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Course Profile Managing a Small Business (BOG4E), Grade
12, Workplace Preparation, Public
Course Overview
Prerequisite: None
This course focuses on the core skills and concepts required to manage a small business. Students will deal with various aspects of operations management, such as inventory, marketing, financial issues, communication, and human resources. Students will also explore the challenges facing small businesses, including hiring and training, motivating employees, and complying with legal requirements.
“Workplace preparation courses are designed to equip students with the knowledge and skills they need for direct entry into the workplace or for admissions to apprenticeship programs and other training programs offered in the community. The range and content of the courses offered will allow students to prepare for a variety of jobs, training programs, and careers. Teaching and learning will emphasize workplace applications of the course content, but will also explore the theoretical material that underlies these practical applications.” “Workplace preparation courses will be based on rigorous provincial curriculum expectations and will emphasize the development of generic employment skills, as well as independent research and learning skills. Workplace preparation courses in particular should also promote and stress the importance of lifelong learning.” Ontario Secondary Schools Grade 9 to 12 Program and Diploma Requirements 1999, p.17
Students are required to work collaboratively throughout the course; therefore, addressing conflict management is important to student success. A variety of topics in organizational studies can lead to emotionally charged discussions and potential conflict. At the beginning of the course, the teacher should address this issue, emphasizing that not all conflicts can be resolved, but people can always choose how to handle them. Steps to conflict resolution include: 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, continue the work; if the decision is unsatisfactory, repeat the process. Point out that different cultures perceive conflict differently – what constitutes conflict and how to resolve problems may vary from culture to culture, e.g., eye contact, personal space. These issues have a direct bearing on what and how the teacher evaluates in the process area. This is a learning skills component. The Human Resources Management strand addresses these concepts. Self-, peer, group, and teacher assessment forms, once taught, help deflect conflict and solve problems.
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 in small business management. Students should be aware of the cooperative education experiences available and the dynamic nature of business career paths available to them.
Safety is a very important issue that the teacher should emphasize. The local board policy on trips will govern the fields trips suggested in the activities. Topics of discussion should include the environment, trip safety, online safety, ethics and legal requirements of working online, and interview safety. Teachers should place special emphasis on part-time and summer jobs. An enthusiastic student/employee can also be a safe and informed one. Overview Resources have a safety resource produced by The Ontario Ministry of Labour.
It is advisable for teachers to 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. Teachers might access a variety of community business links that reflect the diversity of the local school community and use them as supplementary resources.
Periodic access to computer technology, including the standard office productivity tools, such as word processors, spreadsheets, databases, e-mail, and the Internet, is a requirement of this course. Ideally, students should be able to access computers 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.
Adult students provide the teacher with a resource (the adult student’s knowledge and experiences) upon which to draw.
|
** Unit 1 |
The Role of Entrepreneurship |
12 hours |
|
Unit 2 |
The Small Business Environment in Canada |
16 hours (+20 for Culminating Activity) |
|
Unit 3 |
Operations Management |
22 hours |
|
* Unit 4 |
Human Resource Management |
40 hours |
|
Ongoing Culminating Activity Introduced in Unit 2 |
20 hours (see Unit 2) |
|
* This unit is fully developed in the Public Course Profile.
** This unit is fully developed in the Catholic Course Profile.
Time: 12 hours
Strand(s): The Role of Entrepreneurship
Unit Description
Students describe the characteristics and skills needed to succeed in an entrepreneurial venture. Analysing entrepreneurial opportunities and the process involved in creating a venture allows students to assess the role that problem solving and creativity play.
This introductory activity is a small group exercise. The teacher provides each group with a container/ envelope of everyday items: straws, rubber bands, paper clips, tape, a spool, string, etc. The student groups brainstorm the design of a useful item such as a burglar alarm system for a store (a string wrapped around the door knob that stretches a rubber band and shoots a paper clip at a sensor device or bell when the door is opened). The teacher reminds students that the first few ideas they brainstorm are most often traditional and after that the ideas are usually something more innovative because you think “outside the box.”
In Cluster 1.1 students research successful and unsuccessful Canadian entrepreneurs. (See Resources.) Articles from newspapers are good sources of information on locally based landmark businesses. Students bring their findings to the class and brainstorm the characteristics of successful and unsuccessful entrepreneurs with the teacher’s direction. A three-circle Venn diagram could show the characteristics of the successful entrepreneur, the characteristics of the unsuccessful entrepreneur, (and the characteristics they have in common), while the third circle includes environmental factors. Students conduct a PEST+C (political, economic, sociological, technological, + competition) analysis on the businesses to analyse the external environment (the uncontrollable factors). The teacher then provides an example of a successful entrepreneurial company. One example is a sticky note company that allows its employees to spend 15% of work time at what they call ‘bootlegging.’ ‘Bootlegging’ time enables employees to develop pet projects. The websites listed in Resources for Unit 1 provide numerous examples. The students then assess their own entrepreneurial characteristics with self-assessment tools found on the websites listed in Resources.
In Cluster 1.2, students research the relationship between creativity and an individual’s thinking processes, and then physically create a model to illustrate the concept. For example, one group could produce De Bono’s six coloured thinking hats; others could illustrate Von Oech’s creative characters, left and right brain thinking; or Von Oech’s mental blocks. In the next activity, the teacher supplies students with case studies of specific situations in a small business. The scenarios can relate back to landmark businesses researched in Cluster 1.1. The teacher-introduced questions for discussion should include scenarios that affect the business, such as: What if there was a fire? What if the owner gets sick? What if competition moves in across the street? What if the local major corporation leaves town? What if the company is experiencing more customer demand than it can handle? In the last activity, the teacher explains the difference between inventions and innovations. The light bulb is an invention; a halogen bulb is an innovation. The teacher supplies each student with an invention, e.g., umbrella, skateboard, snowboard, roller blades, dishwasher, refrigerator, hairdryer, artificial Christmas trees and students must develop their own innovations for that invention. The Canadian Foundation for Economic Education (CFEE) provides a list of major Canadian inventions on their website. (See Resources.)
In Cluster 1.3 the teacher supplies an electronic example of a good business plan. (See Resources for websites.) Students review retailing, service, not-for-profit, and international business plans. The teacher provides questions for the students to use as a guide in analysing the business plan. This thinking and inquiry activity should focus on: the external help needed (outside skilled Professionals); sources of financing; the specific parts of a business plan; etc. This leads into a teacher-led discussion based on the information from the business plan investigation that spotlights the comparison of alternative financing for start-up entrepreneurial ventures. A summative activity has the class develop a note on the sources of financing.
