Course Overview

The Enterprising Person, Grade 11, Open, BDP3O

Course Description

This course examines the significance of the enterprising employee to organizations in Canada’s economy. Rapid changes in an increasingly competitive and global marketplace have meant that those organizations that foster this spirit of enterprise in their employees increase their rate of success. Students will learn about the characteristics and skills demonstrated by the enterprising person and understand how these attributes contribute positively to the achievement of organizational goals. The evolutionary nature of the workplace is examined to determine why recent trends in the labour market have occurred in the manner they have. The course culminates with the opportunity for students to participate in the entrepreneurial process. Students will learn the importance of recognizing opportunities, generating ideas, demonstrating creative problem-solving skills, and ultimately how to develop a venture plan that is built upon the identification of an opportunity.

How This Course Supports the Ontario Catholic School Graduate Expectations

The Enterprising Person course is a program of study that focuses on the changing world of work. Work, and by extension the work environment, is central to our humanity and integral to who we are as Catholics. We believe that God created humans to be stewards over the bountiful resources of the Earth. Our creativity, work ethic, and problem-solving abilities are gifts given to us from God so that we can perform this stewardship role in a competent, responsible, caring, and loving manner.

Pope John Paul II writes, “New conditions and demands will require a re-ordering and adjustment of the structures of the modern economy and the redistribution of work… there must be continued study of the subject of work and the subject’s living conditions. In order to achieve social justice in various parts of the world, in the various countries, and in the relationships between them, there is a need for ever new movements of the workers and with the workers.” (J.P.II, Laborem Exercens)

With this in mind, this course will teach that human beings are not merely another factor of production, used to efficiently produce goods and services, but rather, the most essential component required by organizations to serve the needs of their community. The workplace must become more cognizant that human beings require physical, intellectual, emotional, and spiritual growth opportunities, and strive to encourage this growth in their employees. As Catholics, one of our primary goals is to fully develop our God-given potential, and to use this potential to contribute positively to the society within which we live. The enterprising employee finds meaning, dignity, and fulfillment in work activities that advance the common good of the organization within which they work, and the common good of their community within which they live. This course will teach students that the enterprising employee fulfils their Catholic mandate to generously share their unique gifts from God for the betterment of the world around them.

Additionally, this course outlines to students why business leaders, managers, entrepreneurs, and other persons in position of authority should adopt a leadership style that fosters the enterprising spirit among personnel. Vatican II gives strong and unambiguous support to the principle of co-management. “In economic undertakings, it is persons who join together, that is, free and responsible human beings, created in God’s image. Therefore, active participation of all in the operation of the enterprise should be promoted.” (Laborem Exercens) This course will strive to teach those beliefs.

Course Notes

While this course is not a prerequisite for any Grade 12 level business course, it is ideally suited to prepare students for successful achievement in the present day world of work. Units 1 – 4 deal specifically with the changing workplace and how the employee can improve their probability for success in this dynamic workplace. Unit 5 provides students with the opportunity to apply previously learned knowledge about the enterprising workplace into the broader context of the entrepreneurial venture. Additionally, a culminating activity involves students in the process of creating a small business venture, operating it for a day, dissolving it, examining what went right and what went wrong, and finally, reporting on the entire process. Units 1 – 4 are clustered such that each unit builds upon the learning from the previous unit. Unit 5 examines the world of the entrepreneur and the process of venture planning, and as such, takes the learning from the first four units, and puts it into the context of now operating their own entrepreneurial venture.

Use of relevant videos, newspapers, and guest speakers from the local labour unions and entrepreneurial community should be used whenever it is workable. Making connections between the curriculum and what is really happening in our labour market should be done as often as possible. An enterprising activity for the class to organize would be to plan and host a business lunch (students can book the facilities, hire a caterer, entrepreneurs, enterprising individuals, and government personnel to join students for this occasion). If the lunch is planned toward the middle to end of the course, it could provide students with the opportunity to share what they have learned about the enterprising work environment with their guests. A business lunch setting could provide the perfect opportunity for mentoring relationships to begin.

Teachers should be prepared to work with their local business community. Guest speakers, environmental scans, and evaluation of the local work environment cannot be adequately done without the cooperation of the business community. Make ties with businesses who have accepted the role of mentor, and who have proven themselves to be interested in helping their local school community.

Students will require access to computer technology. Ideally, the course should be scheduled in a computer lab if at all possible. It is essential to the success of the course that students are able to use word-processing software, create spreadsheets and databases, conduct secondary market research on the Internet, and have e-mail capabilities.

Teachers should access the resources available with regard to career options in their local community. Cooperative Education programs should be explored by students, and a database of local enterprising organizations should be maintained.

Units: Titles and Time

Unit 1	Skills of the Enterprising Employee	19.5 hours
Unit 2	The Enterprising Employee	22.0 hours
Unit 3	The Changing Nature of the Workplace	21.0 hours
Unit 4	The Enterprising Work Environment	19.5.hours
*Unit 5	The Entrepreneurial Experience	28.0 hours

* This unit is fully developed in this Course Profile.

Unit Overview

The following unit overview charts provide an outline of the course by major topic. For each activity in a major topic, the expectations to be achieved, the assessment categories that are applicable, and a focus activity are provided.

Unit 1: The Skills of the Enterprising Employee

Unit Description

This unit examines the skills of an enterprising employee in today’s competitive work environment. Students look at what skills an enterprising employee needs to be successful in business. Students identify and assess enterprising activities and opportunities in their own community. Students evaluate their enterprising skills through tests and self-assessments. Students demonstrate their enterprising skills in the community. The development of a career plan focuses students’ learning about how to be an enterprising employee.

