and receiving favotrable
publicity for the Mid-Management Program. A few of these are
listed below. Conditions in the community will determine the
relative merits of each.
(a) Most colleges have a periodical for printing newsworthy
material concerning club activities and other interesting
(b) The local newspaper is usually anxious to receive news and
pictures of program or club activities, events, projects,
and of the academic progress of the individual student.
Care should be exercised to get material to the paper
immediately. Editors are not interested in "stale news."
(c) Many companies and institutions have their own publications.
Much favorable publicity concerning the students employed
by such companies may be received from releases concerning
those students to their publications.
(d) The DECA Distributor carries pertinent news at the national
level of all affiliated chapters. News items should be
addressed to the Editor, DECA DISTRIBUTOR, 200 Park Avenue,
Falls Church, Virginia 22046.
(e) Almost all colleges have a yearbook depicting the activities
of the students, faculty, athletic teams, social clubs, and
other activities of interest. Many colleges charge a fee

to the individual clubs for publicity in the college
annual. If such a fee is charged, the Mid-Management
Club should budget money early in the year for publicizing
information concerning their activities in the college
annual. Many times employers will purchase advertisements
in the college annual in which they will picture their
Mid-Management trainees, thus giving publicity to the
company, to the student, and to the program.
3. Miscellaneous
(a) Radio and television stations
All broadcasting media are required by law to allocate a
certain amount of time for public service. The Mid-
Management Program can qualify for this service. Stations
may not only allow you to use their facilities for presen-
tation of the Mid-Management story, but may also assist
you in preparation of the material for doing so.
(b) Direct mail
A personal letter from the coordinator is extremely effective
in communicating with prospective training agencies, active
training agencies, or others in the community. The value of
the personal letter is exceeded only by a personal visit.
Some colleges provide employers with schedules of
coming events. This may not only be appreciated by the
employer, but will assist him in scheduling student work
hours so that students may attend college or club activities.
(c) Special events
Many opportunities are provided during the school year to
promote a better understanding of Mid-Management Programs
and to encourage college and community support. These
same opportunities also enhance the social attirbutes of
the student.
Some proven examples are:
[1] The Early Bird Breakfast. It is recommended that this
event be held very early in the school year.

Consideration may be given to inviting college
administrators and the advisory committee to
[2] Advisory Committee Breakfast, Luncheon, or Dinner.
This is a very successful means of acquainting the
student with the members of the Committee.
[3] Field Trips. Trips and tours are effective ways of
exposing students to fields of endeavor that are new
to him.
[4] Open House. Through this kind of visitation, parents
and employers have an opportunity to observe what
the students are doing.
[5] District, State, and National Conferences. Attendance
at the State Leadership Conference is a privilege for
students who have excelled in different facets of the
program. The club may, if feasible, pay all or part
of the student's expenses while he is attending.
Mid-Management Programs are unique among
cooperative education programs in having a National
Leadership Conference, DECA. Students who are out-
standing at the state level may attend if funds are
available. This provides incentive for the individual
student to put forth an "all out" effort in both his
academic work and his employment. Winners also bring
honor to their colleges and communities. (11)
[6] Employer-Employee Banquet. This big social event of the
year is usually held in the late spring. At this time
an effort is made to honor and entertain the employers
and other individuals who have assisted in the training
of the student. From a public relations standpoint,
much goodwill for the Mid-Management Program can be
generated at this affair.

It is essential that provisions be made for continuous evaluation
of the operation and development of the Mid-Management Program.
Evaluative information can be used to modify and improve the program
as well as to measure and publicize the achievements of the college
and its graduates.
The goals and/or objectives of the Mid-Management Program become
the focal point in evaluation. The following statements, presented as
"Evaluative Criteria", may serve as guidelines for evaluating the Mid-
Management Program. (13)
1. Policy
To guide student progress in distributive education in
the junior college institution, clearly formulated policies
are needed. Policies and objectives should be designed
to meet the needs of the student in obtaining and pursuing
gainful employment in distribution and marketing
( ) Are objectives reviewed periodically, or at
periodical intervals?
( ) How adequate are the administrative provisions for
the distributive education department?
( ) Does the department receive assistance, as needed
or requested, from qualified persons in the
( ) Is adequate provision made for the coordination of
classwork, participating experiences, and distributive
education club activities?
( ) To what extent does the junior college staff and
faculty understand the Mid-Management Program?
( ) To what extent does the administration cooperate
with the staff of the distributive education department?
( ) What effort is being made by the institution to assure
the continued growth of the Mid-Management Program and
to assure that it meets the educational needs of the

