Download sample work program

SAMPLE TEACHING PROGRAM
for the HSC Business Studies Course in NSW
Using page references and examples from
Business Studies in Action:
HSC Course 3e
S. Chapman, C. Norris, N. Devenish, L. Merritt
Prepared by S. Chapman
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 1
Topic 1: Business management and change
Timing: 20% of indicative time
Focus: The focus of this topic is to examine the nature and responsibilities of management within a changing business environment from a theoretical and
practical perspective.
Syllabus outcomes
Syllabus content
The student:
Students learn to:
H2.1 describes and analyses business functions and operations and their
impact on business success
Use existing business case studies to investigate and communicate ideas and
issues related to business management and change. The focus of these case
studies will be to:
H3.1 explains management theories and strategies and their impact on
business
H3.2 evaluates the effectiveness of management in the organisation and
operation of business and its responsiveness to change

analyse how management theories apply to various situations

explain and evaluate how change is managed in one or more businesses.
H3.3 analyses the impact of management decision-making on
stakeholders
H4.1 critically analyses the social and ethical responsibilities of
management
H4.2 evaluates management strategies in response to internal and
external factors
A fully integrated case study – Lend Lease (Chapter 24) – is
to be used in conjunction with the relevant topic chapters.)
H5.1 selects, organises and evaluates information and sources for
usefulness and reliability
H5.3 communicates business information, ideas and issues, using
relevant business terminology and concepts in appropriate forms.
Resources: Business Studies in Action – HSC Course, 3rd edition; Chapman, Norris, Devenish and Merritt – John Wiley (Jacaranda) 2005
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 2
1.1
The nature of management
Syllabus
Outcomes
H2.1
Syllabus Content
Students learn about:
1. Traditional and contemporary definition of
management
H3.2
Teaching/Learning Activities
-
Revise the role of management examined in the Preliminary Course.
-
Introduce the key aspects of the management process by discussing figure 1.3
p6.
-
Construct a mind map summarising the five key aspects of the management
process p6.
-
Read pp9-12. Under the headings ‘interpersonal’, ‘informational’ and
‘decisional’ elaborate the ten roles managers must adopt according to
Mintzberg’s observations.
-
Analyse cartoon figure 1.11 p13 and read Table 1.1 p14. Discuss the myths and
realities of management roles.
-
Discuss Snapshot ‘Winnie-the-Pooh on management’ pp15-16.
-
List the desired skills needed to perform the management positions shown in
figure 1.12 p16.
-
List the ‘ideal characteristics’ (skills) managers should possess shown in Biz
Fact p17.
-
Construct a mind map to summarise these skills by reading pp17-23.
-
Read Snapshot ‘Steven Kargill’ p18. Identify the management skills used by
Steven Kargill.
-
Discuss Snapshot ‘The 7 habits of highly effective people’ p20.
2. The importance of effective management
H3.3
H4.1
H5.1
H5.3
3. Management roles
-
interpersonal
informational
decisional
4. Skills of management
-
people skills
strategic thinking
vision
flexibility and adaptability to change
self-managing
teamwork
complex problem-solving and decision-making
ethical and high personal standards
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 3
Syllabus
Outcomes
Syllabus Content
Students learn about:
5. Responsibility to stakeholders; reconciling
conflicts of interest
Teaching/Learning Activities
-
Distinguish between ethical and unethical behaviour.
-
Class debate: ‘Management can make employees behave more ethically’.
-
Read and discuss Snapshot ‘Ethical behaviour in the boardroom’ p22.
-
Compile a newspaper folio of businesses reported for unethical behaviour. Select
two articles and write a 10-15 line summary of each.
-
Define the term ‘stakeholder’ p24. List the stakeholders of your school.
-
Read Snapshot ‘Wesfarmers Limited – community participation’ p25.
(a) Outline how Wesfarmers fulfils its community obligations.
(b) Go to www.jaconline.com.au/businessstudies3e and access the Wesfarmers
website. Report about Wesfarmers’ commitment to:
(i) the environment
(ii) employee safety
(iii) public reporting
(iv) arts sponsorship.
-
Draw figure 1.16 p26. Under each responsibility prepare an executive summary
by reading pp26-27.
-
Group work. Suggest methods a business could use to reconcile the following:
(a) Consumers demanding cheaper products and employees wanting higher
wages.
(b) Shareholders desiring a higher return on their investment and society
wanting a cleaner environment.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
Drucker Foundation’s website. Select and read an article that deals with an area
of management.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 4
1.2
Understanding business organisations with reference to management theories
Syllabus
Outcomes
H3.1
Syllabus Content
Students learn about:
1. The nature of management theories
Teaching/Learning Activities
-
Individual investigation /oral presentation. Examine figure 2.2 p32. Select three
contributors to management theory and provide a brief report on their
contribution. Present your report to the rest of the class.
-
Provide a definition of scientific management p33.
-
Investigate how Ford Motor Company and McDonalds have incorporated
aspects of classical-scientific management theory p34.
-
Distinguish between strategic, tactical and operational planning p36.
-
Outline the three activities involved in the organisation process p.36.
-
Draw figure 2.9 p37 and then evaluate the importance of the control process.
-
Revise the controlling process from the Preliminary course p37.
-
Group work. List and evaluate the effectiveness of the controlling processes that
operate within the school.
-
Define division or specialisation of labour p38.
-
Examine figures 2.11 p38 and 2.12 p39. Outline how the practice of division of
labour has influenced the organisational structure of many businesses.
-
Investigate a number of company annual reports and describe the organisational
structures of each business.
-
Read pp 39-40 and construct a mind map summarising the three main types of
leadership styles.
H5.1
H5.3
2. Classical-scientific management theory
-
management as planning, organising and
controlling
hierarchical organisational structure based on
division of labour
autocratic leadership style
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 5
Syllabus
Outcomes
Syllabus Content
Students learn about:
3. Behavioural management theory
-
management as leading, motivating,
communicating
flat organisational structure, teams
participative/democratic leadership styles
Teaching/Learning Activities
-
Individual research. Investigate the ‘Hawthorne effect’ and two significant
results of Elton Mayo’s Hawthorne studies.
-
Read and discuss Snapshot ‘Elton Mayo’ pp42-43. Imagine you are a manager
for a small business. Students answer the following question.
Explain what impact Mayo’s research would have on:
(a) how you would organise the workplace.
(b) the management practices you would use.
-
Access the web site of Andersen Consulting www.ac.com and search for
information on leadership. Select an article and prepare an executive summary.
-
Read Snapshot ‘Daring leadership for the twenty-first century’ p44.
-
Discuss what, according to Dorothy McRae-McMahon, the ‘nature of
leadership’ involves.
-
Brainstorm the techniques that can be used to motivate people. Discuss which
techniques are the most effective.
-
Read and discuss Snapshot ‘Create the conditions for authentic motivation’ p46.
-
Describe the relationship between motivation and employee productivity.
-
Explain why effective communication is crucial within a business pp46-48.
-
Construct a hierarchical and flat management structure. Contrast the two
diagrams by listing their differences pp48-49.
-
Demonstrate by role-play the advantages of teamwork p49.
-
Brainstorm some of the strategies a manager could use to develop a sense of
cohesion within a work group.
-
Outline the main features of participative or democratic leadership style p50.
-
Discuss Snapshot ‘Marc Lewis – management consultant’ p51.
-
Group work. Compare and contrast autocratic and participative/democratic
leadership styles. Identify situation when either style is appropriate.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 6
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
4. Political management theory
-
Define term ‘politics’ p52.
-
-
Identify and explain the central ideas of the political management theory pp5354.
-
Discuss figure 2.22 p53. Relate this to students’ own experiences.
-
Elaborate on the use of ‘power’ as explained by Claire Polosak p53.
-
Examine figure 2.24 p55. Consider the sources of power in leading.
-
Role-play negotiating/bargaining situations. Record observations.
-
Read Biz Fact ‘Win-win’ p55. Discuss why a ‘win-win’ attitude is important for
negation in a workplace.
-
Critically analyse the organisational ‘iceberg’ in figure 2.25 p56.
-
Refer to table 2.1 pp57-58. Identify three strengths and three weaknesses of each
management theory.
-
uses of power and influence, management as
negotiating and bargaining
structure as coalitions
stakeholder view
5. Strengths and weaknesses of the classical,
behavioural and political approaches
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 7
Syllabus
Outcomes
Syllabus Content
Students learn about:
6. Systems/contingency management theory
adapting management and organisational
approaches to circumstances
Teaching/Learning Activities
-
Outline a number of familiar ‘systems’ e.g. transport, blood, school.
-
Examine figure 2.27 p59. Explain how management theories have evolved over
time. Briefly outline the main features of each theory shown.
-
(a) Construct a diagram of the school showing how a system operates.
(b) Identify and list the inputs and outputs, describe processes and explain
how feedback occurs p60.
-
Using relevant examples, outline the main features of contingency management
theory. Draw upon students’ own experiences.
-
Discuss figure 2.29 p61. Have students add and justify extra ‘commandments for
the modern manager’.
-
Individual research.
(a) Outline the purpose of management theory.
(b) Explain how knowledge and understanding of management theories can
assist a manager in his or her work. Use examples to illustrate the answer.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 8
1.3
Managing change/ change and social responsibility
Syllabus
Outcomes
H3.2
Syllabus Content
Students learn about:
1. Nature and sources of change in business
Teaching/Learning Activities
-
Prepare a class list of changes in music, fashion or entertainment over last twenty
years.
-
Discuss meaning of saying; ‘there is only one constant in business and that is
change’.
-
Read Snapshot ‘Change – will it ever end?’ pp65-66.
-
Discuss why change can be difficult to manage.
-
Draw figure 3.1 p67. Distinguish between external and internal sources of
change.
-
Outline the process of globalisation p68.
-
Group work. Each group to prepare a summary for one external influence pp6972. Have each group report back to the rest of the class.
-
Extension activity. From newspapers, books, magazines and the Internet, collect
ten examples of external influences on business operations. Select two articles
and prepare a 10 line executive summary.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
websites for the:
(a) Australian Competition and Consumer Commission (ACCC)
(b) Australian Investment and Securities Commission (ASIC).
Find recent articles relating to investigations conducted by both organisations.
Share and discuss these with other class members.
H4.2
H5.1

