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BUSINESS MANAGEMENT
AND ENTREPRENEURSHIP



TABLE OF CONTENTS



Acknowledgments

Integrated Performance Activities

Program Sequence Guide

Appendix



ACKNOWLEDGMENTS


Recognition and appreciation are extended to those who served in various capacities to brainstorm, write, edit, validate, produce and field test the integrated performance activities and program sequences in this document. Valuable contributions were made by educators from the high schools and the community college in the Central Coast Articulation Group, friends of business education from business and industry, and members of the Instructional Leadership Branch of the California Department of Education. Special thanks are extended to Joyce McLean, Consultant, and Bernie Norton, Program Manager, who served as the grant monitors from the California Department of Education. Special thanks are also extended to Judith Robinson, Santa Maria High School, and Carol Hirons, Arroyo Grande High School, who edited this document. In addition, thanks are extended to the following:

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INTEGRATED PERFORMANCE ACTIVITIES

Introduction
The integrated performance activities (IPAs) are designed to assist teachers in transforming the traditional classroom into an action-based, interdisciplinary learning environment. Integrated performance activities assist students in developing a unified perspective of how a particular skill is used in a wide variety of settings. A basic principle of action-based curri-culum is that students are able to demonstrate through authentic performances their understanding of the material presented. This demonstration must include the active involvement of the students.

Implementing integrated performance activities in the curriculum requires new ways of thinking regarding the division of subject matter. Problems that are solved in the workplace are not divided into distinct disciplinary areas. When integrated performance activities are used, distinct disciplinary lines become blurred. Teachers of two or more disciplines coordinate their instruction so that the same action-based activity is the focus of instruction in each class. As natural connections between subjects are made, students understanding increases; assignments that do not naturally fit together should not be forced into an interdisciplinary design as results are usually of little benefit to students. To be successful, the interdisciplinary strategy requires ongoing team planning to assure coordination of assignments, projects, and instruction between and among interdisciplinary areas.

In this document you will find examples of integrated performance activities developed to coordinate with the Accounting and Finance Career Path in the Business Education Career Path and Model Curriculum Standards, 1995. Included with the integrated performance activity are the related Business Education performance standard and instructional content as well as a suggested time frame for completion of the activity.

There are two types of integrated performance activities identified in this document: business specific and interdisciplinary. Business specific activities are designed to be taught within business classrooms, and integrate business with other disciplines. Interdisciplinary activities are designed for teachers of various disciplines to use as activities in their classrooms. These activities are not an attempt to meet standards of other disciplines; the intent is to support and enhance academic learning as well as improve student outcomes. Following each IPA are references which relate the content of the academic frameworks to the IPA. Related career performance standards and SCANS competencies and foundations are also referenced. Reference codes are explained in the appendix of this document.

The integrated performance activities were developed through a team approach. Business and academic instructors, counselors, administrators, parents, and industry representatives met to brainstorm ways in which inter-disciplinary instruction could be used to assist students in meeting standards. Tech Prep Resource Consortium staff then developed integrated performance activities based upon the brainstorming ideas. The Field Review Committee comprised of instructors and industry representatives validated each activity. During the 1994-95 school year teachers in the consortium schools field tested the integrated performance activities for the Accounting and Finance Career Path. Appropriate revisions have been made in accordance with the field test results.

The integrated performance activities in this document do not represent a complete course or program. Instead, they are samples of types of activities which a school team would develop. Sites may choose to utilize some activ-ities, adapt some to their needs, or design their own integrated performance activities. Only the school personnel know their available resources, student population, and standards for excellence. Site-based activity development encourages both ownership and creativity. Administrators and teachers are encouraged to involve local business and industry representatives in devel-oping activities and in ongoing partnerships. Input from business and industry is required to match instruction with new or changing employment needs in the community. As activities are developed, team members should incorporate the most up-to-date technology available to assist students in preparing for occupations of the 21st century.

As curriculum teams begin planning to work together in inter-disciplinary settings, careful consideration should be given to the makeup of each team. It is important to include the business and academic teachers who are interested, as well as counselors, administrators, parents, and industry representatives. Individual teachers will serve as content specialists for their disciplines. As teachers of various disciplines begin to talk together about curriculum, it is inevitable that there will be areas of overlapping concepts. The overlapping concepts can then be rearranged into an interdisciplinary design, and integrated performance activities can be developed.

As teams sort out what is important for students to know, coordinate instruction and develop integrated performance activities that include real-world skills and applications, they will create richer learning experiences and higher educational aims. Students will become more involved in their learning and, as a result, will be eager to learn at a higher level. Interdisciplinary teaching is more effective when:


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How to Use Integrated Performance Activities
Each Integrated Performance Activity (IPA) is designated as either business specific or interdisciplinary. A business-specific activity is meant to be used in a business class to integrate skills taught in other disciplines. An interdisciplinary activity is intended to be used by several teachers in various disciplines who share the same students. Each teacher selects the part of the IPA that pertains to his/her discipline as an activity in his/her class.

The time frame suggested for each activity is approximate. Time spent on an activity depends on the teacher and how he/she implements the IPA. In some cases groups or teams of students will participate in a variety of activities simultaneously. In other situations one activity might follow another. A teacher might choose not to include all parts of the activity. It is important that each teacher modifies the activity to meet the needs of his/her students, classes, program, and school.

All IPAs refer to individual, team, group, or class completion of activities. The teacher determines how many participants are involved in each activity. In general, a team might include three to five students, while a group might include six or more.

An added feature of this document is an appendix that is divided into three sections. The first section is devoted to the academic framework references. References to the academic frameworks are given at the end of each integrated performance activity. The numbers or letters in these references are identified in full in the appendix. The second section is a bibliography to assist teachers in locating the literature used in the integrated performance activity. In many cases the selections can be found in more than one text. The third section is a glossary of terms used in the integrated performance activity. This was suggested to assist teachers from a variety disciplines in using the activities.

The selected IPAs are meant to be examples to be used to enhance curriculum. Each teacher or a team of teachers, in cooperation with business representatives, should develop their own site-specific activities to meet the needs of the students within their programs.

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Economic Principles and Systems Career Path Cluster
Students will understand the economic principles and concepts of domestic and international economies. They will demonstrate competency by making decisions based on sound economic judgment. Instructional content covered by this activity includes:

Student Activity: When Is Enough, Enough!?
Time Frame: Three to four weeks
Business Specific

As a class, brainstorm the economic consequences of bringing discount stores, factory outlets, adult entertainment, or other developments into your area. Individually, research a current, local controversy about a proposed development, and report on the economic concerns expressed by various stakeholders. Share your report with the class.

As a class, choose one of the current controversies and work in small groups to interview the city manager, members of the city council, local business persons, students, parents, and other stakeholders to determine the prevailing attitudes and economic concerns about the proposed development. As a class, compile and analyze the data collected, and present the results in a table, matrix, or other graphic display. As a class, debate the issue.

Individually, imagine how the community might be changed if the development became a reality. Create a story or script that shows the effects that you foresee. How will the aesthetics and the community's personality or character change? How will law enforcement, job markets, neighborhoods, schools, traffic patterns, or other components of the community change for the average citizen? What changes will be made that effect how businesses operate?

Individually, set up a decision matrix to evaluate various proposals for development in your community. Select your criteria for evaluating these pro-posals. Rank the alternatives, and then select the best alternatives.

Read the short story "The Gift of Cochise" by Louis L'Amour and the poem "The Other Pioneers" by Roberto Felix Salazar. In writing, individually, discuss the impact of change on an area and its inhabitants when newcomers introduce new ways of living and working. Is this comparable to changes that new kinds of businesses bring to established communities today? What conflicts and adjustments does each group bring to the process? Share with the class.

