Things I Like In The Market Class, I Like Many Different Thi

Things I Like In The Market Classi Like Many Different Things In The

Things I like in the market class: I like many different things in the personal selling class that will help me through my future life. The first thing I like is the teaching style because it provides me different examples of how to learn the seven steps sales process as an important process to follow in my future job. Also, I like having different assignments that are related to the market subjects because it keeps me in the learning process so I don’t forget what is learned in class. Additionally, I like the model page because it provides everything I need, including the syllabus, quizzes, and homework assignments for each chapter. The syllabus is also helpful as it provides all the necessary details such as dates and times for assignments, events, tests, and role plays.

I appreciate the extra credits offered through events because they encourage attendance at presentations and help improve my grade. Communication tools such as phone texts, voice calls, and email are also beneficial because they make it easy to connect with Dr. McGilvray, my instructor. I value the PowerPoint presentations available in Moodle because they contain all the information I need to succeed on tests. The current event activity is useful for analyzing products I like, and it inspires ideas through shared questions during job shadow interviews, whether positive or negative, which I also share with classmates.

However, there are aspects I do not like in the class. The difficulty of quizzes during class can be overwhelming, especially because the questions are quite challenging, and I sometimes do not have enough time to complete my notes as they are often taken during teaching. I also find the fast-paced speech of the instructor challenging, particularly as an international student who is slow at writing, because slides are moved quickly without allowing me to finish my notes. The short time allocated for group discussions on projects is another issue, as my group and I need more time to collaborate effectively. I would like all PowerPoint slides from every chapter to be uploaded to Moodle for easier access and review.

Additionally, I think the grading system for quizzes could be improved by standardizing grades across all assessments. For future classes, I suggest incorporating more activities, such as selling products to each other in class, with small credits awarded to winners, and providing practical projects that simulate real market conditions to facilitate understanding. Including a movie or YouTube video about marketing could make lessons more engaging. I also recommend adding one more project to split the grade evenly and removing the midterm exam, as I believe the final project promotes self-development more effectively than traditional tests.

What works well for me in this course includes the speaker sessions, which improve my ability to share and hear diverse ideas about different products. The final project helps in understanding new marketing skills, especially in selling products via various strategies, which I find valuable for my professional future. Working as a team in projects enables collaborative learning and enhances my communication skills. Overall, these elements contribute positively to my learning experience and prepare me for future endeavors in the field of market and sales.

Paper For Above instruction

The course in personal selling and marketing offers a comprehensive learning environment filled with various teaching aids, activities, and opportunities for growth that are essential for students aiming to build a solid foundation in market strategies. Throughout the semester, the instructor’s teaching style—using diverse examples and engaging multimedia—has significantly enhanced understanding of the seven-step sales process, which is central to successful selling techniques. Active assignments related to market subjects ensure continuous engagement and reinforce learning, while the model page centralizes resources such as the syllabus, quizzes, and homework, providing students with easy access to all necessary materials for effective study.

One of the course’s notable features is the extra credits offered through participation in external events and presentations. These not only motivate students to attend and participate but also broaden their understanding of real-world marketing scenarios. Communication tools, including phone, email, and messaging, facilitate effective interaction between students and the instructor, fostering a supportive learning environment. PowerPoint presentations uploaded on Moodle serve as vital review tools, allowing students to revisit key concepts and prepare adequately for exams. The current events component enriches students’ analytical skills by encouraging them to examine products critically and share insights, thereby enhancing discussion and application of marketing principles.

Nonetheless, students have expressed some frustrations regarding the course delivery. Quizzes administered during class sessions are considered overly challenging, especially given time constraints that hinder note-taking and comprehension—challenges compounded for international students like myself, who may require more time to process information and write notes. The rapid delivery of lectures, moving swiftly from slide to slide, poses difficulties in capturing all information, underscoring the need for pacing adjustments. Furthermore, group project discussions are perceived to be too short, limiting effective collaboration and idea exchange. To improve accessibility and review, uploading all PowerPoint presentations for each chapter to Moodle is recommended.

Suggestions for future iterations of the course include integrating more interactive activities, such as practical selling exercises where students apply real-life strategies to sell products among peers, with incentives for successful sales. Incorporating multimedia resources like marketing-related films or YouTube videos would diversify instructional methods and increase engagement. Additionally, reorganizing assessment structures—such as adding more projects, splitting grades evenly, and eliminating mid-term exams—would better align evaluation methods with the course’s emphasis on experiential learning and self-development.

Certain elements of the course resonate particularly well with my learning preferences. The speaker sessions stimulate insightful discussions and promote the exchange of innovative ideas, enriching my understanding of varied marketing approaches. The final project stands out as a critical component, enabling me to practically apply marketing skills in designing strategies to sell a product. This exercise not only reinforces theoretical knowledge but also prepares me for real-world market challenges. Working collaboratively in groups has also been a valuable experience, enhancing my teamwork and communication skills, which are crucial for success in professional settings.

In conclusion, this course provides a well-rounded and practical introduction to personal selling and marketing principles. While improvements in assessment pacing, material accessibility, and interactive activities could enhance the learning experience, the core components of engaging instruction, project-based learning, and real-world applications effectively prepare students for future careers. Emphasizing continuous improvement and incorporating diverse educational tools will ensure that future students benefit from an even more dynamic and supportive learning environment.

References

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