external influences:
H5.3
-
the changing nature of markets
economic
financial
geographic
social
legal
political
technological developments
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 9
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities

internal influences:
-
Define the terms ‘technology’ and ‘e-commerce’ pp 74-75.
-
effects of accelerating technology including ecommerce
new systems and procedures
new business cultures
-
Examine figure 3.6 p74. Discuss the impact of technology on:
(a) work practices
(b) interaction between employees
(c) the issue of email surveillance.
-
Explain the nature of business culture. Read and discuss Snapshot ‘Creative
culture – the Branson way’
-

structural responses to change:
-
Define term ‘structural change’ p78.
-
outsourcing
flat structures
strategic alliances
networks
-
Brainstorm a number of structural changes that have recently occurred within the
school’s operations.
-
Examine figure 3.9 p79. Discuss the message the cartoonist is conveying.
-
Draw figure 3.10 p80. Brainstorm the advantages and disadvantages of flatter
management structures.
-
Prepare a list of arguments in favour of strategic alliances p80.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access
Digital Computers website. Prepare a brief report on the value of Digital’s
strategic alliances.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 10
Syllabus
Outcomes
Syllabus Content
Students learn about:
2. Reasons for resistance to change
Teaching/Learning Activities
-
(a) Ask students to explain how they would feel if the classroom seating
arrangements were changed so that they sat at designated seats.
(b) Analyse why there would be resistance to this change.

financial costs including:
-
purchasing new equipment
redundancy payouts
retraining
reorganising plant layout
-
Point summary of main financial costs responsible for some businesses resisting
change pp82-83.

inertia of managers, owners
-
(a) Outline the term ‘inertia management’ p83.
(b) Students to recount personal situations of ‘inertia’.

cultural incompatibility in mergers/takeovers
-
Read and discuss Snapshot ‘World’s largest corporate loss - $A168 billion’ p84.
Explore the reasons for the cultural incompatibility.

staffing
-
-
de-skilling
acquiring new skills
loss of career prospects/promotional
opportunities
Group work. Assume you are the human resources manager for a large financial
organisation. You have been asked by the board of directors to prepare a report on
the three main staffing reasons for change being resisted. Present your findings
either as a written or oral report pp84-85.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 11
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
3. Managing change effectively
-
Class discussion. Suppose that as a manager you were required by the CEO to
implement a change that you personally opposed. What would you do?
-
-
Brainstorm strategies for reducing resistance to change. Compare with figure
3.16 p88.
-
List two planning tools that can be used when trying to identify the need for
change p88.
-
Outline why setting achievable goals can help managers implement change more
successfully p88.
-
Brainstorm the strategies that could be used to prepare the school for a change to
the commencement time from 9 am to 7 am.
-
(a) Discuss the role of a ‘change agent’ p89.
(b) Identify ‘change agents’ within the school.
-
Read Biz Fact p89. ‘The only sustainable competitive advantage is the ability to
learn faster than your competitors’. (Peter Senge) Discuss.
-
Draw figure 3.18 p89.
-
Explain the purpose of a model.
-
Distinguish between ‘driving’ forces and ‘restraining’ forces p89.
identifying the need for change
setting achievable goals
creating culture of change (encouraging
teamwork approach using change agents)

change models
-
force field analysis
Lewin’s change/unfreeze/refreeze model
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 12
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
-
Conduct a force-field analysis for changing the commencement time for the
school from 9 am to 7 am.
-
Explain force-field analysis after examining figure 3.19 p90.
-
Identify and outline the three steps in Lewin’s unfreeze/change/refreeze change
model.
-
Group exercise. Because of the recent changes to OH&S you are required to
implement some new safety procedures. Some of your employees are going to
consider the changes as unnecessary. What might you do to get the employees to
accept the changes?
4. Change and social responsibility
-
Define term ‘social responsibility’ p91.
-
-
Brainstorm why a business should be concerned with its social responsibility
p91.
-
Read and discuss Snapshot ‘Socially responsible companies’ pp91-92.
-
Outline the concept of ‘ecological sustainability’ p92.
-
Suggest a socially responsible change program to improve the quality of working
life for employees pp93.
-
Describe how technology can affect society and individuals p94.
-
Brainstorm the impact of e-commerce by concentrating on the costs and benefits.
-
Topic revision: class quiz or test using terminology Biz Word definitions from
the margins of pp4-96. HSC Practice questions pp513-514.
ecological sustainability
quality of working life
technology
globalisation/managing cultural diversity
e-commerce
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 13
HSC BUSINESS STUDIES REGISTER
TOPIC 1: BUSINESS MANAGEMENT AND CHANGE
AREA OF STUDY:
1.1 The nature of management responsibility
1.3 Managing change/change and social
1.2 Understanding business organisations with reference to management theories
Teacher's Name _________________________________________ Date commenced __________________ Date completed ________________
Content examined:
Outcomes achieved:
Teaching/Learning activities used:
Mind maps
Discussion
Locating information
Accessing web sites
Computer work- word processing
Point summary
Individual research
Group research
Explanation
Group work
Cloze exercise
Debate
Role play
Statistical analysis
Graph interpretation
Cartoon interpretation
Diagram
Mathematical computation
Video
Oral presentation
Reading
Comprehension
Model construction
Case study
Media article
Locating information
Note taking
Text exercise
Topic summary
Guest speaker
Excursion
Problem solving
Simulation exercise
Graph construction
CD Rom
Business quiz
Test item
Survey
Analysing information Lecturette
Evaluation of program/student progress
Additional resources:
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 14
Topic 2: Financial planning and management
Timing: 20% of indicative time
Focus: The focus of this topic is to develop an understanding of the role of financial planning within a business operation and management and the
interpretation of financial information.
Syllabus outcomes
Syllabus content
The student:
Students learn to:
H2.1 describes and analyses business functions and operations and their
impact on business success
Use existing business case studies to investigate and communicate ideas and
issues related to financial planning and management. The focus of these case
studies will be to:
H3.2 evaluates the effectiveness of management in the organisation and
operation of business and its responsiveness to change

interpret the published annual reports of one or more businesses
H3.3 analyses the impact of management decision-making on
stakeholders

analyse the financial statements of one or more businesses (real or
imaginary)
H4.1 critically analyses the social and ethical responsibilities of
management