In small groups, research a past, local economic development issue that has come to resolution. Identify the original concerns of the stakeholders and the advantages and disadvantages cited by the local citizens and developers. Were the concerns of the stakeholders justified? What effect did the development have on the economy of the city and members of the community? As a class, compile the results of the group reports, and create a yearbook with drawings, paste-ups, stories, letters to the editors, or other pertinent memorabilia to illustrate the events surrounding these developments.

ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:

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Economic Principles and Systems Career Path Cluster
Students will understand the economic principles and concepts of domestic and international economies. They will demonstrate competency by making decisions based on sound economic judgment. Instructional content covered by this activity includes:

Student Activity: Are You Entitled?
Time Frame: Four weeks
Business Specific

In small groups, research and identify the entitlement programs in the United States and their costs. Use a pie chart to present the major entitlement programs as a proportion of total government spending. As a class, discuss the economic factors that make these entitlement programs necessary. Individually, decide whether any, all, or some entitlement programs are justified. Discuss why you believe any, all, or some are justified or not. Develop a cost/benefit analysis to support your belief.

Individually, consider the opportunity cost of funding one program over another. Compute the funding ratio of one program to another. Develop a combination of programs, and identify the opportunities lost in order to gain other offsetting benefits.

In small groups, select a foreign country, and compare and contrast its entitlements with those of the United States. Account for such expenditures as health, education, welfare, child care, elder care, and other forms of financial subsidies. Calculate the ratio of the foreign country's entitlements to those of the U. S. Use a comparative pie chart to present the differences in entitlement spending. Present your findings to the class. As a class, discuss how the country's social, economic, political and cultural environment influences entitlement programs.

In small groups, read excerpts from the non-fiction book Child of the Dark by Carolina Maria de Jesus. Describe attributes of her inner life as she manages the outward survival of herself and her children. Individually, imagine that she and her family move from Brazil to the United States. Create a series of fictional diary entries that show how her life and view of the world might change within the American system of entitlement programs.

Individually, research a specific entitlement program. Report on the program's goals and objectives, costs, performance measures, actual performance, and any current controversies. Address the issues of the economic impact and whether there are incentives for recipients to leave the program. Make recommendations for improving the program's efficiency and effectiveness. Share your findings with the class.

As a class, invite a panel of experts to share their positions on one of California's entitlement programs. Individually, do a quick-write explaining which panel member's philosophy you identified most closely with and why.

As a class, brainstorm the types of entitlement programs, both government and company, that may be needed in the future. Identify the economic factors that could lead to the need for these entitlement. Individually, write an editorial stating your views.

ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:

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Economic Principles and Systems Career Path Cluster
Students will understand the economic principles and concepts of domestic and international economies. They will demonstrate competency by making decisions based on sound economic judgment. Instructional content covered by this activity includes:

Student Activity: Culture Shock
Time Frame: Four to six weeks
Interdisciplinary: Business and Social Studies

As a class, discuss America's leading trade partners, the volume of trade, and the major imports and exports (i.e., China, Japan, Korea, Russia, France, Canada).

Individually, choose one of the trade partners, and research the economic factors that may or may not make this area attractive to American companies for relocation or other business pursuits. Identify specific types of businesses you believe would flourish in this environment and those that would not. Justify your answers.

In small groups, choose one of the trade partners, and identify the cost of several products in this country. Individually, using an up-to-date currency exchange rate chart, convert the cost of these items into American dollars. Determine the average difference in prices between U. S. and the chosen trade partner for the products identified. Graph the results.

Read the short story "The Name" by Aharon Megged that deals with the impact on families when some traditions are not as relevant in a new environment. As a class, cite ways that the older and younger family members are threatened by their opposing attitudes. How might this family have better prepared for change? How do/should multi-national corporations prepare for a change in the customs and values of the countries they enter? What are the repercussions of going global for the home country, the host country, the employee, the employee's family, and other stakeholders? In small groups, investigate current challenges faced by today's immigrants (Haitians, Mongs, Hispanics, Asians, Eastern Europeans).

Individually, write a letter to your family identifying economic factors that would affect your decision to move or retire in another country. Based on these factors, explain which country you believe would meet your needs.

Individually, research and identify the economic reasons many businesses are leaving California (cost of labor, taxes, cost of living, environment). List business costs of your present state versus another state or country. Identify how business costs impact a company's business strategy and ability to compete. As a class, use this information to create a force-field analysis chart. Identify forces that would counterbalance the driving forces to move away from California.

ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:

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Economic Principles and Systems Career Path Cluster
Students will understand the economic principles and concepts of domestic and international economies. They will demonstrate competency by making decisions based on sound economic judgment. Instructional content covered by this activity includes:

Student Activity: Going Global
Time Frame: Four weeks
Business Specific

As a class, collect labels from clothing made in a particular part of the world such as Europe, Southeast Asia, or China. Pin the labels on a large world map for class reference and discussion of U. S. dependence on other countries. Make a graph showing the distribution of labels.

In pairs, choose a particular store to survey. Select a department, and list items imported from other countries. Compare their prices with their American counterparts. Using the United States as the base, calculate the differences in prices and the percentage of increase or decrease for each item. Prepare a visual representation, and post the findings on a classroom display board.

In small groups, using available technology, research the extent to which the United States trades with a particular country or area. Describe the country's economic system. Identify the products that the United States buys from and sells to the selected country. Cite examples of questionable production practices in conjunction with OSHA requirements in this country, i.e., forced labor or unhealthy and unsafe conditions. Indicate the potential consequences if this trading partnership ceased to trade with the United States. Present the information visually with charts and graphs, using numbers to explain their significance.

In small groups, given hypothetical cases, compute price elasticity of demand for several products and income elasticity of demand for several incomes. Analyze the leading American exports, and explain why their demand is price elastic or price inelastic (automobiles, clothing, cigarettes). Identify and list the factors that determine elasticity.

In small groups, research one of the following controversial topics to present to the class in any format such as role play or panel:

1. The good, the bad and the ugly side of tariffs: who wins and who loses?
2. The federal deficit: is there a fix-it formula?
3. The World Trade Association: what is it?
4. "Made in America": how is it defined?
5. America's most favored status: should it be given to communist countries?
6. The European Common Market: is it a threat or an opportunity?
7. Our balance of trade deficit with Japan: are they playing fair?


Individually, take notes on each presentation, and write a brief one-page summary of each, stating your personal views on each issue.

From newspapers, magazines, or trade journals dating back no further than 1992, read articles on the North American Free Trade Agreement (NAFTA). Summarize each article and list the reference on 5" x 8" cards, using at least three quotes from separate sources. From the cards, list the advantages and disadvantages of NAFTA on green and pink Post-itï notes. Select three advantages and three disadvantages, placing the advantages on the green Post-itï notes and the disadvantages on the pink Post-itï notes. Use the notes to create an affinity diagram.

Research the current trade trends associated with NAFTA activities over the past six months (companies moving to Mexico, increased sales of American products). Based on the projected economic trends, write a position paper expressing your views on the economic impact of NAFTA since it came into effect.

ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:

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Economic Principles and Systems Career Path Cluster
Students will understand the economic principles and concepts of domestic and international economies. They will demonstrate competency by making decisions based on sound economic judgment. Instructional content covered by this activity includes:

Student Activity: It's Only Money!
Time Frame: Four to five weeks
Business Specific

In small groups, select a segment of time to study. Create a diorama to depict a marketplace scene illustrating the monetary system at that point in time. Provide placards explaining the rationale for the type of money used, its advantages and disadvantages, and how it changed over time. Place the dioramas on display.

Imagine that a time machine has thrust you back in time. You are in a cave, meeting with a tribe of primitive but intelligent people. Your objective is to convince them to use a more workable monetary system than the barter system they are presently using. Write a diplomatically correct script to explain the strengths and shortcomings of their present system and the benefits of your proposal.

