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Course
Profile
Organizational Studies: Managing a Small Business (BOG4E), Grade 12,
Workplace Preparation, Catholic
Course Overview
Policy Document: The Ontario
Prerequisite: None
Course
Description
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, training, motivating employees, and complying with legal requirements.
The
culminating project in this Course Profile “Managing a Small Business Venture”
will allow students to apply the knowledge and skills acquired.
How
This Course Supports the Ontario Catholic School
This
course introduces students to some of the concepts of managing a small business
within
In this
the 21st century, with the advent of e-commerce and the prominence of the
global marketplace, the catalyst driving Canadian economic growth will arguably
be the growth of small business. It is likely that many of the students taking
this course will someday own and/or manage their own small business venture and
hopefully contribute to the common good. Within this course, the
responsibilities of managing a small business venture will be examined and
students will be encouraged to integrate their faith into the planning of their
business enterprise. Issues such as choosing an ethical business or venture,
fair treatment of customers and clients, the dignity of the employee, the value
of work, and profit sharing are all examined.
Course
Notes
Since
this course serves as a practical introduction to the world of work, it should
be application-oriented. Students should be given ample opportunity to
demonstrate their knowledge and understanding of the concepts presented. (The
culminating project for this course (see Appendix A1 – Managing a Small
Business Venture) should be assigned immediately after the introductory unit
(The Role of Entrepreneurship). As students build their foundation of
knowledge, they can start formulating their business plan. Sufficient class
time should be given for this process. Their plans should be presented at the
end of the term using a presentation software program (if possible).
This
Course Profile has been written so that some expectations appear in more than
one unit to provide for consolidation of skills and knowledge.
Units: Titles and Times
|
* Unit
1 |
The
Role of Entrepreneurship |
25
hours |
|
Unit 2 |
The
Small Business Environment in |
20
hours |
|
Unit 3 |
Operations
Management |
40
hours |
|
Unit 4 |
Human
Resource Management |
25
hours |
* This
unit is fully developed in this Course Profile.
Note: The Managing a Small Business
Venture project (see Appendix A1) can be introduced at the end of the course, or
can be introduced at the end of this unit and reinforced as concepts are taught
throughout the remainder of the course. See the Course Notes section for
details. A full business plan is provided in the Appendix; however, to see a
variety of business plans, go to www.bplans.com
Unit Overviews
Unit 1: The Role of Entrepreneurship in Canada
Time: 25 hours
Unit
Description
In this
unit, students develop an understanding of the characteristics and skills they
need to be su
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
REV.03,
RE3.01, RE3.02, RE3.03, RE1.01, RE2.01, HR1.01, HR1.02, HR1.03, HRV.01 |
Knowledge/Understanding
Thinking/Inquiry |
Entrepreneurial
Skills, Characteristics and Motivation |
|
2 |
REV.01,
RE1.01, RE1.02, RE1.03, RE1.04, RE2.03 |
Knowledge/Understanding
Thinking/Inquiry |
The
Entrepreneurial Process |
|
3 |
REV.02,
RE2.01, RE2.02, RE2.03, RE3.01, RE3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Creativity
and Problem-Solving |
Unit 2: The Small Business Environment in Canada
Time: 20 hours
Unit
Description
In this
unit, students develop a profile of small businesses within
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
BEV.01,
BE1.01, BE1.02, BE1.03, BE1.04, BE1.05, BE2.01, BE3.02, BE2.04 |
Knowledge/Understanding
Thinking/Inquiry |
Small
Business Profile |
|
2 |
BEV.02,
BE2.01, BE2.02, BE2.03, BE2.04, BE2.04, BE1.05 |
Knowledge/Understanding
Thinking/Inquiry |
Business
Issues |
|
3 |
BEV.03,
BE3.01, BE3.02, BE3.03, BE3.04, BE1.04, BE1.05, BE2.04 |
Thinking/Inquiry |
Career
Opportunities |
Unit 3: Operations Management
Time: 40 hours
Unit
Description
In this unit,
students explore the different elements of operations management, e.g.,
inventory, purchasing, marketing, and financing, and discover how these factors
play a critical role in the overall profitability of the company. They
investigate prevalent marketing trends that challenge and promote our Catholic
values and come to understand the importance of business communication
techniques. Ideally, students use software application programs to produce
various business forms (inventory checklists, purchase orders, marketing
reports, etc.), financial reports (balance sheet, income statement, cash flow
forecasts), and advertisements (magazine ad, flyer, Internet ad, etc.).