undertake comparative ratio analysis – over a period of time, with
similar businesses, against common standards.
H4.2 evaluates management strategies in response to internal and
external factors
H5.1 selects, organises and evaluates information and sources for
usefulness and reliability
H5.2 plans and conducts an investigation into business to present the
findings in an appropriate business format
A fully integrated case study – Lend Lease (Chapter 24) – is
to be used in conjunction with the relevant topic chapters.)
H5.3 communicates business information, ideas and issues, using
relevant business terminology and concepts in appropriate forms
H5.4 applies mathematical concepts appropriately to business situations.
Resources: Business Studies in Action- HSC Course, 3rd edition; Chapman, Norris, Devenish and Merritt – John Wiley (Jacaranda) 2005
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 15
2.1
The role of financial planning
Syllabus
Outcomes
H2.1
Syllabus Content
Students learn about:
Teaching/Learning Activities
1. Strategic role of financial management
-
Revise the purpose of organisational goals and objectives, and strategic plans
pp100-101.
2.Objectives of financial management
-
Read Starter Story p99. Discuss the problems that Gerry and Tony’s computer
business experienced.
-
Explain, using examples, the objectives of financial management pp102-103.
-
Introduce acronym LPEGR. (Liquidity, Profitability, Efficiency, Growth, and
Return on capital.)
-
Read and discuss Snapshot ‘ DJs follows golden thread of young’ pp 103-104.
Summarise the actions that were taken to improve the growth of this business.
-
Draw and discuss figure 4.4 p105.
-
Briefly outline the need for a planning cycle. Examine each stage of the planning
cycle.
-
Read and discuss Snapshot ‘Conquer and control’ pp106-108. Highlight the
importance of ‘monitoring’ and ‘cash flow’.
-
Students to prepare a weekly budget of their anticipated incomes and expenses.
-
Discuss the importance of a budget. Stress the importance of their role in
financial planning.
H3.2
H5.3
H5.4
-
liquidity
profitability
efficiency
growth
return on capital
3. The planning cycle
-
addressing present financial position
determining financial elements of the business
plan
developing budgets
cash flows
financial reports
interpretation
maintaining record systems
planning financial controls
minimising financial risks and losses
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 16
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
-
Explain the difference between:
(a) operating budgets
(b) project budgets
(c) financial budgets.
-
Analyse and interpret budgeted revenue statement figure 4.6 p109.
-
Explain the meaning of ‘cash flow’. Distinguish between negative and positive
cash flow.
-
Discuss why cash flow is considered to be the ‘life blood’ of any business.
-
Analyse and interpret budgeted cash flow figure 4.9 p110.
-
Prepare a budget cash flow statement from data in revision question 6 p115.
-
Briefly introduce the two financial reports:
(a) revenue statement (statement of financial performance)
(b) balance sheet (statement of financial position).
-
Analyse and interpret budgeted revenue statement and balance sheet figure 4.11
p111.
-
Read and discuss Snapshot ‘How to avoid a cash flow crisis’ pp113-114.
-
Examine figure 4.12 p114. Explain the role of a variance report.
-
Complete activity 9 p116 to show the purpose of a variance report.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 17
2.2
Financial markets relevant to business financial needs
Syllabus
Outcomes
H2.1
Syllabus Content
Students learn about:
1. Introduction to financial markets
Teaching/Learning Activities
-
Outline the role of financial markets in meeting the needs of businesses pp117118.
-
Examine the different types of financial markets p118.
-
Construct a table to summarise the major participants (pp119-124) in financial
markets. The three headings are ‘Institution’, ‘Financial Instrument’ and ‘Special
Characteristics’.
-
Read and discuss Snapshot ‘Big banks work hard on small business’ pp120-121.
-
Distinguish between banks and non-bank financial institutions (NBFIs).
-
Individual research. Select three financial instruments. Research current interest
rates, maturity dates and terms and conditions from a range of institutions.
-
Outline the difference between primary and secondary markets operating
through the ASXp125.
-
Students to purchase a parcel of shares and plot their performance over a tenweek period.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
websites for the ASX and RBA. Using the information from these two sites,
write a report on how the ASX and RBA assist business.
H5.3
2. Major participants in financial markets
-
Banks
financial and insurance companies
merchant banks
superannuation/mutual funds
companies
government (Reserve Bank of Australia)
3. Role of the Australian Stock Exchange as a
primary market
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 18
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
4. Influences on financial markets
-
Examine figure 5.9 p127. Brainstorm the possible impact of each domestic
influence on the financial needs of businesses.
-
-
Examine figure 5.10 p128. Brainstorm the possible impact of each overseas
influence on Australian business markets.
-
Read and discuss Snapshot ‘Inventor wakes up to new strategy’ pp128-131.
-
Use newspapers, magazines and the Internet create a collage of financial
products available to businesses.
domestic market influences
overseas market influences
5. Trends in financial markets
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 19
2.3 Management of funds
Syllabus
Outcomes
Syllabus Content
Students learn about:
H3.2
1. Sources of funds
H3.3

internal
H4.2
-
owner’s equity
retained profits
H5.3

external
-
short-term borrowings (overdraft, bank bills)
long-term borrowings (mortgage and
debentures)
leasing
factoring
venture capital
grants
Teaching/Learning Activities
-
Examine figure 6.1 and explain the difference between internal and external
sources of finance.
-
Brainstorm the advantages and disadvantages of owner’s equity p134 and debt
p135 as a source of finance.
-
Contrast short-term and long-term borrowing. Provide examples of each pp136138.
-
Select a balance sheet and identify and explain the sources of finance.
-
Outline the advantages and disadvantages of factoring pp138-139.
-
Read and discuss Snapshot ‘Sharp credit policies can save grief’ pp138-139.
-
Contrast ‘venture capital’ and ‘grants’ p140.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
Australian Venture Capital Association website. Find out the sources of funds
available for businesses.
-
Expand on the five factors needing to be considered when financing business
activities figure 6.7 p142.
 Terms of finance/Costs
 Business structure
 Flexibility
 Availability of finance
 Level of control
H5.4
-
2. Financial considerations
-
matching the terms and source of finance to
business
purpose and structure
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 20
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
3. Comparison of debt and equity financing
-
Define debt and equity finance pp143-145.
-
-
Copy table 6.3 p145 and provide a brief explanation of each point.
-
Discuss the advantages and disadvantages of debt and equity finance.
-
Read Biz Fact p145 and outline gearing/leverage.
costs and benefits
risks
gearing/leverage
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 21
2.4
Using financial information
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
H2.1
1. The accounting framework
-
Draw figure 7.1 p 149 to show the accounting framework.
H3.2

financial statements
-
Examine figure 7.2 p149 to establish the role of financial statements in decision
making.
H5.1
-
revenue statement
balance sheet
the accounting equation and relationships
-
Analyse and interpret ‘revenue statement (statement of financial performance’
figure 7.3 p150 and ‘balance sheet’ (statement of financial position) figure 7.4
p151.
-
Discuss who would be interested in financial information and why.
-
Revise the accounting equation from the Preliminary Course;
Assets = Liabilities + Owner’s Equity p185.
-
Investigate a balance sheet figures 7.6-7.9 pp153-154 to determine the
accounting equation.
-
Outline the purpose of analysing financial ratios p157.
-
Define term ‘liquidity’ and outline current ratio (working capital) p158.
-
Complete example p158.
-
Define term ‘solvency’ and outline debt to equity ratio pp159-160.
-
Complete example p160.
-
Discuss Biz Fact p159
H5.2
H5.4
2. Types of financial ratios

liquidity
-
current ratio

solvency
-
gearing debt to equity
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 22
Syllabus
Outcomes
Syllabus Content
Students learn about:

profitability
-
gross profit ratio
net profit ratio
return on owner’s equity
Teaching/Learning Activities
-
Define term ‘profitability’ and outline the three ratios pp161-162.
 Gross profit ratio
 Net profit ratio
 Return on owners’ equity
-
Complete GP, NP and ROE examples pp1161-162.

efficiency
-
Define term ‘efficiency’ and outline expense and accounts receivable turnover
ratios pp162-163.
-
expense ratio
accounts receivable turnover ratio
-
Complete efficiency ratio examples p163.
-
Students to prepare their own financial ratio summary card pp164-165.
3. Comparative ratio analysis
-
Apply common ratio analysis and assess the results pp168-169.
-
-
Complete and discuss examples pp168-169.
-
Clarify why firms compare their results with industry standards and benchmarks
p169.
-
Interpret profitability trends over a number of years and explain why it is
difficult to compare businesses over time p169.
over time
with similar businesses
against common standards
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 23
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
4. Limitations of financial reports
-
Using examples, explain the limitations of financial reports pp169-171.
-
-
Complete a point summary under the following headings:
 Historical costs
 Value of intangibles.
historical costs
value of intangibles
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 24
2.5
Effective working capital (liquidity) management
Syllabus
Outcomes
H2.1
Syllabus Content
Students learn about:
1. The working capital ratio
Teaching/Learning Activities
-
Revise concept of working capital (liquidity) management pp175-176.
-
Draw figure 8.1 and explain the importance of working capital management
p174.
-
Complete working capital example p176.
2. Control of current assets
-
Revise meaning of current assets p177.
-
-
Read and construct mind map summary of cash, receivables and inventories
pp177-178.
-
Group work/extension exercise. ‘Over investment in working capital ties up cash
flow. Under investment in working capital reduces profits.’ Explain these
statements.
3. Control of current liabilities
-
Revise concept of current liabilities p179.
-
-
Read and construct mind map summary of payables, loans and overdrafts pp179180.
-
Extension activity. Explain, using diagrams, the relationship between accounts
receivable, accounts payable and the need for finance.
4. Strategies for working capital management
-
Revise concepts of leasing and factoring.
-
-
Read Snapshot ‘Buy, lease or loan?’ pp181-182. Discuss how lease-back can
assist a business in the longer term.
H4.2
H5.1
H5.3
H5.4
cash
receivables
inventories
payables
loans
overdrafts
leasing
factoring
sale and lease back
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 25
2.6
Effective financial planning
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
H2.1
1. Effective cash flow management
-
Revise the concept of cash flow using figure 8.4 p184.
H3.2
-
cash flow statements
-
List examples of a business’s inflows and outflows of cash p184.
H4.2

-
management strategies
distribution of payments
discounts for early payment
-
Demonstrate the likely impact on a business of cash flow problems (Biz Fact
p184).
-
Explain the importance of a cash flow statement and the information that can be
obtained from it pp 184186.
-
Discuss various management strategies that can be used to minimise temporary
cash flow problems pp186.
-
Read and discuss Snapshot ‘Find the cash’ pp186-187.
2. Effective profitability management
-
Draw and explain figure 8.8 p190.

