High School B41: Business Foundations Curriculum ... Essentials... · B41: Business Foundations . Curriculum Essentials . ... students to the major areas of ... career specialties

High School

B41: Business Foundations Curriculum Essentials

Document

Boulder Valley School District Department of CTEC

June 2012

6/25/2012 BVSD Curriculum Essentials 2

Introduction

This course introduces students to the major areas of business: ownership, finance, marketing, human resources, operations, management. Business Foundations provides students with a solid base on which to build their studies of business, and introduces them to the project-oriented world of business. Participation in Future Business Leaders of America (FBLA) activities helps to strengthen students' connections between the classroom and the business world.


Business Foundations Overview

Course Description

An introduction to the major areas of business: ownership, finance, human resources, marketing, management, and operations.

Topics at a Glance • Ownership • Management • Human Resources • Marketing • Finance • Operations • CTSO: • Future Business • Leaders of America

Assessments

• Projects • Review of company documents • Presentations • FBLA participation

In this course, students are exposed to the basics of the business world. This will help them as they begin to look for jobs in the near future. It will also help them view news critically, and make personal decisions based on personal knowledge, not solely on media interpretation.


Prepared Graduates The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

1. CTE Essential Skills: Academic Foundations ESSK.01: Achieve additional academic knowledge and skills required to pursue the full range of career and postsecondary education opportunities within a career cluster.

Prepared Graduate Competencies in the CTE Essential Skills standard:

Complete required training, education, and certification to prepare for employment in a particular career field

Demonstrate language arts, mathematics, and scientific knowledge and skills required to pursue the full range of post-secondary and career opportunities

2. CTE Essential Skills: Communications Standards ESSK.02: Use oral and written communication skills in creating, expressing, and interrupting information and ideas, including technical terminology and information


Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice

Demonstrate use of concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication in the workplace

3. CTE Essential Skills: Problem Solving and Critical Thinking ESSK.03: Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams using creativity and innovation.



Employ critical thinking skills independently and in teams to solve problems and make decisions

Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or customers

Conduct technical research to gather information necessary for decision-making

4. CTE Essential Skills: Safety, Health, and Environmental

ESSK.06: Understand the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance


Implement personal and jobsite safety rules and regulations to maintain safe and helpful working conditions and environment

Complete work tasks in accordance with employee rights and responsibilities and employers obligations to maintain workplace safety and health

5. CTE Essential Skills: Leadership and Teamwork ESSK.07: Use leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives


Employ leadership skills to accomplish organizational skills and objectives


6. CTE Essential Skills: Employability and Career Development ESSK.09: Know and understand the importance of employability skills; explore, plan, and effectively manage careers; know and understand the importance of entrepreneurship skills


Indentify and demonstrate positive work behaviors and personal qualities needed to be employable

Develop skills related to seeking and applying for employment to find and obtain a desired job


COLORADO COMMUNITY COLLEGE SYSTEM CAREER & TECHNICAL EDUCATION TECHNICAL STANDARDS REVISION & ACADEMIC ALIGNMENT PROCESS Colorado’s 21st Century Career & Technical Education Programs have evolved beyond the historic perception of vocational education. They are Colorado’s best kept secret for: • Relevant & rigorous learning • Raising achievement among all students • Strengthening Colorado’s workforce & economy Colorado Career & Technical Education serves more than 116,000 Colorado secondary students annually through 1,200 programs in 160 school districts, 270 High Schools, 8 Technical Centers, 16 Community Colleges & 3 Technical Colleges. One of every three Colorado high school students gains valuable experiences by their enrollment in these programs. ALIGNMENT REQUIRED BY SB 08-212 22-7-1005. Preschool through elementary and secondary education - aligned standards - adoption - revisions. 2(b): In developing the preschool through elementary and secondary education standards, the State Board shall also take into account any Career & Technical Education standards adopted by the State Board for Community Colleges and Occupational Education, created in Section 23-60-104, C.R.S., and, to the extent practicable, shall align the appropriate portions of the preschool through elementary and secondary education standards with the Career and Technical standards. STANDARDS REVIEW AND ALIGNMENT PROCESS Beginning in the fall of 2008, the Colorado Community College System conducted an intensive standards review and alignment process that involved: NATIONAL BENCHMARK REVIEW Colorado Career & Technical Education recently adopted the Career Cluster and Pathway Model endorsed by the United State Department of Education, Division of Adult and Technical Education. This model provided access to a national set of business and industry validated knowledge and skill statements for 16 of the 17 cluster areas. California and Ohio provided the comparative standards for the Energy cluster • Based on this review Colorado CTE has moved from program-specific to Cluster & Pathway based standards and outcomes • In addition, we arrived at fewer, higher, clearer and more transferrable standards, expectations and outcomes.


