Course Profile Introduction to International Business (BBB4E), Grade 12, Workplace Preparation, Catholic

Unit 4: International Careers and Skills

Time: 25 hours

Activity 4.1 | Activity 4.2 | Activity 4.3

Unit Description

Students summarize a wide range of career opportunities available in international business. They investigate how the quality of work life and working conditions can influence an individual’s decision to explore international careers. Students research forecasted trends in international labour markets. They demonstrate an understanding of the skills that are necessary for employment success internationally including working with and having a respect for people of different religions and cultures. Specifically, students investigate how current and emerging technologies apply to international business. They analyse the effect of international business activity on jobs and the workplace in Canada. Furthermore, they identify occupations that have recently experienced increased or decreased employment due to the expansion of global business.

Unit Synopsis Chart

Activity	Learning Expectations	Assessment Categories	Tasks
4.1 Career Opportunities 7 + 2 hours*	CSV.01, CS1.01, CS1.02, CS1.03 CGE 1d, 2a, b, c, 3e, 4c, e, f, 5a, b, c, d, e, f, h, 6c, 7f	Knowledge/ Understanding Thinking/Inquiry Communication Application	Careers – Let’s Go International Introduction To Culminating Activity – ‘International Job Fair’ Appendix – 4.1.1a,b Class Activity – What Would It Be Like To Work Internationally? Appendix 4.1.2 Making Tough Career Decisions Based On Employment Essentials Inventory. Appendix 4.1.3 International Work Opportunities – Employment and Company Profile – Interview. Appendix 4.1.4 Part I: Culminating Activity Appendix 4.1.1b
4.2 Skills for Success 7 + 1 hours*	CSV.03, CS3.01, CS3.02, CS3.03, CS3.04, CS3.05 CGE 1d, 2a, b, c, e, 3e, 4c, e, f, g, 5a, b, c, d, e, f, g, h, 6c, 7f	Knowledge/ Understanding Thinking/Inquiry Communication Application	Inventory Sheet Appendix 4.2.1 Scrapbook of international job postings. Appendix 4.2.3 Currency conversion. Appendix 4.2.4 Part II: Culminating Activity. Appendix 4.1.1b
4.3 Career-Related Effects of International Business 7 + 1 hour*	CSV.02, CS2.01, CS2.02, CS2.03 CGE 1d, 2a, b, c, 3e, 4e, f, 5a, b, c, d, e, f, g, h, 6c, 7f, g	Knowledge/ Understanding Thinking/Inquiry Communication Application	Identify sectors which are experiencing growth/contraction. Appendix 4.3.1 Determine career interests. Appendix 4.3.3 Impact of international business on their community. Part III: Culminating Activity Appendix 4.1.1b

* Time allocated to the ‘International Job Fair’ culminating activity that students work on at the end of each unit.

Activity 4.1: Careers – Let’s Go International!

Time: 7 + 1* hours

(* Allocated at the end of unit for ‘International Job Fair’ culminating activity)

Description

Students identify the factors that influence an individual’s decision to explore work opportunities in another country including job benefits, work conditions, and the political environment. Characteristics of international employment are summarized and presented in Part I of the ‘International Job Fair’ culminating activity. Students reflect upon the social responsibility, human rights, and the common good when researching international career opportunities.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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;

CGE4c - takes initiative and demonstrates Christian leadership;

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;

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, fulfilment, 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;

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

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

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

Strand(s): International Careers and Skills

Overall Expectations

CSV.01 - summarize a wide range of career opportunities available in international business.

Specific Expectations

CS1.01 - describe the factors that influence an individual’s decision to explore work opportunities in another country (e.g., quality of life, work opportunities, working conditions, work habits, political and economic stability, salaries and benefits);

CS1.02 - analyse the jobs in a multinational company that specifically involve international activity;

CS1.03 - summarize work opportunities in international businesses and the characteristics of employment in other nations.