2. Financial Support
The effectiveness and growth of the distributive education
department will be determined to a great extent by the
financial support granted by the junior college institution.
( ) To what extent is financial support extended in
maintaining an adequacy in amount and periodic
replacement of equipment in relation to the number
of students and areas of training served?
( ) To what extent are funds made available for expansion
of staff and facilities in relation to the number of
students and areas of training served?
( ) To what extent is financial support recognized in the
budgetary process of the institution?
3. Review and Development
Evaluation and subsequent changes to improve distributive
education must be an accepted part of the institution's
philosophy if quality education is to be continuously
( ) To what degree is the program of evaluation organized?
( ) To what extent are recommendations in evaluative
studies used to develop the curriculum?
( ) To what degree are evaluative studies recorded and
reported to the administration, advisory committees,
guidance counselors, and other interested parties?
( ) To what extent is an organized and functioning program
of public information maintained to keep potential
employers and the general public informed of the
services available through the department?
( ) To what degree do business people in the community
show an interest in and a desire to cooperate with
the distributive education department?
Instruction and Follow-up
The Mid-Management Program consists of classroom instruction
and supervised occupational experience designed to prepare persons

for gainful employment in the field of marketing. Emphasis is
placed on the development of specific knowledge and skills
necessary for successful participation in a marketing occupation.
( ) To what extent is evaluation an integral part of the
teaching-learning activities?
( ) To what degree are students developing attitudes, know-
ledge and skills commensurate with the requirements of
their occupational objectives?
( ) To what extent is periodic evaluation made to determine
the degree to which students are attaining the objectives
of distributive education?
( ) To what extent do the students participate in their own
( ) To what extent are graduates employed in the type and
level of occupations for which they were trained?
( ) To what extent do employers approve of the ability of
students who have completed the curriculum?
Instructional Staff
A competent staff is one of the indispensable elements of an
effective distributive education curriculum. The staff should be
composed of a cooperating group of individuals dedicated to
common goals and objectives.
( ) How extensive is the academic preparation and occupational
experience of the staff?
( ) How adequate is the staff's understanding of the educational
and guidance needs of students?
( ) To what extent does the staff keep up to date with present
business conditions and resources of the area?
( ) To what extent is the staff aware of current developments
in vocational education and distributive education?
( ) To what extent does the staff employ effective but varied
and innovative teaching methods?
1. Courses
The courses included in the Mid-Management curriculum

should provide instruction in prescribed areas of learning
whereby the student can develop the competencies demanded
in the pursuit of his occupational objective.
( ) How adequate is the course content and the variety
of offerings in terms of student needs and opportunities
for employment?
( ) To what extent are courses and curriculum adjusted to
current conditions and procedures in marketing?
( ) To what extent are area resources utilized in
developing learning situations and standards of
( ) To what extent are area resources utilized in developing
learning situations and standards of achievements?
( ) To what extent are reference books, periodicals,
catalogs, and pamphlets consistent with current
marketing and distribution practices?
( ) To what extent are individual differences considered
in selecting, planning, and conducting instructional
( ) To what extent are the offerings in the distributive
education department organized into a unified program.
2. Occupational Experience
Occupational experiences should provide direct business
contact whereby the student may personally observe and
participate in the application of classroom studies in
the business world.
( ) To what extent are a variety of training experiences
in marketing available to students who need and can
profit from such available participation?
C ) How effectively is occupational experience correlated
with classroom instruction and the career objective
of the student?
( ) To what extent does the occupational experience
supplement and strengthen the classroom instruction?

