Course Overview

The Enterprising Person, Grade 11, Open, BDP3O

Course Description

This course examines the importance of enterprising employees to organizations affected by rapid change in an increasingly competitive marketplace. Students learn about the skills and attributes of enterprising employees, the distinguishing features of enterprising work environments, and the challenges and rewards of becoming an enterprising person. They also have an opportunity to participate in the entrepreneurial process by planning a venture.

Course Notes

This profile represents only one of the many possible ways in which teachers can approach curriculum implementation. Teachers using this profile are encouraged to use the information presented and to develop activities that respond to individual student and local needs.

It is suggested that the instructor search out and make use of the local community for opportunities where students can learn to be enterprising. Teachers should identify and gain the participation of local businesses wherever possible. Teachers are encouraged to develop an in-class display of community businesses and to highlight existing partnerships. Also, teachers might access a variety of community business links and business advisory groups, which reflect the diversity of the local school community and complement course content.

Adult students provide the teacher with a resource (their knowledge and experiences) from which to draw. Some forms of teaching strategies may be more suitable (e.g., panel discussion). Teachers should be sensitive to the possibility of family-oriented time constraints and make adjustments where possible.

Teachers should draw from their own experience as an employee to complement and authenticate activities. Teachers can encourage students to relate their own personal experience in the workplace and/or co-op experience to the course content in order to better understand and apply course expectations.

Throughout this course, teachers should refer to and make use of the school’s Guidance and Career Education Program Plan (Choices Into Action). This plan is available in the Guidance/Student Services area, the principal’s office, or from members of the school’s Program Advisory Team. Students can utilize career-access software (e.g., Career Cruising and Career Explorer, listed under Career Resources) to explore job descriptions, working conditions, earnings, education, and career paths for jobs. Students should be aware of the cooperative education experiences available and the dynamic nature of business career paths available to them.

Periodic access to computer technology, including standard office productivity tools, such as word processors, spreadsheets, databases, e-mail, and the Internet, is a requirement of this course. Ideally, teachers should be able to access a computer lab during class time. If whole class computer access is not possible on a planned basis, teachers should ensure that the Library/Resource Centre or other Internet access points are available after or before class.

Safety is a very important issue that should be emphasized by the teacher. Topics of discussion include the environment, trip safety, on-line safety, ethics and legal requirements of working on-line, and interview safety. Special emphasis should be placed on part-time and summer jobs, as many students are either employed or looking for employment. An enthusiastic student employee can also be a safe and informed one. A safety resource produced by The Ontario Ministry of Labour is found in Resources.

Students are required to work collaboratively throughout the course; therefore, addressing conflict management is important to student success. The teacher should address this issue at the beginning, emphasizing that not all conflicts can be resolved, but that people can always choose how to handle them. Steps to conflict resolution are: define the conflict; state the problem; check your perceptions; generate and evaluate a list of possible decisions/alternatives; reach a mutually acceptable decision; implement and evaluate the decision. If the decision is satisfactory, students continue their work; if the decision is unsatisfactory, students repeat the process. Different cultures perceive conflict differently – what constitutes conflict and how to resolve problems may vary from culture to culture. These issues have a direct bearing on what and how the teacher evaluates in the process area. Self-, peer, group, and teacher assessment forms help deflect conflict and solve problems.

The suggested culminating activity for this course is a group company project with individual accountability. This project runs over the duration of the course (whether in a semestered or non-semestered school) and should be completed in stages. The teacher can add the allotted time for Unit 5 indicated at the end of every unit description to complete an activity from Unit 5. Twenty-five hours are included in the time plan: Activity 1, five hours; Activity 2, five hours; Activity 3, five hours; Activity 4, ten hours; including hours at the end of the course for group presentations. This project encompasses all topics covered in the course and the group presentation of the company project may replace a final exam.

The model offered within this profile is designed to provide an easy-to-use document for the teacher. The expectations have been incorporated into the Unit Overview Charts to enable the teacher to quickly identify what is suggested in each unit.

Units: Titles and Times

Unit 1	The Enterprising Employee	23 hours
* Unit 2	The Skills of The Enterprising Employee	24 hours
Unit 3	The Changing Nature of the Workplace	18 hours
Unit 4	The Enterprising Work Environment	20 hours
Unit 5	The Intrapreneurial Experience	25 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: The Enterprising Employee

Time: 23 hours

Strand(s): The Enterprising Employee

Unit Description

This unit groups expectations dealing with the enterprising employee and distinguishing features, attitudes, attributes, reactions to uncertainty and risk, and the contributions of enterprising employees, and self-assessment. The beginning lessons set the tone for the course. Emphasis should be placed on the importance of enterprising people for Canada and how every worker is capable of being enterprising. The teacher might start with a before-and-after scenario, and move to self-evaluation, what do you do, and what makes you successful. There are many great Canadian success stories (e.g., The Life and Times on CBC covers the cartoonist, Lynn Johnson; a magazine or newspaper article on Ed Mirvish; or The Boys from Algonquin video, available at Roots stores). More examples are found in The Enterprising Spirit, The Spirit of Adventure; Entrepreneurship Creating A Venture, Planning for Success, and the Canadian Banker Association video. The teacher and students discuss the characteristics exemplified by these examples and design a chart as a group activity that students can elaborate on in note form.