Individually, select five international exchange rates. Choose at least one that has changed substantially over the years. Compare their exchange ratios with the U.S. dollar (yen versus dollar). Compute the percentage differences. Research these exchange rates for the last five years to determine fluctuation. Present the results graphically. Use stock market backdrop for analysis (exchange rate in buying stock, knowing what stock is, how it has changed, how the exchange rate has affected it).
In small groups, complete one of the following:

As a class, read the poem "When I Was One-and-Twenty" by A.E. Housman, and individually, discuss the power of money that seems to serve as a contrast to the power of love. This poem suggests that one's true self and one's money are separate categories of different value. Individually, write a personal response to the question: Can one's money and true self really be separated today? Cite examples to justify your position.

Invite local bankers to participate in a panel on the Federal Reserve System and how its policy decisions affect business activities and consumer spending in the community. Individually, write a brief report covering the key issues presented by the panel.

ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:

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Legal Environment of Business Career Path Cluster
Students will understand the history, structure, and operation of the American legal system, and the basic principles of law relevant to business operations. They will demonstrate competency by explaining how laws and regulations are created and applied. Instructional content covered by this activity includes:

Student Activity: Law, Who Needs It?
Time Frame: Five to six weeks
Interdisciplinary: Business and English

In small groups, create and design a historical time line (using symbols, cutouts, or caricatures) illustrating the evolution of law from the colonial period to the present. Incorporate computer technology wherever possible. Place major historical events, developments, or court decisions and their contributions to America's system of laws on the time line. Individually, select three points on the time line and write an essay explaining how and why they have contributed to our present legal system.

As a class, read Grapes of Wrath by John Steinbeck and Silent Spring by Rachel Carson, and discuss the themes of man's inhumanity to man and man's pollution of the environment. Discuss how they epitomize our need for laws. Individually, cite present-day laws that have attempted to address these problems. Do you feel these laws are successful in meeting their objectives? Why or why not? What would you suggest? Share with the class.

As a class, read Lord of the Flies by William Golding and Animal Farm by George Orwell, and discuss how legal and democratic principles are transformed in these by unregulated power. Cite examples of the abuse of basic rights, and identify laws (government regulations) you would put into place to protect individual and organizational rights in these two situations. Discuss procedural checks and balances you would use.

As aclass, read portions of Adam Smith's Wealth of Nations that expresses the belief that the government is best which governs least. Read the short story "Blues Ain't No Mockin' Bird" by Toni Cade Bambara that portrays a county agency encroaching on the privacy of a citizen. Discuss the tension between the need for government control and resistance to it in our society. Individually, write an opinion paper about how much government is enough government today. Cite specific examples and reasons for your opinion. In small groups, discuss Adam Smith's philosophy and our founding fathers response if they could see our nation today.

Individually, write a mission statement for the American legal system. In class, review the various mission statements and come to consensus on one for the class.

ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:

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Legal Environment of Business Career Path Cluster
Students will understand the history, structure, and operation of the American legal system, and the basic principles of law relevant to business operations. They will demonstrate competency by explaining how laws and regulations are created and applied. Instructional content covered by this activity includes:

Student Activity: Where Do Laws Come From, Grandma?
Time Frame: Four to five weeks
Interdisciplinary: Business and Social Studies

Individually, create a storyboard that can be used in an elementary school class to show where laws come from.

In small groups, identify specific business laws that reflect and promote moral, economic (profit), and political values.

Individually, identify business-related moral, economic, or political values that are NOT reflected in the law, although you would like to see them reflected and promoted. Write the text of a law you would like to see added to the books. Include the penalty for breaking this law and the process a lawsuit would go through as a result of your law. How would you enforce your law? Justify why your new law is necessary.

In small groups, brainstorm desirable goals and objectives for an evolving American legal system. Come to consensus on a list of objectives. Identify and discuss how some of these objectives conflict (protecting the rights of one group but violating the rights of others). Individually, write an opinion paper about a controversial business issue that involves conflicting legal objectives such as affirmative action, anti-trust violations, freedom of the press, disclosure, usury, cooling-off periods, or sexual harassment.

Read the short story "Displaced Person" by Flannery O'Connor, which portrays the prejudice directed toward immigrant workers, and the poem "A Black Man Talks of Reaping" by Arna Bontemps, which expresses the anguish of laboring only for the benefit of others. Individually, analyze and write about how these pieces of literature from earlier decades compare and contrast with equal opportunity for different classes and cultural groups today.

Individually, write an essay analyzing the statement: "Ours is a government of laws, not men" (John Adams, 1779). Do you agree or disagree with his statement? Cite specific examples to support your argument.

ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:

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Legal Environment of Business Career Path Cluster
Students will understand the history, structure, and operation of the American legal system, and the basic principles of law relevant to business operations. They will demonstrate competency by explaining how laws and regulations are created and applied. Instructional content covered by this activity includes:

Student Activity: L.A. Law Revisited
Time Frame: Six to seven weeks
Business Specific

As a class, design a board game centering on a hypothetical character immersed in the American legal process. To prepare for constructing the game, individually write a short story about a business-related legal problem confronting a character; use specific details to create his/her personality. Present the legal problems of the character, his views about the situation, the actions he has taken and/or plans to take, the problems he confronts, and the outcome of his case.

As a class, review the stories, and choose characters and plots to feature in your board game. In small groups, develop one of the plots, and design spaces so the characters move back and forth through the legal process, depending on actions taken or other legal factors that affect the characterss progress toward resolution. Design the game board and an instruction booklet.

Use a jigsaw approach to investigate the following legal factors and costs as they pertain to marketing your product: copyright protection, patent, trademarks, warranties and product liability, forms of business ownership, agency relationships, packaging, advertising, shareholders, and insurance.

In small groups, research copyright, patent, advertising, and insurance rates from five years ago, and compare them to the current costs. Determine the differences in cost and the percentage in change. What additional charges, fees, and regulations must be considered that did not have to be considered five years ago? Use a line graph and pie chart to present the results.

You are considering forming a partnership in order to market your product. Read The Van by Roddy Doyle or The Assistant by Bernard Malamud. Discuss the emotional factors and ethical values in forming partnerships with friends or family. Individually, respond in writing to the problems these partnerships produce and how individuals in these stories address these problems. Discuss methods you will use to ensure that your partnership arrangements are mutually advantageous to you, your partner, and your business pursuit.

In small groups, assume you need to hire 50 technical and support personnel to manufacture your game. Investigate and identify pertinent employment and labor laws including health insurance and other employer obligations that would affect your organization. Using available technology, create a chart to present your findings.

Individually, choose one of the employment or labor laws (i.e., Employee Polygraph Protection Act, Pregnancy Discrimination Act, Age Discrimination Act, Rehabilitation Act) and write a report about the pro-visions of the law, the rationale for creating the law, and your opinion of the appropriateness of this type of government regulation.

ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:

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Legal Environment of Business Career Path Cluster
Students will understand the history, structure, and operation of the American legal system, and the basic principles of law relevant to business operations. They will demonstrate competency by explaining how laws and regulations are created and applied. Instructional content covered by this activity includes:

Student Activity: Yes, We Have No Bananas
Time Frame: Five to six weeks
Interdisciplinary: Business, English, and Social Studies

As a class, read excerpts fromThese Were the Sioux by Mari Sandoz. Individually, compare and contrast the values, ethics, and perceptions instilled from birth in the Sioux and your own culture. As a class, discuss some of these differences on our planet today. How might differences, both obvious and subtle, impact communication and trade between divergent groups?

As a class, invite an international marketing specialist to make a presentation to the class. Prepare specific questions in advance regarding working in the international market.