cost control
-
Explain, using examples, the difference between fixed and variable costs p189190.
-
fixed and variable
cost centres
expense minimisation
-
Outline the importance of managing costs and revenue in a business pp189-190.
-
Justify financial management strategies based on revenue statement information
p193.
-
Present a diagram to illustrate main points on revenue controls p190-191.
-
Read and discuss Snapshot ‘Holeproof campaigns sock it to shoppers’ pp191192.
H5.3

revenue controls
-
sales objectives
sales mix
pricing policy
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 26
2.7
Ethical and legal aspects
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
H3.2
1. Ethical and legal aspects
-
Class discussion. ‘Why are ethical aspects important to consider in financial
management? pp193-194.
H4.1
-
-
Outline the role of the auditor in financial management
-
Describe some common auditry issues.
-
Briefly outline the three types of audits p194-195.
 Internal
 Management
 External
-
Read and discuss Snapshot ‘Risk neglected’ p195.
2. Australian Securities and Investment
Commission
-
Describe the role of ASIC and evaluate its effectiveness in enforcing and
administering the Corporations Law p196.
3. Corporate raiders and asset stripping
-
Internet activity. Access ASIC’s website at www.asic.gov.au and find recent
articles relating to investigations conducted by ASIC. Share and discuss these
within the class.
-
Topic revision: class quiz or test using terminology Biz Word definitions from
the margins of pp100-195. HSC Practice questions pp515-516.
H4.2
audited accounts
inappropriate cut off periods
misuse of funds
H5.1
H5.3
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 27
HSC BUSINESS STUDIES REGISTER
TOPIC 2: FINANCIAL PLANNING AND MANAGEMENT
AREA OF STUDY:
2.1 The role of financial planning
2.4 Using financial information
2.7 Ethical and legal aspects
2.2 Financial markets relevant to business financial needs
2.5 Effective working capital (liquidity) management
2.3 Management of funds
2.6 Effective financial planning
Teacher's Name _________________________________________ Date commenced __________________ Date completed ________________
Content examined:
Outcomes achieved:
Teaching/Learning activities used:
Mind maps
Discussion
Locating information
Accessing web sites
Computer work- word processing
Point summary
Individual research
Group research
Explanation
Group work
Cloze exercise
Debate
Role play
Statistical analysis
Graph interpretation
Cartoon interpretation
Diagram
Mathematical computation
Video
Oral presentation
Reading
Comprehension
Model construction
Case study
Media article
Locating information
Note taking
Text exercise
Topic summary
Guest speaker
Excursion
Problem solving
Simulation exercise
Graph construction
CD Rom
Business quiz
Test item
Survey
Analysing information Lecturette
Evaluation of program/student progress
Additional resources:
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 28
Timing: 20% of indicative time
Topic 3: Marketing
Focus: The focus of this topic is to develop an understanding of the nature and role of marketing in a business and the main elements involved in the
development and implementation of successful marketing strategies.
Syllabus outcomes
Syllabus content
The student:
Students learn to:
H1.2 critically analyses the role of business in Australia.
Use existing business case studies to investigate and communicate ideas and
issues related to marketing. The focus of these case studies will be to:
H2.1 describes and analyses business functions and operations and their
impact on business success
H3.2 evaluates the effectiveness of management in the organisation and
operation of business and its responsiveness to change
H4.1 critically analyses the social and ethical responsibilities of
management

analyse and evaluate marketing strategies for a product or service

analyse the marketing plan of a business

construct a marketing plan for a single product/service (real or
imaginary).
H5.1 selects, organises and evaluates information and sources for
usefulness and reliability
H5.2 plans and conducts an investigation into business to present the
findings in an appropriate business format
A fully integrated case study – Lend Lease (Chapter 24) – is
to be used in conjunction with the relevant topic chapters.)
H5.3 communicates business information, ideas and issues, using
relevant business terminology and concepts in appropriate forms
Resources: Business Studies in Action- HSC Course, 3rd edition; Chapman, Norris, Devenish and Merritt – John Wiley (Jacaranda) 2005
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 29
3.1
Nature and role of markets and marketing
Syllabus
Outcomes
H1.2
Syllabus Content
Students learn about:
-
Discuss the ‘Coca-Cola’ story pp200-201.
-
Revise concept of marketing by reading p201 and Biz Word.
-
Read Starter Story p199. Discuss why Michelle Giles must develop a marketing
plan for her new product.
-
Elaborate on Biz Fact p202.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
Coke and Pepsi websites. Examine the differences and similarities between the
marketing of these two products.
-
Draw figure 9.2 p203 and provide a brief description of each type of market
pp203-205.
-
Suggest examples of products for each type of market.
-
Select a range of products and determine whether they are sold in a mass ‘M’ or
niche ‘N’ market.
4. Production-selling-marketing orientation
-
Examine figure 9.6 p207. Discuss how the focus of marketing strategies has
changed over time pp207-208.
5. The marketing concept
-
Define the meaning of ‘marketing concept’ p208-209.
-
-
Prepare point summary of the marketing approach as it moved through two
stages from the 1960s to the present pp208-209.
1. Introduction to marketing
H2.1
H5.1
Teaching/Learning Activities
2. The role of marketing in the firm and in society
H5.2
H5.3
3. Types of markets
-
resource
industrial
intermediate
consumer
mass
niche
customer orientation
relationship marketing
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 30
Syllabus
Outcomes
Syllabus Content
Students learn about:
6. Marketing planning process
Teaching/Learning Activities
-
Suggest reasons why a business would want to adopt a customer oriented
approach to marketing 209.
-
Class discussion. ‘Relationship marketing is only successful if the business has
access to detailed information about its customers’.
-
Conduct class survey to establish the number of loyalty programs class members
belong to. Discuss their effectiveness.
-
Read and discuss Snapshot ‘Maintaining the relationship’ p210.
-
List and briefly outline the five steps involved in the marketing planning process
pp211-212.
-
Create a flow chart based on figure 9.11 p211.
-
Outline the interrelated nature of each step of the marketing process.
-
Briefly introduce the four Ps as part of the marketing strategies.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 31
3.2
Elements of a marketing plan
Syllabus
Outcomes
H2.1
Syllabus Content
Students learn about:
1. Introduction
Teaching/Learning Activities
-
Introduce and identify the five elements involved in developing a marketing plan
p215.
-
Draw figure 10.1 p215 and discuss each element.
-
Introduce the mnemonic SEIDI to reinforce the five elements of a marketing
plan.
Situational analysis
H3.2
H5.2
H5.3
Establish marketing objectives
Identify target markets
Develop marketing strategies
Implement, monitor and control.
2. Situational analysis
-
Outline the value of a SWOT analysis when reviewing the business’s situation
p216.
-
-
Revise the concept of product life cycle p216.
-
Read and discuss Snapshot ‘It’s on the cards’ pp216-217.
-
Examine figure 10.2 p217 and then explain how the marketing strategies should
change as a product advances through the stages of the life cycle. Use as
examples the following products: CRT television; digital camera; DVD recorder;
VHS recorder; MP3 player; turntable; plasma television etc.
SWOT
product life cycle
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 32
Syllabus
Outcomes
Syllabus Content
Students learn about:
3. Establishing marketing objectives
4. Identifying target market
Teaching/Learning Activities
-
Discuss the marketing objective of increasing market share. Use Australian
Consolidated Press (ACP) as an example p218.
-
Explain the purpose of product mix by referring to figure 10.4 p219.
-
Using the school canteen identify the product range for specific items.
-
Outline the reasons why some businesses wish to increase their geographic
representation p219.
-
Read and discuss Snapshot ‘Keep the customer satisfied’ p220.
-
Discuss the reasons why maximising customer service is so important.
-
Role play ‘good’ and ‘poor’ customer service situations.
-
Revise the concepts of market segmentation and target market, p222.
-
Distinguish between total market and market segmentation approach p263.
-
Examine a range of magazines and newspapers and identify the intended target
markets for each publication.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 33
Syllabus
Outcomes
Syllabus Content
Students learn about:
5. Developing marketing strategies
Teaching/Learning Activities
-
Briefly outline the four Ps of marketing pp223-224.
-
Examine figure 10.8 p223. Predict what would happen when factors within the
marketing environment may change.
6. Implementing, monitoring and controlling the
marketing plan
-
Explain why the implementation stage is as important as developing marketing
objectives pp225-226.
-
-
Outline the difference between monitoring and controlling pp226-227.
-
Examine and discuss figure 10.8 p226. Outline the connection between
monitoring and controlling.
-
Clarify the importance of financial forecasts p227
-
Outline the purpose of a sales analysis pp227-228.
-
Discuss figure 10.10 p228. Explain the difference between forecast and actual
sales results.
-
Brainstorm possible marketing strategies to overcome declining sales revenue
pp228-229 including:
 changes in the marketing mix
 new product development
-
Extension activity. Outline the reasons why a business’s marketing performance
should be constantly evaluated. Describe some methods that can be used to
measure the effectiveness of a marketing plan.
-
Examine and analyse a marketing plan, Snapshot ‘Beau’s Floral Studio’ pp230238.
developing a financial forecast
comparing actual and planned results
revising the marketing strategy
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 34
3.3
Market research and customer buyer behaviour
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
-
Define term ‘market research’ p240-241.
H5.1
-
Explain why it is important for businesses to undertake market research p240.
H5.2
-
Examine and discuss figure 11.2 p241.
2. Determining information needs
-
Read Biz Fact p241.
3. Data collection (primary and secondary)
-
Examine figure 11.3 p242. Distinguish between primary and secondary data.
-
Read and discuss Snapshot ‘Tracking the moods, hour by hour’ p243.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
ACNielsen marketing service. Examine the services ACNIelsen offers its clients.
-
Secondary data: internal and external p245.
4. Data analysis and interpretation
-
Outline the meaning of statistical interpretation analysis p245.
5. Customer and buyer behaviour
-
Distinguish between customer and organisation buying behaviour p247-250.
6. Types of customers
-
Draw figure 11.7 p247 and read pp 247-250. Prepare a brief description of each
type of customer.
-
Read and discuss Snapshot ‘KGOY – Kids getting Older Younger’ pp248-249.
-
Debate the issues involved in advertising to children.
H2.1
H5.3
1. Market research process
-
people
households
firms
educational institutions
government
clubs and societies
religious organisations
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 35
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
7. The buying process
-
Examine figure 11.9 and outline the buying process pp251-252.
-
-
Students to recount their own buying process for a selected item.
-
Examine figure 11.10 and provide examples for each of the four main influences
on customer choice p252.
-
Create a table and provide a brief summary of the four main factors influencing
customer choice pp252-256.
-
Students select one of the main factors influencing customer choice and
investigate and prepare either a two-minute oral or one-page written report.
-
Prepare arguments for and against the validity of the following statement;
‘Through knowledge of customer buying behaviour marketers can learn to
manipulate customers to purchase their products’.
-
Extension activity. Critically analyse this statement; ‘Perception is reality; what
you think is true about a product does not matter’.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
NSW Office of Fair Trading.
(a) Outline the main requirements of the Fair Trading Act
(b) Examine the role of the Office of Fair Trading.
buyers and users
8. Factors influencing customer choice
-
psychological
sociocultural
economic
government
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 36
3.4
Developing marketing strategies
Syllabus
Outcomes
H2.1
Syllabus Content
Students learn about:
Teaching/Learning Activities
1. Introduction
-
Identify the four marketing strategies (4Ps) that make up the marketing mix
p258.
2. Marketing segmentation and differentiation of
products and services
-
Draw figure 12.2 p259 and briefly outline how the 4Ps vary according to
different target markets.
-
Examine figure 12.3 p260 and distinguish between primary and secondary target
market.
-
Examine table 12.1 p259 and explain what is meant by terms ‘demographic’,
‘geographic’, ‘’physiographic’ and ‘behaviouristic’ variables.
-
Using example, distinguish between mass marketing and niche marketing p303.
-
Select four specific products and illustrate how they are differentiated from their
competitors’ p261.
3. Products and services
-
Explain why marketers prefer to use the term ‘total product concept’ rather than
simply ‘product’ pp262-263.
-
-
Select a range of products and discuss their positioning p263.
-
Read and discuss snapshot ‘A well-positioned and ‘sophisticated’, product’
pp263-264.
-
Complete brand recognition test figure 12.5 p264.
-
Suggest reasons why businesses spend so much money attempting to establish a
brand name and brand symbol pp264-265.
-
Describe the functions of packaging pp265-266.
H3.2
H5.1
H5.3
positioning
branding
packaging
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 37
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
4. Price and pricing methods
-
Provide brief explanation of each pricing method pp266-267.
-
cost
market
competition based
-
Class discussion as to the most appropriate method for a range of products.
Provide examples from the media.