In the second activity, students look at risk and develop ways of managing risk and uncertain situations. The teacher could develop student awareness: risk is different for each person, but it generally means, “sticking your neck out”, taking a chance, and not being sure of yourself. Risk is not a risk when you have confidence in your ability to do something and experience builds confidence. Students are asked to list five situations in which they would be willing to take a risk and five situations in which they would not be willing to take a risk. Other questions to build on could include: Do you expect, realistically, to have an exciting life? Does risk make skydiving exciting? Can you feel a sense of accomplishment for an activity for which there is no appreciable risk of failure? Why is the “right” degree of risk not the same as gambling? The following game can be used to test students’ risk aversion level. Put three lines of tape on the floor about half a metre apart and another half metre from a bucket. Using three tennis balls or crumpled pieces of paper, students throw the balls into the bucket. They receive one bonus mark for hitting the bucket from the first line, two from the second, and three from the farthest distance for a maximum of nine bonus marks. For the student who doesn’t have the confidence to take risks, the activity should become teacher-directed whereby students experience success.

The third activity deals with models for success in business. Students could interview business people in the community. The teacher needs to cover the school policy for trips and trip safety and basic rules for working smart and safe. Students produce a one-minute informal presentation on the most interesting thing they learned or the best piece of advice they have received; they submit a formal report on the interview to the teacher for assessment. The teacher thoroughly explains the interview (e.g., initial phone call, appointment setting, punctuality, appropriate dress, safety issues, follow-up thank-you note). Assessment is based on student self-assessment of informal report and teacher assessment of a written report. During this unit the concept of a portfolio for collecting student work is introduced.

The fourth activity deals with entrepreneurial attitudes and attributes. The teacher may use the case study approach; examples can be found in Chapter 2 of Entrepreneurship, Creating a Venture. The case study approach reaches the student who hasn’t experienced success as we know it. The case study can provide positive role models and examples of work ethic. The teacher can encourage students to self-assess their entrepreneurial potential, goal set, and plan and get to know themselves. It may be necessary to modify the self-assessment; success to a workplace-bound student may be different from that of a university-bound student. The student can look at their skills, attitude, aptitude, and gaps. This assessment should be added to their portfolio. A brainstorming activity is to put students into groups of five or six and present them with a problem to solve (e.g., a hockey stick manufacturing company has mistakenly produced one million sticks without the blade). Groups brainstorm as many ideas as possible in a 30-minute time frame. Students can come up with 250 ideas (e.g., aluminum and plastic sticks, not just wooden ones). The group that comes up with the most ideas wins. As well, groups present what they believe to be their best idea.

Unit Integration

The Intrapreneurial Experience (Unit 5) is introduced at this point. Activity 1: Applying My Skills to the Company Team (five hours allotted) is incorporated here.

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.

Unit 1 Overview Chart

Act.	Time	Specific Expectations	Assessment	Focus
1	3 hours	EE1.01 - define the term “enterprising employee”; EE1.02 - describe workplace behaviour that is enterprising; 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; EE2.04 - examine the personal attributes that make it possible to work in enterprising ways; EE4.01 - explain why an employer may or may not value the contributions of an enterprising employee; EE4.03 - demonstrate how improved productivity can benefit both the company and its employees.	K/U; T/I; A; C	Understanding Work and Workers
2	5 hours	EE2.05 - analyse the ways in which enterprising people use failure as a learning experience; EE3.01 - describe ways that enterprising employees can approach new or uncertain situations; EE3.02 - describe the risks that enterprising employees may be willing to take; EE3.03 - specify ways in which enterprising employees manage risk.	T/I; A	Success in a Changing Workplace
3	10 hours	EE1.03 - describe contributions that enterprising employees can make in the workplace; EE4.04 - compare various examples of enterprising employees; EE4.02 - describe how enterprising employees can apply creative or innovative thinking to make a business more competitive.	C; K/U; T/I	Working Models for Success in Business
4	5 hours	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.	K/U; T/I; C; A	Skill and Portfolio Building

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Unit 2: The Skills of the Enterprising Employee

Time: 24 hours

Unit Description

Activity 1 starts with a large group sharing or jigsaw to brainstorm the skills of an enterprising person. The teacher could use the blank diagram of an entrepreneur (found in the OBEA (Ontario Business Educators Association) resource book), a mind map, or a word-web. An alternative is Enterprising People; Chapter 2 provides characteristics, motivations, attitudes, abilities, and benefits. (See Unit 2 Resources.)