Suppose Big Bird Banana Company wants to enter into a contract to sell bananas abroad. In small groups, choose a present-day trading partner for Big Bird Banana Company whose culture expresses a world view different from that of many U.S. companies. Cite the difficulties you may encounter. Develop a specific, written plan to address the fol-lowing challenges involved in international trade: language barriers, legal status of foreign party to the contract, legality, currency fluctuations and controls, war and frustrations, expropriation and nationalization as well as cultural and business practices.

Assume you are drafting a contract with Banana Split, Inc., a corporation owned and operated on foreign soil. Use a jigsaw approach to investigate the contract provisions that are often used to plan for the possibility of disputes (i.e., choice of forum, binding arbitration, and choice-of-law clauses). Draft a contract that contains one or more of these provisions as it pertains to mar-keting.

Individually, write a research report about a topic related to tariffs and other trade barriers such as GATT, most-favored nation status, anti-dumping, NAFTA, or import quotas. Include a review of the history of the legis-lation/practice, the reason for its existence, and your opinion about the appropriateness of the legislation/practice. Include a list of current controversies and at least one current or landmark case that pertains to your area of study.

Assume Inspector Forbucks, a foreign official, has made it apparent that he expects a bribe. Individually, research the provisions of the Foreign Corrupt Practices Act. Draw a cartoon or do a paste-up which illustrates your response to Inspector Forbucks.

As a class, read "The Lie" by Kurt Vonnegut, Jr. Discuss the father's attempt to misuse his influence and resources when the stakes for his son are high. Individually, identify and write about the conflicting pressures a person might experience who breaks an ethical code by attempting a bribe or exerting unethical influence and those experienced by a person who breaks an ethical code by accepting a bribe or giving in to unethical influence.

ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:

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Legal Environment of Business Career Path Cluster
Students will understand the history, structure, and operation of the American legal system, and the basic principles of law relevant to business operations. They will demonstrate competency by explaining how laws and regulations are created and applied. Instructional content covered by this activity includes:

Student Activity: There Ought To Be a Law
Time Frame: Two to three weeks
Business Specific

As a class, invite an attorney and/or a paralegal to explain the differences between mediation, arbitration, and litigation relative to business contracts. Individually, write a brief summary of the presentation(s).

As a class, discuss the steps in the mediation process (introduction, telling the story, identifying key facts and issues, identifying alternative solutions, revising and discussing solutions, and reaching an agreement).

Individually, write a scenario about a fictional dispute that could be handled through mediation. Provide sufficient information to allow the mediator to assist the parties in seeking resolution. As a class, appoint mediators, plaintiffs, and defendants for each scenario. Have the actors make the introduction and tell the story. As a class, frame the issue by writing the key facts about the dispute on the board. Utilizing the nominal grouping technique, brainstorm to identify various alternatives. Have the actors return to their role-play to revise and discuss solutions and reach an agreement. Individually, evaluate the presentations based upon your knowledge of the mediation process. Explain the strengths and weaknesses in each situation. Since mediators do not make binding decisions, what does their success depend upon? Submit a list of criteria that signifies the effective conclusion of mediation.

As a class, read "Chee's Daughter" by Juanita Platero and Siyowin Miller, in which going to a court is not an option to settle a family dispute within the traditional Navajo culture. Discuss the cultural and emotional factors which make a court of law unworkable in solving the problem. Outline the meetings between the conflicting parties, offers made, refused, reconsidered, and accepted as the wronged individual skillfully uses circumstances and compromise to win the case. Individually, write a paper comparing this situation to a modern-day mediation process.

ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:

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Legal Environment of Business Career Path Cluster
Students will understand the history, structure, and operation of the American legal system, and the basic principles of law relevant to business operations. They will demonstrate competency by explaining how laws and regulations are created and applied. Instructional content covered by this activity includes:

Student Activity: Staking Your Claim in Court
Time Frame: Four weeks
Interdisciplinary: Business, English, and Math

As a class, discuss the small claims court process. In small groups, visit the appropriate agency to obtain information about the types of claims than can be filed, the costs, and the procedures for filing. Individually, create a flowchart depicting the steps in taking a case to small claims court. As a class, use these materials to make a visual display for the classroom.

Individually, write a report explaining how small claims courts came to be and why. Analyze the advantages and disadvantages of the small claims court system for the individual and business organization.

As a class, read the short story "A Piece of String" by Guy de Maupassant. Discuss how a person's reputation can be destroyed by circumstantial evidence, innuendo, and gossip. Individually, write a letter advising Maitre Hauchecome how to effectively confront the false accusations against him and how to avoid behavior that will further damage his cause. In writing, reflect how this story might have ended differently if Maitre Hauchecome could have had his day in court and been able to effectively defend himself against circumstantial evidence, innuendo, and gossip. Write a script with this ending.

In small groups, research the types of lawsuits filed in superior court. Create a flowchart illustrating the process from inception to completion. Compare and contrast this with the litigation process in small claims court.

In small groups, examine the cost of legal representation. Distinguish between contract rates, contingency fees, hourly rates, and other forms of charging. Present this information in the form of a computer-generated matrix. Show the percentage difference for each cost between 1964 and 1994. Illustrate the results on a bar graph comparing them side by side.

In small groups, identify and discuss the consequences of the cost of legal representation in the United States. Discuss the various low/no cost alternatives available through current legal reform movements. Individually, write a position paper stating and justifying your views on the validity of legal costs.

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Legal Environment of Business Career Path Cluster
Students will understand the history, structure, and operation of the American legal system, and the basic principles of law relevant to business operations. They will demonstrate competency by explaining how laws and regulations are created and applied. Instructional content covered by this activity includes:

Student Activity: Just Sign Here!
Time Frame: Two to three weeks
Business Specific

As a class, discuss the elements required to ensure that a contract is legally binding. Individually, create three case studies in which a crucial element necessary for a valid contract is missing. In small groups, exchange the case studies and identify the missing element.

Even though a contract may contain all of the essential elements, it is possible that it may still not be enforceable. Go to the library and research cases that are unenforceable because they are contrary to public policy or unconscionable. Write a brief paper and/or make a presentation to class.

As a class, read The Bounded Girl by Mary Wilkins Freeman and Giants in the Earth by O.E. Rolvagg. The former concerns harsh or even unconscionable contract terms, while the latter portrays homesteaders who contract with the government to fulfill their dreams of becoming land owners. Individually, write a character letter expressing the financial needs, aspirations, and dreams of the characters who engage in the contractual agreements, and share with the class. As a class, compare and contrast the legality of the terms in these contractual agreements with those of our time. Identify any present-day laws that would limit parties from making contracts with these terms today. What types of terms would be acceptable and unacceptable in forming a binding contract?

As a class, invite a law student or a paralegal to make a presentation on how contracts may be terminated. In groups, develop and demonstrate through role play the various methods by which an offer may be terminated. Select a group spokesperson to explain the legal concepts involved.

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Legal Environment of Business Career Path Cluster
Students will understand the history, structure, and operation of the American legal system, and the basic principles of law relevant to business operations. They will demonstrate competency by explaining how laws and regulations are created and applied. Instructional content covered by this activity includes:

Student Activity: Big Brother
Time Frame: Three weeks
Business Specific

Individually, write a report on a city, county, state, or federal administration, agency, or commission. Provide information on its origin and purpose. Cite cases illustrating the impact this agency has had on individuals and businesses. Comment on whether you feel this organization should be expanded, downsized, abolished, or absorbed into another government entity.

In small groups, research various government organizations (agencies, bureaus, administrations, etc.) and create a set of flash cards identifying and briefly describing the organizations having a direct or indirect influence on business management. If they have acronyms such as FDA, OSHA, EEOC, HUD, FTC, FBI, CIA, ABC, etc., include them. Create a one-sentence motto to reflect the objective of each organization, and include these mottos on the flash cards. Donate the flash cards to a local middle school or for use in a government or law class.