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Time |
|
1.1 |
REV.01, REV.03, RE1.01, RE1.02, RE3.01, RE3.02, RE3.03 |
Knowledge/Understanding Communication Application |
Entrepreneurial Skills, Characteristics, and Motivations (4 hours) |
|
1.2 |
REV.02, RE2.01, RE2.02, RE2.03 |
Knowledge/Understanding Thinking/Inquiry Application Communication |
Creativity and Problem Solving (6 hours) |
|
1.3 |
REV.01, RE1.02, RE1.03, RE1.04 |
Knowledge/Understanding Thinking/Inquiry Application Communication |
The Entrepreneurial Person (2 hours) |
Time: 16 hours (+ 20 for Culminating Activity)
Strand(s): The Small Business Environment in Canada
Unit Description
The teacher leads the class in a brainstorming session listing the businesses in their area. The teacher then gives a definition of a small, medium, and large business based on the number of employees, total revenue, and type of management/ownership structure. Examples are: small – a local ‘mom-and-pop run’ restaurant; medium – chain of two or three stores; large – a national department store.
In Cluster 2.1, the teacher brings an everyday item to establish the basic concepts: need (pen), want (fancy designer pen) and problem solving (erasable ink pen). As a follow up to the introductory activity, the class focuses on types of small businesses. In small groups the students brainstorm the impact of small business in their area e.g., job creation, flexibility, charitable contributions, seasonal events, economic and political impact/benefits, type of ownership (start-up, franchise, purchase of an existing business). (See Resources.)
The teacher introduces the Small Business Management Project on-going activity. The Small Business Management Project is a rich performance task that acts as the summative culminating activity for the course. In this Small Business Management Project, students investigate and describe one or two small local businesses (The teacher may want to increase the number of businesses to be investigated depending on the student/class ability.). It is not necessary for the small business to be independently owned. ‘Hooks’ to help the students decide what business to investigate could be: Where do you work? Where have you worked? and Where do you want to work when you leave school? Students can choose a sole proprietorship, franchise operation, corporation, or cooperative. The business profiles must include an analysis/description of the product, type of ownership, mission statement, marketing strategy, location, number of employees and their role, type of management structure, flexibility in employment and management decisions, daily operations, the mechanics of how the business runs, political climate, social contributions, technical needs, type of skilled professionals needed to establish and maintain the business, and a photo/sketch of the business. The owner’s opinion about the future of small business locally and nationally is the final requirement. The Small Business Management Project is an on-going project intended to conclude at the end of Unit 4. The organizational studies issues taught in this course should provide the student the foundation to fully investigate the small businesses they have chosen. The teacher may want to set aside benchmark days to determine the student’s progress and give them in-class time to work on their profiles (example, set aside every other Friday as a profile work period or book computers so students may research and word-process their work). The advantage of The Small Business Management Project is that students make a personal link to small business owners in the community who can present their unique management style, experiences, expertise and advice to the class. Teachers are encouraged to have students invite their small business owner/manager/entrepreneurs to come into class as part of a guest speaker series/forum, e.g., have a speaker every other Tuesday.
Students then explore
the requirements for a Franchise Trade Show and highlight the variety of franchises
available in Ontario. In pairs, they investigate a franchise operation. The
class can use the Canadian Franchise Association website (www.cfa.ca) as a
basis to select the franchise to explore. Students find the requirements to
start a franchise; capital required; training and supplies, site/lease
negotiations; advice given by franchisor, and royalty and advertising fees. The
teacher needs to plan around the need for time for the request/response
process. Collectively, the class should make a franchise information data-table
that each group uses to record the terms/conditions of each franchise. This
common format makes it easier to compare and contrast franchises. The class
then organizes a Franchise Trade Show that will allow students to “sell/inform”
the franchise to other classmates. The teacher provides a peer evaluation based
on creativity, information, oral presentation style, and display.
Students should be encouraged to invite a guest speaker to discuss franchise
opportunities. The teacher could connect with the Grade 9 and 10 Business
Studies teachers and invite these classes to attend the “Senior Business
Studies Class Franchise Trade Show” or attend the guest speaker(s)
series/forum.
In Cluster 2.2, the teacher introduces the concept of adaptation and carving out a market niche to survive in business, e.g., specialty stores in door/window accessories to complement a large hardware big box store. Students can interview the small business contact from their Small Business Management Project to get practical adaptations from their community. Students should evaluate the need for ethical and socially responsible behaviour in small business management. Students then share their findings with the class and develop a list of ways the small business owner can adapt to change. The next activity introduces the concept of brick and mortar businesses (physical locations) and click and mortar businesses (virtual/web locations). Students then analyse one industry sector such as a grocery store/delivery and distinguish between the approaches to business from the local grocery store, the corner variety store and a virtual/web grocery store (see Resources for websites). Additional sectors may include clothing, book, and music stores. The focus should be on warehousing, logistics/delivery, target market, and payment methods. As an alternative, students could investigate various e-tailors and identify the strengths and weaknesses of the e-tailors’ operations, delivery method, payment method, return of goods, variety of merchandise, etc. (see Resources for websites).
Cluster 2.3 focuses on Employability Skills 2000+ created by the Conference Board of Canada. Students brainstorm an inventory of interpersonal and technical skills based on a job advertisement provided by the teacher from local newspapers, magazines, or websites. (See Resources.) Students should identify additional skills required and how to acquire those skills. Students develop/up-date their résumé. The teacher may want to book computers to give class time to update their résumés.
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Time |
|
2.1 |
BEV.01, BE1.01, BE1.02, BE1.03, BE1.04, BE1.05 |
Knowledge/Understanding Thinking/Inquiry Application Communication |
Small Business Management Project (10 hours) |
|
2.2 |
BEV.02, BE2.01, BE2.02, BE2.03, BE2.04 |
Knowledge/Understanding Thinking/Inquiry Application Communication |
Business Issues (5 hours) |
|
2.3 |
BEV.03, BE3.01, BE3.02, BE3.03, BE3.04 |
Knowledge/Understanding Thinking/Inquiry Application Communication |
Career Opportunities (1 hour) |
Time: 22 hours
Strand(s): Operations Management, Small Business Environment Canada
Unit Description
Students are introduced to the concepts needed to run a small business successfully. The students develop an understanding of inventory control and financial management, along with how to promote a business using effective communication techniques.