The second activity introduces students to journal writing, for application of theory learned, and offers an opportunity for self-reflection and concept reinforcement. A teacher-directed approach to journal writing is suggested; the teacher asks a specific question and students respond to it. The directed approach guides students with difficulty understanding concepts and provides concrete examples. Students could survey all the activities in the school, volunteerism in both the school and community, and community service. In small groups, students use a simple chart to compare volunteerism in the school to volunteerism outside the school and jobs in the school to jobs out of school. A physical walk-about of the school gives students an awareness of the opportunities that exist in the school. Speakers from inside the school (e.g., coaches, cafeteria personnel, day-care workers, co-op coordinators) can explain the opportunities inside the school building. A large-group sharing of the differences between volunteer jobs and entry-level jobs could segue into brainstorming of opportunities for skill development. A variety of community speakers and a career/volunteer mini-workshop could be arranged. Students could find a newspaper article on someone who has contributed to the community and write a summary of the article. They then prepare an article on themselves and something they have contributed to the community (e.g., sports team, best video player, hours of volunteer service), using desktop publishing and an imported picture. The article is put in the portfolio.

The third activity focuses on extending the portfolio created in Unit 1. Students develop a list of what the community has to offer someone who wants to be enterprising. Students then develop a résumé for their dream job or develop a résumé for the perfect candidate for a dream job. Step two, write your own résumé and do a gap analysis. Where are you going? How are you going to change? What skills do you need to develop? Students complete a timeline of their life, starting with the present and adding in the main things they want to do, pictures, diagrams, travel (where and when), and family plans.

The fourth activity focuses on student career research. The teacher can link with the other departments in the school and arrange for the Careers teacher to act as a guest speaker and revisit the expectations addressed in Grade 10 Career Education. Students use on-line software (see Career Resources) to identify careers that are of interest to them. Students develop a gap analysis that looks at the skills required and what they need to develop for careers that interest them. A career plan is developed and included in the student’s portfolio.

Unit Integration

Unit 5, Activity 2: Entrepreneurial Opportunities (allotted five hours) can be incorporated here.

Strand(s): 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 risk, 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.

Unit 2 Overview Chart

Act.	Time	Specific Expectations	Assessment	Focus
1	2 hours	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; 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.	A; C; K/U; T/I	Skills of an Enterprising Person
2	12 hours	SE3.01 - identify opportunities within the school curriculum to apply and develop enterprising skills; SE3.02 - identify co-curricular opportunities that can help develop enterprising skills; SE3.04 - identify opportunities to participate in volunteer community service programs that require enterprising skills; SE4.02 - compare specific entry-level jobs in terms of the opportunities they present to apply and develop enterprising skills.	K/U; T/I	Opportunities in the Community
3	5 hours	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; SE3.03 - assess opportunities to develop enterprising attributes and skills through part-time jobs; SE3.05 - demonstrate enterprising skills through participation in volunteer, school, or business program; SE4.02 - compare specific entry-level jobs in terms of the opportunities they present to apply and develop enterprising skills.	T/I; A	Skills and Portfolio Building
4	5 hours	SE4.01 - identify careers that are of interest to them; SE4.03 - apply employment acquisition skills; SE4.04 - incorporate their current interests and abilities into a career plan.	T/I; C; A; K/U	Developing a Career Plan

Unit 3: The Changing Nature of the Workplace

Time: 18 hours

Unit Description

The intention of this unit is to give students a “macro” perspective of Canada’s dynamic and diverse labour market and how it is an important piece of our nation’s economy. The expectations for this unit refer to conditions in the local, national, and global markets that are constantly changing. To stay current with information and resources, teachers use newspapers (local, regional, and national), television, and the World Wide Web for lesson preparation.

In the first activity, the teacher guides the class through an exploration of labour economics in Canada. Topics to cover include the business cycle, supply and demand of labour based on market trends, and globalization of the Canadian economy. Students see how changes in the labour market affect economies by using national examples, such as farming in the prairies, fishing in the east, mining in the north, the steel industry in Hamilton, and technology in Ottawa. Students create and keep a scrapbook of labour/economy stories from newspapers. The teacher can also clip out articles from the Careers sections of newspapers to show the trends in the labour market. Additional resources are Human Resources Canada, Statistics Canada, and the local Chamber of Commerce. The various video series listed in Resources offer several options.

In the second activity, the teacher and students compare the present workplace in Canada to the workplace of past generations. This provides an opportunity to form an intergenerational link and arrange for guest speakers (e.g., local senior citizens). The guest speaker brought in by the teacher is a springboard for the next activity. Students go out into their community and interview an adult about working in Canada in the past. Areas of investigation should include changes the subject witnessed during their working years. Suggested topics are level of education or training required to do the job, changes in compensation, related changes in the law, and the integration of technology into the workplace. Commentary on work ethics of past generations is welcome. Findings are presented to the class or submitted to the teacher in a report.