Select three governmental agencies and use available technology to create a letterhead, a logo, and a business card for these organizations.

As a class, read the novel 1984 by George Orwell. Discuss the tension between order and personal freedom in a society. Individually, write an essay in response to the assertion of the novel that warns, "...every extravagance is a logical extension of the actual and imminent evils of modern life." (Leuders 1962) Discuss how this philosophy relates to the creation and maintenance of government agencies in our society.

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Management Principles Career Path Cluster
Students will understand the theories and principles of managing a business. They will demonstrate competency by describing management functions, principles, and processes that contribute to the achievement of organizational goals. Instructional content covered by this activity includes:

Student Activity: Please, Please Understand Me
Time Frame: Three to four weeks
Business Specific

As a class, read the short story "A Start In Life" by Ruth Suckow. Individ-ually, identify and write about Daisy's hopes and expectations about her new job. How does she see herself in her new situation, and what coming-of-age changes does she experience for which her mother did not prepare her? How could her employers have positively affected the period of adjustment instead of extinguishing her hope of fulfillment? In terms of motivation, identify the extrinsic and intrinsic motivators for Daisy. Using Victor Vroom's expectancy theory, identify how Edna could have increased (or sustained) Daisy's motivation. Compare and contrast Daisy's situation to employee burnout today. Brainstorm about what organizations can do to create an environment where employees can meet their personal needs while meeting organizational objectives.

Read the poem "Choices" by Nikki Giovanni. Individually, reflect on how her feelings of dissatisfaction are paralleled by her motivation to make the best of the situation. Identify the personal and organizational costs associated with making the best of the situation. Discuss the parallel between this situation and Thoreau's well-known quote: "The mass of men lead lives of quiet desperation."

Individually, interview a person who has voluntarily changed employers (or would like to change jobs) to determine why the change was made and what needs were not being met in the former position. Use Maslow's hierarchy of needs theory, Herzberg's motivator-hygiene (two factor) theory, and McClelland's needs theory to classify and label the needs of the person interviewed. Present this information in a table. Write a brief report suggesting how management might have solved the problems.

As a class, discuss Pavlov's experiments with dogs (his use of operant conditioning). Individually, compare and contrast Pavlov's findings with reinforcement as it applies to employee motivation, employee incentives, and executive leadership.

Individually, write a scenario describing a work place situation where an employee is not meeting acceptable standards. In small groups, review the individual stories and discuss why these employees may be behaving in this manner. Recommend appropriate reinforcement techniques to modify the behavior.

In small groups read the following scenario: Company Z has, on average, 350 employees. Employee turnover for the first three quarters of the year was as follows:

January-17 June-16
February-18 July-11
March-23 August-9
April-27 September-6
May-26  


At the May board meeting, the board of directors considered the inclusion of an in-company child care center. The proposal was adopted June 8. Scheduled for July's board meeting was a proposal for flextime. It also was adopted at the September board meeting. Prepare a linear graph illustrating employee turnover for the first three quarters of the year. On the same graph use a broken line projection for the anticipated turnover rate for the fourth quarter. In a brief report, interpret these figures.

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Management Principles Career Path Cluster
Students will understand the theories and principles of managing a business. They will demonstrate competency by describing management functions, principles, and processes that contribute to the achievement of organizational goals. Instructional content covered by this activity includes:

Student Activity: Garbage In, Garbage Out
Time Frame: Five to six weeks
Business Specific

In small groups, produce a list of inputs (raw materials) needed to produce the following: porcelain dolls, prizes for a carnival toss game, a brain surgery medical facility, a neighborhood urgent care facility, lumber, houses, a school theater, or school prom.

In small groups, identify and list the output of: Disneyland, a church, a theater, an insurance company, or a school.

As a class, read the play All My Sons by Arthur Miller, and discuss the tragedy which results from the sale of defective aircraft parts to the military during World War II. Individually, write about the emotional cost to the families of the airmen who died and to those responsible for the deaths. Individually, write a quick response to the statement "Garbage In--Garbage Out" as it pertains to the transformation process. As a class, share stories about products or services you have purchased that have suffered from poor quality input.

Read from Narrative of the Life of Frederick Douglass, an American Slave. Individually, reflect in writing on the dehumanization of Douglass and fellow slaves who are perceived only as sources of labor, and contrast this external view with the empowering resilience and aspirations of Douglass's inner self. In a class discussion of how labor is used as input in the transformation process, cite instances when a brutal labor regime designed to get the most productivity, as in the case of Douglas, actually reduces productivity. Write an essay about how managers can maximize the productivity of employees in the long run, using ethical and socially responsible incentives.

Individually, choose three products and develop a plan to assure high quality inputs into your transformation process (vendor partnerships, investment in equipment, investment in training, statistical process control, or inspection).

As a class, identify all of the raw materials (inputs) needed to produce a high school (building, people, desks, books, computers, chalk boards, phones, reams of paper and other necessary items). Discuss how these inputs become a school (output) through a management transformation process. In small groups, list all the processes and systems that must be put into place to transform the input into output. Consider the inter-relationships between departments and the inter- relationships among internal and external environmental factors.

Individually, read the following case: Hector Stone is a retread tire inspector at the Wuzatire Retread Company. At 10:00 a.m. he randomly checked fifty tires produced during the previous hour and found seven tires to be defective. According to company standards, the process is in control if 4% or less of the sample is found to be defective. Is the process in control or out of control? Find the percentage defective. Plot this on a quality control chart.

At Hector's recommendation, the workers were assigned two days of retraining. The four employees were paid their regular wage of $8 per hour while attending the training program. The production foreman, who earns $130 a day, was the trainer. During this time they were provided refreshments totaling $60. The supplies and equipment costs were $185 per day. Find the cost of release time for retraining the four workers, the cost of instruction, the additional costs, and the total cost to retrain. Explain in a brief report how these costs can be justified.

Individually, investigate the difference between effectiveness and efficiency. Write a fictional story about a situation in which a manager was effective but not efficient or about a manager who was efficient but not effective. Include what happened as a result of this situation, to the manager, employees, customers, and other important stakeholders.

Individually, choose one industry and research current management strategies utilized by this industry to maximize all elements of the transformation process. Include an analysis of how economic, social, and competitive factors have affected this industry. Write a report of your findings, including an executive summary.

As a class, read the short story "The Interview" by Ruth Prawler Jhabvala. Individually, analyze and report on the young man's challenge in using his resources to transform himself from an unemployed to an employed worker. Analyze his descriptions of his previous positions and the emotional reasons he gives for his inability to enjoy or keep them. Examine his presentation of himself in the office where he is to be interviewed, his internal thoughts about how he perceives how he fits in the working world, and the justification he makes when he thinks of the impact his failure will have on his family. Discuss how his transformation process might have been different if he had maximized his resources and/or if he had no one else to depend on for food and shelter.

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Management Principles Career Path Cluster
Students will understand the theories and principles of managing a business. They will demonstrate competency by describing management functions, principles, and processes that contribute to the achievement of organizational goals. Instructional content covered by this activity includes:

Student Activity: I Hear You
Time Frame: Three to four weeks
Business Specific

In small groups, ask several managers to identify the stakeholders they must listen to in order to effectively manage their organization. Ask the managers to identify roadblocks to effective listening in their organization (no time, loss of emotional control, strong attitudes and beliefs, authoritarian leadership style, prejudice, corporate culture, ineffective meetings, personality clashes, multiple communication channels). Share the results of your survey with the class, and create a master list of organizational filters to effective communication.

View a video tape of "Paradigms: Discovering the Future", or read about paradigms. Individually, develop a list of personal paradigms that may be inhibiting your active listening skills. Diagram the communication process using your own communication filters. Develop an active listening improvement goal, and list the tactical steps you will take to meet this goal. At the end of the month, evaluate your performance.