In Cluster 3.1 students investigate the school’s cafeteria or school store (or any store in the community). Another option is to assign students various types of businesses, e.g., grocery, clothing, hardware, specialty shops, etc. Students determine how much stock is carried, how often orders are taken to re-stock items by interviewing the staff. This assists students in understanding the inventory control process and recognizing what principal steps of the purchasing procedure are required. The teacher introduces the Periodic and Perpetual Inventory calculation methods along with Cost of Goods Sold. Any accounting textbook provides questions to assign. Next students select an item used to operate a small business, e.g., cash register, computer, printer, etc. Once students select the item, they contact various retailers that sell the item. Common questions to ask: Is there a discount for small businesses? What kind of discount exists, e.g., quantity or time? What do I need to show you to get a discount? How would you like to be paid, e.g., C.O.D., on-line, net 30, etc.? Once the students gather this information, they can equip an imaginary office by using catalogues from a business supply store. Students can cut and paste these pictures on a floor design. Students could also visit a local mall and visit various businesses to investigate the unique preventive measures against shoplifting by interviewing store security or a security company (not only against shoplifting but internal theft). Various ways that stores prevent or try to monitor is through electronic tags, ink tags, wires, etc. Students can present their findings to the class.
In Cluster 3.2 the students are given a list of goods/services businesses, e.g., clothing store, glass store, framing shop, restaurant, toy shop, etc., and are asked to determine which of the 4Ps (product, place, price, and promotion) of the marketing mix are the most important for that good or service. The teacher discusses the importance of a positive relationship between customer and business. Students are given the following scenario “I had lunch at restaurant ‘X’ yesterday and found a fly in my food.” The teacher leads a class discussion on what would happen the next time students are choosing a place to eat. Pose the question: Would the story affect the decision in selecting a restaurant? Why? This shows the importance of “word of mouth” and how it can make or break a business. A class discussion can start with the questions: “What businesses have given you poor customer service?” and “What businesses have given you good customer service?” The teacher can discuss the steps involved in closing a sale, e.g., approach, determining needs, product presentation, objections, closing the sale, suggestion selling, and relationship building. Students role-play different situations on how they would handle different customers. (See Public Profile for BBB4E for a Role-Play Assessment Chart and DECA™ for examples of role plays in any of the categories). The teacher can select two or more competitive businesses in the community, e.g., fast food restaurants, and have them complete a SWOT analysis (Strengths, Weaknesses, Opportunities and Threats). The students can present their findings to the class. Students compare the different methods of selling, e.g., face-to-face, telemarketing, e-commerce, etc. and what businesses use them.
In Cluster 3.3, the teacher assigns various
bank reconciliation exercises from any the accounting textbook or introduction
to business textbooks. Provide students with various annual reports from
corporations. Students investigate these reports by looking at the financial
statements, e.g., balance sheet, income statement, etc., and demonstrate their
understanding of the content and use of financial statements in evaluating
profitability and establishing operating budgets.
Discuss the relationship between Journals and Ledgers and the importance of a
small business using proper record keeping. Templates of invoices, bank
reconciliation, and break-even analysis are found in any integrated business
software package.
In Cluster 3.4, the teacher establishes small
groups. Students set up a mock business (or choose a business that was studied
in the previous activities) and design a logo, slogan, etc. Students create samples
of invoices, and business letters with the business logo. Provide different
flyers for the students or ask the students to bring some from home to use as
samples. Students create flyers and/or pamphlets for the business. The teacher
may want to discuss different methods and philosophies associated with flyers,
e.g., I-flow methods, balance, consistency, focus and flow, use of white space,
fonts, graphics,
Z-patterns, etc. Various software packages, e.g., word processing,
spreadsheets, and desktop publishing provide ways to accomplish this activity.
Templates found in different integrated business software packages could be
used in completing the assignment. Students present their information to the
class using presentation software.
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Time |
|
3.1 |
OMV.01, OM1.01, OM1.02, OM1.03, OM1.04 |
Knowledge/Understanding Thinking/Inquiry |
Inventory Control (5 hours) |
|
3.2 |
BEV.01, BEV.02, OMV.02, BE1.02, BE2.02, OM2.01, OM2.02, OM2.03, OM2.04, OM2.05 |
Thinking/Inquiry |
Marketing Issues (5 hours) |
|
3.3 |
OMV.03, OM3.01, OM3.02, OM3.03, OM3.04, OM3.05 |
Knowledge/Understanding Thinking/Inquiry Communication |
Financial Management (5 hours) |
|
3.4 |
OMV.04, OM4.01, OM4.02, OM4.03, OM4.04 |
Knowledge/Understanding Thinking/Inquiry |
Communication (7 hours) |
Time: 40 hours
Strand(s): Human Resource Management
Unit Description
Students analyse the importance of leadership in human resource management, and the mechanics and processes of group dynamics. Students are given an opportunity to demonstrate an understanding of the process of hiring and training employees. The next step is to assess the role of the manager in motivating and evaluating employees and demonstrate an understanding of the laws that govern working conditions.
Cluster 4.1 is about the importance of leadership and the types of leadership styles used in business. Examples of these theories are Blake and Mouton’s Managerial grid, the life cycle theory of management, task-oriented and relations-oriented leadership, and transformational and transactional leadership. The teacher provides a series of case studies for students to work through and apply the theories.
In Cluster 4.2, students learn about working as a team. Students form teams and work through a series of tasks. An example of a task that would make students feel comfortable in their groups: give the students uncooked spaghetti and small marshmallows. The tallest freestanding structure created at the end of 30 minutes wins. The teacher teaches the stages of group development and the roles individuals assume within the group. The next step is to explain the positive relationship between teamwork and performance. One approach is ranking games such as Wilderness Survival, Lost on the Moon, or Lost at Sea. These games demonstrate that group decisions are more accurate than individual’s decisions but are more costly (time). A variety of other team building activities can take place at this time. See Unit Resources for examples.
The next task explains how norms and cohesiveness affect group performance. The teacher defines norms, cohesiveness, groupthink, and synergy and provide examples to support the concepts. Next, students explore the relationship between norms and cohesiveness. Emphasize how positive norms and high cohesiveness lead to high productivity, whereas negative norms and high cohesion lead to low productivity. At this time, a variety of group building activities should be used to demonstrate how norms and cohesiveness affects group performance. See Resources for potential activities.
