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Business Management Learning and Teaching Approaches – Advice and Guidance for Practitioners National 5 Understanding Business.

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Presentation on theme: "Business Management Learning and Teaching Approaches – Advice and Guidance for Practitioners National 5 Understanding Business."— Presentation transcript:

1 Business Management Learning and Teaching Approaches – Advice and Guidance for Practitioners National 5 Understanding Business

2 Business activities Business activities Customer satisfaction Customer satisfaction Business objectives Business objectives Business stakeholders Business stakeholders External/internal factors affecting businesses External/internal factors affecting businesses Wealth creation Corporate social responsibility and ethics Business in society The potential suggested learning and teaching approaches that follow present the opportunity to explore the following topics in more depth in order to reinforce knowledge and understanding of this unit of study. For most activities, a range of working methods and presentation media are left to practitioner/learner choice. Use of ICT for some activities is recommended and web research will be an integral part of several suggested approaches. These suggested learner approaches can be adapted to suit the needs of practitioners.

3 Starting Up Young people may consider three options for their future: further education, employment or training. Young people may consider three options for their future: further education, employment or training. The often-forgotten fourth option is one we can examine here: entrepreneurship, i.e. starting your own business. The often-forgotten fourth option is one we can examine here: entrepreneurship, i.e. starting your own business. Learners could use the given definition of an entrepreneur and compare this to the information in the video clip. After watching the video of Jonathan Levie, discussion topics are suggested in the following slides for learners to further explore this topic. Learners could use the given definition of an entrepreneur and compare this to the information in the video clip. After watching the video of Jonathan Levie, discussion topics are suggested in the following slides for learners to further explore this topic.

4 What is an Entrepreneur? Hint: Learners could use the Jonathan Levie interview transcript to help them with the discussion topics Learners could use available resources to suggest definitions and/or descriptions of an entrepreneur. Key themes in the video could aid their research i.e. Education, opportunist, background, confidence, drive etc.

5 Enterpreneurship - 1 Jonathan Levie outlines several skills and qualities he thinks are important in an entrepreneur Learners could discuss whether they agree with this viewpoint and may create a group list of skills and qualities which they think would be important in an entrepreneur. Learners could discuss whether they agree with this viewpoint and may create a group list of skills and qualities which they think would be important in an entrepreneur. It may be useful for learners to distinguish what is a skill and what is a quality during their discussion. It may be useful for learners to distinguish what is a skill and what is a quality during their discussion. Learners could be asked to consider whether they could be an entrepreneur or innovator now… or in the future. Learners could be asked to consider whether they could be an entrepreneur or innovator now… or in the future.

6 Enterpreneurship - 2 The video asks 'Why does Scotland need more entrepreneurs?' Jonathan Levie explains his opinion here – how could this prompt learners to understand or explore where enterprise fits into Scotlands economy? How does innovation help Scotland to flourish? The diagram given as exemplification in the Advice and Guidance Notes could be used either as a basis for their discussion or learners could produce their own diagram showing the connections between business and the different parts of Scotlands society affected by business The diagram given as exemplification in the Advice and Guidance Notes could be used either as a basis for their discussion or learners could produce their own diagram showing the connections between business and the different parts of Scotlands society affected by business

7 Enterpreneurship - 3 'Being an entrepreneur isnt necessarily about risk taking' 'Being an entrepreneur isnt necessarily about risk taking' The above quote from the video could be used for learner discussion or debate or to prompt individual responses from learners. In addition, learners could develop ideas on the range of risks that may be involved in starting their own business enterprise. The above quote from the video could be used for learner discussion or debate or to prompt individual responses from learners. In addition, learners could develop ideas on the range of risks that may be involved in starting their own business enterprise. Could learners be guided to consider personal risks, economical risks and social risks in this context? consider personal risks, economical risks and social risks in this context?

8 This film profiles the life and work of Mick Jackson, one of Scotland's most prominent and successful entrepreneurs. It reviews Mick's ideas and beliefs about enterprise, marketing, leadership and social responsibility in business. Mick describes the growth and success of two of his major enterprises - WildDay.com and the WildHearts Foundation, a charitable enterprise – both demonstrating great innovation. Learners could use the interview with the discussion topics worksheet which gives suggested topics for further research or discussion. Enterpreneurship – 4 Mick Jackson – An Inspiring Entrepreneur?