In small groups, ask teachers, parents, and friends for recommendations on how people can become more effective listeners. From their responses, develop a list of at least ten suggestions. From this information create a pamphlet covering effective listening. Decide on its purpose, arrangement, and methodology. Include an introduction, a table of contents, and an acknowledgment page.

Decide who would benefit from this information, and distribute the pamphlet to selected groups. As a class, brainstorm questions to be placed on a survey of the group receiving the pamphlet. Individually, interview two individuals who received your group's pamphlet. In small groups, compile and analyze the feedback given to your group's pamphlet using appropriate statistics and computer graphics. Individually, report why this feedback adds value to business planning and development.

As a class, read Edwin Arlington Robinson's poem "Richard Cory." How did the success of his public image belie his inner sense of self? Individually, reflect on why appearances can be deceiving. Why is it important to keep lines of communication open? What larger meanings about life and business does this poem suggest?

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Management Principles Career Path Cluster
Students will understand the theories and principles of managing a business. They will demonstrate competency by describing management functions, principles, and processes that contribute to the achievement of organizational goals. Instructional content covered by this activity includes:

Student Activity: At Your Service
Time Frame: Five to six weeks
Business Specific

As a class, define a service business, and provide examples. Discuss their impact on society. Identify and discuss economic and social factors which have fostered the growth of the service sector in the United States.

In small groups, identify exactly what is transformed by a school, beauty shop, fast food restaurant, florist, and travel agent. List the attributes of an outstanding service transformational process and a poor transformational process as it pertains to pizza delivery, a concert, the post office, the police department, and/or other service providers.

In small groups, choose a specific service business (dry cleaners, beauty salon, taco stand), and role-play good and bad service encounters. As a class, discuss each performance and identify what made each service encounter good or bad. In addition, identify management practices that lead to effective or ineffective service. Discuss what role employees play in providing outstanding service for the transformation of the customer.

Based on the above exercises, individually, design your own service business. Identify the service goals and objectives, determine the service population, and decide what role the business will play in the transformation process. Identify the outstanding management practices for this service business and what role employees will play in this design.

In small groups, interview local entrepreneurs who have started service businesses. Ask what motivated them to start their service business, the process they utilized to obtain start-up capital, and where they obtained their funds. Report the findings to the class in an oral presentation.

As a class, invite a local banker to class to discuss the Small Business Administration's criteria for acquiring small business loans. Discuss other methods of obtaining capital. Individually, research the advantages and disadvantages of the various methods of obtaining capital. On the basis of this information, outline a financial plan for your service business. Based on each financial plan, create projected income statements for the next five years with projections of a 10% increase over the previous year.

Read the short story "Everybody Knows Toby" by Daniel Garza. Examine the naive view which the boy has of his world and the value system of the barber that impacts their relationship. Individually, identify the social and ethical responsibilities that are not practiced in the barber shop. Identify and discuss the costs of discrimination to the community, to the individual, and to society. What can a manager do to ensure that all segments of society are treated with respect and equity?

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Management Principles Career Path Cluster
Students will understand the theories and principles of managing a business. They will demonstrate competency by describing management functions, principles, and processes that contribute to the achievement of organizational goals. Instructional content covered by this activity includes:

Student Activity: The Art and Science of Management
Time Frame: Four to five weeks
Interdisciplinary: Business and Social Studies

As a class, discuss the concept that management is getting things done through other people. Brainstorm reasons why it is often difficult to get things done through other people versus doing it yourself. Also, list reasons why it is essential for a manager to delegate other people to get the job done effectively. Individually, write an account of an incident in which you got something done through other people. What challenges did you face? How did you react? What did you learn?

In small groups, list the specific skills managers need to plan, organize, control and influence. Individually, on a scale of one to ten (ten being the highest) rate your personal mastery of these skills. Outline your plan to improve your mastery of these skills.

Individually, divide a paper into four columns. Provide a column for each of the following: planning, organizing, controlling, and influencing. Using these headings, list the specific steps required to successfully complete 300 photo shoots of students with their pets for your school yearbook. Assume that there are four photographers. Also, list the consequences of not taking the appropriate steps to facilitate the photo session.

In small groups, review high school yearbooks from the 50's, 60's, and 70's. Compare these yearbooks to your current school yearbook. Identify and list the socio-cultural, political, economic, and religious changes reflected in the content, presentation, and events covered in the yearbooks. Individually, reflect on how yearbooks have evolved to meet changing needs and situations.

Invite the yearbook advisor to class to explain why yearbooks cost what they do. Individually, examine the yearbook budgets and their corresponding expenditures for the past three years with those of the present year. Compare these budgets, calculating the percent of increase or decrease in various cate-gories, and research the possible reasons for the changes. Express the change as a percent of the previous year's actual expenditures. Create a bar graph for each expenditure item over the past three years and the proposed budget for the current year.

In dividually compare/contrast the management of a business organization and the management of your school yearbook.

Conduct an internal and environmental scan, and list those factors that may positively or negatively affect the production, sales, and content of your school yearbook in the future.

As a class, brainstorm possible themes for yearbooks of the future. Individually, choose one theme, and use computer graphics to design the divider pages for the various sections of the yearbook.

As a class, read Carl Stephenson's "Leiningen Versus the Ants." Individually, identify and list the series of decisions which enable Leiningen to meet the challenge of a powerful adversary. Share your list in a class discussion. In this action story, the inner Leiningen is not as clearly defined as the outer man. Discuss and list the inner characteristics he undoubtedly possesses that help him succeed. Identify the effective management practices used by Leiningen to defend the plantation (consider his role as a decision maker, organizer, delegator, and inspiring leader). How does Leiningen compare/contrast with effective managers in business today?

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Management Principles Career Path Cluster
Students will understand the theories and principles of managing a business. They will demonstrate competency by describing management functions, principles, and processes that contribute to the achievement of organizational goals. Instructional content covered by this activity includes:

Student Activity: Take Me to Your Leader
Time Frame: Six to seven weeks
Interdisciplinary: Business, Social Studies, and English

In small groups, research and identify local leaders who have been recognized by various community groups for their leadership and contribution to the community. Share the list with other groups, and create a master list. As a class, develop a questionnaire to interview these leaders. Construct questions that will identify key personal traits which may be associated with their success. Assign each student a leader to contact.

As a class, compile the data from the interviews. List and rank the personal attributes reported. Individually, compare and contrast the class findings to the traits identified by Warren Bennies, "Leadership: A Beleaguered Species?" Organizational Dynamics 5 (1976): 13-14.

As a class, read Sharon Nelson, "Men, Women & Leadership," Nation's Business, May 1991, pp. 17-19, and discuss the contention that women may be better prepared to cope with the challenges of the future than many traditional male leaders who succeeded in the past. In small groups, discuss Nelson's article and claims. Individually, write an opinion paper on this topic.

Individually, research the theory of charismatic leadership suggested by Robert House. Research the topic of transformational leadership. Identify and write about a celebrity and a personal acquaintance who you believe possess these qualities. Read excerpts from literature selections about Beowulf, King Arthur, Joan of Arc, and/or Simon Bolivar. Do the qualities that led to their successes transcend the passage of time and still apply today? How would the contemporary business world regard them if they appeared today?

As a class, read Robert R. Blake and Anne Adams Leadership Dilemmas--Grid Solutions (Houston: Gulf Publishing Company). Individually, compare and contrast the five leadership styles identified in Blake and Mouton's Leadership Grid. Do you agree that the team management style is the most effective style? Why or why not? What style has been exhibited by the leaders you have come in contact with? Do you feel it is possible to change your style? Why or why not?

Individually, analyze the utility of identifying the traits of successful leaders. What are the limitations of evaluating and selecting managers on the basis of their physical, mental, social, and psychological characteristics (trait theory)? Are leaders born or made?