In the final activity, the teacher reviews the types of labour and leads a discussion of how businesses require specific types of employees depending on the industry in which it participates. The topic of compensation methods used in business today should also be covered. Students track and categorize job ads from their local newspapers based on industry, skill-level, job type (full-time, part-time, seasonal, contract), and method of compensation. Through this activity, students are able to see that some industries and forms of labour favour a specific type of compensation. As well, the relationship between skill level/training and compensation is shown. For a final sub-activity, students assume the role of a human resources officer in a company. They design a job description and an accompanying job ad to be placed in a newspaper. Both the job description and ad show the industry the business is in, what skills the job requires, values the company wishes its employee to have, and the method of compensation.

Unit Integration

Unit 5, Activity 3: Entrepreneurial Skills (allotted five hours) can be incorporated here.

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 effect of the changing nature of work on the employee.

Unit 3 Overview Chart

Act.	Time	Specific Expectations	Assessment	Focus
1	7 hours	CN1.01 - explain the importance of the labour market to the Canadian economy; CN1.02 - determine the factors that can influence demand for various types of labour and labour skills; CN1.03 - specify the factors that determine the supply of labour; CN1.04 - forecast how specific changes would influence the supply and demand for labour; CN2.01 - identify the different types of labour/work; CN2.03 - explain the influence of changes in demographics, technology, and the globalization; CN2.04 - interpret local labour-market statistics to determine the number and types of jobs available.	K/U; T/I; C	Major Factors Affecting the Labour Market
2	4 hours	CN3.01 - describe factors that are changing the Canadian workplace; CN3.02 - assess how changes in laws, corporate values, and human rights legislation are creating a new work environment; CN4.04 - explain how a person’s level of education can affect his or her employability.	K/U; T/I; C	Trends in the Labour Market
3	5 hours	CN4.01 - explain how specific types of business 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.	K/U; T/I; C; A	Employees and the Labour Market

Unit 4: The Enterprising Work Environment

Time: 20 hours

Unit Description

The intention of this unit is to provide students with a “micro” perspective of Canada’s economy and the role of the enterprising employee in it. The rationale is to provide an overall look at the workplace. To provide up-to-date examples of the ever-changing nature of this topic, teachers use newspapers, magazines, and the Internet to stay current.

The first activity deals with general influences impacting on the workplace. Topics may have been covered in Unit 3. Much of the information should be taught using teacher-directed lessons, with case studies to support the theory. Group activities involve a listing of fads and a group discussion about why these products are no longer popular.

The second activity deals with the importance of the employer in creating an enterprising corporate culture for employees. The activity starts with a think/pair/share exercise. Students list all of the characteristics of an excellent employer and list all of the characteristics of an excellent employee. The lists are then compared. Teacher-led lessons should focus on examples of employers fostering intrapreneurship. The teacher stresses team building (both internal and external), recruiting, leadership styles, supervision, and dealing with difficult employees. This activity is an opportunity for role-playing situations between a worker and an employee. Teacher-directed role-play provides the essential framework.

The third activity focuses on the actual workplace. One method of teaching this activity could be through teacher-led lessons with case studies to support different ways of encouraging enterprising employees. For example, the teacher could define the different types of alternative work schedules (flextime, compressed workweek, telecommuting, etc.) and have students develop the advantages and disadvantages for each. Another method of delivering this material could be through a research project and presentation. Each student would be required to investigate one issue (e.g., human rights laws, reward systems, benefits packages, contract work, corporate structures, globalization) and report his/her findings to the class.

The fourth activity involves assessing the opportunities and limitations of an enterprising work environment. Students are presented with case studies of enterprising workplaces and of traditional work environments. They can create a list of strengths and weaknesses for each.

Unit Integration

Unit 5, Activity 4: The Company Plan (allotted ten hours) is incorporated here. The teams share their small business experience with the class.

Strand(s): The Enterprising Work Environment, The Changing Nature of the Workplace

Overall Expectations

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

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;

CNV.04 - analyse the changing nature of work and the workplace.