Unit 1 Overview Chart

Cluster	Expectations	Assessment	Focus
1	CGE5c, CGE4a, CGE3e, SEV.01, SEV.02, SE1.01, SE1.02, SE1.03, SE1.04, SE2.01, SE2.02	Knowledge/ Understanding Thinking/Inquiry	Skills of the Enterprising Person (e.g., Identify and develop enterprising skills)
2	CGE5f, CGE5a, CGE4a, CGE5b, CGE7e, CGE7f, SEV.03, SE3.01, SE3.02, SE3.04, SE4.02	Thinking/Inquiry Application Making Connections	Opportunities in the Community (e.g., Examine curricular, and community opportunities to develop enterprising skills, attitudes, and attributes)
3	CGE4h, CGE5d, CGE5c, CGE4f, CGE4e, SEV.02, SEV.03, SE2.01, SE2.02, SE3.03, SE3.05, SE4.02	Thinking/Inquiry Communication Application Making Connections	Skill and Portfolio Building (e.g., Log personal progress by demonstrating enterprising skill development through the participation/application of skill building activities)
4	CGE5h, CGE5c, CGE4g, CGE7h, CGE7j, SEV.04, SE4.01, SE4.03, SE4.04	Thinking/Inquiry Communication Application Making Connections	Developing a Career Plan (e.g., Develop a plan to market specific skill sets and unique abilities to employers in related career/work areas)

Unit 2: The Enterprising Employee

Unit Description

This unit focuses on what makes an enterprising employee. It examines what characteristics set an enterprising employee apart from other workers in her/his workplace. Students will look at how successful business people look at change and risk in their work environment as opportunities not threats. Examples of enterprising employees in the “real world” will be discussed and investigated. Through tests and self-assessment activities students will develop a portfolio that highlights their enterprising spirit.

Unit 2 Overview Chart

Cluster	Expectations	Assessment	Focus
1	CGE1d, CGE3a, CGE3b, CGE3b, CGE3c, CGE4c, CGE5g, CGE5c, CGE5b, CGE.7h, CGE7j, EEV.01, EEV.02, EE1.01, EE1.02, EE2.01, EE2.02, EE2.03, EE2.04, EE4.01, EE4.03	Knowledge/ Understanding Thinking/Inquiry	Understanding Work and Workers (e.g., Compare and contrast the attributes/attitudes of enterprising and non-enterprising employees)
2	CGE2c, CGE3a, CGE3a, CGE3e, CGE3f, CGE4g, CGE4d, CGE4b, CGE7j, EEV.03, EE2.05, EE3.01, EE3.02, EE3.03, EE3.04	Thinking/Inquiry	Success in a Changing Workplace (e.g., Develop positive strategies to manage workplace uncertainty and risk)
3	CGE2a, CGE1g, CGE2b, CGE3a, CGE5b, CGE3d, CGE5e, CGE5f, CGE7a, CGE7b, CGE7d, CGE7e, EEV.04, EE1.03, EE4.04, EE4.02	Knowledge/ Understanding Thinking/Inquiry Applications Making Connections	Working Models for Success in Business (e.g., Illustrate the risk/benefits/contributions of enterprising individuals and enterprising businesses)
4	CGE1g, CGE1i, CGE4a, CGE3e, CGE4b, CGE5c, CGE5h, EEV.05, EE5.01, EE5.02, EE5.03, EE5.04	Thinking/Inquiry Communication Applications Making Connections	Skill and Portfolio Building (e.g., Self-development of enterprising characteristics and the development of enterprising attributes and attitudes)

Unit 3: The Changing Nature of the Workplace

Unit Description

Unit 3 focuses on how changes in technology, increased competition, the globalization of trade, and electronic commerce have become more important in the workplace of our mixed economy. The significance of the labour market to the Canadian economy is investigated, and the forces of labour supply and demand are studied to draw relationships between such factors as level of sales, production methods, technology, cost of labour substitutes, and the type of product produced. Students will inquire about how changes in law, corporate values, and human rights legislation have contributed to the birth of the new work environment. Students will examine how the current trend of converging work at home, contract work, part-time work, and self-employment has transformed the old “9-to-5” model of work. Opportunities will be provided for students to evaluate how all of these changes affect the employee, employee organizations, and management personnel.

Unit 3 Overview Chart

Cluster	Expectations	Assessment	Focus
1	CGE1d, CGE1i, CGE1g, CGE2b, CGE3c, CGE3f, CGE5b, CGE5e, CGE7e, CNV.01, CN1.01, CN1.02, CN1.03, CN1.04, CN2.01, CN2.02	Knowledge/ Understanding	Major factors affecting the labour market. (e.g., scrapbook of related news articles)
2	CGE1g, CGE2e, CGE3f, CGE4d, CGE5e, CNV.02, CN2.01, CN2.02, CN2.03, CN2.04, CN4.04	Knowledge/ Understanding Thinking/Inquiry	Trends in the labour market. (e.g., Environmental scan of your local labour market)
3	CGE1d, CGE2e, CGE3f, CGE7g, CNV.03, CN3.01, CN3.02, CN3.03, CN3.04, CN2.02, CN4.05	Knowledge/ Understanding Thinking/Inquiry Communication	Relevant changes in the workplace. (e.g., Interview and profile report of a local labour leader)
4	CGE.2b, CGE.2c, CGE4g, CGE5d, CGE5h, CNV.04, CN4.01, CN4.02, CN4.03, CN4.05, CN1.04, CN2.01	Communication Application Making Connections	Workers’ Employability (e.g., Draw relationships between good student skills and employability skills)

Unit 4 – The Enterprising Work Environment

Unit Description

Unit 4 analyses the enterprising work environment. Initial investigations are made into how an enterprising workplace benefits the employee, the organization, and their community at large. Students will study factors that influence or deter the creation of an enterprising work environment. In addition, students will determine what characteristics are inherent in fostering an enterprising climate by examining employers and managers who have been successful in building this enterprising culture in their own workplace.