As a class, discuss contingency leadership theories which start out with the assumption that appropriate behavior depends on the circumstances at a given time. In small groups, identify actions/decisions of past leaders that would not be appropriate if the followers or the situation were different.

As a class, read George Orwell's Animal Farm. Discuss the conditions which are present in order for revolution to take place. What qualities do leaders of the uprising possess? Individually, analyze the leadership style of Napoleon who heads the revolution. What are the consequences of using this style? Discuss the concept of equity theory as it applies to Napoleon and management of the farm. How do Napoleon's false promises help him gain power? Compare Napoleon's use of power to other leaders who have been corrupted. Imagine that you will be the new leader of Animal Farm. What management principles, practices, and processes would you utilize?

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Management Principles Career Path Cluster
Students will understand the theories and principles of managing a business. They will demonstrate competency by describing management functions, principles, and processes that contribute to the achievement of organizational goals. Instructional content covered by this activity includes:

Student Activity: Getting It All Together
Time Frame: Four to five weeks
Business Specific

As a class, distinguish between centralization and decentralization. Discuss the economic, social, and competitive factors that may account for varied amounts of centralization versus decentralization.

As a class, use a jigsaw approach to research and report on organizations that have recently decentralized their operations. Discuss their reasons for decentralization and the results of this effort.

Individually, analyze the statement, "In the future the real question will not be whether a company should decentralize, it will be how much should the company decentralize." Include an analysis of the advantages and disadvantages of centralization and decentralization.

Individually, use a computer graphics program to create an organization chart for a flat organization and an organization with many layers. Create a chart for a line organizational structure and a line and staff organizational structure. Label the chart with positions you would expect to see in a multinational marketing corporation.

Individually, research and write about why introducing specialists into what was once a relatively simple organizational structure (a line structure) often complicates relationships. Also, discuss the advantages of a line and staff organizational structure.

In small groups, identify what specific authority a manager would need if he/she were tasked with the following responsibilities: developing a company newsletter, hiring a new employee, developing a new hire training program, improving employee productivity, improving employee morale, or improving the appearance of his/her work area.

Individually, do a quick-write about why it is essential that responsibility is matched with authority. List the consequences of failing to follow this organizing principle.

As a class, read the satirical short story "Action Will Be Taken" by German writer Heinrich Boll. Discuss the effects of a bureaucratic mind-set on its workers. Individually, write a description of the bureaucratic office where the narrator is hired, the nature of his duties, and how these relate to genuine productivity. Relate the undefined purpose of his position, office equipment, and in-office communication. Even though this story is purposely exaggerated, what similarities can you recognize in bureaucratic agencies and offices in our society? In what ways does a bureaucracy continually feed itself in order to exist? Does it kill creativity and aspiration?

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Management Principles Career Path Cluster
Students will understand the theories and principles of managing a business. They will demonstrate competency by describing management functions, principles, and processes that contribute to the achievement of organizational goals. Instructional content covered by this activity includes:

Student Activity: Change: The Only Constant
Time Frame: Four to five weeks
Business Specific

In small groups, interview local business managers to discover what changes they have made to respond to contemporary economic, competitive, and legal challenges. Ask if they have experienced any temporary or permanent changes in management philosophy or style, if they have laid off employees or reduced employee benefits, if they have changed their organizational structure, if they have made changes in their training program, or if they have changed their objectives. As a class, discuss the findings of the groups.

As a class, discuss the issue of concern for people versus concern for production. Read Francisco Jimenez's "The Circuit" and Gary Soto's poems "Field" and "Field Poem." Discuss the sense of self, dreams for the future, and recognition of present realities expressed in these pieces. Analyze the relationship between the tone of each account and the age of the individuals portrayed in the literature. Individually, in writing analyze how the farmer and migrant farm worker relationship affects the employer, the employee, the family, the government, the educational system, and society. What are the implications for other types of businesses and industries?

In small groups, discuss the possibility that corporate right sizing has allowed the bottom line to take precedence over human needs. Are organizations justified in their actions? Should production take precedence over concern for people? Is it possible to have both? Is a company's mission to be profitable and operate at maximum efficiency? Or is its mission to be one of providing a place for people to work? If a company's treatment of employees is motivated by pressure to survive, is it justified? Individually, do a quick-write summarizing your personal views about these topics.

As a class, discuss the consequences of corporate right sizing for the employee laid off, the survivors, and the corporation. Use an overhead balance sheet to list the advantages and disadvantages of corporate right sizing for each of these stakeholders.

Individually, research and write about the steps organizations have taken to help employees transition out of their company. Discuss how employees can plan for, and react constructively to, the likelihood that they may not experience lifelong employment.

In small groups, discuss whether company loyalty is an outmoded concept. Create a list of things managers can do to maintain company loyalty.

In small groups, visit the Employment Develop Department to obtain information about current unemployment statistics. Create a table and/or graph showing the changes occurring in selected occupations as a result of layoffs over the last two years.

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Management Principles Career Path Cluster
Students will understand the theories and principles of managing a business. They will demonstrate competency by describing management functions, principles, and processes that contribute to the achievement of organizational goals. Instructional content covered by this activity includes:

Student Activity: Managing a Product-based Business: Fruit-ka-bobs
Time Frame: Six to eight weeks
Business Specific

As a class, use the idea generation technique to analyze the concept of producing and marketing a low-calorie assorted fruit product called Fruit-ka-bobs. Discuss various assortments of fruits and toppings that could be used.

In small groups, solicit the expert opinion of fast food restaurant managers and/or home economic teachers to verify the merit of the proposed food product. Individually, discuss the importance of your research (environmental scan, expert opinion survey, the planning and development of Fruit-ka-bobs). In small groups, conduct an environmental scanning by examining the social, political, competitive, legal, and economic environment as they pertain to production and marketing of Fruit-ka-bobs. Report your findings to the class. Compile and analyze the results of your survey using available technology.

As a small group, purchase the fruit, toppings, and other items necessary to make sample fruit combinations. As a class, investigate various methods of assembly (using sticks, straws or containers). Develop an efficient and effective method to assemble the product. Time and record your process on a control chart. Record scrap, and rework. Continue improving the process, and then standardize it. Give samples to the class for opinions.

Individually, write a short procedure manual to explain the process used. Include a flow chart of the process, instructions on how to monitor the process with the control chart, and instructions on how to record scrap and rework.

As a class, project how many Fruit-ka-bobs you would sell during the year in the school cafeteria or at a local community event. Develop a monthly sales projection. In view of these production needs, delegate the following responsibilities for the project to small groups: organize tasks, and identify job responsibilities; design an organization chart indicating the relationship between management and staff; design a new-hire and professional development training program; develop an incentive program; create a rotating employee work schedule, including time for students to train replacement workers; develop quality assurance procedures. All reports should be presented using available technology.

Read selections from The Autobiography by Benjamin Franklin and Poor Richard's Almanac. Individually, identify and write an essay about the work philosophies and practices suggested by Benjamin Franklin that can help you in your Fruit-ka-bob business endeavor.

Read excerpts from Robert F. Hartley's Marketing Mistakes. Research ideas that flopped (Coca-Cola, Pepsi, Edsel, Clenet).

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Management Principles Career Path Cluster
Students will understand the theories and principles of managing a business. They will demonstrate competency by describing management functions, principles, and processes that contribute to the achievement of organizational goals. Instructional content covered by this activity includes:

Student Activity: Goals: The Rudder on the Ship of Life
Time Frame: Two to three weeks
Interdisciplinary: Business, English, Social Studies

Individually, read a book or magazine article about someone who has set a business or professional goal, persevered, and achieved it. Summarize your reading, and give an oral report explaining the process that occurred. Identify the various hurdles the achiever had to overcome and how he/she coped with them. Identify the unique personal qualities the individual possessed that you believe helped in reaching the goals.