( ) To what extent do the training and experiences
offered parallel present conditions and procedures,
and anticipate trends in marketing?
( ) To what degree is occupational experience provided
according to a regular shcedule?
3. Co-Curricular Activities
The co-curricular student organization is designed to
provide additional learning experiences in all areas of
competency but especially personal and leadership
( ) To what extent does the local chapter participate
in the activities of the state and national DECA
( ) To what extent does the chapter's program of work
provide an opportunity for the development of
leadership, responsibility and participation in
group activities?
( ) To what extent does the chapter's program of work
utilize resource people in the community?
( ) To what extent does the chapter contribute to the
goals of the junior college and those of the local
( ) To what extent do the chapter activities extend the
classroom instruction and occupational application?
The junior college facilities consist of instructional and
staff facilities. The instructional facilities should provide
for large group, small group, and individual instruction proce-
dures. Laboratories and practice facilities should be appropriate
to the curriculum offered.
( ) Sufficient space is provided in the classrooms and
offices to handle student enrollment and staff size.
( ) Each student has an assigned area for regular use
that is equipped in keeping with his occupational goal.

( ) Classrooms and laboratories are designed to create
an environmental setting similar to that which the
student can expect in full time employment.
( ) Adequate and conveniently arranged storage space is
provided in both instructional and staff facilities.
( ) Staff facilities are designed and equipped to permit
effective work procedures including staff and student
Supporting Services
The junior college institution provides the distributive
education department with supporting services which facilitate
the work and aid in attainment of the department's objectives.
( ) Institution-wide services are provided to the
distributive education staff to the same degree of
availability and effectiveness that is given other
( ) Inter-departmental services, such as the provision
of special courses, are jointly arranged and scheduled.
( ) The library contains reference material for all
courses in marketing and distribution and makes
materials readily available to students.
( ) Guidance and counseling services are continuously
available to students, before, and after their
enrollment in the institution.


The forms contained herein are samples which may
be adapted for use in the operation and supervision
of the Mid-Management Program.




1. Name

2. Birth date: Month Day Year Age

3. List extra curricular activities such as band, intranurals,

chorus, etc., you plan to pursue next year:

4. List occupations in which you are interested in receiving

training: 1st choice

2nd choice

5. If currently employed part-time, list name of fire:

6. Would you like to enroll in the Mid-Mmnagement program?

Yes No If yes, explain

I I II IIU II I l 1 . . .. " r +

Junior College
Mid-Management Program



Soc. Sec. No.

name Address Pnone or Neighbor

Explain any physical handicaps, such as weak eyes, poor hearing, etc.

Family Doctor

Birth date

Father's Name

Mother's Name

Guardian' s Name

Height Weight General Health

Occupation Where Working

Occupation Where Working

Occupation Where Working


Are you financially able to remain in
college until graduation?

Is it necessary for you to contribute to
your own support while in college?

Number of brothers Number of sisters




-- --


What prompted your interest in this program?

What college subject do you like best?


In what extracurricular activities have you taken part?

In what subject do you make your best record?

Do you intend to transfer to a senior college?

What college subject do you like least?


Will you have to work your way through college?

Leisure time activities:


Are you interested in (a) getting a job? or (b) training for

future work?

If you have ever been employed, fill in the following; if not, list one

or more persons other than relatives for character references:

Employer or Character Reference Address Date Type of Work

In what type of occupation do you desire training? 1st choice

2nd choice

3rd choice

Have you a preference for any company in which you would like to be placed?


Do you have any means of contacting this company?



I shall, to the best of my ability, fulfill all obligations to the program,
including regularity of attendance and maintaining of a satisfactory
scholastic standing.

Student's Signature


Mid-Management Program

Junior College


Period of Training_

Place of Work


Department._____________________ Length of time in department

Activities to be perfonred__________________

Evaluation of activity performed_

Student comments

Department____..______ Length of time in department

Activities to be performed_

Evaluation of activity perfonred_________________

Student comments

Signature of Student

Signature of

Signature of Employer

Mid-Management Internship Agreement

The parties to this agreement are: The Student-Employee, the Employer and
the Junior College.

The purpose of this agreement is to provide occupational experience for the
Student-Employee by the co-operative activities of the Employer and the
College. The Employer will provide planned supervised occupational experiences;
and the College will provide related vocational instruction and coordination.
The student will maintain standards of work and study performance prescribed
by the Employer and the College.

