VCE U4 Business Management for VCTA 9/6/2010
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This document provides an overview and suggestions for teaching Unit 4 Business Management. It outlines the key areas of emphasis, including human resource management and the management of change. Suggested activities are provided, such as inviting a human resources manager to speak, conducting role plays, and analyzing case studies. Sample lesson plans are included on topics like recruitment simulations and ethics. Revision strategies like creating concept maps and podcasts are recommended. Assessment details are provided, noting the exam will be split into two sections worth 30 marks each, with an extended response for 10 marks.
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VCE U4 Business Management for VCTA 9/6/2010
- 1. Approaching U4BM Amanda Ritter amandar@toorakc.vic.edu.au with confidence
- 2. Today What you are expected to cover – Key Changes to Study Design Recommended Timelines Outcome 1 & 2 Specifications Suggested Activities Unit of Work and Video Demonstration – HR Webquest and Double Lesson Plan - Ethics Memory Techniques Exam Revision Strategies Web 2.0 Tools
- 3. What you are expected to cover Study Design Summary My copy Key Changes to Study Design – tracked My copy Implementation of Key Changes My copy
- 4. To keep in mind
- 5. Assessment Split into two – HR and IR 30 marks each Extended response 10 marks
- 7. Sample Unit Outlines Angela Diamantopoulos Gillian Somers Mine
- 8. U4BM AOS1
- 15. Training
- 17. Termination
- 18. Employee relations (industrial action)
- 20. Suggested Activities construct an appraisal questionnaire on your teacher, and discuss the advantages and disadvantages of using this approach to measure the development of an employee in an organisation conduct role-plays for selection interviews or departure proceedings from both a manager and an employee viewpoint; construct a checklist of key points a manager should endeavour to follow to maintain good employee relations in both situations conduct industrial relations role-plays for both centralised and decentralised industrial relations; evaluate the advantages and disadvantages of using each approach investigate the ACTU website student centre www.worksite.actu.asn.au and create a multimedia presentation outlining the key terms and processes of workplace relations; present examples of key disputes and how they were resolved investigate the Internet for information about contemporary human resource / employee relations issues develop a revision concept map/vodcast/podcast for the material covered in this area of study
- 22. Lesson Plan Recruitment Simulation Unit – Employment Cycle Videos: Interviews Managers taking notes on interviewees Teacher notes on Interviewees Managers assessing applicants Disorganised Student Jingle
- 23. Interviews
- 27. Jingle
- 28. Google docs Student explanation docs.google.com
- 29. wave.google.com
- 30. Maslow
- 31. Hertzberg
- 32. Locke
- 33. Mgt Style - Participative
- 37. IR Excel Timeline Activity Timeline Table Digital Timeline Tool Topic Revision Sheet
- 38. U4BM AOS1 O1 Options in handout and on Ning.
- 41. U4BM AOS2
- 46. Change theories
- 47. Leading change and inspiring others
- 48. Internal impacts of change on staff
- 49. Issues in change management: (globalisation/privatisation/legislation/mergers & acquisitions/ESM – ethics and CSR)
- 50. U4BM AOS2 O2
- 51. Suggested Activities brainstorm ten major changes that the class believe will impact on large-scale organisations in the next twenty years; discuss how organisations could best prepare themselves to take advantage of these opportunities conduct an investigation into individual’s responses to change; discuss whether these feelings may also be experienced by employees in today’s organisations as they go through change develop a print and online media portfolio on a large-scale organisation that is experiencing change arrange guest speakers or conduct interviews analysecase studies on organisational change observe videos or television documentaries on companies experiencing change conduct a role-play debate or post-box activity for a significant change issue; allocate different large-scale organisation stakeholder roles within the group such as customers, competitors, managers, employees, unions, and have them debate how the change should be conducted; draw up a list of strategies management could employ to ensure that the change process is successful in its implementation