As a class, read the following poems and identify important themes. Discuss what the poems suggest about human aspiration, endeavor, and perseverance, as well as success or failure. Use quotes from the poems analyze one of the themes.

"'Hope' Is the Thing With Feathers"--Emily Dickinson
"Be Beautiful, Noble, like the Antique Ant"--Howard Nemerov
"Uphill"--Christina Rossetti
"Dream Deferred"--Langston Hughes
"Ex-Basketball Player"--John Updike

Individually, interview someone who has achieved a material goal (purchased a house, car, boat, or vacation) or someone who has attained a non-material goal (gotten a new job, obtained a college education or reached retirement). Find out if the person had a set plan, what obstacles had to be surmounted, and what sacrifices were made to realize the goals. Present your findings in an oral report.

As a class, brainstorm and list the steps necessary for attaining goals. Read excerpts of Stephen Covy's The Seven Habits of Highly Successful People. Using this knowledge, create a plan for achieving a long-term personal goal. Create a table or journal to record your results. At the conclusion of a given period of time, review your plan to determine whether you can reasonably expect to attain your goal.

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Management Principles Career Path Cluster
Students will understand the theories and principles of managing a business. They will demonstrate competency by describing management functions, principles, and processes that contribute to the achievement of organizational goals. Instructional content covered by this activity includes:

Student Activity: The Shape of Things to Come
Time Frame: Two to three weeks
Interdisciplinary: Business, Social Studies, and English

As a class, discuss the summation of the 1990/s as the three E decade (economy, environment, and ethics) by Christian Scientist Monitor editorialist, Rushworth M. Kidder. Individually, write an editorial taking a position on the three E's.

Individually, write a reflective essay that compares and contrasts the predictions of Orwell's 1950's novel 1984 with Toffler's Future Shock of the 1970's and Naisbitt's Megatrends of the 1980's. Provide a list of predictions that did or did not come true, and give your opinions why.

As a class, brainstorm the possible change drivers that will most likely occur for the rest of the 1990's. Consider: our aging population, the increase in minority representation, potential changes in government responsibility, the impact of an ever-increasing information base, the effect of globalization, a reemphasis on the quality of life, renewed social activism, a redefinition of home and family, and shifting societal roles.

In small groups, research census bureau statistical projections to the year 2010 for increasing longevity of the population, number of single parents, and increase in the minority populations. Base these estimates on the 1990 census. Determine the percentage of projected growth, and graph the results.

Individually, write an essay predicting societal changes by the year 2010 and their effects on management decisions.

ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:

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Management Principles Career Path Cluster
Students will understand the theories and principles of managing a business. They will demonstrate competency by describing management functions, principles, and processes that contribute to the achievement of organizational goals. Instructional content covered by this activity includes:

Student Activity: America's "Free" Education System
Time Frame: Three to four weeks
Business Specific

As a class, invite the high school principal, superintendent, and/or business manager to explain the costs of education, how the school is reimbursed from the state, the meaning of A.D.A. (average daily attendance), how attendance affects the budget, selors and administrators. Obtain data projecting enrollment increases over the next ten years from elementary and secondary school administrators. Based on the previous six years, chart a trend analysis. Using available technology, prepare a graph to illustrate growth projections from the present to the year 2006.

Research California's educational spending compared with that of other states and present findings in a chart.

Individually or in groups, write an article including information and conclusions from your research to present to the district superintendent or to a local news-paper.

In small groups, compare the application of the five management functions in your school to their application in a local business.

As a class, read excerpts from Barrio Boy by Ernesto Galarza in which he relates his educational experiences. Individually, write a response to his descriptions of the intellectual and emotional support he received from individual teachers. What are the costs of under funding public education in terms of human potential?

ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:

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Management Principles Career Path Cluster
Students will understand the theories and principles of managing a business. They will demonstrate competency by describing management functions, principles, and processes that contribute to the achievement of organizational goals. Instructional content covered by this activity includes:

Student Activity: When Companies Go Broke
Time Frame: Two weeks
Interdisciplinary: Business, English, and Math

In small groups, use the jigsaw method to read and report on various forms of bankruptcy. As a class, brainstorm reasons for bankruptcy.

As a class, read D. H. Lawrence's story "The Rocking-Horse Winner," and discuss the obsessive attitude toward money which Paul's family communicates to him. Individually, relate the following dialogue to success in business. How much business success is a result of luck?


"Oh!" said the boy. "Then what is luck, Mother?"
"It's what causes you to have money. If you're lucky, you have money...If you're lucky, you will always get more money."

Compare the role of luck expressed in Lawrence's story to the concept that the harder you work the luckier you get.

In small groups, research and identify major companies that have filed for bankruptcy in the last 3 to 5 years. Create a bar graph of bankrupt companies by industry, year, and amount of debt. Research the reasons for bankruptcy, and determine commonalities (increase/decrease in interest rates, reduced government contracts, and subsidies in the defense industry). Choose one company and write a report summarizing the reasons given by company officials and industry experts to explain the company's financial challenges.

Read excerpts from Robert Hartley's, Management Mistakes and The Bureau of Business Practice's, Profiles of Malcolm Baldridge Award Winners. On the basis of this information, brainstorm how managers can avoid the pitfalls of bankruptcy.

ACADEMIC FRAMEWORK AND RELATED CAREER PERFORMANCE STANDARD REFERENCES INCLUDING SCANS COMPETENCIES AND FOUNDATIONS:

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Business Management and Operations Career Path Specialization
Students will understand the operations and managerial activities of a business. They will demonstrate competency by analyzing and explaining the development, management, and operation of a business. Instructional content covered by this activity includes:

Student Activity: Quality, and Then Some!
Time Frame: Four weeks
Business Specific

The word quality has been defined in many different ways. Look up the meaning of the word in Webster's dictionary. Use the Thesaurus in a computer word processing program to find words associated with it, and record your findings. Contact three manufacturing organizations and three service organizations and ask them to define what quality means to them. Summarize your findings and present to class.

As a class, read the short story "Quality" by John Galsworthy. Discuss the craftsman's sense of self that he brings to his work and his creative goals that transcend his desire for profit. Individually, respond in writing to any of the following values: his commitment to knowing the customer, providing quality goods, standing behind his work/product, and depending on his reputation and word-of-mouth for customers. Analyze the personal rewards that commitment to these values bring him. Individually, write a comparison/contrast paper of the bootmaker's way of doing business with current business strategies used by Walmart, Nordstrom, Toyota, Ben and Jerry's, Xerox Corporation, Volvo, Federal Express Corporation, and/or Cadillac Motor Car Company. Also, investigate reasons why companies have returned to many of the strategies utilized by craftsmen/women of the past.

In small groups, brainstorm methods that could be used to measure the extent to which the systems, products, and services of your school or local community college meet or exceed customer expectations. Consider surveys, interviews, observation, and historic studies. Individually, develop a research design to measure students' perceptions, and implement your design. Individually, compile and analyze the data using a Pareto chart, table, and/or other appropriate figures using computer graphics. Write an executive summary of your findings, and discuss in class.

In small groups, use class findings to create a cause-and-effect diagram to identify factors that lead to quality as defined by students in your survey. Create a statement of the goals and purposes of your college. Compare your statement with the statement presented in an official college publication.

In small groups, on the basis of your survey, identify key performance indicators that will measure the status of the college's performance on an ongoing basis. Individually, develop a review method and schedule for monitoring the key indicators. Develop a plan to tie these key indicators to company incentives (both non-monetary and monetary).

Individually, write a letter to the appropriate administrators of your college sharing the results of your findings. Include any suggestions for further research or potential areas for ework References: I, II, III, IV, V, VI, X, XII