Communication is the next topic in this cluster. The teacher emphasizes the barriers to communication managers encounter. Examples include semantic barriers, absence of feedback, physical distractions, that stereotypes, poor choice of media, and cultural differences. The teacher provides demonstrations and examples of channels of communication in formal and informal group structures, in departments, and in organizations.
The next task teaches the students how to deal with conflict situations. The teacher should stress the fact that substantive conflict can be good for organizations. The teacher makes a note explaining the five types of conflict management styles (avoidance, accommodation, authoritative, compromise and collaboration). Students role-play a situation where two employees have a disagreement and work it through to a mutually satisfactory conclusion.
In Cluster 4.3, the role of human resources is explained. The teacher provides a note on the six steps in the human resource process (human resource planning, recruitment, selection, orientation, training, and replacement). In groups of five or six, students create a recruitment and selection plan for a small business. Items that could be included are an Internet or newspaper ad, an application, and interview questions. The teacher provides the qualifications of three or four potential candidates. The groups role-play the interviews and select a candidate. The groups create an orientation and training plan for the new employee based on his or her strengths and weaknesses.
In Cluster 4.4, students learn the importance of motivating employees. The teacher and students investigate motivation theories such as the psychological contract, Maslow’s theory, Herzberg’s Two-Factor Theory, and monetary compensation systems. The teacher reinforces the theories by providing a variety of situations, e.g., birthday, an anniversary of working for the company, three years perfect attendance, a team achieves its goal, holiday party, an individual exceeds projected sales, etc. Students brainstorm creative ways to reward and celebrate the achievements of these workers. Resources contain examples of specific company’s reward systems.
The next task explains how managers deal with employees that are not reaching expectations. The teacher explains the theory of progressive discipline systems and how to apply it. Having the students, work through short disciplinary situations reinforces the concept. This can be a think/pair/share activity.
Cluster 4.5 deals with the various legal practices that impact a small business. In small groups, students research the laws pertaining to pay, hours of work, human rights, forming a union, and safety laws. The teacher could also provide the actual legislation to each group. Students present the topics to the class as a dramatization or scenario.
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Time |
|
4.1 |
HRV.01, HR1.01, HR1.02, HR1.03 |
Knowledge/Understanding Thinking/Inquiry |
Leadership (6 hours) |
|
4.2 |
HRV.01, HRV.02, HR2.01, HR2.02, HR2.03, HR2.04, HR2.05 |
Knowledge/Understanding Thinking/Inquiry |
Group Dynamics (12 hours) |
|
4.3 |
HRV.03, HR3.01, HR3.02, HR3.03, HR3.04 |
Knowledge/Understanding Thinking/Inquiry |
Hiring and Training (10 hours) |
|
4.4 |
HRV.04, HR4.01, HR4.02, HR4.03, HR4.04, HR4.05 |
Knowledge/Understanding Thinking/Inquiry |
Motivating and Evaluating (4 hours) |
|
4.5 |
HRV.05, HR5.01, HR5.02, HR5.03, HR5.04 |
Knowledge/Understanding Thinking/Inquiry |
Legal Considerations (8 hours) |
There is a balance of traditional modelling of skills and knowledge, together with a blend of small group and individual practice and individual exploration in this Course Profile.
The Ontario Curriculum Unit Planner is a source of teaching strategies and assessment tools.
Teachers should employ assessment strategies frequently and throughout the course in order to communicate the expectations of the course to students, to make appropriate adjustments to teaching and learning strategies as required, and to accommodate the special needs of students. (The teacher should welcome and value students’ input to the assessment process). Marking schemes and rubrics used for evaluation should include applicable Achievement Chart categories. The teacher can evaluate a single student-generated product or process under multiple categories: Knowledge/Understanding, Thinking/Inquiry, Communication, and Application. The teacher’s record keeping could require a separate mark for each of the four categories it addresses.
The following chart
matches assessment tools with Achievement Chart categories:
|
Knowledge/Understanding |
Thinking/Inquiry |
Communication |
Application |
|
·
Tests ·
Quizzes · Interviews ·
Electronic research ·
Case study |
·
Interviews · Electronic research Projects ·
Assignments ·
Case study |
·
Portfolio · Projects · Presentations Assignments ·
Case study |
·
Business Plan · Small Business Profile ·
Franchise Trade Show Assignments ·
Case study |
Some strategies, which are
consistent with the assessment techniques referred to in the activities, are:
· Share the rubrics for culminating activities at the beginning of the unit, so expectations are clear for students. The rubrics 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 function 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 and relate to the categories on the Achievement Chart.
· Provide prompt feedback so that students can use it to improve their learning.
· Design a variety of assessment tasks to address different learning styles.
· Provide choice in activities/assessment tasks to accommodate the diverse needs of the learners in the classroom.
· Provide opportunities for students to track their own progress.
Evaluation Strategies
|
Diagnostic |
Formative |
Summative |
|
· Informal Observation Checklists ·
Quizzes |
· Informal and Formal Teacher Observation Teacher Checklists · Student Checklists · Interviews · Student/Teacher Conferencing · Written Feedback · Graphic Organizers · Presentations · Group Reporting · Individual and Group Assignments ·
Rubrics |
· Assignments · Products · Quizzes · Tests · Rubrics · Projects · Oral Presentations · Electronic Presentations · Case Studies · Research Assignment ·
Webpage |
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 are 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 Small Business Management Project Franchise Trade Show Mock Business Role Play |
Rubric Checklist |
|
Personal Communication |
Student-Teacher Conference Classroom Question and Answer |
Rating Scale Anecdotal Record |
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). Teachers must ensure that a student’s final mark reflects his/her most consistent performance level. Teachers must also provide a variety of opportunities for students to demonstrate their achievement of the expectations. Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation. This profile suggests the final evaluation is based on the culminating activity introduced in Unit 2, Cluster 2.1, The Small Business Management Project. (This project provides a focus of assessment directly linked to student’s experiential learning.)