9 Entrepreneurship – 5 : To boldly go….. Entrepreneurs may do 1 of 2 things to start a business enterprise: 1. Create a new product to fill a gap in the market OR 2. Improve an existing product in a new way These video resources could be used to prompt learner discussion or research on local or famous entrepreneurs or businesses. There could be particular emphasis on Scottish based business or entrepreneurs to contextualise this learning to earlier discussion or investigation. These video resources could be used to prompt learner discussion or research on local or famous entrepreneurs or businesses. There could be particular emphasis on Scottish based business or entrepreneurs to contextualise this learning to earlier discussion or investigation. Learners could be guided in their research or discussion by the following questions: Learners could be guided in their research or discussion by the following questions: What inspired them? What risks did they run? What inspired them? What risks did they run? How did they raise the finance they needed? Did they succeed quickly or suffer setbacks? Use these hyperlinks for some inspiring stories from around the world!

10 Entrepreneurship - 6 Jonathan Levie explains that while profit is important, his opinion is that other factors are also important to Scottish entrepreneurs, such as customer satisfaction, developing new products, and giving back to Scotland as their country and society. Jonathan Levie explains that while profit is important, his opinion is that other factors are also important to Scottish entrepreneurs, such as customer satisfaction, developing new products, and giving back to Scotland as their country and society. The following approach suggests how learners could take account of these factors into account and is explained further in the next slide: The following approach suggests how learners could take account of these factors into account and is explained further in the next slide:

11 Learners could be asked to identify a Scottish business (local or national) and examine their approach to: Profit Profit Customer Satisfaction Customer Satisfaction Innovation and Product Development Innovation and Product Development Social Responsibility Social Responsibility Further discussion or research by learners may investigate the impact each of these factors would have on the business, its local community, and Scotland as a whole.

12 So – What IS an Entrepreneur? This link provides a series of statements given by business owners about what they think an entrepreneur is. This link provides a series of statements given by business owners about what they think an entrepreneur is. Suggested approaches for this resource could be: Suggested approaches for this resource could be: Learners assembling their own ideas using key themes from the statements given. Learners assembling their own ideas using key themes from the statements given. Using the range of statements to allow learners to select the one they identify with most and justifying their choice. Using the range of statements to allow learners to select the one they identify with most and justifying their choice. Learners selecting one statement and applying it to an entrepreneur (local or well-known nationally) that they think it relevant to. Learners selecting one statement and applying it to an entrepreneur (local or well-known nationally) that they think it relevant to. Education Scotland

13 Over to you…… Its time to put thoughts into action. The flow diagram provided shows a step-by-step approach to building an enterprise from an idea. This could be used to guide learners through the process of creating their own enterprise. The flow diagram provided shows a step-by-step approach to building an enterprise from an idea. This could be used to guide learners through the process of creating their own enterprise. Learners could focus on creating a solution for an existing problem affecting their group, school, community or a global issue; or could focus on filling a gap in a market with a new product. Learners could focus on creating a solution for an existing problem affecting their group, school, community or a global issue; or could focus on filling a gap in a market with a new product. Learners could work in several ways solo, groups or pairs according to their specific ideas. Learners could work in several ways solo, groups or pairs according to their specific ideas. The Business Plan could be used to help structure learners thoughts. Business Planning Use the hyperlink to build a Business Plan!

14 Role of Business in Society What goes on in a business organisation? What goes on in a business organisation? What type of activities do businesses and other organisations do? What type of activities do businesses and other organisations do? How does business contribute, and have an impact on, society? How does business contribute, and have an impact on, society? Lets look at an example of a business organisation and explore how learners can investigate answers to the above questions…

15 From small beginnings in 2003, Oban Chocolate Co has grown steadily to become an established business with a range of products, new premises and increased number of employees. The beginning and growth of the company is described here by Helen McKechnie who set up the business with husband Stuart – both from Oban. They feel the business is an inspiration to young people and hope to open up more shops in the future.

16 Theory into Practice Learners could be directed to earlier work on skills and qualities to describe an entrepreneur giving more relevance to this case study. Learners could be directed to earlier work on skills and qualities to describe an entrepreneur giving more relevance to this case study. Learners could summarise their thoughts on the skills and qualities shown by the case study business owners perhaps being encouraged to use examples from the video to highlight their points. Learners could summarise their thoughts on the skills and qualities shown by the case study business owners perhaps being encouraged to use examples from the video to highlight their points. This could be done using ICT through a Podcast, presentation software or similar. This could be done using ICT through a Podcast, presentation software or similar.