Unit 4 Overview Chart

Cluster	Expectations	Assessment	Focus
1	CGE3f, CGE4a, CGE4b, CGE4c, CGE4d, CGE4c, CGE4f, CGE5b, CGE5d, CGE5e, CGE5g, CGE5h, WEV.04, WE4.01, WE4.02, WE4.03, WE3.05, WE3.03, WE2.04	Communication Application Making Connections	Challenges and benefits of enterprising employees. (e.g., Examine case studies)
2	CGE1d, CGE2e, CGE3c, CGE3f, CGE4a, CGE4b, CGE5b, CGE5c, CGE5d, CGE5g, CGE5h, WEV.01, WE1.01, WE1.02, WE1.03, WE2.02	Knowledge/ Understanding Thinking/ Inquiry	General influences (e.g., Compare conditions where enterprising employees exist and where they do not)
3	CGE1d, CGE2e, CGE3b, CGE3f, CGE4a, CGE4b, CGE5b, CGE5c, CGE5d, CGE5g, CGE5h, CGE7e, CGE7I, CGE7j, WEV.02, WE2.01, WE2.02, WE2.03, WE2.04, WE4.02, WE4.01	Knowledge/ Understanding Thinking/ Inquiry	The role of the employer (e.g., Visiting guest speakers from business)
4	CGE3f, CGE4a, CGE4b, CGE4c, CGE4d, CGE4c, CGE4f, CGE5b, CGE5d, CGE5e, CGE5g, CGE5h, CGE7e, CGE7j, CGE7h, WEV.03, WE3.01, WE3.02, WE3.03, WE3.04, WE3.05, WE4.01	Knowledge/ Understanding Thinking/ Inquiry Applications Making Connections	The enterprising work environment (e.g., Write out job descriptions for a placement in an enterprising organization)

Unit 5: The Entrepreneurial Experience

Unit Description

Unit 5 introduces the student to entrepreneurial experience. This unit examines the characteristics and skills that are desirable for entrepreneurs. Students can look back at their self-assessment to determine which skills and characteristics they currently have and which they need to develop. Students will learn to recognize entrepreneurial opportunities and develop ideas for those opportunities. Students are invited to recognize opportunities in their own school community, generate and evaluate ideas that are suited to that opportunity, and plan a related business venture that will be operated for one school day. All business planning will be done in preparation for the day of business, and after the activity, students will be required to report on their business venture.

Unit 5 Overview Chart

Cluster	Expectations	Assessment	Focus
1	CGE2a, CGE2b, CGE2d, CGE4g, CGE5b, CGE5h, ENV.01, EN1.01, EN1.02, EN1.03, EN1.04	Knowledge/ Understanding Thinking/Inquiry Application Making Connections	Recognizing Entrepreneurial Characteristics & Skills. (e.g., Interview an Entrepreneur)
2	CGE1d, CGE2b, CGE3c, CGE4d, CGE5a, CGE5e, ENV.02, EN2.01, EN2.02, EN2.03	Knowledge/ Understanding Communication Thinking/Inquiry	Entrepreneurial Opportunities (e.g., Recognizing Opportunities, Current Changes and Trends)
3	CGE3b, CGE3c, CGE5a, CGE5e, ENV.03, EN3.01, EN3.02	Knowledge/ Understanding Communication Thinking/Inquiry	Generating and Evaluating Ideas (e.g., Video Analysis, Plus/Minus Evaluation)
4	CGE2b, CGE4d, CGE5b, CGE5h, ENV.03, EN3.03, EN3.04, EN3.05	Knowledge/ Understanding Application Making Connections Communication	Examining Entrepreneurs Who Have Taken Charge. (e.g., How did they solve problems?)
5	CGE3b, CGE3c, CGE3d, CGE4b, CGE4f, CGE5a, CGE5g, CGE7I, CGE7j, ENV.02, ENV.03, ENV.04, EN4.01, EN4.02, EN4.03, EN4.04, EN4.05, EN4.06	Application Making Connections Knowledge/ Understanding Thinking/Inquiry Communication	Planning, operating, and writing a business plan for a business that is open for one day “Today Only.”

Teaching/Learning Strategies

The Enterprising Person course is a diverse, open level course that will require the teacher to be equipped with a wide variety of teaching/learning strategies. These strategies fall into three categories: teacher centred, learner centred, and self-directed. It is essential to the success of the course that a balance among the three-teaching/learning categories be achieved. Certain units and topics lend themselves to a particular method of teaching/learning. Additionally, culminating activities should often be designed so that the student assumes an increased role in directing the learning. One of the course goals is to put theory into practice, and students must be able to do this in a self-directed manner.

A) Teacher-Centred Strategies

Teacher-centred approaches have an important place in The Enterprising Person course. Often, new units of study, or new topics need to be introduced by the teacher. Bringing relevant issues from the current world of work into the classroom at timely intervals is integral to the success of this course. The teacher is required to be attentive to issues affecting the current work environment in their local/national communities, and to introduce these issues when it is appropriate.

B) Learner-Centred Strategies

Learner-centred approaches, which are primarily activity-based, provide students with the opportunity to put into practice what they have learned. Learner-centred activities should often be used toward the end of a topic or unit as the culminating activity. However, learner-centred approaches should not be restricted for use in only culminating activities, for they can also be very effective when introducing new topics. In this manner, the teacher can scope out the class to determine how much knowledge and understanding students already possess in a certain topical area.

C) Self-Directed Strategies

Self-directed approaches to learning are essential to The Enterprising Person course. In many respects, the enterprising person is someone who is self-reliant and independent. Course activities that encourage students to take responsibility for themselves, and direct their learning activity, meet the objective of the course to develop workers who are self-directed. The two components of the course whereby students plan and operate a business for a day and write a small business plan, are well suited to this type of learning strategy.