- 52. Suggested Activities Design a forcefield analysis of the driving and restraining forces of change for a company which is experiencing change develop a flowchart of how to achieve an effective change management process develop a revision concept map/vodcasts/podcasts for the management of change and demonstrate the links and impacts it has on all the other aspects of Business Management from both Units 3 and 4 develop a glossary of key terms investigate responses to change through a practical class activity: change around the classroom before class begins; observe and, if possible, video students’ reactions to the changes made; use the video or notes to then ask questions about responses to change management strategies
- 56. RAPID GROWTH
- 59. TECHNOLGY
- 64. FINANCIAL COSTS OF RESOURCING CHANGE
- 67. Impact of Industry - Oil Worksheet Major Australian Oil Spills Major Companies Effects of Oil Spills on Wildlife Legislation Class activities
- 68. Lesson PlanEthics – Melbourne Storm NRL Players Attitudes to Women Salary Caps Double Lesson Plan
- 69. Kotter
- 70. Student Revision Activities Read over text (but with a pen/highlighter) Organise notes and summarise notes Glossary cue cards Transform notes into diagrams Make podcasts/vodcasts
- 71. Prac exams, questions, revise Outcomes Attend external lectures Remove distractions and work together Topic Revision Sheet Lotus Diagram
- 72. Employment cycle Establishment /Selection Termination Maintenance Recruitment Selection Staffing Needs Analysis Job Analysis Job Evaluation Job Description Selection Criteria Interview Referee Check Testing – biofeedback, IQ, EQ, psychological Resignation/Quit Retrenchment Redundancy Retiring Terminating/Firing Exit Interviews Financial Planning for Superannuation Counselling Retraining for new job Outplacement Induction Training Careers Pathway Counselling Motivating Mentoring Relationship Building Team Building Employee Relations Contracts Negotiation with Unions Handling Conflict Succession Planning
- 73. Class Revision Activities What’s in the box – two options for answers and they choose true or false – prize in the correct box. Groups decide which to put up – me do definitions and terms on large cards Also with cards – glossary match up and memory Team sports – score and winning team at end. Word finds, crosswords Diagram match up and memory – laminate Mini tests for each other Concept map relationships between topics KPI – think of suitable measures for any area Fill in the blanks, cloze activities Structures game – blutak correct box on board Exam words – meanings and expectations of each Structured qs break up and use a system to highligh topic, numbers, parts of qs etc. Give marks and they make up qs from cards – 1) task, 2) topic 3) apply 4) corporate example Pictionary – draw diagrams Charades/Taboo – act out styles, functions, operating environment stakeholders, levels of management or give key words without saying the term. Company match up for useful topics to do with each
- 74. Memory Techniques Use Colour Make Diagrams & Pictures Acronyms Muscle Memory Make Story Visualisation Association Numbers Difference First and Last Humour/Pain Familiarisation Organisation Remove Distractions
- 75. Exam Specifications 65 Marks!
- 76. Exam Pracs Past exams, specifications and advice: VCAA Insight Neap A+
- 77. ExamTechnique General exam strategies State Library Videos YouTube Student videos Revision pig
- 78. Further ICT Resources Jing TinyURL Graphic Organisers Ning Online Study Tools Podcasts and Vodcasts
- 89. Twitter twitter.com onceateacher.wordpress.com/2009/02/18/a-teachers-guide-to-twitter mrslwalker.com/index.php/2009/03/29/nine-great-reasons-why-teachers-should-use-twitter
- 91. twhirl.org
- 92. Please email anytime: amandar@toorakc.vic.edu.au
Notes de l'éditeur
- Welcome and thank you for attending.Names and school types and computer access? Fill out poster table.Familiarity with Unit 4 BM?Use of technology?Please take notes on the handouts = too small to read but you have the ‘Slideshare’ link for all the slide content and hyperlinks.Workshop with you on computers navigating around the resources to see how you could use them and then bookmarking on your computer if useful (delicious or digg or foxmarks if appropriate)
- VCAA requirements on Unit4 Key Knowledge and Key Skills.Also – a summary of the changes from the previous study design and a clear comparison between the two by Jennifer Quick.
- Things to keep in mind when teaching. No need to read the slide – just the highlighting.
- Split Outcome 1 into two clear parts – HR and IR.Be aware the exam has changed to 65 marks with one extended response question of 10 marks.
- We do 4 hour classes per week = O1 8 weeks and O2 4 weeks = Term 3 I usually finished by start Term 4 because students here have prac exams in September hols and they are then ready for exam preparation. We only have two weeks before SWOTVAC.
- Various published Unit Outlines you can check out later. Hard copy of mine in the handout.
- From Study Design. No need to take notes I’ll be giving you a plain language summary soon.
- From Study Design – no need to read – I just put in the relevant parts so you can check them later on Slideshare.