17 Business Activity – 1 Learners could use the case study to: Decide whether the featured business operates in the Primary, Secondary or Tertiary sectors of industry Decide whether the featured business operates in the Primary, Secondary or Tertiary sectors of industry Discuss whether this business operates in more than one sector Discuss whether this business operates in more than one sector Discuss/research and suggest reasons why they may do this? Discuss/research and suggest reasons why they may do this?

18 Business Activity – 2 Learners could use the website for the business featured in the case study to: Learners could use the website for the business featured in the case study to: Summarise/discuss all of the activities that this business is involved in. This could be an oral summary or be produced in writing, as a presentation, or using a Podcast or video Summarise/discuss all of the activities that this business is involved in. This could be an oral summary or be produced in writing, as a presentation, or using a Podcast or video For each activity learners could explain what sector of industry the business is operating in and how this activity benefits the business. For each activity learners could explain what sector of industry the business is operating in and how this activity benefits the business. Oban Chocolate Co Oban Chocolate Co

19 Business Activity – 3 Learners could research local businesses or business people that may be familiar to them using the following suggested methods: Interviews with businesses Interviews with businesses Inviting a business to speak to the group Inviting a business to speak to the group Internet Research Internet Research Local media articles on businesses Local media articles on businesses Personal knowledge/experience Personal knowledge/experience Using the information they gain from this research, learners could compare how the local business was started with their own business plan created earlier – what lessons could be learned from this real, local business?

20 The Aim of the Game: Business Objectives – 1 The following link could be used to give learners initial information on business objectives The following link could be used to give learners initial information on business objectives Business Activity & Objectives Business Activity & Objectives Business Activity & Objectives Business Activity & Objectives Learners could be directed to discuss the information on Private Sector business objectives in relation to either: Learners could be directed to discuss the information on Private Sector business objectives in relation to either: The case study business The case study business A local or national business A local or national business Learners could produce their own diagram to illustrate their findings here. Learners could produce their own diagram to illustrate their findings here.

21 The Aim of the Game: Business Objectives – 2 Learners could discuss whether business objectives in the Private Sector of the economy may be different from those in the Public and/or Voluntary Sectors. Learners could discuss whether business objectives in the Private Sector of the economy may be different from those in the Public and/or Voluntary Sectors. One approach may be to Use the Internet to research a business from the Public Sector and one from the Third Sector and investigate the possible objectives of each. One approach may be to Use the Internet to research a business from the Public Sector and one from the Third Sector and investigate the possible objectives of each. Learners could then create a diagram or mind map of the objectives for each of the researched businesses. Learners could then create a diagram or mind map of the objectives for each of the researched businesses. A local focus could be applied to the businesses used in this approach as in previous research by learners. A local focus could be applied to the businesses used in this approach as in previous research by learners.

22 How does Business affect people? – 1 Learners could be introduced to the topic of stakeholders using the following diagram which suggests three possible stakeholders of the case study business – Oban Chocolate Co Learners could use the diagram to investigate and discuss: Learners could use the diagram to investigate and discuss: Who additional stakeholders may be Who additional stakeholders may be Why each stakeholder may have an interest in the Why each stakeholder may have an interest in the business, and business, and How they could influence the business How they could influence the business

23 Suppliers Any Others? Employees Scottish Government

24 How does Business affect people? – 2 Learners could be focused on thinking about their own business idea or plan and considering: Learners could be focused on thinking about their own business idea or plan and considering: Who the stakeholders are Who the stakeholders are What influence they could have What influence they could have What conflicts may arise What conflicts may arise One approach could be to ask learners to create a stakeholder diagram for their own business idea perhaps using suitable ICT. One approach could be to ask learners to create a stakeholder diagram for their own business idea perhaps using suitable ICT.

25 How does Business contribute to society? – 1 Learners could be asked to watch the video case study and to consider what the business is contributing to different parts of society and what benefits may be seen by the economy, community and individual stakeholders. Learners could be asked to watch the video case study and to consider what the business is contributing to different parts of society and what benefits may be seen by the economy, community and individual stakeholders. Learners could relate this back to earlier discussion on how enterprise and business fits into Scotland – at both local and national levels – and how they might impact on society in Learners could relate this back to earlier discussion on how enterprise and business fits into Scotland – at both local and national levels – and how they might impact on society in different ways. different ways. Learners could also use the company web site to help their research and/or discussion of findings.