Planning Notes

· Make copies of Appendix 4.1.1b – International Job Fair Culminating Activity Summary Sheet, Appendix 4.1.2 – What Would It Be Like To Work Internationally? Appendix 4.1.3 – Employment Essentials, and Appendix 4.1.4 – International Work Opportunities - Employment and Company Profile

· Chart paper, overheads, and paper supplies for construction of class and culminating activity.

· Students may wish to purchase or create a three-panel display board.

· If students have access to a computer lab during the delivery of this course, they must be cognizant of the school or board’s policy regarding the ethical and safe use of the Internet.

Teaching/Learning Strategies

1. Students apply their knowledge of international companies and markets and investigate the wide range of career opportunities available in international businesses. Students examine factors that might influence an individual’s decision to work internationally.

2. The teacher hands out the culminating activity summary sheet at the beginning of this unit – Appendix 4.1.1b. This sheet allows students to fully understand how the unit material builds towards the ‘International Job Fair’ presentation at the end of this unit. Appendix 4.1.1b, Part I of the culminating activity, is identified and completed at the conclusion of this unit.

3. To provide an orientation to students when exploring international careers, students should be placed in groups of four or five. In their groups, students discuss what it would be like to work for a company internationally. They write down five characteristics in an international job that they feel would be different from a job in their own country. At this stage, no student research is necessary. The teacher may wish to model an example using a typical work week in Canada. The teacher hands out Appendix 4.1.2. Students share some of their findings and the teacher records these on an overhead or on chart paper. The teacher leads a class discussion about the different findings and records on chart paper or an overhead any additional information that is relevant to the students’ research. Students now record under the ‘Class’ section on Appendix 4.1.2. Students should use this information for their Job Fair when constructing Panel #1 of their display board.

4. Students are now familiar with some of the differences of international careers, but need to research international countries to better understand political and economic systems, work conditions and work habits. To do this, students explore job characteristics they perceive to be essential for employment with a Canadian company and an international company. Students use the Internet or library/resource centre to gather information and record their findings on a handout of
Appendix 4.1.3 – Employment Essentials. At the end of this activity, students can describe the factors that influence an individual’s decision to explore work opportunities in another country.

5. Students should now identify and summarize their findings and begin work on their first panel of the culminating activity.

Part I – Career Opportunities – (International Job Fair – Culminating Activity)

Time: 2 hours

1. Students receive a copy of the ‘International Job Fair,’ Appendix 4.1.1b, at the beginning of this unit. This sheet summarizes the three parts and panels students will be working on and presenting at the end of Unit 4. Additional details of the job fair set-up are outlined in Part II of the culminating activity.

2. The teacher discusses the ‘International Job Fair’ in detail. The teacher explains how the project is broken down into three parts, and at the end of each unit students have an opportunity to apply what they have learned and incorporate their findings and research in their ‘International Job Fair’ final presentation. The teacher should explain that the project will be physically presented on three panels. A tentative presentation date and who will be attending should also be discussed.

3. Students interview someone in the community who works for an international company using Appendix 4.1.4. Prior to assigning this exercise, the teacher should provide a list of local international companies where geographical conditions permit, Websites of international corporations, or sample profiles of companies that provide enough relevant information for students to make informed decisions in regards to working in an international business.

4. Students conduct the interview/research that is obtained in the above exercise.

5. When students have completed the interview or research on the international company, they are to compare their findings with other class members. In a think-pair-share format, students use Appendix 4.1.4 to collect additional information from class members that can be added to their first panel.

6. Students have time to physically set up the first panel of their ‘International Job Fair’ using some of the material gathered throughout the unit.

7. Students may wish to use headings for their first panel that relate to the activities listed above, for example, “What Would It Be Like To Work Internationally?” “Employment Essentials, What I Discovered About Working Internationally (interview).” Students should summarize the findings from these activities and comment when constructing their first panel of their ‘International Job Fair.’

8. Students should include additional information where appropriate, to their board relating to international career opportunities.