- From Study Design
- From Study Design – some small changes.
- From Study Design areas of focus
- Free to use materials for educators.Give participants time to navigate this site and see what is on it.
- The next big thing?
- Maslow (1943) – Hierarchy of needsAbraham Maslow in his 1943 paper A Theory of Human Motivation developed a theory of motivation know as the Hierarchy of Needs (see Figure 1). In this theory, needs are ranked with the most basic needs (physiological and security needs) situated at the bottom of the hierarchy, progressing to higher level needs at the top (social, esteem and self-actualisation needs). The theory states that once a particular need is satisfied it is no longer a motivator.
- I generally just do a case study using a current issue at an Australian LSO.
- Excellent site for free worksheets (some PDF) on graphic tools and self leadership activities and suggestions. More on Human Resource theories too. Check it out.
- Case studies and detailed glossaryTeacher’s lesson plans Give participants some time to navigate
- Kotter – change Management In Unit 4, area of study 2, students are required to study the Kotter Theory of Change Management.An outline of Kotter’s eight-step theory to implement effective change is provided below.Step One: Create UrgencyFor change to happen, it helps if the whole organisation really wants it. A sense of urgency around the need for change needs to be developed. This may help spark the initial motivation to get things moving.Step Two: Form a Powerful CoalitionConvince people that change is necessary. This often takes strong leadership and visible support from key people within the organisation. Managing change isn’t enough – you have to lead it.Step Three: Create a Vision for ChangeWhen first thinking about change, there will probably be many great ideas and solutions floating around. Link these concepts to an overall vision that people can grasp easily and remember. A clear vision can help everyone understand why you are asking them to do something. When people see for themselves what you are trying to achieve, then the directives they are given tend to make more sense.Step Four: Communicate the VisionWhat happens with the vision after it is created will determine the success. The message will probably have strong competition from other day-to-day communications within the organisation, so it needs to be communicated frequently and powerfully, and embedded within everything that is done.Step Five: Remove ObstaclesIf these steps are followed and this point in the change process is reached, the vision has been discussed and buy-in from all levels of the organisation has been built. Hopefully, staff want to get busy and achieve the benefits that have been promoted, so any obstacles that may impede progress need to be removed.Step Six: Create Short-term WinsNothing motivates more than success. Give the organisation a taste of victory early in the change process. Within a short timeframe (this could be a month or a year, depending on the type of change), there needs to be results that staff can see. Without this, critics and negative thinkers might hurt progress.Step Seven: Build on the ChangeKotter argues that many change projects fail because victory is declared too early. Real change runs deep. Quick wins are only the beginning of what needs to be done to achieve long-term change. Each success provides an opportunity to build on what went right and identify what can be improved.Step Eight: Anchor the Changes in Corporate CultureFinally, to make any change stick, it should become part of the core of the organisation. Corporate culture often determines what gets done, so the values behind the vision must show in day-to-day work.
- Changing text into diagrams
- Karen Boyes Spectrum education – speaker for school/staff
- Podcasts and Vodcasts = from UK but relevant. Sent through Comchat.
- Students can chat and help each other to learn collaboratively.
- All back with us?Its OK to stumble along the way in fact “d recommend it.This is StumbleUpon.It’s a learning application that tracks what you look at and your preferences and then finds weird and wonderful websites that match your favourites.Surfing the web takes on new significance for me with this tool as I don’t feel I am randomly searching some huge sea but instead, this tool narrows down and focused the search and does it automatically. This finds me things I would never have dreamed of searching for, things I never knew I needed, but that I can use in class.It can be a real time waster – be careful…
- Based on collected search patterns, Stumble Upon sends suggested sites to your email. It’s not marketing and it’s your choice if you want to read or block the pop ups when you visit the sites.
- And supported the whole journey because at any time – day or night I can ask for assistance or get some inspration and great links and ideas.=my virtual staffroomTop list of educators and top lists of tools
- So many helpful people just waiting to answer your questions. BUT I would say that if you do draw on this network it is only right for you to contribute yourself to the collective knowledge – that means answer some questions, comment on blogs and tell people when you have used their ideas – make your own suggestions – this is how we are building a new shared knowledge base – like Wikipedia – we know you cant trust it all the time – but you cant always trust the Today Tonight or the paper either- the standard critical thinking and further research issues apply.
- Twhirl – this brings Twitter to you.