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OMV.01,
OM1.01, OM1.02, OM1.03, OM1.04, OM4.01, OM4.04 |
Knowledge/Understanding
Thinking/Inquiry |
Inventory
Control |
|
2 |
OMV.02,
OM2.01, OM2.02, OM2.03, OM2.04, OM2.05, OM4.02, BE2.02, BE1.02 |
Knowledge/Understanding
Thinking/Inquiry |
Marketing
Issues |
|
3 |
OMV.03,
OM3.01, OM3.02, OM3.03, OM3.04, OM3.05, OM4.04 |
Knowledge/Understanding
Thinking/Inquiry |
Financial
Management |
|
4 |
OMV.04,
OM4.01, OM4.02, OM4.03, OM4.04, OM1.01, OM2.01 |
Knowledge/Understanding
Application |
Communication |
Unit 4:
Human Resource Management
Time: 25 hours
Unit
Description
Students
explore current functions, trends, and challenges associated with human
resource management. They analyse the nature/role of leaders and various
leadership styles and come to realize the importance of teamwork in the overall
su
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HRV.01,
HR1.01, HR1.02, HR1.03, HR2.03 |
Knowledge/
Understanding Thinking/Inquiry |
Leadership |
|
2 |
HRV.02,
HR2.01, HR2.02, HR2.03, HR2.04, HR2.05, HR1.03, HR4.01 |
Thinking/Inquiry |
Group
Dynamics |
|
3 |
HRV.03,
HR3.01, HR3.02, HR3.03, HR3.04, HR1.03, HR4.05, HR5.01, HR5.04 |
Knowledge/
Understanding Communication |
Hiring
and Training |
|
4 |
HRV.04,
HR4.01, HR4.02, HR4.03, HR4.04, HR4.05, HR2.02 |
Knowledge/
Understanding Thinking/Inquiry |
Motivating
and Evaluating |
|
5 |
HRV.05,
HR5.01, HR5.02, HR5.03, HR5.04, HR3.01 |
Thinking/Inquiry |
Legal
Considerations |
Teaching/Learning
Strategies
Due to
the diverse learning styles in a class, it is imperative that the teacher use a
wide variety of teaching strategies. These strategies fall into three
categories: teacher-centred, learner-centred, and self-directed.
Teacher-centred
Strategies
Teacher-centred
strategies are those in which the teacher directs the learning, e.g.,
teacher-led review, work/task sheet, Socratic lesson, mnemonic (trigger
recall). Teacher-centred strategies have a definite place in this course as
students learn to handle a broad range of topics. Teachers may find these
strategies useful as ways to model how to set up notebooks or databases, to
present complex concepts, or to make the best use of time in some parts of the
course.
Learner-centred
Strategies
Learner-centred
strategies, which are activity-based, provide students with opportunities to
actively apply what they have learned, e.g., text referencing, jigsaw,
audio/visual, computer work, field trip, group project, and role playing. The
expectations for the use of these teaching strategies are that students develop
problem solving as well as collaborative skills.
Self-directed
Strategies
Self-directed
strategies may be used to promote independence and self-reliance, e.g.,
displays, electronic media research, and computer-assisted learning. The
benefits of these strategies are that students learn to take responsibility for
and manage their own learning.
Course
Evaluation
The su
Assessment &
Evaluation of Student Achievement
Teachers should employ a variety of assessment
techniques frequently throughout the course in order to communicate the
expectations of the course to students, make appropriate adjustments to
teaching/learning strategies as required, and a
|
·
Brainstorming |
·
Interviews |
·
Products |
|
·
Checklists |
·
Role Play |
·
Quizzes |
|
·
Word Clustering |
·
Graphic Organizers |
·
Tests |
|
·
Models |
·
Presentations |
|
Seventy
per cent of the grade is based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade is based on a final evaluation
in the form of an examination or performance, essay, and/or other method of
evaluation suitable to the course content and administered towards the end of
the course.