pricing strategies/tactics
-
Assess the value of each strategy by referring to specific examples pp266-267.
-
skimming
penetration
loss leaders
price points
-
price and quality interaction
-
Explain what is meant by the term ‘price’. Explain why some customers are
prepared to pay a high price for a product while other customers would not buy
the product even if the price were low. What does that tell you about the
relationship between price and customer tastes and preferences? p310.
5. Promotion
-
Outline the main purposes of promotion p268 and the promotion mix pp268-271.

elements of the promotion mix
-
Collect examples of the four elements of the promotion mix pp268-271.
-
personal selling
advertising
below-the-line promotions
PR/publicity
-
Suggest reasons why below-the-line promotion is increasing in popularity among
marketers p271.
-
‘Advertising is what you pay for and publicity is what you pray for’. Explain by
examining figure 12.11 p271.

the communication process
-
Explain why efficient communication is important to marketers pp271-272.
-
opinion leaders
word of mouth
-
List some opinion leaders used by marketers. Discuss the value of using such
people.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 38
Syllabus
Outcomes
Syllabus Content
Students learn about:
6. Place/distribution
-
distribution channels and reasons for
intermediaries

channel choice
-
intensive
selective
exclusive

physical distribution issues
-
transport
warehousing
inventory

environmental effects on distribution
-
Teaching/Learning Activities
-
Devise a marketing channel for the sale of newspapers, washing machines, DVD
players, exported luxury motor vehicles and office furniture p273.
-
Outline term market coverage p273.
-
Explain, using figure 12.13 p274, the different market coverage strategies.
-
Suggest reasons why a business would select an exclusive rather than an
intensive distribution strategy pp273-274.
-
‘Holding either too little or too much stock is to be avoided’. Elaborate p275.
-
Individual research. The growth of non-store retailing p275.
-
Predict the impact of technology on non-store retailing pp275-276.
-
Brainstorm the advantages and disadvantages to a business of selling via the
Internet p275.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access
Yahoo! shopping. Evaluate the ease of navigating this site.
-
Examine figure 12.16 p277. Analyse the marketing techniques used by the CocaCola Company.
technology
local government
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 39
3.5
Ethical and legal aspects of marketing
Syllabus
Outcomes
H1.2
Syllabus Content
Students learn about:
1. Introduction
H4.1
Teaching/Learning Activities
-
Distinguish between ‘ethics’ and ‘laws’ p279.
-
Evaluate the four basic legal and ethical positions as shown in figure 13.1 p279.
-
Discuss the ethical issues involved in:
(a) sponsorship deals p280
(b) product placement p280.
-
Set up a class debate to consider the following topic: ‘Sponsorship deals are
sometimes unethical’. Share roles so that those not debating are involved either in
assisting with research or in running the debate and keeping notes on the arguments on
both sides.
-
Read and discuss Snapshot ‘Seen any good movies lately?’ p281.
-
Revise the concept of ‘environmentalism’ pp281-282.
-
Outline the impact environmentalism has had upon marketing practices. Provide
examples p282.
-
Class discussion. ‘Green marketing is just a clever marketing strategy to make
purchasers feel good’.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
American Marketing Association and the Marketing Association of Australia
and New Zealand websites. Outline the purpose of a code of ethics.
H5.1
2. Criticisms of some marketing strategies
H5.3
3. Environmentally responsible products
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 40
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
4. Other marketing ethical and legal issues
-
Discuss the meaning of figure 13.5 p284.
-
-
(a) In pairs, debate the following topic: ‘Marketing creates needs, it does not
satisfy existing ones’. One person presents the affirmative case and the other
person the negative case. Each person writes the key points for their case.
materialism (creation of needs)
impact of retail developments
sugging
(b) Divide the class into two groups, those who presented the affirmative case
and those who presented the negative case. Each group is to refine their
arguments before a spokesperson presents the group’s comments to the rest of
the class.
-
Suggest reasons why sugging may be an unethical marketing strategy p284.
-
Recount individual experiences of sugging.
5. Role of consumer laws in dealing with
-
Outline relevant federal and state consumer legislation p285-286.
-
-
Justify the need for a Trade Practices Act p285.
-
Provide examples of some deceptive and misleading advertising techniques
pp285-287.
-
Discuss Biz Fact p286 and p288.
-
Examine figure 13.7. Role-play a bait and switch situation p286.
-
Topic revision: class quiz or test using Biz Words pp201-289. HSC Practice
Questions pp517-518.
deceptive and misleading advertising
price discrimination
implied conditions
warranties
resale price maintenance
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 41
HSC BUSINESS STUDIES REGISTER
TOPIC 3: MARKETING
AREA OF STUDY:
3.1 Nature and role of markets and marketing
3.3 Market research and customer buying behaviour
marketing
3.2 Elements of a marketing plan
3.4 Developing marketing strategies
3.5Ethical and legal aspects of
Teacher's Name _________________________________________ Date commenced __________________ Date completed ________________
Content examined:
Outcomes achieved:
Teaching/Learning activities used:
Mind maps
Discussion
Locating information
Accessing web sites
Computer work- word processing
Point summary
Individual research
Group research
Explanation
Group work
Cloze exercise
Debate
Role play
Statistical analysis
Graph interpretation
Cartoon interpretation
Diagram
Mathematical computation
Video
Oral presentation
Reading
Comprehension
Model construction
Case study
Media article
Locating information
Note taking
Text exercise
Topic summary
Guest speaker
Excursion
Problem solving
Simulation exercise
Graph construction
CD Rom
Business quiz
Test item
Survey
Analysing information Lecturette
Evaluation of program/student progress
Additional resources:
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 42
Topic 4: Employment relations
Timing: 20% of indicative time
Focus: The focus of this topic is to understand the nature of effective employment relations and their importance to business operation and society.
Syllabus outcomes
Syllabus content
The student:
Students learn to:
H2.1 describes and analyses business functions and operations and their
impact on business success
Use existing business case studies to investigate and communicate ideas and
issues related to marketing. The focus of these case studies will be to:
H2.2 evaluates processes and operations in global business

analyse how conflict and change are managed in a business
H3.2 evaluates the effectiveness of management in the organisation and
operation of business and its responsiveness to change