Unit 4 Overview Chart

Act.	Time	Specific Expectations	Assessment	Focus
1	4 hours	WE1.01 - describe factors beyond the control of the employer that limit the degree to which a workplace and its employees can be enterprising; WE1.02 - assess the factors within the control of an employer or manager that encourage an enterprising spirit in employees; WE1.03 - analyse economic conditions that encourage the development of an enterprising workplace.	C; K/U; T/I	General Influences
2	4 hours	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; WE2.04 - describe ways an employer can respond effectively to an employee’s failed attempt to be enterprising.	K/U; T/I; C	The Role of the Employer
3	10 hours	WE3.01 - analyse job descriptions to identify those that provide opportunities to be enterprising; WE3.02 - describe ways in which alternative work schedules can provide opportunities to be an enterprising employee; WE3.03 - describe job features that would attract enterprising employees; 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; CN3.01 - describe factors that are changing the Canadian workplace; 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 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.	K/U; T/I; C; A	The Enterprising Work Environment
4	2 hours	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.	K/U; C	The Challenges and Benefits of Enterprising Employees

Unit 5: The Intrapreneurial Experience

Time: 25 hours

Unit Description

The unit introduces students to a small business experience. The characteristics and skills that are desirable for entrepreneurs are explained. Students can look back at their self-assessment to determine which skills and characteristics they currently have and which they need to develop. They learn to recognize entrepreneurial opportunities and develop ideas for those opportunities. (Teacher-directed lessons ensure students recognize the jobs of which they are capable at which they could be successful.) The course concludes with a developed venture project using work completed in each of the other units. Five days should be set aside at the end of the course to present the final project.

In the first activity, the teacher provides students with a list of companies or potential ideas in the school community. Examples of options are: lawn care, house cleaning, pet care, dog walking, webpage design, desktop publishing, computer training, cosmetology, food services, auto, woodworking, and cabinetry. Students list their skills and apply to the teacher for a specific business. The teacher might wish to establish the groups and assign the business. The teacher and students then focus on team building. Tribes supplies a wealth of information and activities on teams and team building. The team then designs a company name, logo, and mission statement.

An alternative would be a whole-class project planning one large event or a series of events for the school (e.g., a concert, a series of speakers, half-time happenings at games).

The second activity deals with the skills of an enterprising employee. Students, in their teams, create a description that covers the responsibilities and obligations (e.g., work safely) of a specific position in their company. The next task is to create an application form free of bias; the teacher could supply innovative examples. Interesting examples are found at some restaurant franchises. Students should ensure a bias-free application by referencing the Code of Human Rights. The group then creates a job advertisement for the position. The team develops interview questions and conducts mock interviews with other group members. Hard copies of the created forms could be submitted for marking and added to the student portfolio.

In the third activity, the teams create a business plan, including the hours open, product, service, pricing, location, start-up cost, target market, comparative analysis of the market, employees needed, positions (who does what), and design a business card. The teacher gives clear standards for daily work and product.

In the fourth activity, the team designs an orientation package for their new employees. The package could be a video, manual, or electronic slide show presentation. The teacher might arrange for students to view existing training videos.

The teams share their small business experience with the class. A presentation rubric may be used to evaluate the final project.

Strand(s): 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 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;

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

Unit 5 Overview Chart

Act.	Time	Specific Expectations	Assessment	Focus
1	5 hours	EN1.01 - identify the attitudes, attributes, and skills common to many entrepreneurs; EN1.02 - compare the characteristics of a number of entrepreneurs and how they vary; EN1.03 - compare the characteristics of an entrepreneur with those of an enterprising employee; EN1.04 - describe the characteristics of entrepreneurs that benefit communities and society.	A; T/I; C; K/U	Applying My Skills to the Company Team
2	5 hours	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; EN2.04 - apply market research skills to determine whether a specific opportunity or idea justifies a new venture; EE1.03 - describe contributions that enterprising employees can make in the workplace; 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.	T/I; A; C; K/U	Entrepreneurial Opportunities
3	5 hours	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; 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.	T/I; A; C	Entrepreneurial Skills
4	10 hours	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.	A; C; K/U; T/I	The Venture Plan

Teaching/Learning Strategies

There is a conscious quest for a balance of traditional modelling of skills and knowledge together with a blend of small group and individual practice and individual exploration in this profile. Concepts and ideas that students discover are usually internalized more deeply and retained with greater meaning than ideas that are passively received in didactic fashion. When students report and discuss discoveries with fellow students and the teacher, the learning is consolidated and enhanced. Educational research has shown that guided instruction and interactive learning are cornerstones of efficient teaching practice.

Teacher-directed strategies, in which the teacher directs the learning, have a definite place in this course as students learn to handle a broad range of topics. Teachers may find the strategies in this category useful as ways to model how to set up anything from notebooks or databases, to present complex concepts or simply to make the best use of time in some parts of the course. Lecture, Questioning, Visual organizers, Record/task sheet, Demonstration, Group project, Peer helping, Video, Overhead, Group discussion, Guest speakers, Field trip, and Mnemonics (trigger recall) are commonly used examples.

Learner-centred strategies, which are activity-based, provide students with opportunities to actively apply what they have learned. These strategies enable students in developing problem-solving as well as collaborative skills.