Teachers should consult individual student Individual Education Plan (IEP) for specific direction on accommodation for individuals. This allows teachers to effectively implement the prescribed adaptation. The following are common, frequently used strategies listed by exceptionalities to reaffirm the good teaching practices found in Ontario classrooms.
|
Reading · Read questions first. · Modify reading requirements. · Use reading partners. · Pre-teach concepts/vocabulary. · Highlight notes. ·
Use visuals. |
Written Language · Vary assignments. Give explicit instructions. · Allow more time. · Provide photocopied notes. · Allow point-form notes and graphic organizers. ·
Use peer editing. ·
Teach use of spell/grammar check. |
ESL/ELD Accommodations
· Encourage ESL students to use their own language for clarification and explanation.
· Provide students with a summary sheet to use 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 on which the teacher highlights important terms, explains words, and clarifies instructions, etc. while students do the same on their copy.
· Provide a glossary of terms for the reading.
· Encourage the use of first-language dictionaries for assignments and assessments.
· Pair written instructions with verbal instructions.
· Provide visual and auditory clues.
Enrichment Accommodations
The teacher can
challenge the learner through product and process. The expectations cannot be
changed or added to. The teacher can enrich the learning experience 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;
· fostering in-depth learning of a self-selected topic within the expectation requirements;
· encouraging and using the DECA and OBEA (Ontario Business Educators’ Association) contests;
Units in this Course Profile refer to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that this licence covers resources they wish to use. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc. Much of the material on the Internet is copyrighted. The person or organization that created the work usually owns that copyright. Reproduction of any work or a substantial part of any work on the Internet requires the permission of the owner.
Note: the writers before publication verified the URLs for the websites. Given the frequency with which these designations change, teachers should always verify the websites before assigning them for student use.
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/
Careers in a Package, Teacher’s Guide. Packaging
Association of Canada, 2000.
– http://www.packagingcareers.org
Curriculum Vitae Tips – http://www.cvtips.com
Human Resources Development Canada – http://www.hrdc-drhc.gc.ca
Interest Survey – http://www.jvis.com
Investing in Your Future, Appendix b and Appendix c. Toronto: Canadian Securities Institute and Investor Learning Centre, 2000. ISBN 1-894289-51-X
Job Bank – http://www.jb-ge.hrdc-drhc.gc.ca
Job Shark – http://www.jobshark.ca/caeng/index.cfm
Work Search – http://www.worksearch.gc.ca
YWCA One Stop Career Shop – http://www.onestopcareershop.bc.ca/dropin.html
Bennett, B., C. Rolheiser-Bennett, and L. Stevahn.
Cooperative Learning Where Heart Meets Mind. Toronto: Educational
Connections, 1991. ISBN 0-4444-555-6
Gibbs,
Jeanne. Tribes: A Process for Social Development and Cooperative
Learning. Santa Rosa, 1996.
ISBN 0-932762-08-5
OSSTF/FEESO. Quality Assessment: Fitting The Pieces Together. Toronto: OSSTF Educational Services Committee, 1999. ISBN 0-920930-47-6
Pedagogy Internet
Innovation Teaching – http://www.interserf.net/mcken/teacher.htm
Interactive Curriculum –
http://www.interactivecurriculum.com
This site provides appendices and assessment tools.
Pedagonet – http://www.pedagonet.com/
This site offers an innovative search engine, which facilitates the exchange of
learning resources.
Premier Tracks – http://4teachers.org/premier/
A collection of K-12 web-based lessons for a variety of subject areas created
by SCR*TEC’s TrackStar.
School Net – http://www.schoolnet.org
This site is dedicated to serving the interests of students, parents, and
educators regarding every facet of education.
Teacher Talk – http://www.mightymedia.com/ttalk/index.asp
This site provides a discussion area related to technology instruction for
teachers.
Canadian site for occupational Health and safety – www.ccohs.ca/
Live Safe! Work Smart! Health And Safety
Resources for Ontario Secondary School Teachers. Queen’s Printer for
Ontario, 2000. ISBN 0-7794-0226-X. Ministry of Labour Publications Department,
phone: 1-416-326-7731
Allen, Roger E. Winnie-the Pooh on Management. Toronto: Penguin Books, 1994. ISBN 0-525-93898-2
Allen, Roger E. and Stephen Allen. Winnie-the-Pooh
on Problem Solving. Toronto: Penguin Book, 1995.
ISBN 0-525-94063-1
Blanchard, Ken and Sheldon Bowles. High Five! The Magic of Working Together. New York: Harper Collins Publisher Incorporated, 2001. ISBN 0-688-17036-6
Boone, Louis. Quotable Business. New York: Random House, 1992. ISBN 0-679-74080-5
Canfield, J., M.V. Hansen, M. Rogerson, M. Rutte, and T. Clauss. Chicken Soup for the Soul at Work. Florida: Heath Communications, 1996. ISBN 1-55874-424-X
Carlson, Richard. Don’t Sweat the Small Stuff at Work. New York: Hyperion, 1998. ISBN 0-7868-8336-7
Gladwell, Malcolm. The Tipping Point. Boston: Little, Brown and Company, 2000. ISBN 0-316-31696-2
Goodman, Ted. The Forbes Book of Business Quotations. New York: Workman Publishing Company, 1997. ISBN 1-884822-62-2
Hesselbein, F., M. Goldsmith, and R. Beckhard. The Drucker Foundation: The Leaders of the Future. San Francisco: Jossey-Bass Publishers, 1996. ISBN 0-7879-0180-6
Kroehnert, Gary. 100 Training Games.
Sydney: McGraw-Hill Book Company, 1992.
ISBN 0 07 452770 3
Lundin, S., H. Paul, and J. Christensen. Fish. New York: Hyperion, 2000. ISBN 0-7868-6602-0
Nelson, Rob. 1001 Ways to Reward Employees.
New York: Workman Publishing, 1994.
ISBN 1-5605-339-X
Nelson, Rob. 1001Ways to Energize Employees.
New York: Workman Publishing, 1997.
ISBN 0-7611-0160-8
Rosenzweig, J., F. Kast, and T. Mitchell. The Frank and Ernest Manager. Los Altos: Crisp Publications, Inc., 1991. ISBN 1-56052-077-9
Schincariol, D. Start and Run a Profitable Student-Run Business. ISBN 1-55180-026-8
Secretan, Lance. Inspirational Leadership. Toronto: MacMillan Canada, 1999. ISBN 0-7715-7641-2
Stafell. How to Start on a Shoestring and Make a Profit with Hydroponics. ISBN 0-9637-0663-2
Yerema, Richard. Canada’s Top 100 Employers, 2001
Edition. Toronto: Mediacorp Canada Inc., 2000.
