Brendans+Business+Resource

Howdy Everyone!

Welcome to a page //**dedicated**// to giving you resources for teaching business and commerce studies across the upper year levels of curriculum!

Whether you're beginning in the field of teaching business studies or you just need a quick activity for your CRT work, you have come to the right place! This page contains //**genuine**// business lessons plans and resources that you can use!

I will be adding to this repository regularly so check back here for updates!

** ACTIVITY 1 ** ** AFFLUENZA ** **// “Students will…be introduced to the idea of ‘Affluenza’ as a plague on ‘developed’ countries, and examine their own consumption” //**


 * __ VELS Link: __**** //The Humanities - Economics - Level 6// **

“Students investigate the relationship between economic growth, ecological sustainability and the standard of living, and explore what it means to be an ethical producer and consumer. They begin to reflect on the role of values in the economic decision making of producers, consumers and governments”
 * // Learning focus: //**

“Students discuss and explain what it means to be an ethical consumer and producer and identify examples of ways values can affect the economic decision making of consumers, producers and governments”.
 * // Standards - Economic knowledge and understanding: //**

[Resources: YouTube video: “Teenage Affluenza” [], Activity Worksheet: “Ethical Product Consumption]
 * ‘Hurdle Task’ - ** Students must bring previously completed activity table (included below)


 * ** L&T STAGE ** || ** TEACHER D/S/M/W ** || ** STUDENTS D/S/M/W ** || ** Time allocation ** || ** Resources, Notes & Comments ** ||
 * ** Introduction ** || Mark roll; Announcements


 * Introduce the topic **
 * // Affluenza //**
 * // Teacher asks – Does anyone know what this means? //**

**//“Please make notes while watching this video, there will be questions after”//**
 * // Show Youtube video: //**
 * // “Teenage Affluenza” //**


 * // Teacher brainstorms answers from students (noting on the board) //** || Students **//register//** their attendance.

Student’s give possible responses

Students //watch// the videos, //make// notes.

Students contribute to brainstorming activity, continue to make notes || 05.00 min

05.00 mins

08.00 mins

10.00mins || Computer connected to the internet, data projector, speakers, whiteboard, and markers.

ENGAGEMENT phase ||
 * ** Development ** || ** Case Study Activity: **
 * “Ethical Product Consumption” **


 * // Teacher asks students to produce their previously completed activity tables //**.


 * Teacher says: **
 * // “Please turn to the your partner next to you and share the findings of your research, You have 5 mins. to discuss” //**


 * // Teacher leads discussion on student responses, taking notes on the board //**


 * Teacher says: **
 * // “So who had some really interesting results?” //**


 * // (If necessary) Teacher selects at random students to present their findings //** || Students produce table

Student discuss with partner results of their table

Students contribute to discussion, presenting findings and making comparisons to other students results || 05.00mins

05.00mins

10.00mins || Whiteboard, markers, erasers, Activity Sheet (previously completed by student)

EXPLORE phase ||
 * ** Conclusion ** || ** Lesson Summary **
 * Teacher asks students: **
 * // “So what did everyone think about ‘green’ products and services before conducting this research? //**


 * Teacher allows for the remainder of the lesson for students to complete the set Activity questions **


 * Teacher sets homework to have given activity questions completed by the next class ** || Students contribute to discussion

Students use time to complete Activity questions

Students write in completion date in their study planner/diary || ** 05.00mins **


 * 15.00mins ** || Whiteboard, markers, erasers, Activity Sheet (previously completed by student)

EVALUATE phase

REFLECTIVE phase ||


 * //__ Activity: “Ethical Product Consumption” __//**
 * // When we buy our //****// favourite //****// goods and services, do we really know where they are coming from or how they are made? //**
 * // Activity //** : Examine your consumption over the course of ONE DAY and identify how ethical consumption //may, or may not//, differ from your own consumption. Use the steps below to conduct research of your current consumption versus ethical consumption


 * Step 1: ** Select one day as a focus for your observations. Note the day and date on the top of the observation table.
 * Step 2 ** : Identify one type of good or service that you consumed for that day for each category below. Note this in the second column of the table (for instance, for heating/cooling, you might use electricity from an organization, such as AGL.
 * Step 3 ** : Investigate ethical consumption options for each category in the third column. (For example, if your family purchases cage eggs then a more ethical option might be free-range eggs)
 * Step 4: ** In the fourth column, compare the price of the good or service that you purchased and consumed (in column 2) with the ethically produced alternative (in column 3). Note whether the price in Column 2 is more or less than the price in Column 3.
 * Step 5: ** In the fifth column, note down where you can purchase the ethically produced item; for example, an organic food store or direct from a particular manufactureR