It is further agreed the period of the Internship is from
through This understanding does not prevent the
Employer from terminating the employment of the Student-Employee for cause.
This agreement will become invalid should the student withdraw from College.

The starting rate of compensation for the Student-Employee will be $
per hour.

Student-Employee's Name

Home Address

Phone Age Student Number



Business Address


Student-Employee's Supervisor


Junior College



Distributive Education Coordinator:
Business Address:

Home Address:


Mid-Management Program

Junior College

FROM: Teacher-Coordinator



Your confidential estimate of this student's character will be an important
factor in deciding if he or she will be permitted to enroll in the Mid-
Management Program. It will be greatly appreciated if you will please
check the appropriate blanks.

Personal Appearance ................

Attendance and Punctuality.........

Accuracy................ ...........


Ability to work up to capacity.....

Ability to follow instructions......

Ambition. ..........................




Quality of work.....................

Quantity of work..................

Attitude toward criticism...........

General level of maturity for age..

Unsatis- Above Out-
factory Average Average standing


For remarks, use back of paper. Please return this report as soon as possible
so that the application may be processed. (Mail Box in Office) Thank You.

Signature of Instructor Subject Area Room

Employer's Rating Sheet for Student-Employees

Junior College Mid-Management Internship Program





INSTBUCTIONSi Please evaluate the Student-Employee by placing check marks in
appropriate columns and using the remarks section for your comme Is.

Column Designation,
A Excellent

B Good

C Average

D Below Averago

Ability to understand and carry out instruc-
COMPREHENSION tinns. Ability to see his job in relation
to department and entire organization.
Ability to follow through as directed; plus
DEPENDABILITY reliability of decision.3 in his area of
responsibility. Punctual and prompt.
INITIATIVE Self starting ability. Originality; plus
willingness to assume responsibility.
Ability to get alonri with co-workers and
COOPERATIVENESS supervisors, and those he might supervise.
Ability to accept suggestions and criticism.
Pleasant and court.f.ouls. Sincerely attempts
to determine customers needs and desires,
CUSTOMER-RELATIONS and satisfy th .m by selling appropriate
merchandise and arranging for correct
Ability to compute, figure or calculate.
CLERICAL AND Accuracy and legi-bility of sales and Inven-
MANIPULATIVE COMPETEFCY tory records. ability to correctly weigh,
me.nsure, aid r',ounr Abillt ,'-o use sales
anFd rcffica mrr-hiri,.i etc.t__
Sum total o'-f e~ r bi.. qlialitie including
TOTAL PERFORMANCE accept.ab].: quality trd ,quinntity of work
---,_crJorrh..L.,1 &1 h _e,__.

APFEARAHC ~- ~- ~""- ----- ~ -
PERSONALIT ~-- ~----- ------------


Mid-Management Prooram

Junior Collene

Student-learner Rating Sheet



Grade Period

Training Station

Name of Student



The Mid-Management Program is a cooperative effort between busi-
ness and the college. This rating sheet will furnish a means by which
the business and the college may cooperate in rating the performance
of the trainee, to help the teacher-coordinator to determine a proper
grade for the training period, and in counseling with trainee.

Please indicate on the scale below your estimate of the trainee's
performance in relation to his personal ability or the needs of the job.
(EXAMPLE: If "courtesy habits" would be rated by you about average,
consider 80 as average and place an X mark on the solid scale line where
you would rate the trainee numerically)


90 80

1. Courtesy habits
2. On the job sincerity
3. Appearance suitable to work
4. Habits of honesty (time, money
5. Cleanliness habits
6. Getting along with customers

1. Initiative

2. Accuracy
3. Ability to
4. Promptness
5. Getting alo

1. Merchandise
2. Arithmetic

y, stock

- - I:

follow directions _

ng with fellow workers


3. Speech, ability to convey idea
4. Written communication (writing
5. Sales ability (if applicable)

NOTE: Please use the back of this rating sheet for any additional
comments which may be helpful in advising the trainee how his
work can be improved.
Thank you.