ISBN 0-9681447-9-9
Disney Goes to Haiti. Crowing Rooster Arts, 1995. Orders can be placed via the National Labour Committee (NLC) website – http://www.nlc.org or by calling (212) 242-0986
Longenecker, J., C. Moore, J.W. Petty, and L. Donlevy. Small Business Management an Entrepreneurial Emphasis, Canadian Edition. ITP Nelson, 1998. ISBN 0-17-607324-8
Knowles, Ronald A. and Cliff G. Bilyea. Small Business An Entrepreneur’s Plan, Third Canadian Edition. ITP Nelson, 1999. ISBN 0-03-922727-8
Electronic
Characteristics of Successful Entrepreneurs –
www.cbsc.org/Alberta
Analysis Question – Do I Possess Entrepreneurial Qualities? The Business Link –
Entrepreneurial Evaluation
Cluster 1.1
Just White Shirts – www.justwhiteshirts.com
A Canadian Based company that started in Toronto and expanded to the Internet.
Videos
Life and Times Series (CBC): Boys from Algonquin, Lynn Johnston, Royal Canadian Air Farce, Ed Mirvish, Obtain from – http://www.tv.cbc/lifeandtimes/ or Chapters Bookstores
The Spirit of Adventure Videos Series – www.cfee.org
Cluster 1.2
The Canadian Foundation for Economic Education This site gives information on economics, enterprise, entrepreneurship, and personal finance – http://www.cfee.org.
Von Oech, Roger. A Kick in the Seat of the Pants. New York, New York: Harper & Row, Publishers Inc., 1986.
Von Oech, Roger. A Whack on the Side of the Head. New York, New York: Warner Books, 1990.
Cluster 1.3
Canadian Business Services Center, www.cbsc.org.
Sample business plans for a variety of sectors. It is a free service.
Videos
Life and Times Series. CBC. Boys from Algonquin, Lynn Johnston, Royal Canadian Air Farce, Ed Mirvish, Obtain from – http://www.tv.cbc/lifeandtimes/or Chapters Bookstores
Planning for Success video and CD-ROM. Toronto, ON: Canadian Foundation for Economic Education, 1995. 20 min.
Print Resources
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 You Should 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.
Electronic
Cluster 2.1
Access Strategies – http://www.stratgis.ic.ca – Industry Canada’s website
Business plan – http://qged.com/research/cases/sample.asp – Queen’s University
Business Plans – http://www.cbsc.org/ontario/ The Canada – Ontario Business Service Centre (COBSC)
Business Site – www.canadaone.com
A small business site that helps you start, run and grow a successful business.
It has Interactive, Business Plan links and Checklists meant to assist you in
assessing each point against your business plan.
Business Development Bank of Canada – http://www.cfa.ca/members_index.html
Canadian
Franchise Association – http://www.bdc.ca/bdc/home/Default.asp
Canadian Home Business – www.homebusinessreport.com – Issues, links and articles.
Canadian Management Magazine –
www.managementmag.com
One can access archived magazines including case studies and allows online
searches by topic on articles published.
Canadian Small Businesses – www.smallbusiness.ca
Business resource site for growing business, family business and non-profit
organizations and personal tax sponsored by BDO Dunwoody.
Canadian Virtual – www.enterprisetoronto.com
Source of information on services and programs tailored to meet the needs of
small business including information on seminars from small business to
franchising within the community.
Getting Started in Small Business (Canadian
Bankers Association)
– www.cba.ca/eng/tools/brochures/tools_small.cfm
Profit Magazine – www.profitguide.com
Online version of Profit magazine enhanced with business links, opting for a
Profit newsletter and information on various Canadian Business events.
Cluster 2.2
Canadian Retail Websites
Air Canada – http://www.aircanada.ca
Aldo Shoes – http://www.aldoshoes.com
Altamira
Financial Services – http://www.altamira.com
Bell
Canada Enterprises – http://www.bce.ca
Bombardier
Inc. – http://bombardier.ca
Bootlegger
– http://www.bootlegger.com
The Brick
– http://www.thebrick.com
Canadian Tire – http://www.canadiantire.ca
Chapters.ca – http://www.chapters.ca
Club Monaco – http://www.clubmonaco.com
Daimler Chrysler Canada – http://www.chryslercanada.ca
Danier Leather – http://www.danier.com
Virtual shopping at Danier leather stores
(allows you to consult one-on-one with a sales person about the product and
control an in-store camera)
Ford of Canada – http://www.ford.ca
Four Seasons Hotels and Resorts – http://www.fourseasons.com
Future Shop – http://www.futureshop.com
Gap – http://www.gapinc.com
Grocery Gateway – http://www.grocerygateway.ca
Virtual grocery shopping and delivery service in the Toronto Area
(manages it’s own warehouse of products).
HMV – http://www.hmv.com
Hudson’s Bay Company – http://www.hbc.com
Indigo – http://www.indigo.ca
Legalhome.com Inc. – http://www.legalhome.com
McDonald’s Corporation – http://www.mcdonalds.com
Nevada Bob’s Golf – http://www.nevadabobs.ca
Peachtree – http://www.peachtree.ca
Virtual grocery out-sourcing shopping and delivery service in the Toronto Area
(out-sources the shopping to local grocery stores).
Rent A Goalie – http://www.rentagoalie.com
Retail Council of Canada – http://www.retailcouncil.org
Roots – http://www.roots.com
Sears Canada – http://www.sears.ca
Staples/Business Depot – http://www.staples.ca
Tommy Hilfiger Inc. – http://www.tommy.com
Wendy’s Corporation – http://www.wendys.com
Cluster 2.3
The Conference Board of Canada – http://www.conferenceboard.ca/
Self-Assessment, Online resume tools – http://www.mazemaster.on.ca/
Skills Canada – http://www.skillscanada.com
Electronic
BIZ ED Home – http://www.bized.ac.uk/dataserv/extel/notes/bs.htm
Business owner’s toolkit on balance sheet – http://www.toolkit.cch.com/tools/balshe_m.asp
Business Outline – http://www.sba.gov/starting/indexbusplans.html
Business owner’s toolkit on income statement – http://www.toolkit.cch.com/tools/incstm_m.asp
DECA – http://www.deca.org
– http://www.deca.on.ca
– http://www.cfic.ca/default_E.asp
Income Statement – http://www.aitcom.net/reseller/financial/incomestatement.htm
Carlson, Richard. Don’t Worry, Make Money. Hyperion Publishing, 1997. ISBN 0-7869-6321-8
Crisp, Robert E. Feeding the Giant – Advanced Networking
Marketing. Robert Crisp
Enterprises, 1997.