· Brainstorming: Chunking, Carousel Brainstorming, Graffiti;

· Reaching Consensus: Snowball;

· Listening and Communication: Say and Switch, Three-Step Interview;

· Reaction/Opinion: Reaction Wheel, Agree/Disagree, Corners, Think/Pair/Share, Roundtable, Connections, Round Robin Reflection, Journalizing;

· Graphic Organizers: Future Wheel, Semantic Mapping, Mind Mapping, Flow Chart, Sequence Chart, Ranking Ladder, Tree Diagram, Venn Diagram, The Fish Bone, The Right Angle;

· Reflection: Stems and Starters, Ticket to Leave, and Role-playing.

Self-directed strategies may be used to promote independence and self-reliance. The benefits of such strategies are that students learn to take responsibility for and manage their own learning. The university/college preparation courses require an emphasis on the development of both independent research skills and independent learning. Sharing, Displays, Research, Electronic Media Research, Computer-assisted Learning, Text referencing, Note taking, Study notes, Checklists, and Questionnaires are explained in the Pedagogy Resources

Assessment & Evaluation of Student Achievement

Student assessment and evaluation methods for this course reflect authentic practices found in the working world. Opportunities for assessment and evaluation are frequent, and they are designed to guide the student toward success and to value achievement. Reflective instruments are provided to help students control and plan their learning. Formal and informal observation techniques and conferencing help clarify student thinking and provide evidence of student progress. Tests help students to confidently build an inventory of knowledge and skills that subsequently are drawn upon to create a venture plan for an enterprising business. The teacher evaluates ongoing steps taken in student analysis of an enterprising business and its relationship and interaction with its workers and within its own environment.

A variety of formative, summative, diagnostic tools include: self, peer, small group, whole class, teacher, reflection, observation/demonstration, checklists, process/progress, exemplars, pencil-and-paper tests, journals, rubrics, readiness/remediation, anecdotal comments, reference manual of terms, portfolio and venture analysis, rubric for final assessment of each unit.

Some strategies, which are consistent with assessment techniques referred to in the activities, are presented below.

· Use a few rubrics for a variety of activities so that the process is not overwhelming for students and teachers.

· Share the rubrics for culminating activities at the beginning of the unit, so expectations are clear for students and can be used to support the learning in all activities in the unit.

· Develop rubrics with students, or involve them in translating them into student language.

· Emphasize the language of assessment and evaluation in your discussions with students.

· Provide sample work demonstrating achievement at different levels for students.

· Provide different opportunities to assess the achievement of the expectations.

· Provide opportunities for self- and peer assessment to be used as formative assessment to support and improve student learning.

· Provide multiple opportunities for students to demonstrate their achievement of expectations.

· Provide opportunities for students to retry assignments until they can demonstrate their learning.

· Develop tests that provide opportunities to demonstrate all categories on the Achievement Chart (not just Knowledge) at all levels.

· Give practice tests as an opportunity for formative assessment.

· Use assessment tools that are appropriate for the expectations being addressed and which relate to the categories on the Achievement Chart.

· Provide prompt feedback so that students can use it to improve their learning.

Assessment Purposes

Assessment may be diagnostic, formative, and summative. Diagnostic assessment includes informal observation checklists, quizzes and all class questions and answers. The following strategies and tools may be used for both formative and summative purposes.

Method	Strategy	Tool
Paper-and-Pencil	Test - selected response - true/false - constructed response	Marking Scheme
Performance Task	Oral presentation Science experiment lab report Debate	Rubric Checklist
Personal Communication	Student-teacher conference Classroom question and answer	Rating Scale Anecdotal record

Learning skills, effort, punctuality and recorded absences are reported separately and are not considered in the determination of the percentage grade. The evaluation is based on testing, product development, and product delivery using a variety of media. Factored into this evaluation is the degree to which a student uses both independent and collaborative product development strategies.

Marking schemes and rubrics used for evaluation should be organized to include the four achievement categories or for as many as are applicable. One student-generated product, process, etc. may be evaluated under multiple categories: Knowledge and Skills, Thinking/Inquiry, Communication, and Application categories. The teacher’s record keeping would require that four separate marks be recorded for that assignment, one for each of the four categories it addresses.

Final Course Evaluation

“When planning courses and assessment, teachers should review the required curriculum expectations and link them to the categories to which they relate. Teachers should ensure that all the expectations are accounted for in instruction, and that the achievement of the expectations is assessed within the appropriate categories” (The Ontario Curriculum, Grades 11 and 12, Business Studies, 2000, p. 125). The suggested weighting system advocates a weighting for each category identified on the Achievement Chart, The Ontario Curriculum, Grades 11 and 12, Business Studies, pp. 126-127. Teachers must ensure that a student’s most consistent performance level is reflected in his/her final mark. Teachers must also provide a variety of opportunities for students to demonstrate their achievement of the expectations.