26 How does Business contribute to society? – 2: Creating Wealth Learners could be asked to: Use the Internet and/or other resources to find a simple definition of Wealth Creation in business terms. Use the Internet and/or other resources to find a simple definition of Wealth Creation in business terms. This could be a timed exercise – perhaps allowing 5 – 10 minutes to complete. This could be a timed exercise – perhaps allowing 5 – 10 minutes to complete. Tip : Make sure learners understand their definition and can explain it!

27 Learners could be given an example of how wealth can be distributed from one business to the next perhaps using a familiar good to illustrate this idea e.g. a loaf of bread – several suppliers will be able to sell goods to one another and so create turnover for their organisation. Learners could be given an example of how wealth can be distributed from one business to the next perhaps using a familiar good to illustrate this idea e.g. a loaf of bread – several suppliers will be able to sell goods to one another and so create turnover for their organisation. Learners could be asked to produce a diagram which illustrates this distribution of wealth or wealth creation? Use a good or service that you are familiar with to do this. Learners could be asked to produce a diagram which illustrates this distribution of wealth or wealth creation? Use a good or service that you are familiar with to do this. An example of a diagram is provided in Advice and Guidance Notes for practitioners. How does Business contribute to society? – 3: Creating Wealth

28 How does Society affect Business? – 1 A suggested approach to introduce this area of study could be: Learners are asked to think of as many factors in society which may affect the case study business. Learners are asked to think of as many factors in society which may affect the case study business. This could be a timed exercise allowing up to 10 minutes for completion. This could be a timed exercise allowing up to 10 minutes for completion. Learners could be asked to list the factors and how they may affect the business. Learners could be asked to list the factors and how they may affect the business.

29 Learners could be asked to group their answers under main headings where they consider there to be similarities in factors. Learners could be asked to group their answers under main headings where they consider there to be similarities in factors. Main headings could be established through discussion with the group as to the most common factors occurring between groups of learners e.g. financial, fashionable, legal, employment etc Main headings could be established through discussion with the group as to the most common factors occurring between groups of learners e.g. financial, fashionable, legal, employment etc Learners could then be asked to use Internet resources to research factors affecting Scottish business and compare these to their own findings. Learners could then be asked to use Internet resources to research factors affecting Scottish business and compare these to their own findings. How does Society affect Business? – 2

30 Internal & External Factors Learners could be introduced to this topic by establishing through discussion the difference between Internal and External factors which affect the business Learners could be introduced to this topic by establishing through discussion the difference between Internal and External factors which affect the business Learners could use the context of either their own business proposal, the case study business, or a business familiar to them to evaluate: Learners could use the context of either their own business proposal, the case study business, or a business familiar to them to evaluate: Which factors they have identified are internal and which are external Which factors they have identified are internal and which are external How these factors could have an impact on a business How these factors could have an impact on a business How they could ensure the businesss success against these factors How they could ensure the businesss success against these factors

31 Customer Satisfaction – 1 The Customer is King! Customer Satisfaction isnt highlighted specifically in the Oban Chocolate video – but this doesnt mean its not important to this business. Learners could use the following approach to further explore the issue of Customer Satisfaction. Learners could work with a partner or in small groups and use the exemplified Customer Satisfaction exercise given in the support files provided. Learners could work with a partner or in small groups and use the exemplified Customer Satisfaction exercise given in the support files provided.

32 Customer Satisfaction – 2 Following the previous slide, learners could discuss their results as a group and what key points have resulted from their work. Following the previous slide, learners could discuss their results as a group and what key points have resulted from their work. Examples of discussion points might be: Was it easy to suggest a response to the customer issue learners were given in the worksheet? Why/why not? Was it easy to suggest a response to the customer issue learners were given in the worksheet? Why/why not? What effect could it have on the business if the customer was not satisfied with the response given? What effect could it have on the business if the customer was not satisfied with the response given? Learners could then create a flow diagram to show the possible effects of poor customer care on the business – an example of this is given in the Advice and Guidance notes. Learners could then create a flow diagram to show the possible effects of poor customer care on the business – an example of this is given in the Advice and Guidance notes.

33 Customer Satisfaction – 3 Learners could use Internet resources to research a business familiar to them – local or national – and their approach to Customer Satisfaction to highlight the different priority given to this across business. Learners could be guided using the following key points: What facilities do they have to communicate with their customers, to receive complaints and feedback? What facilities do they have to communicate with their customers, to receive complaints and feedback? Do they have a Customer Care Policy or statement? Do they have a Customer Care Policy or statement? Learners could choose to summarise their findings either through discussion, presentation or using another appropriate media.