Harrison,
Walter T., et al. Accounting, Canadian 3rd ed. Prentice Hall
Canada Inc., 1996.
ISBN 0-13-184177-7
Hill, Napoleon. Think and Grow Rich. Random House, 1960. ISBN 0-449-21492-3.
Kiyosaki, Robert T. Rich Dad Poor Dad. Warner Books, 1998. ISBN 0-446-67745-0
Lambing, Peggy and Charles R. Kuehl. Entrepreneurship. Prentice Hall, 1999. ISBN 0-13-020043-3
West, Edie. 201 Icebreaker: Group Mixers, Warm-ups, Energizers, and Playful Activities. McGraw Hill, 1997. ISBN 0-07-069600-4
Levinson, Jay and Seth Godwin. The Guerrilla Marketing Handbook. Boston, Mass: Houghton Muffin Company, 1994. ISBN 0-395-70013-2
Misner, Ivan R. The World’s Best Known Marketing Secret - Building Your Business with Word of Mouth Marketing. Bard & Stephen Publishing, 1994. ISBN 1-885167-04-0
Pilzer, Paul Zane. The Next Trillion. VideoPlus Inc., Dallas, 2001.
Popcorn, Fath and Lys Marigold. EVEolution – The Eight Truths of Marketing to Women. Hyperion Publishing, 2000. ISBN 0-7868-6523-7
Syme, G.E. and T.W. Ireland. Accounting 1, 5th ed.
Prentice Hall Canada Inc., 1993.
ISBN 0-13-333825-8
Video
Wellness Revolution, ZCI, Inc and VPI, Paul Zane Pilzez, 2001.
Allen, Roger E. Winnie-The-Pooh on Management. Toronto: Penguin Books, 1994. ISBN 0-525-93898-2
Allen, Roger E. and Stephen Allen. Winnie-The-Pooh on Problem Solving. Toronto: Penguin Book, 1995. ISBN 0-525-94063-1
Blanchard, Ken and Sheldon Bowles. High Five! The Magic of Working Together. New York: HarperCollins Publisher Incorporated, 2001. ISBN 0-688-17036-6
Gladwell, Malcolm. The Tipping Point. Boston: Little, Brown, and Company, 2000. ISBN 0-316-31696-2
Hesselbein, F., M. Goldsmith, and R. Beckhard. The Drucker Foundation: The Leaders of the Future. San Francisco: Jossey-Bass Publishers, 1996. ISBN 0-7879-0180-6
Kroehnert, Gary. 100 Training Games.
Sydney: McGraw-Hill Book Company, 1992.
ISBN 0 07 452770 3
Lundin, S., H. Paul, and J. Christensen. Fish. New York: Hyperion, 2000. ISBN 0-7868-6602-0
Nelson, Rob. 1001 Ways to Energize Employees.
New York: Workman Publishing, 1997.
ISBN 0-7611-0160-8
Nelson, Rob. 1001 Ways to Reward Employees.
New York: Workman Publishing, 1994.
ISBN 1-5605-339-X
Secretan, Lance. Inspirational Leadership. Toronto: MacMillan Canada, 1999. ISBN 0-7715-7641-2
Sugar, Steve and George Tacacs. Games That Teach Teams.
San Francisco: Jossey-Bass/Pfeiffer, 2000.
ISBN 0-7879-4835-7
The Ontario Curriculum, Grades 11 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, Organizational Studies: Managing a Small Business, Grade 12, Workplace Preparation, BOG4E
BEV.01 · analyse the importance of small business in their own community and in the Canadian economy;
BEV.02 · evaluate current business issues and trends and their effect on local business opportunities;
BEV.03 · assess local opportunities for employment that are of personal interest and that have potential for launching a career.
Small Business Profile
BE1.01 – assess the importance of small business to the Canadian economy (e.g., in relation to job creation, business ownership, sectors of activity);
BE1.02 – describe the local small business community (e.g., characteristics such as size of businesses, employment rates, types of products and services, types of ownership);
BE1.03 – evaluate the impact of franchising on the Canadian economy (e.g., by examining types of franchising and franchise agreements, percentage share of the Canadian economy);
BE1.04 – demonstrate an understanding of the
expertise that skilled professionals (e.g., lawyers, accountants, bankers) can
bring into a small business;
BE1.05 – assess the future of small businesses in Canada and in the community.
Business Issues
BE2.01 – analyse the effects on small business of large business (e.g., retail giants) and other business and consumer habits and trends;
BE2.02 – explore the impact of e-business on small business (e.g., by considering the growth of Internet businesses, marketing, and customer/supplier relations);
BE2.03 – evaluate the need for ethical and socially responsible behaviour in small business management;
BE2.04 – identify current business issues that are specific to the local community.
Career Opportunities
BE3.01 – identify personal skills and experiences that could be applied in a small business environment (e.g., prepare an inventory of skills, personality traits, educational experiences, and additional training);
BE3.02 – summarize employment opportunities in the community;
BE3.03 – identify additional training and educational experiences that may be required or of interest in a small business;
BE3.04 – produce the necessary documentation for entry into the work force (e.g., a résumé).
REV.01 · analyse entrepreneurial opportunities and the processes involved in creating an entrepreneurial venture;
REV.02 · assess the role that problem solving and creativity play in the success of an entrepreneurial venture;
REV.03 · describe the characteristics and skills needed to succeed in an entrepreneurial venture.
The Entrepreneurial Process
RE1.01 – explore a variety of successful and unsuccessful entrepreneurial ventures (e.g., Canadian and international ventures, goods and services sellers, profit and non-profit businesses);
RE1.02 – demonstrate an understanding of how entrepreneurs identify opportunities (e.g., by analysing social or political changes, global trends, technological trends);
RE1.03 – establish the relationship between a business plan and the success of an entrepreneurial venture (e.g., by analysing the role of research in preparing a business plan, the uses of a business plan);
RE1.04 – compare alternative sources of financing for the start-up of entrepreneurial ventures (e.g., personal funds, bank credit line, family loans).