Evaluation

Seventy percent of the grade is based on the assessments/evaluations conducted throughout the course. The additional thirty percent may be based on a performance task focused on The Company Plan. The final evaluation components should incorporate the four categories of assessment (Knowledge/Understanding, Thinking/Inquiry, Communication, and Application).

Accommodations

Teachers should address exceptional students’ Individual Educational Plans (IEPs) and consult with the appropriate support staff, allowing them to effectively implement the prescribed modifications. Teachers have a store of good practices they commonly use to enable the learning for all students in their class. The following are common, frequently used strategies listed by exceptionalities to reaffirm the good teaching practices found in Ontario classrooms.

Reading difficulties: read questions first, modify reading requirements, use reading partners, pre-teach concepts/vocabulary, highlight notes, and use visuals.

Math difficulties: check work after each example, modify the complexity of examples, teach use of diagrams, and teach the use of the calculator available on the computer.

Memory difficulties: teach students to verbalize concepts, check that daily assignments are recorded in planner, avoid recall questions, insist that students write things down, provide lists and flow charts, and give visual clues.

Written language difficulties: vary assignments, give explicit instructions, allow more time, provide photocopied notes, allow point-form notes, don’t penalize mechanics, use peer editing, and teach spell/grammar check.

Motivation difficulties: ensure students see a purpose for their activities and an end in sight, negotiate both process and product, provide authentic contexts, and maintain contact with home.

ESL Accommodations

· The teacher should set the tone for a positive attitude toward helping students with special needs.

· Students can help ESL classmates by repeating, rephrasing, and writing words down.

· Bilingual tutors, if available, can facilitate clarification in native language.

· Provide peer tutors and give them specific responsibilities up front.

· Give recognition to partners for undertaking responsibilities up front.

· Avoid all ESL groupings.

· Encourage ESL students to use their first language for clarification and explanation.

· Provide students with a summary sheet that can be used at the end of each class (with teacher assistance) to list main terms or concepts that were the focus of the lesson.

· Make overheads of handouts, highlighting important terms. Explain words and clarify instructions while students do the same on their copy.

· Provide a glossary of terms for the reading for students with special needs.

· Encourage the use of first language dictionaries for assignments and assessments.

· Pair written instructions with verbal instructions.

· Provide visual and auditory clues.

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

· Prior work may be needed to familiarize ESL students with the process and vocabulary of rubrics.

· The concepts of cooperation, respect, and working collaboratively with others may be unfamiliar to some ESL students.

· Culturally, some ESL students have been taught to rely on teacher-based assessment. Some ESL students may need extensive instructions on assessment processes that are not teacher centred.

· Allow for early success so ESL students do not get overwhelmed and discouraged.

· Allow extra time where possible for oral responses, writing assignments, and tests.

Enrichment Accommodations

The teacher can enrich the process or thinking skills and the products or outcomes of the learning to extend the expectations and challenge the learner by:

· requiring multiple and sophisticated forms of communication;

· encouraging and reinforcing the application of abstract thinking skills to complex content, resulting in a sophisticated product;

· integrating cross-curricular activities;

· allowing for in-depth learning of a self-selected product topic within the expectation requirements;

· being cognizant of the fact that students may be gifted in one area and not in others;

· consider using the DECA (Distributive Education Clubs of America) and OBEA (Ontario Business Educators Association) contest;

· allowing students to demonstrate mastery of content through a preferred style of learning.

Resources

Websites

Note: The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

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

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

http://www.toolkit.cch

www.entrepreneur.com

http://www.entrepreneurmag.com

www.homeofficemag.com

http://www.bized.ac.uk/virtual/cb/

www.niagaracanada.com

www.businessbuffet.com

www.becon.org

www.monster.com

Career Resources

Canada’s Biggest Job Site – http://www.workopolis.ca

Canadian Bankers Association – http://www.cba.ca

Canadian Career and Industry Specific Job Sites – http://www.canadajobsearch.com/careerspecific.htm

Canadian Career Page – http://www.canadiancareers.com

Canadian Youth Business Foundation – http://www.i3ds.com/cyba/directory/gov.html

Career Cruising – http://www.careercruising.com/home/index/html

Career Edge, Main Index Page – http://www.careeredge.on.ca

Career Explorer – http://cdn.cx.bridges.com/, www.on.cx.bridges.com

Careers in a Package. Careers in a Package, The Teacher’s Guide. Packaging Association of Canada, 2000. – http://www.packagingcareers.org

Curriculum Vitea Tips – http://www.cvtips.com

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

Investing in Your Future, Appendix b and Appendix c. Toronto: Canadian Securities Institute and Investor Learning Centre, 2000. ISBN 1-894289-51-X