Teaching/Learning Strategies

Teacher-Centred

Learner-Centred

Self-Directed

· Teacher-led review

· Work/Task sheets

· Board Work

· Note-taking

· Overhead use

· Socratic lessons

· Video

· Guest Speakers

· Text referencing

· Note making

· Collaborative technologies

· Demonstration

· Visual Organizers

· Group discussion

· Field Trips

· Group projects

· Role playing

· Peer helping

· Debates

· Jigsaw learning

· Creating visual displays

· Conducting primary market research

· Conducting secondary market research

· Interview managers

· Planning and operating business for a day

· Writing small business plan

Assessment & Evaluation of Student Achievement

Student assessment and evaluation methods should be communicated to students of this course from the outset. Assessment should be ongoing, and assessment techniques should be varied. Descriptive feedback to students must occur in an expeditious manner so that students can incorporate teacher feedback into subsequent work. Teachers should be prepared to make appropriate adjustments to teaching/learning strategies as required, and accommodate the special needs of students. Student input to the assessment process should be welcomed and valued. Teachers must make use of assessment tools that are:

· Diagnostic in nature;

· Designed to be formative in nature;

· Summative in nature.

Student Achievement Methods

Diagnostic

Formative

Summative

· Informal Observation

· Quizzes

· Class discussions

· Informal and formal observations

· Conferences with students

· Written feedback

· Graphic Organizers

· Presentations

· Assignments

· Quizzes

· Tests

· Presentations

Course Assessment & Evaluation

Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in a course. Evaluation refers to the process of judging the quality of student work on the basis of establishing criteria, and assigning a value to represent that quality.

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation and take place at, or near the end of the course.

Accommodations

Teachers must be aware of the diverse learning styles and needs of students in their Enterprising Person classroom. Teachers should address exceptional students’ Individual Educational Plans (IEPs) and consult with the appropriate support staff. The following are some suggested strategies based on different exceptionalities that could be applied throughout the various activities:

Reading Difficulties

· read questions first

· modify reading requirements

· use reading partners

· pre-teach concepts/vocabulary

· highlight notes

· use visual aids and videos

· read instructions

Math Difficulties

· check work after each example

· modify complexity of examples

· review concepts daily

· teach use of diagrams

· encourage use of calculator

· use hands-on manipulatives

· adjust number of problems

Memory Difficulties

· teach students to verbalize concepts

· check that daily assignments are recorded in planner

· avoid recall questions

· insist student write things down

· provide lists and/or flow charts

· give visual clues

· give demonstrations

· teach mnemonics

Oral Language Difficulties

· provide non-threatening environments

· do not ask the students to respond to questions without forewarning

· use cooperative learning

· work one-to-one

· have realistic expectations

· provide choices

· use electronic medium

· permit small groups

· pratice “wait time”

Motivation Difficulties

· provide a variety of types of assignments

· create personalized assignments

· set realistic goals and expectations

· avoid public confrontation

· provide praise and positive feedback

· be flexible with timelines

· conference on a one-to-one basis

· maintain contact with home

Written Language Difficulties

· vary assignments

· give explicit instructions

· allow more time

· provide photocopied notes

· allow point-form notes

· use peer editing and teach spell check

Attention Difficulties

· provide a variety of activities and teaching techniques

· use co-operative learning

· ask students to repeat instructions

· provide immediate feedback

· move around room

· use visual aids

· ensure students see an end in sight

ESL

· pair or group students with English speakers

· provide note making guide

· encourage use of first language English dictionaries for assignments and assessment, and allow extra time for reading and writing assignments

· pair written instructions with verbal instructions

· provide visual and auditory clues

· ask an ESL/ELD teacher to review questions, assignments, or assessment instruments

Resources

There is an almost limitless number of general business resources available. The list below is intended to facilitate the productivity of both the student and teacher, but it is not a definitive list. Resources required for specific unit activities are provided but are presented in generic subcategories to encourage the teacher and students to creatively pursue additional resources when appropriate. Every effort has been made to check the currency of Internet sites, but teachers are advised to check addresses prior to use as they change from time to time. Very brief annotated descriptions are included for some resources, but teachers should check all of the information to determine what resources are most appropriate for their students.

Workplace related Websites

Aboriginal Youth Business Council – http://www.aybc.org

Airline Pilots Association – http://www.alpa.org/

Alberta Centre on Entrepreneurship & Disabilities – http://www.acs.ucalgary.ca/~aced

The Association of Collegiate Entrepreneurs – http://www.acecanada.ca

Better Business Bureau – http://www.bbb.org

Canadian Auto Workers – http://www.caw.ca

Canadian Banker’s Association – http://www.cba.ca

Canadian Community Newspaper Association – http://www.ccna.ca

Canadian Foundation for Economic Education – http://www.cfee.org/en/

The Canadian Industrial Innovation Centre – http://www.innovationcentre.ca

Canadian Internet Handbook – http://www.handbook.com

Canadian Labour Congress – http://www.clc-ctc.ca

Canadian Management Association – http://www.cma-canada.org/

Canadian Media Guild – http://www.cmg.ca

Canadian Nurses Association – http://www.cna-nurses.ca

Canada-Ontario Business Service Centre – http://www.cbsc.org/ontario

Canadian Shareowners’ Association – http://www.shareowner.ca

Canadian Union of Public Employees – http://www.cupe.ca

Canadian Venture Capital Association – http://www.cvca.ca

Canadian Youth Business Foundation – http://www.cybf.ca

CBRC - Community Business Resource Centre – http://www.cbrc.com

The Centre for Entrepreneurship Education and Development – http://www.ceed.ednet.ns.ca