Will you please rate the above student on the following traits.
as you have observed during his or her employment.
(5 outstanding; 4 above average; 3 average; 2 below overage; 1 very poor)


Each day on time
and ready for work

Compare with other employees

General cheerfulness & courtesy

Completes assigned task in an
acceptable manner.

Works busily to the best
of his or her ability.

Shows ability to learn and to
apply knowledge on the job.

Is able to see things that need
to be done.

ist 6 wks.









2nd 6 wks.

2nd 6 WICL 3rd 6 wki. 4th 6 wlci







54321 5432

54321 5432

54321 5432

5 4 3 2 1 5 4 3 2

54321 5432





























,-- --.- "" '

Place of Employment




3rd 6 wks.

4th 6 wk!.

5th 6 wk&

6th 6 wks.


Business Firm








Special Information:





Planning Record Reviewed


Visitation Schedule

Purpose I

Persons Contacted Action or Results


__________________________________ 1 ____________________________






Individual Contacted __

Position Address

Nature of Business or area of Work:

Business History or Professional Background:

Qualifications Which Recommend:

Characteristics Which Deter:

Reputation Among Business Colleagues:

Recommendation for Involvement:






Name & Title

of Staff


Distribution of
Semester _


.,- C


s- S-
o o


(/I "
O) S-




%0 100


% 100


% 100


% 100

* May be used both for current and planned effort.




Date of Request

Year of Graduation


(Please correct if incorrect)

INSTRUCTIONS: Please respond to every question. Write in answers to
questions or check blocks. Return completed questionnaire in the
enclosed envelope. Thank you for your cooperation.

1. Check one:

Employed full-time Employed part-time Not Employed

2. Write in the business name of your present employer.

Kind of business

3. What is your position or job title?

4. Have you been promoted or given more responsibilities during the
past year? No Yes, please explain.

5. What do you like most about your present job? Or what is the
desirable feature about this position?

Follow-up (Continued)

6. If your present position is not in distribution why did you enter
this work?

7. Are you enrolled in an institution for further education?
Check one: Yes No

8. If 7 is Yes what is the name of this school of institution?

9. What is your objective or major area of study?

10. Have you graduated from or completed another program of study
since graduation?
Yes No Not Yet

11. What degree or certificate did you receive?

12. Are you married?

13. Are you in military service?




14. Have you enrolled for one or more adult distributive education
courses or programs? Yes (list below) No

15. What is your present occupational plan or career goal?

16. If you have comments or observations about the marketing program,
particularly as it has affected your occupational position or
further education, please write them in this space or on additional
sheets or paper.


First Year

First Semester

Science Requirement
P. E.
Intro. to Business
Math of Business
Seminar & Work



Second Semester

Science Requirement
P. E.
Office Accounting
Prin. of Retailing
Seminar & Work

Second Year

First Semester

Prin. of Economics
Prin. of Sales
Prin. of Marketing
Seminar & Work



Second Semester

Prin. of Economics
Business Law
Adv. & Sales Prom.
Per. Management
Seminar & Work or Elective







This Certificate Program in Real Estate is designed to prepare
students for entrance into the real estate profession. Upon
completion of this Certificate Program, you may transfer into the
two-year Mid-Management Associate in Science degree program.

First Semester Credits

Math of Business 3
Salesmanship 3
Intro. to Business 3
Prin. of Real Estate 2
Electives 6
Total 17

Second Semester Credits

Office Accounting 3
Business Law 3
Intro. to Economics or Prin. of Economics 3
Fla. Real Estate Handbook Review 3
Prin. of Finance 3
Total 3


The certificate Program in Retailing requires one year or two
semesters for completion. This program includes on-the-job training
in a retail establishment and classroom instruction in several basic
marketing and management subjects. At the conclusion of the first
semester or upon completion of the Certificate Program, you may
transfer into the two year Mid-Management Program.