Observation day and date: //_//_ Categories || Column 2 Goods or services I/we consume || Column 3 Ethically produced goods/services || Column 4 Price difference (difference in price between Column 2 and Column 3) || Column 5 Where ethically produced goods/services (listed in Column 3) can be purchased || [Table 1: for student use] Using the information in your table, answer the following questions. a. Were any of the items that you consumed the same as the ethically produced items you identified in Column 3 of your table? If so, what item was it and did you know that it was ethically produced? b. What pattern did you observe in the price difference between the items you consumed and the ethically produced items (e.g. was one generally more expensive than the other)? c. Are ethically produced goods and services available in the same places as the goods and services that you consume? Which might be more difficult to find? Why? d. If you were given a choice between an item that you currently consume and a more ethically produced one, would you be tempted to change what you consume. Why or why not?
 * Column 1
 * Heating/cooling ||  ||   ||   ||   ||
 * Food ||  ||   ||   ||   ||
 * Drink ||  ||   ||   ||   ||
 * Questions**

** ACTIVITY 2 **
 * //EMPLOYEE RELATIONS (25-30MINS)//**


 * YEAR LEVEL:** UNIT 3 BUSINESS MANAGEMENT (YR 12 )
 * INSTRUCITONS:**
 * **Split students into 5 groups**
 * **Provide them with the scenarios**
 * **Allow 5 mins to read in groups and discuss.**
 * **5-10 mins to construct their answers**
 * **10-15mins to dicuss answers back to the whole class**

Biliana //(65yrs old on a Modern Award)// has been a loyal and long-term employee of the organisation. However, she has been consistently late over the past two weeks. At the end of the first week, her supervisor gave her a friendly reminder of her responsibilities in this matter. At the end of the second week, with no real improvement in her punctuality, the supervisor is unsure of what to do next. - //Taken from the Barrile text 2009 (see lesson plan)//
 * Scenario 1:**


 * //Questions://**


 * //1)//** What general advice would you give as a HR manager to overcome this scenario? What **//management style//** would you adopt?

Vincent //(26yrs old, on an Individual Contract)// is an area manager who recently made a decision to promote an employee in preference to another employee who applied for the position. The unsuccessful employee feels that Vincent has discriminated against him. As the employee relations manager, you are aware that Vincent acted properly and consistently in terms of anti-discrimination legislation. - //Taken from the Barrile text 2009 (see lesson plan)//
 * //2)//** If Biliana was dismissed, what issue could arise? (Hint: check Modern Award table, ‘//protection provided to employees//’)
 * Scenario 2**


 * //Questions://**
 * 1)** As the HR Manager, what things might you write into Vincent’s contract to make sure he didn’t discriminate against different candidates? (Hint: check Individual Contract table, //‘protection provided to employees’//)


 * 2)** What management style do would you use?

With the coming restructuring of the organisation, many employees //(all of which are Carpenters on a Collective Agreement)// are a little bit uneasy about the future. There has been some suggestion that the organisation will actually be relocated some 10 kilometres away on the other side of the city. The union on behalf of a number of employees is seeking your view - //Taken from the Barrile text 2009 (see lesson plan)// 1) As the HR manager, what parties would you be dealing with? 2) What management style would you use?
 * Scenario 3**
 * //Questions://**

In line with current trends, the organisation is intending to establish a collective enterprise-level agreement. Essentially, this will involve the development of a set of working conditions for employees of the organisation. Several area managers //(all currently on Individual Contracts)// have asked you the best way of going about establishing the enterprise agreement. - //Taken from the Barrile text 2009 (see lesson plan)// 1) How would you explain the benefits of moving to a collective agreement to the Area Managers? 2) What management style would you use? Julian //(25yrs old, on a Collective Agreement)// is supply/relief teacher contracted to work for a Melbourne based teaching agency. He has enjoyed working for this agency and has just signed a new contract extending it to four years. However, he has just been offered a round the world trip all expenses paid.
 * Scenario 4**
 * Questions:**
 * Scenario 5**

Question: 1) As the HR Manager, advise Julian of his rights in this new Collective agreement, regarding Annual leave.

** ACTIVITY 3 – ** ** ICT IN BUSINESS ****//(30-40MINS)//** USE THIS POWERPOINT SLIDESHOW HERE: TO LEAD A DISCUSSION WITH YOUR STUDENTS ABOUT THE USE OF ICT IN BUSINESS!
 * YEAR LEVEL:** UNIT 1 BUSINESS MANAGEMENT (YR 11)

** ACTIVITY 4 – ** **** CORPORATE SOCIAL RESPONSIBILITY **** **//(50-60MINS)//** USE THIS POWERPOINT SLIDESHOW HERE: AND THIS CASE STUDY HERE:
 * YEAR LEVEL:** UNIT 3 BUSINESS MANAGEMENT (YR 12)

TO LEAD A DISCUSSION WITH YOUR STUDENTS ABOUT THE ROLE OF MANAGEMENT IN CORPORATE SOCIAL RESPONSIBILITY, ETHICAL AND SOCIALLY RESPONSIBLE MANAGEMENT!