Assessment & Evaluation of Student Achievement

Diagnostic

· Informal Observation

· Verbal Feedback

Formative

· Appendix 4.1.2 – What Would It Be Like To Work Internationally? (Knowledge/Understanding, Application)

· Appendix 4.1.3 – Employment Essentials (Knowledge/Understanding, Thinking/Inquiry, Application)

· Completion of Part I - Panel 1 - Culminating Assignment (Thinking/Inquiry, Application)

· Appendix 4.1.1b – Culminating Activity Summary Sheet (all four categories of assessment can be evaluated through the completion of the Culminating Activity)

· Appendix 4.1.4 – International Work Opportunities - Employment and Company Profile (Communication)

Accommodations

· Teachers should be familiar with exceptional students’ Individual Education Plans (IEPs) and take into consideration specific accommodations and suggestions that address individual students’ learning needs.

· Extensive suggestions can be found in the Ontario Curriculum Unit Planner K-12.

Resources

Computer Lab

Internet Browser

Local Chamber of Commerce and Community Business Associations (to conduct International Business Interviews)

Career Resources/Websites

Business Travelogue – http://www.businesstravelogue.com/categories.html

Executive Planet – http://www.executiveplanet.com/]

Ontario Ministry of Education – http://www.edu.gov.on.ca/eng/career/explore.html

The International Business Resource Connection – http://www.ibrc.bschool.ukans.edu/

Appendices

Appendix 4.1.1a – Culminating Activity Summary Sheet - Teacher

Appendix 4.1.1b – Culminating Activity Summary Sheet - Student

Appendix 4.1.2 – What Would It Be Like To Work Internationally?

Appendix 4.1.3 – Employment Essentials

Appendix 4.1.4 – International Work Opportunities – Employment & Company Profile

Activity 4.2: Skills For Success

Time: 7 + 1* hours

(*Allocated at the end of unit for ‘International Job Fair’ culminating activity)

Description

Students develop an understanding of the skills required for a career in international business. Specifically, students realize the ways in which customer service is affected by various cultures, respecting the diversity and interdependence of the world’s peoples and cultures. Students investigate current and emerging technologies and understand how they are utilized in international business. They realize the importance of having information technology skills when exploring opportunities. Through the use of a currency conversion activity and a current and emerging technologies inventory, students develop a better understanding of practical skills that enhance a person’s ability to work internationally. The various skills for success are summarized and presented in the ‘International Job Fair’ culminating activity.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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;

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

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

CGE4c - takes initiative and demonstrates Christian leadership;

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;

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;

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

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

Strand(s): International Careers and Skills

Overall Expectations

CSV.03 - summarize the Key skills necessary for success in a career in international business.

Specific Expectations

CS3.01 - describe the criteria (e.g., cultural sensitivity, knowledge of other languages) for effective customer service in a variety of settings;

CS3.02 - investigate how current and emerging technologies (e.g., fax machines, voice recognition and translation software) apply to international business;

CS3.03 - explain the advantages of having technological skills and familiarity with information technology for an individual seeking to explore opportunities in international markets;

CS3.04 - describe skills and knowledge that can enhance a person’s ability to work internationally (e.g., language knowledge, business negotiation skills, cultural awareness, knowledge of international marketing techniques);

CS3.05 - demonstrate the ability to convert currencies.

Planning Notes

· Provide chart paper, markers, glue, scissors, magazines, newspapers, construction paper

· Make copies of Inventory Sheet Appendix 4.2.1

· Prepare International Job Fair checklist Appendix 4.2.2, Scrapbook Instructions Appendix 4.2.3, and Currency Converter Appendix 4.2.4

· Computer lab booked

Teaching/Learning Strategies

1. In a class discussion, students share knowledge of their cultural/ethnic backgrounds in relation to cultural differences, including acceptable and unacceptable gestures. Knowledge of cultural/ethnic backgrounds is presented honestly and with sensitivity to others.

2. Students use international business resources on the Internet to investigate additional cultural differences and gestures.

3. In groups of four or five, students discuss what makes effective customer service locally.

4. The same groups brainstorm and list on chart paper how customer service changes internationally, taking into account the large group discussion about cultural differences. The teacher stresses the importance of respecting the diversity of the world’s peoples and cultures.

5. The teacher leads a discussion of how information technology tools have influenced international business. For example, the fax machine and e-mail have reduced the communication timeframe for a message from weeks to minutes.