First Semester Credits

Math of Business 3
Prin. of Marketing 3
Salesmanship 3
Intro. to Business 3
Seminar & Work 4

Total 16

Second Semester Credits

Elective 3
Office Accounting 3
Prin. of Retailing 3
Adv. & Sales Prom. 3
Seminar & Work 4

Total 16

Associate in Science Degree
Freshman Year

1st Semester


2nd Semester

Intro. to Business
Food Distribution
Sales Fundamentals
English I
Business Machines
Physical Education

Mid-Management Seminar
Supermarket Merchandising
Prin. of Marketing
Mathematics or Logic
American Culture or
English II or Effective
Speech I
Physical Education


Sophomore Year

1st Semester


2nd Semester

Business Law
Mid-Management Seminar
Meat Market Management
Business Elective



Prin. of Marketing
Mid-Management Seminar
Supermarket Management
Report Writing
Business Elective
General Education Elective

TOTAL . . .. .. . 69










Associate in Science Degree
Freshman Year

1st Semester


2nd Semester

Intro. to Business
Mid-Management Seminar
Intro. to Petroleum
Sales Fundamentals
English I
Business Machines
Physical Education


Mid-Management Seminar
Prin. of Petroleum Marketing
Prin. of Marketing
Mathematics or Logic
American Culture or
English II or Effective
Speech I
Physical Education

Sophomore Year

Hours 2nd Semester

1st Semester

Business Law I
Mid-Management Seminar
Problems in Petroleum
Business Elective



Prin. of Management
Mid-Management Seminar
Service Station Management
Report Writing
Business Elective
General Education

TOTAL . . . . . .









First Semester Credits
Freshman Orientation ............................. 0
Credit I (Financial Institutions) ................. 3
Accounting I ..................................... 4
Communications I ................................ 3
Typewriting I* .................................. 3
Mathematics of Finance ........................... 3 16
Second Semester
Credit II (Operations & Procedures)................ 3
Accounting II ............ ......... ... ............. 4
Communications II ........... .................... 3
Economics ........................................ 3
Principles of Finance ............................. 3 16
Third Semester
Credit III (Credit Management) .................... 4
Credit Correspondence ............................. 3
Business Law I .................................... 3
Office & Personnel Management .................... 3
Elective ...................................... .. 3 16
Fourth Semester
Credit IV (Case Studies) ......................... 4
Principles of Marketing I ........................ 3
Psychology of Human Relations ..................... 3
American Institutions ............................ 3
Elective ........................................ 3
Graduate Orientation .............................. 0 16
Scheduled Electives
Principles of Insurance .......................... 3
Principles of Advertising ........................ 4
Principles of Salesmanship ....................... 3
Psychology of Persuasive Speech ................... 3
Marketing Management ............................. 4
Principles of Retailing .......................... 3
Electro-Mechanical Machines ...................... 3
Computer Concepts ................................ 3
Merchandise Math II ............................. 3
Graduation requirements for an Associate Degree in Business Administration
with a major in Credit Management is 64 credits.
*Students, who demonstrate a proficiency on pre-testing, may sutstitute
106-133, Typewriting II, or another elective.
Internship. Minimum of 8 hours for 8 weeks, job experience plus weekly
instructor conference--term paper.


Freshman Year

Course Title

Hours Credit

First Quarter

Second Quarter

Third Quarter

Fourth Quarter

Sophomore Year

Communication Skills
Principles of Design
Basic Salesmanship
Retail Merchandising
Field Experience

Business Math
Principles of Design
Home Furnishings Merchandising
Field Experience

Home Furnishings Textiles
Home Furnishings Merchandising
Introduction to Business
Field Experience

Field Experience

Course Title





First Quarter

Second Quarter

Third Quarter

Fourth Quarter

Applied Psychology
Home Furnishings Marketing
Business Law
Principles of Management
Field Experience

Interior Design
Sales Promotion
Current Events
Community Health
Field Experience

Personnel Management
Principles of Accounting
Business Communications
Home Furnishings Seminar
Advanced Salesmanship

Field Experience

Hours Credit




Freshman Year Hours Credit

Course Titl- Hours.. ..... . .