Acc ommodations
Teachers should consult individual student IEPs
for specific directions or a
|
Reading ·
Read questions first. ·
Modify reading requirements. ·
Use reading partners. ·
Pre-teach concepts/vocabulary. ·
Highlight notes. ·
Use visuals. ·
Use videos. ·
Read instructions. |
Math ·
Check work after each example. ·
Relate problems to real life. ·
Modify complexity of examples. ·
Review daily. ·
Teach use of diagrams. ·
Teach use of calculator. ·
Use hands-on manipulatives. ·
Adjust number of problems. |
|
|
Memory ·
Teach students to verbalize concepts. ·
Check that daily assignments are recorded in a daily planner. ·
Teach strategies to assist recall. ·
Insist that the student write things down. ·
Provide lists and/or flow charts. ·
Give visual clues. ·
Give demonstrations. ·
Teach mnemonics. |
Oral
Language ·
Provide non-threatening environments. ·
Do not ask the students to respond to questions without forewarning. ·
Use cooperative learning. ·
Work one-on-one. ·
Have realistic expectations. ·
Provide choices. ·
Use electronic medium. ·
Permit small group work. |
|
|
Motivation ·
Provide a variety of types of assignments. ·
Create personalized assignments. ·
Set realistic goals and expectations. ·
Avoid public confrontation. ·
Provide praise and positive feedback. ·
Be flexible with timelines. ·
Conference on a one-on-one basis. ·
Maintain contact with home. |
Written
Language ·
Vary assignments. ·
Give explicit instructions. ·
Allow more time. ·
Provide photocopied notes. ·
Allow point-form notes. ·
Use peer editing. ·
Teach use of spell check. |
|
|
Attention ·
Provide a variety of activities and teaching techniques. ·
Give blocks of information and vary the activities frequently. ·
Use cooperative learning. ·
Ask students to repeat instructions to you. ·
Provide immediate feedback. ·
Move around room. ·
Use visuals. ·
Ensure that students see an end in sight. |
Enrichment ·
independent study ·
cooperative education ·
e-commerce simulation ·
Junior Achievement ·
Rotary Club Business Camp Enterprise ·
Sir Wilfrid Laurier Stock Market Competition ·
Distributive Education Clubs of America (DECA) and Ontario Business
Educators Association (OBEA) contests ·
Business club/school store ·
Mentorship programs |
|
|
ESL ·
Pair or group students with English speakers. ·
Provide note-making guide. ·
Promote peer tutoring. ·
Encourage use of first-language English dictionaries for assignments
and assessment. ·
Pair written instructions with verbal instructions. ·
Provide visual and auditory clues. ·
Allow extra time for reading or writing assignments. ·
English-speaking students can help their ESL classmates by repeating,
rephrasing, and writing words down. ·
Bilingual peer tutors, if available, can be helpful, or one can use
classroom groups to facilitate clarification in native language (ESL students
benefit from first-language help and support). ·
Avoid “all-ESL” groupings. ·
Encourage ESL students to use their own language to explain terms in
their private notes if it helps them to remember. ·
Have all concrete items labelled so that every time students sit at
the workstation, they are reminded of the terms. ·
Allow speaking in native languages for clarification and explanation. ·
Provide students with a summary sheet that can be used at the end of
each class (with teacher assistance) to list the main terms or concepts that
were the focus of the lesson. ·
Make overheads of handouts on which the teacher highlights important
terms, explains words, clarifies instructions, etc., while students do the
same on their copy. ·
Provide students with articles to choose from if they are unable to do
their own research. ·
Provide a glossary of terms. |
|
||
Resources
There
is a wide, almost limitless number of general business resources available.
This list is intended to assist both the student and teacher, but is not
definitive. Resources required for specific unit activities are provided but
are presented in generic subcategories to encourage the teacher and students to
creatively pursue additional resources when appropriate. Internet sites are not
segregated into a list of their own but are included in each subcategory. Very
brief annotated descriptions are included for some resources, but teachers
should check all of the information to determine which references are most
appropriate for their students.
Units
in this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with 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. The teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work from the Internet is not allowed without the permission of the
owner.
The URLs
for the websites have been verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
Theology
Kosior,
Stan, P. Petrasek, C. Smyth, B. Smyth, and L. Trafford. One World to Share:
When Faith and Economics Meet. Toronto: Metropolitan Separate School
Board (TCDSB), 1990.
Pope
John Paul II. On Human Work. Encyclical Letter, 1981.
– http://www.catholic.net/RCC/documents/
Pope
John Paul II. On the Hundredth Anniversary of Rerum Novarum. Encyclical
Letter, 1991.
– http://www.catholic.net/RCC/documents/
Pope
Leo XIII. On the Condition of the Working Classes. Encyclical Letter,
1891.
– http://www.catholic.net/RCC/documents/
Church Organizations
Ontario
Conference of Catholic Bishops – http://www.o
Catholic
Information Network – http://www.cin.org/
The
Canadian Catholic Organization for Development and Peace – http://www.devp.org/
Church
Documents
Documents
of Vatican II – http://www.cin.org/vatiidoc.html
Pastoral
Constitution of the Church in the Modern World –
http://www.cin.org/v2modwor.html
Laborum
Exercens (On Human Work) – http://www.cin.org/jp2ency/laborem.html
Associations
Better
Business Bureau – http://www.bbb.org
Canadian
Banker’s Association – http://www.cba.ca
Canadian
Community Newspaper Association – http://www.