prepare and justify possible ways of resolving conflicts in selected
business organisations.
H3.3 analyses the impact of management decision-making on stakeholders
H4.1 critically analyses the social and ethical responsibilities of
management
H4.2 evaluates management strategies in response to internal and external
forces
H5.1 selects, organises and evaluates information and sources for
usefulness and reliability
H5.2 plans and conducts an investigation into business to present the
findings in an appropriate business format
A fully integrated case study – Lend Lease (Chapter 24) – is
to be used in conjunction with the relevant topic chapters.)
H5.3 communicates business information, ideas and issues, using
relevant business terminology and concepts in appropriate forms
H5.4 applies mathematical concepts appropriately in business situations.
Resources: Business Studies in Action – HSC Course, 3rd edition; Chapman, Norris, Devenish and Merritt – John Wiley (Jacaranda) 2005
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 43
4.1
The nature of employment relations
Syllabus
Outcomes
H2.1
Syllabus Content
Students learn about:
Teaching/Learning Activities
1. The nature of employment relations
-
Define terms ‘employment relations’, ‘employer’ and ‘employee’ p292.
2. Stakeholders in the employment relations
process
-
Examine figure 14.2 and compare and contrast the main objectives of each
stakeholder p293.
-
-
Identify possible sources of conflict between the stakeholders.
-
Briefly outline the main roles of employers and employees pp294-295.
-
Read Starter Story p291. Discuss the likely outcomes for the stakeholders.
Brainstorm possible conflict resolution strategies.
-
Provide brief history of development of trade unions using figure 14.3 p295.
-
Discuss the reasons for declining union membership levels p296-297.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
ACTU web site for current campaigns and press releases.
-
Read and discuss Snapshot ‘Interview with Dave Oliver’ pp297-298 and ‘Role
of the ACTU’ p299.
-
Outline the role of employer associations p300.
-
Read and discuss Snapshot ‘An interview with Katie Lahey’ pp300-301.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
website of the Australian Chamber of Commerce and Industry. Outline the role
of this employer association.
H3.2
H3.3
H4.2
H5.3
employers
employees
employer associations
unions
government organisations
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 44
Syllabus
Outcomes
Syllabus Content
Students learn about:
3. Managing the employment relations function
-
Teaching/Learning Activities
-
Provide an overview of governments and government organisations as
stakeholders in employment relations issues pp301-303.
-
Outline the role industrial tribunals and courts (AIRC) pp303-304.
-
Read and discuss Snapshot ‘What have the governments and courts got to do
with my job?’ pp3-4-305.
-
Outline the role of:
(a) Federal Court
(b) Employment Advocate pp305-306.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
website of the:
(a) Department of Employment and Workplace Relations
(b) NSW Department Commerce Office of Industrial Relations.
Outline the role of these two government departments.
-
Distinguish between line manager and specialist by analysing management
functions within the school pp306-307.
-
Read Biz Fact p306.
-
Examine figure 14.10 and introduce the role of the employment relations
specialist.
line management and specialist
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 45
4.2
Key influences on employment relations
Syllabus
Outcomes
H2.2
Syllabus Content
Students learn about:
1. Introduction
-
Discuss figure 14.13 p309.
-
Predict the likely impact of each influence on employment relations.
2. Social influences
-
Discuss the old and new approaches to work by examining table 14.1 p309.
Relate these changes to their impact on employment relations.
-
-
Complete a dot-point summary of:
(a) population shifts
(b) changing attitudes pp310-311.
-
Brief introduction. (Covered in more detail in chapter 16).
-
Distinguish between centralised and decentralised p311.
-
Recall impact of new organisational behaviour p312.
-
Recall stages of the economic cycle p312.
-
Predict job gains figure 14.14 p313.
-
Define and discuss term ‘globalisation’ p314.
-
Read and discuss Snapshot ‘Burger for burger’ pp314-315.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
‘Selected Company Websites’ to locate their annual reports. Research the
employment relations approaches of two businesses.
H4.1
H4.2
H5.1
Teaching/Learning Activities
changing work patterns
population shifts
3. Legal influences
-
overview of major employment legislation
4. New organisational behavioural influences
-
flat management and team structures
5. Economic influences
-
economic cycle
globalisation
6. Other influences
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 46
4.3
Effective employment relations
Syllabus
Outcomes
Syllabus Content
Students learn about:
1. Role of employment relations
Teaching/Learning Activities
-
Briefly outline the key functions of employment relations pp318-322 and figure
15.3 p319.
-
Explain why effective employment relations are so important to business success
today.
-
Identify problems that may arise if a business does not undertake human
resource planning p320.
2. Importance of communication systems
-
Account for the need for grievance procedures p323.
-
-
Write a letter of praise/reprimand p324.
-
Write a report for management on joint consultative committees pp324-325.
-
Group work. Explain how specific employment relations strategies such as
employee participation, teamwork, flexible working conditions, training and
reward strategies help achieve each of the business’s goals.
3. Rewards
-
Distinguish between ‘intrinsic’ and ‘extrinsic’ rewards pp326-328 with reference
to figure 15.11 and table 15.1 p327.
-
-
Design a survey to measure the effectiveness of a business’s system of rewards
and benefits.
-
Brainstorm the criteria that would be used in evaluating rewards.
H2.1
H3.2
H4.1
H5.1
H5.2
H5.3
grievance procedures
worker participation
team briefings
financial
non-financial
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 47
Syllabus
Outcomes
Syllabus Content
Students learn about:
4. Training and development
Teaching/Learning Activities
-
Discuss the importance of an induction process. Relate this to the workplace
culture pp328-329.
-
Brainstorm the costs of a poor induction program pp28-329.
-
Outline the difference between training and development.
-
Draw a flow chart that outlines the process that businesses should undertake in
designing an efficient training program pp330-331.
-
Identify the types of flexible working conditions available in many businesses
pp332-333.
-
Read and discuss Snapshot ‘Life work’ pp 333-335.
-
Brainstorm the possible benefits achieved through family-friendly practices.
Refer to figure 15.18 p336 and figure 15.19 p337.
6. Measures of effectiveness
-
Introduce employment relations audit p337.
-
-
Explain why the effectiveness of employment relations in a business cannot be
evaluated using a quantitative approach alone p338.
-
Examine table 15.2 p338. Comment on five employment relations effectiveness
indicators.
-
Read and discuss Snapshot ‘Summary of key human resource benchmarks
(median) pp339-340.
-
Identify a range of qualitative measurement that could be used to evaluate the
effectiveness of the employment relations function p340.
-
induction
5. Flexible working conditions
-
family-friendly programs
level of staff turnover
absenteeism
disputation
quality
benchmarking
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 48
4.4
Legal framework of employment
Syllabus
Outcomes
Syllabus Content
Students learn about:
H2.1
1. The employment contract
H3.3
-
H4.2
-
H5.1
H5.3
common law (rights and obligations of
employers and employees)
statutes
awards
agreements
Teaching/Learning Activities
-
Examine figure 16.1 p344. Identify the key features of an employment contract
in conjunction with figure 16.2 p345.
-
Outline the meaning of a ‘contract’ and ‘common law’ p344-345.
-
List the responsibilities and obligations of employers and employees under
common law p345-346.
-
Discuss the concept of duty of care p346.
-
Group research. Research the main features of the NSW OH&S Act 2001.
-
Read and discuss Biz Facts p346..
-
Define term ‘statutes’ p347. Read and discuss Biz Fact p348.
-
Select two pieces of federal legislation from table 16.1 p348-349 and comment
upon their importance.
-
Examine the evolution from a centralised to a more decentralised system pp350352.
-
Group research. Present an oral or written report on the advantages and
disadvantages of the Workplace Relations Act for both employers and employees
pp350-351.
-
Analyse the most recent industrial relations reforms pp351-354. Use table 16.4
as a basis of comparison pp352-353.
-
Examine the changing world of employment relations using table 16.5 as a basis
of comparison pp354-355.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 49
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
-
Read and discuss Snapshot ‘All this legal stuff is giving me a headache’ pp358359.
-
Complete a table (p359) to outline the main features, advantages and
disadvantages of:
(a) award
(b) enterprise agreement
(c) Australian workplace agreement
(d) common-law employment contract.
-
Brainstorm the possible advantages and disadvantages of individual contracts for
both employers and employees.
-
Discuss the nature of awards pp360-362.
-
Examine and discuss figure 16.9 p361.
-
Examine figure 16.10 p362 for an overview of the agreement-making process.
-
Outline the difference between certified and Australian workplace agreements
pp362-365.
-
Read and discuss Snapshot ‘Everyone is involved in enterprise bargaining – even
the Australian Rugby Union!’ pp363-364.
-
Examine figure 16.12 p365. Discuss the message the cartoonist conveys.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
Office of the Employment Advocate website. Discuss the advantages and
disadvantages of using a template for AWAs designed by the OEA.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 50
Syllabus
Outcomes
Syllabus Content
Students learn about:
2. Types of employment contract
-
casual
part-time
flexible
permanent
Teaching/Learning Activities
-
Distinguish between casual, part-time, flexible and permanent employment
contracts pp366-368.
-
Brainstorm advantages and disadvantages of casualisation of the workforce
pp367-368.
-
Extension activity. The federal government wishes to further decentralise
workplace relations. Debate this issue.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 51
4.5
Industrial conflict
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
H2.1
1. Definition and causes
-
Define terms ‘conflict’ and ‘dispute’ p370.
H3.2
-
-
Read Biz Fact p371.
-
Analyse table 17.1 pp370-371. Examine the trend in industrial disputes in
Australia since 1998.
-
Comment on the trend in the number of disputes over the period 1989-2002 table
17.1 pp370-371.
-
Extension research. Research the possible reasons for the trend shown in the
number of disputes.
-
Construct a mind map to summarise the main causes of industrial disputes pp371372.
2. Perspectives on conflict
-
Examine figure 17.3 p373. Role-play the three different perspectives shown.
-
-
Brainstorm reasons why a person would adopt a particular perspective on conflict.
-
Distinguish between overt and covert industrial action pp375-379.
-
Identify the types of overt industrial action that can be taken by employees and
employers figure 17.5 p375.
-
Prepare a brief description of each type of overt industrial action pp375-379.
-
Read and discuss Snapshot ‘Fuli Xerox industrial dispute 2004’ pp377-378.
H3.3
H4.2
wage demands
working conditions
management policy
political goals
social issues
H5.1
H5.2
H5.3
H5.4
unitary
pluralist
radical
3. Types of industrial action