Communications, Energy and Paperworkers Union of Canada – http://www.cep.ca/en/

Credit Counselling Service of Toronto – http://www.creditcanada.com

Credit Union Central of Ontario – http://www.cuco.on.ca

EMG - Entrepreneurial Manufacturing Generator – http://www.emgweb.com

The Entrepreneur Institute of Canada – http://www.entinst.inter.net

The Entrepreneurship Centre – http://www.entrepreneurship.com

Industrial, Wood & Allied Workers of Canada – http://www.iwa.ca

Int. Assoc. of Machinists and Aerospace Workers of Canada – http://www.iamaw.org

Investor Learning Centre of Canada – http://www.investorlearning.ca

Junior Achievement of Canada – http://www.jacan.org

KidsNRG – http://www.kidsNRG.com

MLS (Multiple Listing Service) Online – http://www.MLS.ca

National Union of Public and General Employees – http://www.nupge.ca

Northern Light – http://www.nlsearch.com

The Ontario Federation of Labour – http://www.ofl-fto.on.ca

Ontario Women’s Directorate – http://www.gov.on.ca/owd

Sample Business Plans – http://www.bplans.com

Schoolnet – http://www.schoolnet.ca

Service Employees International Union – http://www.seiu.org/

United Steelworkers of America - Canada – http://www.uswa.ca/

Women Entrepreneurs of Canada – http://www.wec.ca

Yellowhead East Business Development Corporation – http://www.yebdc.ab.ca

Young Biz.com – http://www.youngbiz.com

The Young Entrepreneurs Network – http://www.idye.com

Young Entrepreneurs Association – http://www.yea.ca

Business Books, Guidebooks, and Textbooks

Beckhard, Richard, Frances Hesselbein, and Marshall Goldsmith, eds. The Organization of the Future. San Francisco, California: Jossey-Bass Publishers, 1997.

Brand, Margaret and Ann Sparks. Success in the Workplace. Mississauga, Ontario: Copp Clark Pitman Ltd., 1990.

Caetano, R., J. Schermerhorn, and A. Templer. Management For Productivity. Toronto, Ontario: John Wiley & Sons, 1995.

The Centre for Entrepreneurship Education and Development. Break Into Business Camp. Halifax, Nova Scotia, 2000.

Council on Economic Priorities. The Corporate Report Card: Rating 250 of America’s Corporations for the Socially Responsible Investor. Toronto, Ontario: Dutton, Penguin Group, 1998.

Di Norcia, Vincent. Hard Like Water: Ethics in Business. Toronto, ON: Oxford University Press, 1998.

Doman, Don, Dell Dennison, and Margaret Doman. Look Before You Leap: Market Research Made Easy. North Vancouver, B.C.: International Self-Counsel Press Ltd., 1993.

Grensing-Pophal, Lin. Motivating Today’s Workforce. North Vancouver, B.C.: International Self-Counsel Press Ltd., 1998.

Grensing-Pophal, Lin. Telecommuting: Managing off-site staff for small business. North Vancouver: Self-Counsel Press Ltd., 2000

Lang, Jim. Making Your Own Breaks. Toronto, Ontario: Trifolium Books, Inc., 1994

Mariotti, Steve. The Young Entrepreneur’s Guide to Starting and Running a Business. Toronto, Ontario: Random House of Canada, 1996.

McLean, J.W. and William Weitzel. Leadership: Magic, Myth, or Method? New York, NY: American Management Association AMACOM, 1992.

Popcorn, Faith and Lys Marigold. Clicking 16 Trends to Future Fit Your Life, Your Work and Your Business. New York, NY: Harper Collins Publisher, 1996.

Popcorn, Faith and Lys Marigold. Clicking: 17 Trends that Drive Your Business and Your Life. New York, NY: Harper Collins, 1997.

Rabbior, Gary. Teaching Strategies for Entrepreneurship Education. Toronto, Ontario: MET, 1998.

Rovet, Ernest. Employee/Employer Rights, A Guide for the Ontario Work Force. North Vancouver, Self-Counsel Press Ltd., 1997.

Ryan, Michael. Solidarity. London, Ontario: Guided Study Programs in Catholic Faith (Divine Word Centre), 1986.

Schincariol, David. Start and Run a Profitable Student Business. Vancouver, British Columbia: Self-Counsel Press, 1995.

Secretan, Lance H.K. Reclaiming Higher Ground: Creating Organizations that Inspire the Soul. Toronto, Ontario: MacMillan Canada, 1996.

Timmons, Jeffry Aj. New Venture Creation Revised, 4th ed. Boston, Massachusetts: Irwin McGraw-Hill, 1994.

Vesper, Karl H. New Venture Strategies Revised, ed., Englewoods Cliffs, New Jersey, Prentice Hall, 1990.

Textbooks

No single textbook is recommended for this course.

De Jordy, Herve, Michael Lieper, and Michael Schultz. The Entrepreneurial Spirit. Toronto, Ontario: McGraw-Hill Ryerson Limited, 1991.

Kretchman, M. Lily, Lori Cranson, and Bill Jennings. Entrepreneurship Creating a Venture. Toronto, Ontario: John Wiley and Sons Canada Limited, 1991.

Banks, Trusts, and Credit Unions

Representatives from the financial institutions are excellent resources when working on business plans. Most of these institutions have venture capital programs for youth who engage in entrepreneurial activity.

Bank of Montreal – http://www.bmo.com/

Bank of Nova Scotia – http://www.scotiabank.com/

Canadian Imperial Bank of Commerce – http://www.cibc.com

Canada Trust – http://www.canadatrust.com

Royal Bank of Canada – http://www.royalbank.ca/

TD Bank – http://www.tdbank.ca/

Corporations

The companies listed below are not all Canadian companies. The list does include a good representation of Canada’s best known companies and have been selected from a variety of industries. Students could select a company to investigate in order to determine how it encourages, promotes, and creates an enterprising work environment.