Canadian
Foundation for Economic Education – http://www.cfee.org/en/
Canadian
Internet Handbook – http://www.handbook.com
Canadian
Management Association – http://www.cma-canada.org/
Canada-Ontario
Business Service Centre – www.cbsc.org/ontario
Canadian
Retail Hardware Association – http://www.crha.com/
Canadian
Youth Business Foundation – http://www.cybf.ca
CBRC
– Community Business Resource Centre – http://www.cbrc.com
The
Centre for Entrepreneurship Education and Development –
http://www.ceed.ednet.ns.ca
Credit
Counselling Service of Toronto – http://www.creditcanada.com
Credit
Union Central of Ontario – http://www.cuco.on.ca
EMG
– Entrepreneurial Manufacturing Generator – http://www.emgweb.com
Marketing
Associations and Institutes –
http://cwis.kub.nl/~few/few/be/marketin/associat.htm
MLS
(Multiple Listing Service) Online – http://www.mls.ca
Packaging
Association of Canada – http://www.pac.ca/
Retail
Council of Canada – http://www.retailcouncil.org/
Sample
Business Plans – http://www.bplans.com
The
Association of Collegiate Entrepreneurs – http://www.acecanada.ca
The
Canadian Industrial Innovation Centre – http://www.innovationcentre.ca
The
Entrepreneurship Centre – http://www.entrepreneurship.com
The
Young Entrepreneurs Network – http://www.idye.com
Women
Entrepreneurs of Canada – http://www.wec.ca
Young
Biz.com – http://www.youngbiz.com
Young
Entrepreneurs Association – http://www.yea.ca
Print
Bazerman,
M. Judgement in Managerial Decision Making. Toronto, Ontario: John Wiley
and Sons Canada Limited, 2001. ISBN 0-471-39887
Beck,
Nuala. Shifting Gears: Thriving in the New Economy. Toronto, Ontario:
Harper Collins Publishers Ltd., 1992. ISBN 0006384803
Beckhard,
Richard, F. Hesselbein, and M. Goldsmith, eds. The Organization of the
Future. San Francisco, California: Jossey-Bass Publishers, 1997.
Brand,
Margaret and Ann Sparks. Su
Briner,
Bob and Ray Pritchard. The Leadership Lessons of Jesus. Nashville,
Tennessee: Broadman and Holman Publishers, 1997. ISBN 080546356-9
Caetano,
R., J. Schermerhorn, and A. Templer. Management For Productivity.
Toronto, Ontario: John Wiley & Sons, 1995.
Cook,
Curtis. Management & Organizational Behavior with PowerWeb. Toronto,
Ontario: McGraw-Hill Ryerson, 2001. ISBN 0072508337
Council
on Economic Priorities. The Corporate Report Card: Rating 250 of America’s
Corporations for the Socially Responsible Investor. Toronto, Ontario:
Dutton, Penguin Group, 1998.
Cranson,
Lori and Madeline Dennis. Entrepreneurship: Creating a Venture. Toronto,
Ontario: Nelson Thomson Learning, 2001. ISBN 0-17-620143-2
Di
Norcia, Vincent. Hard Like Water: Ethics in Business. Toronto, Ontario:
Oxford University Press, 1998.
Hartley,
R. Management Mistakes and Su
Ivancevich,
John. Organizational Behavior and Management. Toronto, Ontario:
McGraw-Hill Ryerson, 2002. ISBN 0072436387
Ivancevich,
John. Human Resource Management. Toronto, Ontario: McGraw-Hill Ryerson,
2001.
ISBN 0072312688
Liepner,
Michael, H. De Jordy, and M. Schultz. The Entrepreneurial Spirit.
Toronto, Ontario: McGraw-Hill Ryerson, 1991. ISBN 0-07-549931-2
Liepner,
Michael, J. G.N. Magnan, and A. Wasserman. Exploring Business for the 21st
Century. Toronto, Ontario: McGraw-Hill Ryerson, 2001. ISBN 0-07-089158-3
Mariotti,
Steve. The Young Entrepreneur’s Guide to Starting and Running a Business.
Toronto, Ontario: Random House of Canada, 1996.
McShane,
Steven. Canadian Organizational Behaviour. Toronto, Ontario: McGraw-Hill
Ryerson, 2001.