34 Customer Satisfaction – 4 Learners could aim to further understand Customer Satisfaction in business through developing their own Customer Satisfaction Statement or policy. This could be approached in several ways: Using the learners own business idea or enterprise Using the learners own business idea or enterprise Using the case study business and the company web resource to help them do this Using the case study business and the company web resource to help them do this Selecting a local business familiar to learners and information available on this business – perhaps supplementing with interviews or a representative from the business speaking with learners on this subject. Selecting a local business familiar to learners and information available on this business – perhaps supplementing with interviews or a representative from the business speaking with learners on this subject. A link to a short Mission Statement is given to help support learners. Novatech

35 Socially Responsible Business: What does it mean? Learners could undertake timed research to investigate what corporate social responsibility is. This could support further discussion on: Examples of social responsibility in well-known businesses Examples of social responsibility in well-known businesses Examples from local business Examples from local business How learners might apply this to their own business enterprise How learners might apply this to their own business enterprise

36 ebay – Business with a Conscience? eBay has been named one of the world's most ethical companies in the Auctions category based on its ethics and compliance programs by the Ethisphere Institute, a think tank. Companies on the list in other categories include Best Buy Co., Zappos, UPS, Google, American Express, and Ford Motor Company, Wisconsin Energy Corporation eBay has been named one of the world's most ethical companies in the Auctions category based on its ethics and compliance programs by the Ethisphere Institute, a think tank. Companies on the list in other categories include Best Buy Co., Zappos, UPS, Google, American Express, and Ford Motor Company, Wisconsin Energy Corporation EcommerceBytes-NewsFlash, Number 2501 - March 17, 2011 - ISSN 1539-5065 Learners could use the web resources at investor.ebay.com to find some useful information to support the above article e.g. eBay Giving Works and to further understand how this type of activity may benefit the business. investor.ebay.com

37 And the Winner is… The video resource shows an interview with Bob Keiller – named Entrepreneur of the Year in 2006. 2007 and 2008 The video resource shows an interview with Bob Keiller – named Entrepreneur of the Year in 2006. 2007 and 2008 Bobs business, PSN, has approximately 8,500 employees doing everything from high- level engineering consultancy to construction and maintenance for oil operators in more than 20 countries around the world. Bobs business, PSN, has approximately 8,500 employees doing everything from high- level engineering consultancy to construction and maintenance for oil operators in more than 20 countries around the world. As well as his Entrepreneur of the Year successes, Bob has been awarded the National Business Awards corporate social responsibility award for Scotland in 2007 As well as his Entrepreneur of the Year successes, Bob has been awarded the National Business Awards corporate social responsibility award for Scotland in 2007 See the following slides for suggested approaches to using this resource. See the following slides for suggested approaches to using this resource.

38 Bob Keiller – Suggested Learning and Teaching Approaches Learners could be encouraged to bring together their knowledge from across the Understanding Business Unit to produce a short study of Bob Keiller as a Scottish entrepreneur and to inform and inspire potential entrepreneurs. Learners could use the interview information and the PSN website for further information to help with their research. Wood Group PSN Learners could use the following key areas within their research Approach to Customer Care Business Activities Business Objectives What is an Entrepreneur Skills & Qualities of an Entrepreneur Why Scotland needs Entrepreneurs Role of Business in SocietyWealth Creation

39 Entrepreneurial Exchange Micro-Tyco Using the Internet, learners could investigate the resources above to discover what each organisation offers and how they operate. One approach may be to ask learners to demonstrate how one or both resources will help support entrepreneurial activity in Scotland/UK Learners could also research the possible effectiveness of these initiatives and what they could contribute to Scotlands entrepreneurial future.

40 Over to You…. Learners could use the Entrepreneurs Forum website to view a range of interviews with entrepreneurs. This resource could be used to ask learners: Which entrepreneur inspires them and why? Which entrepreneur inspires them and why? Learners could produce their own summary of why they find this entrepreneur inspirational and what helpful advice they may give to Scotlands future entrepreneurs. Learners could produce their own summary of why they find this entrepreneur inspirational and what helpful advice they may give to Scotlands future entrepreneurs. This summary could be created to be oral, written or presented electronically. This summary could be created to be oral, written or presented electronically. Entrepreneurs Forum Entrepreneurs Forum Entrepreneurs Forum Entrepreneurs Forum


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