Overt
-
lockouts
pickets
strikes
bans
work-to-rule
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 52
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities

Covert
-
Read and discuss Snapshot ‘Sickies cost!’ pp379-380.
-
absenteeism
sabotage
turnover
exclusion from decision-making in business
-
Prepare a brief description of each type of covert industrial action pp380-381.
4. Roles of stakeholders in resolving disputes
-
List the key stakeholders involved in resolving disputes. Briefly outline their
main role. Figure 17.9 p382.
5. Dispute resolution processes
-
Revise grievance procedures pp383.
-
-
Role-play situations of negotiation, conciliation and arbitration pp383-384.
-
Distinguish between negotiation, conciliation and arbitration pp383-384.
-
Outline the advantages of mediation compared to common law action p385.
-
Individual research. Collect media presentations and articles of recent industrial
disputes. Identify the processes used to resolve the disputes.
-
Brainstorm the financial, personal, social, political and international benefits and
costs of industrial conflict.
-
Compare with figure 17.14 p392 and table 17.3 pp392-393.
-
Read and discuss Snapshot ‘Waterfront dispute, 1998’ pp386-391.
conciliation
arbitration
grievance procedures
negotiation
mediation
common law action
business/division closure
6. Costs and benefits of industrial conflict
-
financial
personal
social
political
international
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 53
4.6
Ethical and legal aspects of employment relations
Syllabus
Outcomes
H2.1
Syllabus Content
Students learn about:
1. Ethical and responsible behaviour
Teaching/Learning Activities
-
Identify the aspects of a socially responsible and ethical business p395.
H3.3
-
Devise a code of ethics and a code of conduct for the classroom p396.
H4.1
-
Read and discuss Snapshot ‘Management ethics matter’ pp396-397.
2. Issues in the workplace
-
Examine the features of a safe and fair workplace pp397-398.
-
-
Read and discuss Snapshot ‘Pizza with the works?’ p398. Identify the ethical and
legal issues involved in the case.
-
Outline the purpose of OH&S legislation p398-399.
-
Read Biz Facts p399 and 400.
-
Examine figure 18.4 p400 and discuss the six steps involved in developing an
OH&S policy.
-
Read and discuss Snapshot ‘Occupational health and safety at Holden Australia’
pp400-401.
-
Internet activity. Research the role of Workcover by accessing their website at
www.workcover.nsw.gov.au.
-
Outline the role of workers’ compensation pp402-403.
-
Evaluate the effect of workers’ compensation and common law redress pp403404.
H4.2
H5.1
H5.2
H5.3
-
working conditions
Occupational Health and Safety (OH&S)
Workers’ compensation (state and/or federal
agencies and common law redress)
anti-discrimination
Equal Employment Opportunity (EEO)
Unfair dismissal
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 54
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
-
Read and discuss Snapshot ‘Compensation for asbestos victims – James Hardie
Industries’ pp404-405.
-
Examine figure 18.7 p406. Distinguish between direct and indirect
discrimination.
-
List the main anti-discrimination legislation p406.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
Human Rights and Equal Opportunity Commission (HREOC) website.
(a) Examine its role.
(b) Investigate cases of discrimination in the workplace
(c) Identify the techniques used to resolve discrimination issues in the
workplace.
-
Read Biz Facts p407.
-
Outline the purpose of EEO legislation pp407-408.
-
Read and discuss Snapshot ‘Gender perceptions’ p408.
-
Identify strategies a business can use to improve equity p409.
-
Read and discuss Snapshot ‘Sexual harassment behaviour’ pp409-410.
-
Investigate the nature and causes of sexual harassment in the workplace.
-
Outline the three ways in which an employee may be dismissed p410.
-
Examine the recent changes to unfair dismissal legislation pp411-412.
-
Read and discuss Snapshots ‘AIRC backs sacking for ‘the finger’ and ‘Office
romance not a sacking offence’ pp412-413.
-
Debate. ‘Unfair dismissal laws are unfair to employers’.
-
Topic revision: class quiz or test using Biz Words pp292-411. HSC Practice
questions pp519-520.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 55
HSC BUSINESS STUDIES REGISTER
TOPIC 4: EMPLOYMENT REALTIONS
AREA OF STUDY:
4.1 The nature of employment relations
4.4 Legal framework of employment
4.2 Key influences on employment relations
4.5 Industrial conflict
4.3 Effective employment relations
4.6 Ethical and legal aspects
Teacher's Name _________________________________________ Date commenced __________________ Date completed ________________
Content examined:
Outcomes achieved:
Teaching/Learning activities used:
Mind maps
Discussion
Locating information
Accessing web sites
Computer work- word processing
Point summary
Individual research
Group research
Explanation
Group work
Cloze exercise
Debate
Role play
Statistical analysis
Graph interpretation
Cartoon interpretation
Diagram
Mathematical computation
Video
Oral presentation
Reading
Comprehension
Model construction
Case study
Media article
Locating information
Note taking
Text exercise
Topic summary
Guest speaker
Excursion
Problem solving
Simulation exercise
Graph construction
CD Rom
Business quiz
Test item
Survey
Analysing information Lecturette
Evaluation of program/student progress
Additional resources:
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 56
Timing: 20% of indicative time
Topic 5: Global business
Focus: The focus of this topic is to examine the implications of globalisation on business structure, functions and management.
Syllabus outcomes
Syllabus content
The student:
Students learn to:
H1.1 explains the impact of the global business environment on business role
and structure
Use existing business case studies to investigate and communicate ideas and
issues related to global business. The focus of these case studies will be to:
H1.2 critically analyses the role of business sin Australia

select a global business and identify its international targets
H2.1 describes and analyses business functions and operations and their
impact on business success

describe and analyse the reasons for its international expansion
H2.2 evaluates processes and operations in global business

explain the influences on this business in the global market
H3.2 evaluates the effectiveness of management in the organisation and
operation of business and its responsiveness to change