ISBN 0070871809
Murphy,
Terry G., J. Wilson, and D. Notman. The World of Business. Nelson
Thomson Learning, 2001.
ISBN 0-17-620140-8
Nickels,
William, G., James, M. McHugh, S. M. McHugh, and P. D. Berman. Understanding
Canadian Business. Toronto, Ontario: McGraw-Hill Ryerson, 1997. ISBN
0-256-19444-0
Popcorn,
Faith and Lys Marigold. Clicking 16 Trends to Future Fit Your Life, Your
Work and Your Business. New York, New York: Harper Collins Publishers,
1996.
Popcorn,
Faith and Lys Marigold. Clicking: 17 Trends that Drive Your Business and
Your Life. New York, New York: Harper Collins Publishers, 1997.
Rabbior,
Gary. Teaching Strategies for Entrepreneurship Education. Toronto,
Ontario: MET, 1998.
Ritti,
R. The Ropes to Skip and The Ropes to Know: Studies in Organizational
Behaviour. Toronto, Ontario: John Wiley and Sons Canada Limited, 1997. ISBN
0-471-13304-3
Schermerhorn,
J.R., R.J. Cattaneo, and A. Templer. Management The Competitive Advantage.
Toronto, Ontario: John Wiley and Sons Canada Limited, 1995. ISBN 0-471-64110-3
Schincariol,
David. Start and Run a Profitable Student Business. Vancouver, British
Columbia: Self-Counsel Press, 1995.
Schwind,
Herman. Canadian Human Resource Management. Toronto, Ontario:
McGraw-Hill Ryerson, 2001. ISBN 0070887357
Secretan,
Lance H.K. Reclaiming Higher Ground: Creating Organizations that Inspire the
Soul. Toronto, Ontario: MacMillan Canada, 1996.
Timmons,
Jeffry AJ. New Venture Creation Revised. 4th ed. Boston, Massachusetts:
Irwin McGraw-Hill, 1994.
Trevino,
J. Nelson Managing Business Ethics. Toronto, Ontario: John Wiley and
Sons Canada Limited, 1999. ISBN 0-471-24652-2
Vesper,
Karl H. New Venture Strategies Revised Edition, Englewoods Cliffs, New
Jersey: Prentice Hall, 1990.
Von
Oech, Roger. A Whack On the Side of the Head. New York: Warner Books,
Inc. 1983.
ISBN 0-44-667455-9
Wren,
D. Evolution of Management Thought. Toronto, Ontario: John Wiley and
Sons Canada Limited, 1993. ISBN 0-471-59752-X
Banks, Trusts, and Credit
Unions
Bank
of Montreal – http://www.bmo.com/
Bank
of Nova Scotia – http://www.scotiabank.com/
Canadian
Bankers Association – http://www.cba.ca
Canadian
Imperial Bank of Commerce – http://www.cibc.com
Canada
Trust – http://www.canadatrust.com
Royal
Bank of Canada – http://www.royalbank.ca/
Laurentian
Bank – http://www.lbcdirect.laurentianbank.ca/login/Retail
Government
Business
Development Bank – http://www.bdc.ca
Canada/Ontario
Business Services – http://www.cbsc.org/ontario/index.html
Government
of Canada Entrepreneurs and the Self-employed
– http://canada.gc.ca/infocentre/pc/categories/link4_e.html
Government
of Ontario – http://www.gov.on.ca/MBS/english/new/
Ontario
Ministry of Economic Development and Trade – http://www.ontario-canada.com
Revenue
Canada – http://www.rc.gc.ca
Statistics
Canada – http://www.statcan.ca/start.html
The
Job Bus Canada – http://www.jobbus.com/
Team
Canada Inc. – http://www.exportsource.gc.ca
Youth
Resource Network of Canada – http://www.youth.gc.ca
Online Magazines
Canadian
Business Magazine – http://www.canadianbusiness.com
Entrepreneur
Magazine – http://www.entrepreneurmag.com
Fast
Company Magazine – http://www.fastcompany.com
Inc.
Magazine – http://www.inc.com/incmagazine
Maclean’s
Magazine – http://www.macleans.ca
Marketing
Magazine – http://www.marketingmag.ca
Ottawa
Business Journal – http://www.ottawabusinessjournal.com/
Profit
Magazine – http://www.profitguide.com
Strategy
Magazine – http://www.strategymag.com
Online Newspapers
A listing
of various online newspapers can be found at www.paperboy.com
Other Online Resources
Canada
Employment Weekly – http://www.mediacorp2.com/
Canada’s largest job searching newspaper.