First Year

First Semester

English I
Accounting I
Mathematics of Business or
Introduction to Mathematics
Typing or Physical Science
Physical Education
Introduction to H-M-R Management



Second Semester

English II or Speech
Introduction to Business
H-M Front Office Procedures
H-M-R Accounting
H-M-R Practicum and Seminar
Physical Education

Second Year

First Semester

American Culture I
General Psychology or
Supervision of Personnel
H-M Housekeeping
Business Law
H-M-R Practicum and Seminar

Second Semester

3 Humanities I
Economics or Marketing
3 Sales Fundamentals and Procedures
3 Mechanical & Electrical Equipment
3 H-M-R Practicum and Seminar




First Year

First Semester

English I
Accounting I
Mathematics of Business or
Introduction to Mathematics
Typing or Physical Science
Physical Education
Introduction to H-M-R Management



Second Semester

English II or Speech 3
Introduction to Business 3
Introduction to Quantity Food Cookery 3
H-M-R Accounting 3
H-M-R Practicum and Seminar 6
Physical Education 1

Second Year

First Semester

American Culture I
General Psychology or
Supervision of Personnel
Quantity Food Preparation
Business Law
H-M-R Practicum and Seminar

Second Semester

3 Humanities I


Economics or Marketing
Sales Fundamentals and Procedures
Mechanical & Electrical Equipment
H-M-R Practicum and Seminar



First Year

First Semester

English Requirement
P. E. Requirement
Intro. To Business
Math. of Business
Intro. to Data Proc.
Basic Computer Conc.


Total 16

Second Semester

English Requirement
Science Requirement
P. E. Requirement
Prin. of Accounting I
Prin. of Real Estate


Second Year

First Semester

Science Requirement
Prin. of Accounting II
Prin. of Economics I
Prin. of Finance
Seminar & Banking



Total 16

Second Semester

Prin. of Economics II
Money & Banking
Business Law
Seminar & Banking Internship

*Recommended elective: Accounting 205






1. H. P. Sweeny, "Evaluation Must Be Complete," American Vocational Journal,
March, 1966, pp. 14-16.
2. Edwin L. Nelson, "Base for Curricula Development in Distribution,"
a discussion paper delivered at the National Clinic on Distributive
Education, Washington, D. C., October, 1963.
3. Robert L. McKee, et. al., "Post-High School Occupational Education,"
a discussion paper delivered at the Regional Conference conducted
by the Division of Vocational and Technical Education, United States
Office of Education, January and February, 1965.
4. Rufus W. Beamer, "Distributive Education's Responsibility to American
Youth," an address delivered to the Distributive Education Sectional
meeting, American Vocational Association Convention, December, 1963.
5. Distributive Education Clubs of America: Official Handbook, DECA
Headquarters, Falls Church, Virginia.
6. Donald P. LaRowe, "Distributive Occupations: Cooperative Distributive
Education in Florida's Public Junior Colleges," Business Education
Forum. Vol. 20, No. 4, January, 1966, pp. 28-30.
7. Gail Trapnell, "Characteristics and Philosophy of Distributive Education
at the Junior College Level," an address delivered to the Distributive
Education Sectional meeting, American Vocational Association Convention,
December, 1965.
8. Distributive Education: Educational Values in Club Programs, United
States Department of Health, Education, and Welfare, Vocational
Division Bulletin, No. 294, Distributive Education Series No. 31.
9. Distributive Education: Post High School Cooperative Programs, United
States Department of Health, Education, and Welfare, Vocational
Division Bulletin No. 283, Distributive Education Series No. 29.
10. "Future Opportunities for Distributive Education," based on a presen-
tation by Harry W. Ketchum, United States Department of Commerce,
to the Central Regional Education Conference, Chicago, Illinois,
April, 1962
11. A Guide: Cooperative Distributive Education in Florida High Schools
Bulletin 74H-8, Division of Vocational, Technical, and Adult
Education, Department of Education, Tallahassee, Florida.
12. Distributive Education in the High School, United States Department of
Health, Education, and Welfare, Office of Education, Washington,
D. C., 1965.
13. Post Secondary Distributive Education, United States Department of Health,
Education, and Welfare, Office of Education, Washington, D. C.
OE-82017, 1969.
14. Development of Junior College Distributive Education Curriculums, Instructional
Materials Laboratory, Distributive Education Department, Division of
Extension, The University of Texas, Austin, Texas.


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