explain the strategies used by the business to achieve its targets.
H3.3 analyses the impact of management decision-making on stakeholders
H4.1 critically analyses the social and ethical responsibilities of
management
H4.2 evaluates management strategies in response to internal and external
forces
H5.1 selects, organises and evaluates information and sources for
usefulness and reliability
A fully integrated case study – Lend Lease (Chapter 24) – is
to be used in conjunction with the relevant topic chapters.)
H5.2 plans and conducts an investigation into business to present the
findings in an appropriate business format
H5.3 communicates business information, ideas and issues, using
relevant business terminology and concepts in appropriate forms
Resources: Business Studies in Action – HSC Course, 3rd edition; Chapman, Norris, Devenish and Merritt – John Wiley (Jacaranda) 2005
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 57
5.1
Globalisation
Syllabus
Outcomes
H1.1
Syllabus Content
Students learn about:
Teaching/Learning Activities
1. Introduction to global economy
-
Identify main global influences affecting the Australian business environment
p418.
H2.1
2. Nature and trends in globalisation
-
Define term ‘globalisation’ by reading Snapshot ‘What is globalisation?’ p419.
H2.2
-
-
Demonstrate the possible impact of global business upon everyday life; provide
examples pp419-421.
-
Set up a class debate to consider the following topic: ‘Globalisation is good for
all’. Share roles so that those not debating are involved either in assisting with
research or in running the debate and keeping notes on the arguments on both
sides.
-
Prepare point summary of pp421-423 under the heading ‘Changes in Markets’.
-
Analyse figure 19.5 p423. Predict future trends.
-
Using the sub-headings 1945-60; 1960-80; 1980 to the present; prepare a point
summary pp423-424.
-
Identify five drivers of globalisation, figure 19.7 p425.
-
Prepare a mind map summary of ‘Role of TNCs’ pp425-426.
-
Internet activity. Access the websites of either Boral Ltd (www.boral.com.au);
Billabong (www.billabongcorporate.com); or Unilever (www.unilevelr.com).
Prepare a report on one of these business’s global activities.
-
Read and discuss Snapshot ‘The Monaro goes Pontiac!)’ pp4425-426.
H1.2
H5.1
growth in the global economy
changes in markets (financial/capital, labour,
consumer)
H5.3
3. Trends in global trade since World War II
4. Drivers of globalisation
-
role of transnational corporations
global consumers
impact of technology
role of government
deregulation of financial markets
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 58
Syllabus
Outcomes
Syllabus Content
Students learn about:
5. Interaction between global business and
Australian domestic business
Teaching/Learning Activities
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
World Trade Organisation website. Research the role this organisation plays in
encouraging globalisation.
-
Illustrate how technology has hastened the speed of globalisation (figure 19.8)
p427.
-
Outline the impact of free trade agreements on Australian businesses and
consumers pp428-429.
-
Interpret figure 19.15 p486.
-
Discuss how deregulation of the financial markets has facilitated the flow of
equity finance p429.
-
Read and discuss Snapshot ‘Espresso Supremo’ pp430-431. Describe the
strategies used to gain market share in the overseas markets.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
Department of Foreign Affairs and Trade (DFAT) website. Research the
economic growth rates of Australia’s major trading partners. Predict the impact
the different growth rates will have upon Australian exporting businesses.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 59
5.2
Global business strategy
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
H2.2
1. Methods of international expansion
-
Identify the five methods of global expansion figure 20.1 p433.
H3.2
-
-
Distinguish between indirect, direct and intracorporate exporting p434 and figure
20.2.
-
Read and discuss Snapshot ‘Pregnant with opportunity’ pp435-436.
-
Contrast greenfield strategy, acquisition strategy and joint venture pp436-437.
Outline the advantages and disadvantages of each.
-
Individual research. Using company annual reports, the media and the Internet
locate examples of Australian joint ventures.
-
Prepare a point summary of the benefits of management contracts to both the
host and donor p438.
-
Distinguish between licensing and franchising pp438-439. Draw figure 20.4
p439.
-
Read Starter Story about SOTA p416. Suggest which method of international
expansion would best suit SOTA.
2. Reasons for expansion
-
Draw and discuss figure 20.5 p440.
-
-
Prepare a point summary of the reasons for expansion pp440-444.
-
Discuss the motives behind a business relocating to a country with less rigid
regulations. Refer to any ethical issues that may arise p443.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
Paperlinx or CSR websites. Investigate the businesses in terms of global
strategies; geographic locations; and products marketed at each location.
H3.3
H4.1
export
foreign direct investment
relocation of production
management contracts
licensing/franchises
H5.2
H5.3
-
increase sales/find new markets
acquire resources and have access to
technology
diversification
minimise competitive risk
economies of scale
cushioning economic cycle
regulatory differences
tax minimisation
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 60
5.3
Specific influences on global business
Syllabus
Outcomes
H2.1
Syllabus Content
Students learn about:
1. Introduction
Teaching/Learning Activities
-
read and discuss Snapshot ‘Doing business in China’ pp445-446. Identify the
specific influences on global business referred to.
-
Draw figure 21.1 p447.
H2.2
H3.2
H4.1
2. Financial influences
-
Explain currency/exchange rate fluctuations pp447448.
H4.2
-
-
Outline the role of the forex market p447.
-
Calculate exchange rates for a number of currencies using the example of the
US$ p448.
-
Outline difference between a depreciation and appreciation p448-449.
-
Interpret cartoon figure 21.3 p448
-
Examine the use of overseas borrowing. Refer to the possible risks of overseas
borrowing due to currency fluctuations
3. Political influences
-
Define the term ‘protectionism’ p451.
-
-
Brainstorm arguments for and against trade protectionism. Compare with figure
21.4 p451.
-
List the main world international trade organisations and treaties p452.
-
Distinguish between trade agreements and a trading bloc pp453-454.
-
Examine figures 217; 21.8; and 21.9 pp453-454. Explain the meaning of APEC,
NAFTA, EU and ASEAN.
H5.1
currency fluctuations
interest rates
overseas borrowing
H5.2
H5.3
tension between protectionism and free trade
international organisations and treaties (WTO)
trade agreements
regionalism
war and civil unrest
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 61
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
4. Legal influences
-
Briefly outline the purpose of a contract p456.
-
-
Identify the methods a business could use to resolve contractual disputes p457.
-
Provide examples of various trademarks p p458 and figure 21.11.
-
Explain the term intellectual property. Discuss the importance of protecting
creative ideas and products.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
World Trade Organisation website. Provide a brief description of the two main
types of intellectual property rights.
-
Outline the influence of the following:
(a) Language pp458-459
(b) Tastes p459
(c) Religion pp459-460
(d) Varying business practices and ethics pp460-461. Make reference to the
difference in interpretation of a ‘gift’ and a ‘bribe’.
-
Read and discuss Snapshot ‘Customs and traditions – some useful information
for the global buisnessperson’ pp460-461.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
Austrade and the Department of Foreign Affairs and Trade websites. Outline the
social and cultural influences for two of Australia’s major trading partners.
contracts
dispute resolution
intellectual property
5. Social and cultural influences
-
language
tastes
religion
varying business practices and ethics
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 62
5.4
Managing global business
Syllabus
Outcomes
Syllabus Content
Students learn about:
H1.1
1. Financial
H2.1
-
H2.2
H3.2
methods of payment
credit risks
hedging
derivatives
insurance
obtaining finance
Teaching/Learning Activities
-
Identify the ways in which Austrade can assist Australian exporting businesses,
especially with their financial requirements pp463.
-
Examine figure 22.2 p464 and discuss the intermediary role of banks in
international payment system.
-
List some of the main financial risks associated with exporting p464.
-
Prepare a table using the headings of ‘Method of payment’ and ‘How it works’.
Complete the table using the methods of payment shown in figure 22.3 pp465466.
-
Define the term ‘hedging’ p467.
-
Outline the natural hedging strategies a business could implement p467.
-
Explain the role of derivatives p467.
-
Compare and contrast forward exchange contract, options contract and swap
contract p468.
-
Examine the different methods of obtaining finance p469.
-
Collect and display examples of global branding p471.
-
Elaborate on the three main reasons why businesses use a global branding
strategy pp471-472.
-
Provide reasons why businesses such as McDonalds use a combination of a
standardised and a differentiated marketing strategy p472.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
Proctor and Gamble’s website and research the range of products and the
worldwide brands it sells in each of its market regions.
H4.2
H5.1
2. Marketing
-
research of market
global branding
standardisation and differentiation
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 63
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
3. Operations
-
Outline the two sourcing decisions facing a business pp473-474.
-
-
Illustrate, using examples, how a business could use a global web to produce a
product p474.
-
Discuss how a business will reorganise its operations and management structure
when selling globally p476.
-
Discuss why a global business should be aware of the labour laws of a country in
which it operates p477.
-
Distinguish between ethnocentric, polycentric and geocentric approaches to
staffing p479 and figure 22.10 p478.
-
Discuss when it would be appropriate to use each approach.
-
Justify the underlying purpose of evaluating specific business strategies pp479480.
-
Read and discuss Snapshot ‘Global evaluation strategies implemented by Opal
Electronics Pty Ltd’ pp480-481.
-
Identify how McDonalds has modified its global strategies in response to
changes in its markets Snapshot ‘Even McDonald’s must modify its strategies’
pp.481-482.
sourcing (vertical integration, make or buy)
global web (components produced in different
countries
4. Employment relations
-
organisational structure
staffing
shortage of skilled labour
labour law variations
minimum standards of labour
ethnocentric/polycentric/geocentric staffing
system
5. Evaluation
-
strategies with reference to a particular global
market
6. Modifications of strategies according to
changes in global market
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 64
5.5
Management responsibility in a global environment
Syllabus
Outcomes
H4.1
Syllabus Content
Students learn about:
1. Introduction
Teaching/Learning Activities
-
Discuss the meaning of the cartoon figure 23.1 p484.
-
Explain the meaning of ‘triple bottom line’ p484.
2. Ethically responsible corporate strategies
-
Read and discuss Snapshot ‘Billabong’s supplier policy and corporate social
responsibility (CSR) p485.
-
-
Brainstorm the benefits of developing a corporate social strategy p485.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access
Billabong’s website. Research the business’s social responsibility agenda.
-
Distinguish between tax haven, tax paradise, tax shelter and tax privilege pp486487 and figure 23.2 p486.
-
Describe, using an example, how transfer pricing can be used to minimise the tax
obligations of a business pp486-487.
-
Discuss whether it is ethical to use tax havens to reduce a business’s tax
obligations.
-
Explain why some businesses have developed human rights ‘codes of conduct’
p488. refer to Biz fact p488.
-
Read and discuss Snapshot ‘Our business practices’ p489.
-
Discuss the ethical issues involved in dumping illegal products p489.
H3.3
H5.1
H5.3
tax havens and transfer pricing
dumping illegal products
ecological sustainability
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 65
Syllabus
Outcomes
Syllabus Content
Students learn about:
Teaching/Learning Activities
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
Global Business responsibility Resource centre website. Select an article and
identify the ethical and social issues involved.
-
Examine the arguments for and against corporate social and ethical responsibility
p491.
-
Topic revision: class quiz or test using Biz Words from pp418-488. HSC
Practice questions pp521-523.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
Reebok Human rights and Environment website. Outline the role of this
foundation.
-
Internet activity. Go to www.jaconline.com.au/businessstudies3e and access the
Levi Strauss & Co website. Research Levi’s commitment to its social obligations
with reference to global sourcing.
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 66
HSC BUSINESS STUDIES REGISTER
TOPIC 5: GLOBAL BUSINESS
AREA OF STUDY:
5.1 Globalisation
5.4 Managing global business
5.2 Global business strategy
5.3 Specific influences on global business
5.5 Management responsibility in a global environment
Teacher's Name _________________________________________ Date commenced __________________ Date completed ________________
Content examined:
Outcomes achieved:
Teaching/Learning activities used:
Mind maps
Discussion
Locating information
Accessing web sites
Computer work- word processing
Point summary
Individual research
Group research
Explanation
Group work
Cloze exercise
Debate
Role play
Statistical analysis
Graph interpretation
Cartoon interpretation
Diagram
Mathematical computation
Video
Oral presentation
Reading
Comprehension
Model construction
Case study
Media article
Locating information
Note taking
Text exercise
Topic summary
Guest speaker
Excursion
Problem solving
Simulation exercise
Graph construction
CD Rom
Business quiz
Test item
Survey
Analysing information Lecturette
Evaluation of program/student progress
Additional resources:
Sample Business Studies Program: Business Studies in Action HSC Course 3rd Edition: Chapman, Norris, Devenish, & Merritt, John Wiley & Sons Australia Ltd, 2005
Page 67