Canadians
in the World – http://www.canschool.org/
This site was created to help students learn about Canadian achievement in
various areas, including international relations, business, and culture.
Canlinks
– http://www.canlinks.net/
Canlinks Directory is a comprehensive listing of World Wide Web sites.
Financing
Your Business – http://www.sb.gov.bc.ca/smallbus/workshop/finance.html
This site focuses on marketing, financing, and planning your business.
Find
Articles – http://www.findarticles.com/ (an online article search service)
Managerwise
– http://www.managerwise.com
This site provides articles related to the theory and practice of business management.
Monster.ca
– http://monster.ca/
This site provides tips on job searching.
–
http://Encyclozine.com/Puzzles/Lateral/
This site provides several lateral thinking puzzles.
–
http://Lateralpuzzles.com/
This site provides several lateral thinking puzzles.
–
http:/Brain.web-us.com/brain/braindominance.htm
This site provides a left-brain vs. right-brain test.
–
http://Home.tampabay.rr.com/gifted/rblb.html
This site provides a left-brain vs. right-brain test.
Online Career
Opportunities
Canada
Career Consortium – http://www.career
This site allows students to preview various careers and some current Canadian
activities within these careers.
Career
Bookmarks – http://careerbookmarks.tpl.toronto.on.ca/
This site allows students to assess their marketability and identify career
choices.
Career
Cruising – http://www.careercruising.com/
This site is a comprehensive and interactive career guidance resource.
Career
Explorer – http://on.cx.bridges.com/
This site provides a career/life exploration and planning system.
Career
Profile – http://www.review.com/
Students research careers and learn about themselves so that they can find that
perfect job.
Choices
– http://www.careerware.com/
This site allows students to self-assess and participate in job search
activities.
Connecting
Personality Types with Careers – http://www.doi.gov/octc/typescar.html
This site allows student to search for careers that coincide with their
personality tendencies based on the Myers-Briggs personality categories.
Jobs
Canada – http://www.canada.plusjobs.com/
A nationwide, award-winning Internet job database.
Job Futures –
http://www.hrdc-drhc.gc.ca/JobFutures/english/
This site offers students the latest information available about the world of
work.
Job
Bank – http://jb-ge.hrdc-drhc.gc.ca/
This site is an electronic listing of jobs, work, or business opportunities
provided by employers from across Canada.
Jobpostings.net
– http://jobpostings.net/
Canada’s Student Recruitment Site.
JobUniverse.ca
– http://jobuniverse.ca/
Online international recruitment resource.
Mazemaster
– http://mazemaster.on.ca
A one-stop shop for youth employment.
Public
Service Commission of Canada – http://jobs.gc.ca/
This site allows students to seek opportunities across Canada organized by
category.
OSS Policy Applications
The
Ontario Curriculum, Grades 11 and 12, Business Studies, 2000.
Choices
Into Action, Program Planning and Assessment, Guidance and Career Education
Program
Ontario
Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.
The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
Computer
Technology
Periodic
a
Guidance
Throughout
this course teachers should make extensive use of the Guidance Department’s
resources in the area of career exploration (Choices Into Action).
Students should be aware of the dynamic nature of business career paths
available to them.
Work
Experience
Teachers
should draw from their own experience as employees to complement and
authenticate unit activities. Teachers should encourage students to relate
their own personal experience in the workplace to the course content in order
to better understand and apply course expectations.
Using
the Business Community as a Resource
Teachers
should identify and actively seek the participation of local businesses
wherever possible. Teachers are encouraged to develop an in-class display of community
businesses and to highlight existing partnerships. Also, teachers might a
Culminating Task
The
enterprise should be one established within the school that ensures no personal
financial liability to the students. Possibilities include a school store, the
marketing of athletic equipment or school supplies, or managing the business
side of school dramatic or music productions. The definitions of individual
roles will require care and precision to ensure that evaluation of individual
student performance is aligned with the learning expectations.
Rubrics
can be developed to evaluate student performance on a specific task involved in
any individual role, e.g., marketing, maintaining a
The
alternative to this experiential approach is to require the development of a
simulated business plan, using the same guidelines.
Appendix
A1
Managing
a Small Business Venture – Required Elements – Student Handout
Executive
Summary
In one or
two pages summarize the most important points in your plan intended to
introduce the business and to capture attention of the reader.
Required
Elements
A good
executive summary includes the following elements:
·
A
simple mission statement (see sample below) that encourages the reader to read
on and learn more about the business.