Creativity and Problem Solving
RE2.01 – demonstrate an understanding of the relationship between creativity and an individual’s thinking process (e.g., by considering functions of the left and right brain, brainstorming, DeBono’s theories including Hat theory and Plus/Minus/Interesting points, Von Oech’s creative characters, common mental blocks to creativity);
RE2.02 – apply the problem-solving model to specific situations;
RE2.03 – differentiate between invention and innovation in terms of entrepreneurial ventures.
Entrepreneurial Skills, Characteristics, and Motivations
RE3.01 – describe the skills, characteristics, and motivations of successful Canadian entrepreneurs;
RE3.02 – explain how entrepreneurial traits (e.g., innovation, leadership, creativity) contribute to successful “intrapreneurship” (the promotion of entrepreneurial activity and attitudes within a company);
RE3.03 – evaluate their own entrepreneurial inclinations through skill assessment, goal setting, and identifying interests and life-style preferences.
OMV.01 · analyse the relationship between physical-inventory control and profitability;
OMV.02 · demonstrate an understanding of the role of the basic components of the marketing function in satisfying customer needs;
OMV.03 · explain the relationship between effective financial management and profit;
OMV.04 · demonstrate the use of appropriate communication techniques for business activity.
Inventory Control
OM1.01 – identify the factors used in determining how much stock to carry of each item (e.g., rate of usage, reliability of deliveries, storage considerations, economies of scale);
OM1.02 – demonstrate an understanding of the principal steps of the purchasing procedure (e.g., quoting, requisitioning, ordering, receiving);
OM1.03 – explain the procedures and the financial considerations involved in the flow and control of inventory (e.g., use of manual and computerized systems, inventory classification, theft-prevention measures, control procedures);
OM1.04 – demonstrate an understanding of the relationship between a small business and its suppliers or subcontractors (e.g., legal considerations, financial considerations, methods for locating new suppliers).
Marketing Issues
OM2.01 – explain the components of the marketing mix and their associated costs to small business (e.g., the four Ps – product, price, promotion, place);
OM2.02 – identify the relationship among customer service, a positive image, and success in the local community;
OM2.03 – demonstrate an understanding of the advertising and promotional aspects of operating a small business;
OM2.04 – explain the various methods of selling and identify when they are best utilized (e.g., face-to-face sales, telemarketing, e-commerce);
OM2.05 – assess the competitive advantages of local businesses.
Financial Management
OM3.01 – demonstrate an understanding of the policies and procedures used to handle and control cash transactions in a business;
OM3.02 – identify the procedures and strategies for dealing with financial institutions involved in the daily activities and short-term financing of a small business (e.g., building a business relationship, proper financial reporting);
OM3.03 – explain the role of an operating budget in the financial management of a small business (e.g., facilitation of sales forecasting, cash-flow management, control of expenses);
OM3.04 – use the basic elements of bookkeeping (e.g., forms and procedures, manual systems, computerized systems) as they relate to a small business;
OM3.05 – demonstrate an understanding of the content and use of financial statements (e.g., balance sheet, income statement, cash-flow statement) in evaluating profitability.
Communication
OM4.01 – demonstrate the ability to produce business communication documents (e.g., correspondence, forms, reports) for a variety of purposes;
OM4.02 – demonstrate the ability to use display documents (e.g., flyers, pamphlets) for a variety of purposes;
OM4.03 – demonstrate appropriate techniques for making group and individual presentations;
OM4.04 – demonstrate the ability to use software and other tools that help small businesses improve productivity and profitability (e.g., word processing, desktop publishing, e-mail, electronic research tools, spreadsheet).
HRV.01 · analyse the nature and the importance of effective leadership in a small business environment;
HRV.02 · analyse the mechanics and processes of group dynamics;
HRV.03 · demonstrate an understanding of procedures for hiring and training employees;
HRV.04 · assess the role of the manager in motivating and evaluating employees;
HRV.05 · demonstrate an understanding of the laws and regulations that govern working conditions.
Leadership
HR1.01 – explain the factors that contribute to effective business leadership (e.g., vision, goal setting, power, personality traits);
HR1.02 – compare a variety of leadership styles (e.g., task-oriented and relationship-oriented, authoritative and consultative);
HR1.03 – explain why different leadership styles are appropriate to different managerial tasks (e.g., implementing change, managing conflict, managing stress).
Group Dynamics
HR2.01 – demonstrate an understanding of the stages of group development and the roles that individuals assume within a group structure;
HR2.02 – explain the positive relationship between teamwork and the success of an organization (e.g., the effects of empowerment, synergy);
HR2.03 – compare formal and informal group structures by considering channels of communication and relationships with other departments and organizations;
HR2.04 – identify the factors that contribute to the success or failure of a group (e.g., shared norms, cohesiveness, task definition);
HR2.05 – evaluate individual conflict-management styles and their effect on the conflict (e.g., evasive, accommodating, authoritative, compromise-seeking).
Hiring and Training
HR3.01 – identify the elements of human resource planning (e.g., job analysis, job description, job specification, identification of skill requirements);
HR3.02 – explain the recruiting process (e.g., advertisement, preliminary contact, screening, checking references);
HR3.03 – demonstrate an ability to use techniques related to the job-interview and job-selection process (e.g., question preparation, verbal and non-verbal communication);
HR3.04 – identify a variety of types of job training (e.g., orientation, on-the-job, off-the-job, apprenticeship, additional education).
Motivating and Evaluating
HR4.01 – demonstrate an understanding of the relationship between motivating factors and job performance in a small business environment (e.g., psychological contract, quality of work life, job satisfaction);
HR4.02 – explain how individual needs relate to theories of motivation (e.g., the theories of Maslow, Herzberg, Alderfer);
HR4.03 – demonstrate an understanding of the relationship between evaluation procedures, disciplinary policies, and the corporate culture of a small business (e.g., consistency of procedures and policies with organizational objectives);
HR4.04 – explain a variety of incentives and rewards that can be used to motivate individuals and groups (e.g., monetary, non-monetary, psychological);
HR4.05 – assess motivational strategies used by specific businesses (e.g., employee needs-assessment theories, compensation and benefits systems, intrinsic and extrinsic rewards).
Legal Considerations
HR5.01 – identify the legal requirements regarding employment practices (e.g., pay, hours);
HR5.02 – demonstrate an understanding of the legal requirements related to employee health and safety in a variety of workplaces;
HR5.03 – compare the legal, financial, and other consequences of unionized and non-unionized business environments;
HR5.04 – describe the legal and ethical implications for business of equity and human rights policies.
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