Abitibi-Consolidated – http://www.abicon.com/domino/aciweb2.nsf

Alcan Aluminum Limited – http://www.alcan.com/

Air Canada – http://www.aircanada.ca/

Bata Limited – http://www.bata.com

Bell Canada Enterprises – http://www.bce.ca/

Bombardier Inc. – http://www.bombardier.ca/

Canadian Airlines – http://www.cdnair.ca/

Canadian National – http://www.cn.ca/cnwebsite/cnwebsite.nsf/public/splashC

Canadian Tire – http://www.canadiantire.ca/

Coca-Cola Corporation – http://www.coke.com/

Corel Corporation – http://www.corel.ca/

DaimlerChrysler Canada – http://www.chryslercanada.ca/English/AboutChryslerCanada/

Dofasco Inc. – https://www.dofasco.ca/

Fiat Group – http://www.fiat.com/

Ford of Canada – http://www.ford.ca/fordFlash.html

Four Seasons Hotels and Resorts – http://www.fourseasons.com/index.html

Gap – http://www.gapinc.com/

George Weston – http://www.weston.ca/

GM Canada – http://www.gmcanada.com/english/home/home.html

Hudson’s Bay Company – http://www.hbc.com/language.asp

IBM Canada Limited – http://www.ibm.ca/

Imperial Oil Company – http://www.imperialoil.ca/

Inco – http://www.inco.com/

Indigo – http://www.indigo.ca/

Irving Oil Company – http://www.irvingoil.ca/

Irwin Toys – http://www.irwin-toy.com/

Kodak Canada – http://www.kodak.ca/

Lego Group – http://www.lego.com/

MacMillan Bloedel Ltd. – http://www.mbltd.com/

Magna International Inc. – http://www.magna.ca/

Manulife Insurance – http://www.manulife.com/corporate1.nsf/public/index.html

McDonald’s Corporation – http://www.mcdonalds.com/

Nestle – http://www.nestle.com/

Newbridge Networks – http://www.newbridge.com/

Nortel Networks Inc. – http://www.nortel.ca/

Novopharm Biotech – http://www.novopharmbiotech.ca/

Onex Corporation – http://www.onexcorp.com/

Petro-Canada – http://www.petro-canada.ca/

Petroleum Company of Mexico – http://www.pemex.com/

Qantas Airlines – http://www.qantas.com/

Research in Motion Limited – http://www.rim.net/

Seagram Company – http://www.seagram.com/

Sears Canada – http://www.sears.ca/

Sony Corporation – http://www.sony.com/

Stelco Inc. – http://www.stelco.ca/

Teleglobe Canada – http://www.teleglobe.ca/

Toyota Canada – http://www.toyota.ca/

Government

Human Resources Development Canada – http://www.hrdc-drhc.gc.ca/

Industry Canada – http://strategis.ic.gc.ca/sc_ecnmy/engdoc/homepage.html

Revenue Canada – http://www.statcan.ca/start.html

Youth Resource Network of Canada – http://www.youth.gc.ca/

Canada/Ontario Business Services – http://www.cbsc.org/ontario/index.html

Business Development Bank – http://www.bdc.ca

Team Canada Inc. – www.exportsource.gc.ca

Online Magazines

Teachers can become familiar with the sites listed below prior to the course and then before the start of each new unit to get ideas for lesson planning. There is a great deal of current information, analysis, archival material, and other relevant links. You may want to assign students the task of summarizing or annotating these publications as one method to cover the vast amount of material available.

Canadian Business Magazine – http://www.canbus.ca

E-Business Magazine – http://www/hp.com/Ebusiness

Entrepreneur Magazine – http://www.entrepreneurmag.com

Fast Company Magazine – http://www.fastcompany.com

Inc. Magazine – http://www.inc.com/incmagazine

MacLean’s Magazine – http://www.macleans.ca

Marketing Magazine – http://www.marketingmag.ca

Planning for Profits Magazine – http://www.planningforprofits.com

Profit Magazine – http://www.profitguide.com

Strategy Magazine – http://www.strategymag.com

Online Newspapers

Catholic New Times

Catholic Register – http://www.catholicregister.org/

Le Droit d’Ottawa – http://www.ledroit.com/encours/01_actualites/accueil__self.stm

The Globe and Mail – http://www.globeandmail.ca

The Hamilton Spectator – http://www.hamiltonspectator.com/

The Kingston Whig-Standard – http://www.kingstonwhigstandard.com/

The London Free Press – http://www.canoe.ca/LondonFreePress/home.html

National Post – http://www.nationalpost.com

The Ottawa Citizen – http://www.ottawacitizen.com/

The Sault Star – http://www.saultstar.com/

Torstar Corp – http://www.torstar.com

The Windsor Star – http://www.southam.com/windsorstar/

Church Organizations

Ont. Conference of Catholic Bishopshttp://www.occb.on.ca

Church Documents

- Laborem Exercens (On Human Work) J.P.II

- Documents of Vatican II (The Pastoral Constitution of the Church in the Modern World)

- 100 Years of Catholic Social Teaching (The Ontario Conference Of Catholic Bishops)

Coded Expectations, The Enterprising Person, Grade 11, Open, BDP3O

The Changing Nature of the Workplace

Overall Expectations

CNV.01 · explain the major factors affecting the labour market;

CNV.02 · analyse recent trends in the labour market;

CNV.03 · analyse the changing nature of work and the workplace;

CNV.04 · assess the effects of the changing nature of work on employees.

Specific Expectations

Major Factors Affecting the Labour Market

CN1.01 – explain the importance of the labour market to the Canadian economy;

CN1.02 – determine the factors that can influence the demand for various types of labour and labour skills (e.g., level of sales, production methods, technology, cost of labour substitutes, type of product produced);

CN1.03 – specify the factors that determine the supply of labour (e.g., the size, age, and education of the population; the type of work available; immigration; the accessibility of appropriate training programs; the mobility capability of workers);

CN1.04 – forecast how specific changes (e.g., in the Canadian economy, trade, competition, productivity) would influence the supply of and demand for labour.