·
A
description of the business: The description must be a
·
Some
information about the goods offered and what makes the business unique, the
location of the business, and proposed timelines for development.
·
Several
key highlights of the remaining elements of the business plan should be
mentioned. For example, “A poster advertising campaign will commence prior to
the first week of sales” and/or “Our cash flow projections show that by the end
of first term we will have a cash surplus of $500,” etc.
Sample
Mission Statements
At
Company XYZ, our mission is to provide high quality goods at an affordable
price.
Marketing
Analysis/Report
Before
you develop your business, it’s important to determine if the goods or services
you intend to provide will satisfy the needs of the market.
Required
Elements
1. Market Survey
A survey of the local community (minimum 30 respondents) is required
prior to starting your business venture. This survey must include a minimum of
10 and a maximum of 20 questions (maximum one page double-sided) and must be
approved by the teacher ahead of time.
The results of this market research should enable you to answer the
following questions:
· What is the demographic/psychographic profile of my potential customers, i.e., age, gender, buying habits, consumption patterns, etc.?
· What types of products or services are they interested in purchasing?
· Who is my immediate direct and indirect competition?
· How do I plan to make my product or service better than or different from my competitors’?
· How much I will charge for my product(s) or service(s)?
· How will I advertise my product or service to my target market?
Note: You must hand in the following elements:
a) A blank copy of the original questionnaire
b) A tally sheet showing a tally of the results
2. Target
Market Report
This section requires a full description of your target market. Be sure
to use all possible segmentation variables to describe them, including
demographic, psychographic, geographic, etc. Also, be sure to indicate what
your target market is looking for with regard to your product or service.
3. Competitive Analysis
This should include a listing and brief description of two or three of
your direct competitors. List the strengths and weaknesses of each of these
competitors as you see it, and how your business plans to compete with them.
Further, you should briefly describe who you feel your indirect competition in
the area may be.
Appendix A1 (Continued)
4. Promotional Plan
A full outline of your promotional strategy should be included within
this section. Your promotional plan should address the following areas:
a) How will you advertise your new business, e.g., print: posters, flyers, etc., radio (announcements), Internet (website), other?
b) Will you have any sales promotions, e.g., Grand Opening special, bonus packs, discount pricing, etc.?
c) Will you be able to generate any publicity about your new business? How?
Note: You must also hand in a professional
copy/sample of each of your print, radio, and/or Internet advertisements (to be
approved by the teacher prior to being posted or read).
5. Product/Packaging Sample
You must submit a sample or copy of your product and/or packaging prior
to any being sold so that it may be approved by the teacher, and you must
include one copy of each once the business venture is complete so that it can
be evaluated.
6. Pricing Strategy
This section requires you to:
·
provide an a
· describe the pricing strategy that you will be using, e.g., skimming pricing, penetration pricing, follow the competition, etc.;
· outline why you have chosen this price and strategy.
Resource
Analysis
This
section will include a detailed listing of all the resources you plan to use
for your business venture (see Tables below and see Appendix A2
|
Capital
Goods |
|||
|
Item |
Quantity
Purchased and (Cost per item) |
Name
of Source (i.e., where you purchased these goods) including mailing address, website
address (if applicable), and/or e-mail address (if applicable). Also include
the name of a contact person/salesperson (if applicable). |
Total Cost (Tax included) |
|
Example Tape
Dispenser |
1 |
(Insert
local supplier here) |
$5.75 |
|
Scissors |
2 |
|
$5.75 |
|
TOTAL |
$11.50 |
||
Appendix A1 (Continued)
|
Expense
Goods |
|||
|
Item |
Quantity
Purchased and (Cost per item) |
(Insert
local supplier here) |
Total Cost (Tax included) |
|
Scotch Tape |
3 rolls ($1.00 each) |
|
$3.45 |
|
Ribbon |
1 roll ($5.00) |
|
$5.75 |
|
TOTAL |
$9.20 |
||
Operations
and Human Resource Analysis
This
section will outline how you plan on making and/or purchasing the product(s)
you plan on selling for your business.
