Fergana polytechnical institute faculty management in production department "economy" methodological instruction

86

Lesson number 11. Advertising in marketing…………………………………………	91
List of used literature………………………………………………………………….	99

Introduction
The purpose of these guidelines is to assist students in mastering the theoretical material and acquiring the skills of computational-graphical analysis, systematization and generalization of knowledge in this course in preparation for practical exercises.
The basis for the work of students in preparation for the seminar is the plans of seminars, which for each topic include two groups of questions.
1. The main questions that are basic for mastering the topic
2. Questions for discussion and performance of settlement and graphic work, allowing in-depth and problematic study of the topic.
The presented topics preserve the logic and integrity of the course and can serve as a guide for students in preparing for intermediate, midterm and final control.
The plans of the seminars, together with the literature recommended for them and the list of basic concepts, can serve as a guide for students to study the course on their own.

The content of practical classes

№	The name of the topic of practical exercises
		Number of hours
1	Socio-economic foundations of marketing.	2
2	Marketing functions, tasks and principles.	2
3	Marketing research and information system.	2
4	Strategic Marketing.	2
5	Market segmentation.	2
6	Commodity policy. (product policy)	2
7	Price policy.	2
8	Sales policy.	2
9	e-commerce system.	2
10.	Communication policy in marketing.	2
11.	Advertising in marketing.	2
	Total	22

REQUIREMENTS FOR THE QUALITY OF PREPARING STUDENTS
FOR PRACTICAL AND SEMINAR LESSONS.
Preparation for practical and seminar classes is an obligatory part of the student's work and is carried out on all issues of the topic specified in the lesson plan, and not selectively on individual issues. Continuous preparation contributes to the full development of the topic and the effective work of the practical lesson and seminar. The student's work at the practical and seminar classes assumes his high activity and compliance with the following requirements in public speaking. The purpose of this work is to consolidate and deepen the knowledge gained during the study of the theoretical course "Marketing", as well as the acquisition of practical skills in solving marketing problems, represented by two forms: calculation and situational tasks, which are aimed at:
• definition of strategy, tactics, methods and means of demand formation and sales promotion;
• analysis of the economic and social activities of the enterprise;
• formation of the contract price;
• carrying out strategic and current planning, etc.
• calculation tasks require knowledge of theoretical material, marketing tools, logical thinking.
• Free oral reproduction of a prepared presentation on issues using mini-notes.
• Willingness and ability to answer questions and draw conclusions from what has been said
• Knowledge of the terminology of the course "Marketing"
• Compliance with the time limit of the speech (7-10 minutes)
Situational tasks, known as "cases", teach the development of analytical thinking, the development of strategic decisions, the ability to work in team, develop and evaluate alternative marketing solutions.

• 
  This work is aimed both at the specifics of the industry - construction, and offers a wide range of tasks on various topics, including using the case study method.
  
• 
  One of the effective means of consolidating and developing the acquired knowledge in the field of marketing are case situations, on the basis of which the student makes independent decisions in the field of marketing.
  
• 
  The case study method began to be applied at the beginning of the 20th century. in the field of law and medicine. The leading role in the dissemination of the case method belongs to the Harvard Business School. In the period from 1909 to 1919, training took place according to the scheme, when practitioners were asked to state a specific situation (problem), and then give an analysis of the problem and appropriate recommendations. In the future, especially in recent times, the case method has found wide application in the West in the study of management and marketing.
  
• 
  Harvard Business School defines the case method as follows:
  
• 
  “This is a teaching method in which students and teachers engage in face-to-face discussion of business situations or tasks. These case studies, usually prepared in writing and based on the experience of real people working in the field of entrepreneurship, are read, studied and discussed by students. Case studies form the basis of a class conversation under the guidance of a teacher. Therefore, the case method includes both a special type of educational material and special ways of using this material in the educational process. In general, the case method allows solving the following tasks:
  
• 
  make the right decisions under conditions of uncertainty;
  
• 
  develop a decision-making algorithm;
  
• 
  master the skills of studying the situation, discarding secondary factors; develop an action plan focused on achieving the intended result;
  
• 
  apply the acquired theoretical knowledge, including in the study of other disciplines, to solve practical problems;
  
• 
  take into account the points of view of other specialists when making a final decision. Thus, the case method contributes to the development of the ability to analyze situations, evaluate alternatives, choose the best option and implement a plan for its implementation.
  
• 
  Guidelines for practice are drawn up according to the work program and are based on the theoretical material of the "Marketing" manual