6. In small groups, students generate a list of tools and technologies and how they have affected international business.

7. Each group presents its findings to the class and records unique entries on chart paper.

8. In pairs, using magazines, newspapers and the Internet, students use the inventory sheet and investigate whether the listed technologies are current or emerging and comment on how they are used and how they affect international business. Students will add a technology of their choice and complete the chart. Distribute inventory sheet Appendix 4.2.1

9. Using newspapers, on-line, and career resources, students individually investigate international job postings. Job postings do not have to be specific to IT and technology.

10. In an individual activity, students cut out, print or copy at least five international job advertisements and build a scrapbook collection. At least one ad must contain a salary range or estimate. Students document the skills and expectations requested of the applicants with emphasis on culture, language, technology, and IT for each ad. For each of the listed skills, students explain why the skill is required and how the skill would enhance an applicant’s chance of receiving an international position. Distribute Appendix 4.2.3, student instruction sheet.

11. The teacher demonstrates how to perform currency conversion and provides resources (http://www.oanda.com, bank information, newspapers) to get up-to-date currency rates.

12. Students individually compare salary (in one ad) from their scrapbook to local salaries for similar positions in Canadian and foreign currencies. Appendix 4.2.4

13. Students prepare for the International Job Fair. A checklist is utilized to ensure preparation details have been addressed. Appendix 4.2.2

Part II – Skills for Success – (‘International Job Fair’ - Culminating Activity)

Time: 1 hour

1. Students individually complete panel two of the three-panel bulletin board to be displayed at the ‘International Job Fair’ (This panel of the bulletin board will be divided into
three sections).

2. Students demonstrate an understanding of the career skills needed in order to work internationally by acting as individual Human Resource representatives from internationally based businesses.

3. A section of the bulletin board panel will display at least three advertised positions that were researched in the scrapbook activity.

4. Another section of the panel will list the necessary skills required by the international businesses advertised, such as IT, technology, language, and cultural skills.

5. A third section will list various world currencies and show the conversion in
Canadian dollars (Appendix 4.2.4).

6. At the ‘International Job Fair,’ students, acting as Human Resource representatives, individually communicate the skills required to work in the companies they represent.

Assessment & Evaluation of Student Achievement

Diagnostic

· Verbal feedback

Formative

· Appendix 4.2.1 – Inventory sheet investigating current and emerging technologies (Thinking/Inquiry, Application)

· Appendix 4.2.3 – Scrapbook activity (Thinking/Inquiry, Application, Communication)

· Appendix 4.2.4 – Job salary - currency conversion activity (Application)

Summative

· Completion of Part II –Panel 2 – Culminating Assessment (Thinking/Inquiry, Application, Communication)

· Appendix 4.1.1b – Culminating Activity Summary Sheet (all four categories of assessment can be evaluated through the completion of the Culminating Activity)

Resources

Computer lab

See detailed list of Career Resources – Websites in Overview

Newspapers/Magazines

Three-panel display board

BusinessTravelogue – http://www.businesstravelogue.com/categories.html

Dice.com – http://Dice.com/

Global Career Center – http://www.globalcareercenter.com/

Oanda – http://www.oanda.com/

Monster International Board – http://international.monster.com/

Appendices

Appendix 4.2.1 – Inventory sheet investigating current and emerging technologies

Appendix 4.2.2 – International Job Fair Preparation Checklist

Appendix 4.2.3 – Student instructions for scrapbook activity

Appendix 4.2.4 – Currency Converter

Appendix 4.1.1b – International Job Fair Culminating Activity - Summary Sheet – Student

Activity 4.3: Career-Related Effects of International Business

Time: 7 + 1 hours*

(*Allocated at the end of unit for ‘International Job Fair’ culminating activity)

Description

Students identify occupations that have experienced increased or decreased employment in recent years due to the expansion of international business. They describe how international business may affect their job opportunities and future employment and ways in which opportunities for employment in their community may be influenced by international business. Students present information and ideas clearly and honestly and with sensitivity to others.