Required
Elements
A complete
description of what you plan on doing to make/develop your product or service,
e.g., We will purchase plain white T-shirts from the Hanes factory, use the
stamps, dye and coloured pens to design personalized T-shirts for our
customers. Also, you must describe where this preparatory work will be done,
and by whom (see table below). Finally, each employee is asked to track the
hours worked in selling and/or preparation for this business venture (see
Appendix A4).
|
Employee/Hourly
Tracking Sheet |
Hours
Worked |
|||||||
|
Name of Employee |
Job Title |
Job Description |
Day 1 or Week 1 |
Day 2 or Week 2 |
Day 3 or Week 3 |
Day 4 or Week 4 |
etc. |
Total Hours Worked |
|
John
Smith |
Purchaser |
Purchases
all items required to make our product |
5 |
4 |
4 |
7 |
… |
20 |
Group
Dynamic/Leadership Style
Write
a detailed description of the group dynamic approach/leadership style that your
team proposes to use while running this business venture. Be specific and
identify the role of each group member.
Note: At the end of the business venture, each
member of the team will be required to fill in a half-page journal reflection
on how well they felt the proposed group dynamic structure really worked, and
what they felt the team’s strengths and weaknesses were.
Appendix A1 (Continued)
Financial
Analysis
1. Break-Even Analysis
Within this section, you must illustrate what the break-even point (per
unit) is for your product or service (see the example below and see Appendix
A3).
Note: If you
sell more than one product or service then you must determine the break-even
point for each.
Example: Assume that the product you were selling was
candy that was pre-packaged in bundles
of 10, cellophane-wrapped with a bow on top, and that you were able to produce
50 units with all the materials you had purchased.
|
Item |
Total
Cost |
Number
of Units Produced |
Cost
per Unit |
|
Candy |
$50.00 |
50 |
$1.00/unit |
|
Cellophane |
$10.00 |
50 |
$.20/unit |
|
Ribbon
for Bows |
$10.00 |
50 |
$.20/unit |
|
|
|
Break-even point |
$1.40/unit |
2 Profit
Margin
Using the formula sheet provided, determine the profit margin per unit
(see Appendix A3).
3. Cash Flow Forecast
Using the form provided, prepare a cash flow forecast that will predict the
sales and expenses you plan to achieve for each day or week of operations (see
Appendix A5).
Note: The Actual Sales/Expense tracking figures
should not be forecasted but rather tracked each day or week as sales progress.
The
following items cannot be calculated until the business venture has ended its
operations.
4. Return on Investment (ROI)
Using the formula sheet provided, determine what your anticipated ROI
will be for the period
(see Appendix A3).
5. Balance Sheet
You must complete a Balance Sheet, which shows the Assets, Liabilities
and Equity of your business as of the final date of operations (see Appendix
A6).
6. Income
Statement
You must complete an Income Statement, which shows the Revenue, Cost of Goods
Sold, Expenses, and Net Income for the period of operations (see Appendix A7).
Appendix A2
Capital Goods And Expense
Goods Sheets
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Capital
Goods |
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Item |
Quantity Purchased and |
Name of Source and/or Contact
person |
Total Cost |
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TOTAL |
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Expense
Goods |
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Item |
Quantity Purchased and |
Name of Source and/or Contact
person |
Total Cost |
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TOTAL |
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Appendix A3
Formula Sheet
Profit
Margin
|
FORMULA:
|
Return on
Investment (ROI)
|
FORMULA:
|
Break-Even
|
FORMULA: Total Costs = Total Sales or Selling Price = Cost Price |
Fundamental A
|
FORMULA: |
Revenue
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FORMULA: |
Net
Income or Loss
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FORMULA: |
Gross
Profit
|
FORMULA: |
Cash
Rich (Surplus) or Cash Poor (Deficit)
|
FORMULA: |
Appendix A4
Employee/Hourly Tracking
Sheet
|
Name of Employee |
Job Title |
Job Description |
Hours Worked (Daily or Weekly) |
||||||||||
|
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
Total Hours Worked |
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Appendix
A5
Cash Flow Forecasting and Sales/Expense
Tracking Sheet
Forecasted Cash-In and Actual Sales (Daily or
Weekly)
|
Forecasted Sales |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
TOTAL |
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________ |
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________ |
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Total |
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Actual Sales |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
TOTAL |
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________ |
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________ |
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Total |
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Forecasted Cash-Out and Actual Expenses (Daily
or Weekly)
|
Forecasted Expenses |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
TOTAL |
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________ |
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Total |
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Actual Expenses |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
TOTAL |
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________ |
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Total |
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Forecasted Cash Flow Summary and Actual Sales
Summary (Daily or Weekly)
|
Total Forecasted Sales |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
TOTAL |
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Total
Cash-in |
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Total
Cash-out |
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Balance |
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Actual Sales Summary |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
TOTAL |
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Total
Sales |
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Total
Expense |
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Balance |
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Appendix A6
Balance Sheet
__________________________________
__________________________________
__________________________________
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Assets |
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Liabilities |
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