Interest Survey – http://www.jvis.com

Job Bank – http://jb-ge.hrdc-drhc.gc.ca

Job Shark – http://www.jobshark.ca/caeng/index.cfm

Résumé Dot Com – http://www.pcservices.com

YWCA One Stop Career Shop – http://www.onestopcareershop.bc.ca/dropin.html

Corporations

3M – http://www.3m.com

Air Canada – http://www.aircanada.ca

Bank of Montreal – http://www.bmo.com

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

Bombardier Inc. – http://bombardier.ca

CIBC – http://cibc.ca

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

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

Gap – http://www.gapinc.com

Irwin Toys – http://www.irwin-toy.com

Kodak Canada – http://www.kodak.ca

Lego Group – http://www.lego.com

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

McDonalds – http://www.mcdonalds.com

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

TD Bank – http://www.tdbank.com

Business Books

Balderson, D. Wesley. Canadian Entrepreneurship and Small Business Management, 4th ed. Toronto, Ontario: McGraw-Hill Ryerson, 2000.

Bolles, Richard N. What Colour is Your Parachute. Berkeley: Ten Speed Press, updated annually.

Carpenter, Thomas. Inventors—Profiles in Canadian Genius. Camden East, Ontario: Camden House, 1990.

Drew, Dick. The Canadian Achievers—How They Did It, How You Can Do It, Why Should You Do It. Vancouver, British Columbia: Drew Publications, 1991.

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

Von Oech, Roger. A Whack on the Side of the Head. New York, New York: Warner Books, 1990.

Von Oech, Roger. A Kick in the Seat of the Pants. New York, New York: Harper & Row Publishers Inc., 1986.

Safety

Live Safe! Work Smart! Health And Safety Resources for Ontario Secondary School Teachers.
ISBN 0-7794-0226-X. Queen’s Printer for Ontario, 2000. Ministry of Labour Publications Department, f1-416-326-7731

Excellent Canadian site for occupational health and safety – www.ccohs.ca/

Textbooks

Burch, John G. Entrepreneurship. Toronto, Ontario: John Wiley and Sons Canada Limited, 1986.

De Jordy, Herve, Michael Liepner, 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.

Pedagogy

DePorter, Bobbi, with Mike Hernacki. Quantum Learning: Unleashing the Genius in You. New York, New York: Dell Publishing, 1992.

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

Bennett, B., Carol Rolheiser-Bennett, and Laurie Stevahn. Cooperative Learning Where Heart Meets Mind. Toronto: Educational Connections, 1991. ISBN 0-4444-555-6

Harper, M., Ken O’Connor, and Marilyn Simpson. Quality Assessment: Fitting The Pieces Together. Toronto: OSSTF Educational Services Committee, 1999. ISBN 0-920930-47-6

OSSTF/FEESO. Quality Assessment. Toronto: OSSTF Education Service Committee, 1999.
ISBN 0-920930-47-6

Gibbs, Jeanne. Tribes: A Process for Social Development and Cooperative Learning. Santa Rosa, 1996. ISBN 0-932762-08-5

Video

Notman, David and Jack Wilson. The World of Business, 3rd ed. Teacher’s Resource. Scarborough, Ontario: ITP Nelson, 1997. ISBN 0-17-606584-9

The World of Business video series,
Unit 2 International Business. ISBN 0-17-606585-7
Units 4 and 5 Money and Financial Institutions, Credit and Personal Finance. ISBN 0-17-606587-3
Unit 6 You, The Consumer. ISBN 0-17-606588-1
Unit 7 Accounting. ISBN0-17-606589-X
Unit 8 Marketing. ISBN 0-17-606569-5
Unit 9 Canadian Law. ISBN 0-17-606590-3

Economix. Montreal, Quebec: National Film Board of Canada and the Kativik School Board in cooperation with the Canadian Foundation for Economic Education

CBC. Life and Times Series “Boys from Algonquin,” “Lynn Johnston,” “Royal Canadian Air Farce,” “Ed Mirvish” – http: www.tv.cbc/lifeandtimes/ or from Chapters Bookstores

Planning for Success video and CD-ROM. Toronto, ON: Canadian Foundation for Economic Education, 1995. 20 min.

OSS Considerations

The Ontario Curriculum, Grades11 and 12, Business Studies, 2000.

The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.

The Ontario Curriculum, Grades 9 to 12, Choices Into Action Guidance and Career Education Program Policy For Ontario Elementary And Secondary Schools, 1999.

Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.

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.

Unit 2 | Course Profiles Main Menu

Acknowledgments

Course Description

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: The Enterprising Employee

Unit 2: The Skills of the Enterprising Employee

Unit 3: The Changing Nature of the Workplace

Unit 4: The Enterprising Work Environment

Unit 5: The Intrapreneurial Experience

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Assessment Purposes

Final Course Evaluation

Evaluation

Accommodations

ESL Accommodations

Enrichment Accommodations

Resources

Websites

Career Resources

Corporations

Business Books

Safety

Textbooks

Pedagogy

Video

OSS Considerations

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