Labour-Market Trends

CN2.01 – identify the different types of labour/work (e.g., skilled, semi-skilled, unskilled, professional);

CN2.02 – describe current trends in the labour market and their causes (e.g., working at home, contract work, part-time work, self-employment);

CN2.03 – explain the influence of changes in demographics, technology, and the globalization of trade on labour markets;

CN2.04 – interpret local labour-market statistics to determine the number and types of jobs available.

Changes in the Workplace

CN3.01 – describe the factors that are changing the Canadian workplace (e.g., new technology, competition, globalization, e-commerce);

CN3.02 – assess how changes in laws, corporate values, and human rights legislation are creating a new work environment;

CN3.03 – describe ways in which the changing nature of work (e.g., increases in self-employment, contract work, self-directed teamwork) has affected the responsibility for workplace health and safety;

CN3.04 – describe ways in which the changing nature of work has affected employee organizations and management (e.g., the role of unions and professional organizations, flextime, work teams, matrix structures).

Workers’ Employability

CN4.01 – explain how specific types of businesses require specific types of employees;

CN4.02 – identify the costs and benefits of contract, commission, and salaried employment from the point of view of the employer and of the worker;

CN4.03 – compare the attitudes and skills associated with salaried work, commission work, and contract work;

CN4.04 – explain how a person’s level of education can affect his or her employability;

CN4.05 – describe how changes in the workplace may affect a person’s career path.

The Enterprising Employee

Overall Expectations

EEV.01 · compare the attributes that distinguish the enterprising employee from other employees;

EEV.02 · specify the attitudes and attributes possessed by an enterprising employee;

EEV.03 · explain how enterprising employees react to situations of uncertainty and risk;

EEV.04 · analyse the potential benefits of enterprising attitudes and attributes to both the employee and the employer;

EEV.05 · assess themselves to identify enterprising attitudes and attributes they possess or could develop.

Specific Expectations

Distinguishing Features

EE1.01 – define the term "enterprising employee";

EE1.02 – describe workplace behaviour that is enterprising;

EE1.03 – describe contributions that enterprising employees can make in the workplace.

Attitudes and Attributes

EE2.01 – explain why people work;

EE2.02 – explain why some employees work in enterprising ways;

EE2.03 – examine the factors that motivate enterprising workers (e.g., desire for personal control, personal achievement);

EE2.04 – examine the personal attributes that make it possible to work in enterprising ways (e.g., self-confidence, creativity, willingness to work hard);

EE2.05 – analyse the ways in which enterprising people use failure as a learning experience.

Reactions to Uncertainty and Risk

EE3.01 – describe ways that enterprising employees can approach new or uncertain situations (e.g., with a positive, open mind; with a view to discovering new opportunities);

EE3.02 – describe the risks that enterprising employees may be willing to take (e.g., ridicule, loss of credibility, demotion, assumption of responsibility for outcomes);

EE3.03 – specify ways in which enterprising employees manage risk (e.g., communicate and plan effectively, build a team, tap expertise, develop prototypes, consult);

EE3.04 – explain why enterprising people are willing to accept the risks associated with enterprising behaviour in the workplace.

The Contributions of Enterprising Employees

EE4.01 – explain why an employer may or may not value the contributions of an enterprising employee;

EE4.02 – describe how enterprising employees can apply creative or innovative thinking to make a business more competitive;

EE4.03 – demonstrate how improved productivity can benefit both the company and its employees;

EE4.04 – compare various examples of enterprising employees.

Self-assessment

EE5.01 – classify enterprising attitudes and attributes that can be developed or learned;

EE5.02 – describe situations in which they are, or have been, enterprising;

EE5.03 – assess the personal rewards of becoming an enterprising individual;

EE5.04 – determine how they can develop and apply enterprising attitudes and attributes in their own lives.

Skills of the Enterprising Employee

Overall Expectations

SEV.01 · analyse the skills of an enterprising employee;

SEV.02 · assess the extent to which they have developed enterprising skills;

SEV.03 · analyse activities and experiences to identify those that develop enterprising skills in managing risks, using creative-thinking and problem-solving techniques, and sharing ideas;

SEV.04 · demonstrate how activities that develop enterprising skills can be incorporated into their career plan.

Specific Expectations

Analysing Skills

SE1.01 – explain the nature and importance of strong communication skills for an enterprising employee;

SE1.02 – explain the nature and importance of critical-analysis, problem-solving, and creative-thinking skills for an enterprising employee;

SE1.03 – describe ways in which a person can continuously develop enterprising skills;

SE1.04 – describe the self-management skills that are important to an enterprising employee.

Assessing Personal Progress

SE2.01 – demonstrate ways in which their interests, accomplishments, relationships with others, and leisure activities have helped develop their enterprising skills;

SE2.02 – analyse their enterprising skills to identify those they have developed and those they should develop.

Identifying Opportunities for Developing Enterprising Skills

SE3.01 – identify opportunities within the school curriculum to apply and develop enterprising skills (e.g., career mentoring, work experience, cooperative education, seminars, group activities);

SE3.02 – identify co-curricular opportunities that can help develop enterprising skills (e.g., school team, student council, club);

SE3.03 – assess opportunities to develop enterprising attributes and skills through part-time jobs;

SE3.04 – identify opportunities to participate in volunteer community-service programs that require enterprising skills;

SE3.05 – demonstrate enterprising skills through participation in a volunteer, school, or business program.

Developing a Career Plan

SE4.01 – identify careers that are of most interest to them;

SE4.02 – compare specific entry-level jobs in terms of the opportunities they present to apply and develop enterprising skills;

SE4.03 – apply employment acquisition skills (e.g., résumé writing, interviewing, self-marketing) to acquire, or simulate the acquisition of, a part-time job to gain enterprising experience;

SE4.04 – incorporate their current interests and abilities into a career plan.

The Enterprising Work Environment

Overall Expectations

WEV.01 · evaluate the factors that influence the creation of an enterprising work environment;

WEV.02 · assess the characteristics of employers and managers who value enterprising employees;

WEV.03 · analyse the characteristics of work environments that promote enterprising behaviour;

WEV.04 · compare the challenges and benefits for managers and employees of working in an enterprising environment.

Specific Expectations

General Influences

WE1.01 – describe factors beyond the control of the employer that limit the degree to which a workplace and its employees can be enterprising (e.g., type of industry, type of product or service, stage in the business life cycle);

WE1.02 – assess the factors within the control of an employer or manager that encourage an enterprising spirit in employees (e.g., method of planning and organizing work, leadership style);

WE1.03 – analyse economic conditions that encourage the development of an enterprising workplace (e.g., nature and degree of competition, pressures for increased productivity and innovation).

The Employer

WE2.01 – describe the personal attitudes and attributes of an employer who values enterprising employees;

WE2.02 – describe management styles, leadership qualities, and methods of employee recognition that contribute to the development of enterprising employees;

WE2.03 – explain the characteristics of an organization that encourages an enterprising spirit in employees (e.g., emphasis on team and network structures, decentralized control, delegation of power);

WE2.04 – describe ways an employer can respond effectively to an employee’s failed attempt to be enterprising.

The Work Environment

WE3.01 – analyse job descriptions to identify those that provide opportunities to be enterprising (e.g., look for references to job enrichment, variety, self-management);

WE3.02 – describe ways in which alternative work schedules (e.g., compressed work weeks, flexible hours, job sharing, working at home, part-time work) can provide opportunities to be an enterprising employee;

WE3.03 – describe job features that would attract enterprising employees (e.g., promotion practices and a management structure that encourage and reward individual initiative);

WE3.04 – compare various methods of remuneration to determine those that most enterprising employees would favour;

WE3.05 – analyse various forms of compensation or incentives in terms of their effectiveness in motivating enterprising employees (e.g., dental plan, expense account, use of company vehicle).

Challenges and Benefits

WE4.01 – explain the relationship between a working environment that promotes an enterprising spirit and employee productivity and efficiency;

WE4.02 – describe the challenges to an employer of recruiting and retaining enterprising employees;

WE4.03 – describe the challenges faced by enterprising employees in a workplace that is not enterprise-oriented.

The Entrepreneurial Experience

Overall Expectations

ENV.01 · analyse the attitudes, attributes, and skills shared by entrepreneurs;

ENV.02 · specify the process through which entrepreneurs identify opportunities to create new ventures;

ENV.03 · analyse the creative-thinking, problem-solving, and decision-making processes that help entrepreneurs find opportunities to create new ventures;

ENV.04 · demonstrate entrepreneurial skills by creating a venture plan.

Specific Expectations

Entrepreneurial Characteristics

EN1.01 – identify the attitudes, attributes, and skills common to many entrepreneurs;

EN1.02 – compare the characteristics of a number of entrepreneurs to see how they vary;

EN1.03 – compare the characteristics of an entrepreneur with those of an enterprising employee;

EN1.04 – describe characteristics of entrepreneurs that benefit communities and society (e.g., they are agents of change, creators of jobs and wealth).

Entrepreneurial Opportunities

EN2.01 – explain why entrepreneurs view problems as opportunities;

EN2.02 – identify unsatisfied needs and wants, as well as problems and challenges, that present possibilities for new ventures;

EN2.03 – examine current changes and trends in demographics and lifestyles that might provide entrepreneurial opportunities (e.g., the aging of the population, the growth of e-commerce);

EN2.04 – apply market research skills to determine whether a specific opportunity or idea justifies a new venture.

Entrepreneurial Skills

EN3.01 – demonstrate how skills of observation can be used to identify needs and wants as entrepreneurial opportunities;

EN3.02 – demonstrate ways in which different creative-thinking techniques (e.g., brainstorming, mind mapping) can be applied to generate new ideas;

EN3.03 – apply research and critical-thinking skills to evaluate ideas;

EN3.04 – compare various entrepreneurs to identify examples of problem solving and decision making;

EN3.05 – demonstrate an understanding of problem-solving skills through entrepreneurial case studies.

The Venture Plan

EN4.01 – describe the nature and objectives of their proposed venture;

EN4.02 – identify the size and characteristics of the venture’s target market;

EN4.03 – determine the resources that would be required to launch the venture;

EN4.04 – describe the ways in which resources can be organized in the most effective, cost-efficient way;

EN4.05 – demonstrate the financial objectives of the proposed venture through a financial plan that includes a cash-flow projection, projected sales revenues and expenses, start-up and operating costs, and the total capital required for the venture;

EN4.06 – investigate the various sources of the capital required.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 5 | Course Profiles Main Menu

Acknowledgments

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overview

Unit 1: The Skills of the Enterprising Employee

Unit 1 Overview Chart

Unit 2: The Enterprising Employee

Unit 2 Overview Chart

Unit 3: The Changing Nature of the Workplace

Unit 3 Overview Chart

Unit 4 – The Enterprising Work Environment

Unit 4 Overview Chart

Unit 5: The Entrepreneurial Experience

Unit 5 Overview Chart

Teaching/Learning Strategies

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Student Achievement Methods

Course Assessment & Evaluation

Accommodations

Resources

Workplace related Websites

Business Books, Guidebooks, and Textbooks

Textbooks

Banks, Trusts, and Credit Unions

Corporations

Government

Online Magazines

Online Newspapers

Church Organizations

The Changing Nature of the Workplace

Overall Expectations

Specific Expectations

The Enterprising Employee

Overall Expectations

Specific Expectations

Skills of the Enterprising Employee

Overall Expectations

Specific Expectations

The Enterprising Work Environment

Overall Expectations

Specific Expectations

The Entrepreneurial Experience

Overall Expectations

Specific Expectations