COLORADO CONTENT TEAMS REVIEW The review, benchmarking and adjusting of the Colorado Cluster and Pathway standards, expectations and outcomes was through the dedicated work of Content Teams comprised of secondary and postsecondary faculty from across the state. Participation by instructors from each level ensured competency alignment between secondary and postsecondary programs. These individuals also proposed the draft academic alignments for math, science reading, writing and communication, social studies (including Personal Financial Literacy) and post secondary and workforce readiness (PWR.)


ACADEMIC ALIGNMENT REVIEW In order to validate the alignment of the academic standards to the Career & Technical Education standards, subject matter experts in math, science, reading, writing and communication, and social studies were partnered with career & technical educators to determine if and when a true alignment existed. CURRENT STATUS • One set of aligned Essential skills to drive Postsecondary and Workforce Readiness inclusion in all Career & Technical Education programs. • 52 pathways with validated academic alignments • 12 pathways with revised standards ready for alignment (currently there are no approved programs in these pathways) • 21 pathways where no secondary programming currently exists. Standards and alignments will be developed as programs emerge. • Available for review at: www.coloradostateplan.com/content_standards.htm


Colorado Career & Technical Education Standards Academic Alignment Reference System The Career & Technical Education standards have been organized by Career Cluster (17) and Pathway (81). In addition, a set of “Essential Skills” was developed to ensure the Postsecondary and Workforce Readiness within any cluster or pathway. These workforce readiness skills are applicable to all career clusters and should form the basis of each CTE program. Organization Essential Skills There exists a common set of knowledge and skills that are applicable to all students regardless of which cluster or pathway they choose. This set of standards, is meant for inclusion in each program to enhance the development of postsecondary and workforce readiness skills. Career Cluster A Career Cluster is a grouping of occupations and broad industries based on commonalities. The 17 Career Clusters organize academic and occupational knowledge and skills into a coherent course sequence and identify pathways from secondary schools to two- and four-year colleges, graduate schools, and the workplace. Students learn in school about what they can do in the future. This connection to future goals motivates students to work harder and enroll in more rigorous courses. Career Pathway Pathways are sub-groupings of occupations/career specialties used as an organizing tool for curriculum design and instruction. Occupations/career specialties are grouped into Pathways based on the fact that they require a set of common knowledge and skills for career success. Prepared Completer Competency This level targets the “big ideas” in each pathway. These are the competencies that all students who complete a CTE pathway must master to ensure their success in a postsecondary and workforce setting. Prepared Completer Competencies will not usually be “course” specific but grow with the student’s progression through the sequence of courses. Concept/Skill The articulation of the concepts and skills that indicates a student is making progress toward being a prepared completer. They answer the question: What do students need to know and be able to do? Evidence Outcome The indication that a student is meeting an expectation at the mastery level. How do we know that a student can do it? Pathway Abbreviation (4 Letter)


Academic Alignments Academic alignments, where appropriate in Math, Reading, Writing and Communication, Science and Social Studies (including Personal Financial Literacy) were defined by CTE and academic subject matter experts using the following criteria: • It was a point where technical and academic content naturally collided; • The student must demonstrate adequate proficiency with the academic standard to perform the technical skill; and • It could be assessed for both academic and technical understanding. Colorado’s CTE programs have had academic alignments dating back to the early 1990’s. While these alignments resulted in an increase in academic focus in CTE programs, the reality is that a true transformation in intentional teaching toward the academic standard was limited. With these alignments comes a new expectation: If a CTE instructor is teaching a CTE concept that has an identified alignment, they must also be intentional about their instruction of the academic standard. CCCS will be providing professional development and instructional resources to assist with the successful implementation of this new expectation. In addition, this expanded expectation will require increased collaboration between CTE and academic instructors to transform teaching and learning throughout each school. For each set of Cluster and Pathway standards, the academic alignments have been included and are separated by academic area. CCCS chose to align at the “Evidence Outcome” level. The aligned academic evidence outcome follows the CTE evidence outcome to which it has been aligned. For a sample, see Illustration A.


The academic standard number used in the alignments matches the Colorado Department of Education standards numbering convention.






MAAS.02 Human Resources Management: Plan, staff, lead and organize human resources to enhance productivity and satisfaction. MAAS.02.02 Implement methods for improving employee satisfaction. MAAS.02.02.a (no indicators) MAAS.03 Information Management: Access, process, maintain, evaluate, and disseminate information for business decision-making. MAAS.03.03 Prepare documentation of business activities to communicate with internal/external clients MAAS.03.03.a Proofread documents. MAAS.03.03.b Prepare reports. MAAS.03.03.c Prepare financial data. MAAS.03.04 Utilize information technology tools to manage and perform work responsibilities. MAAS.03.04.a Demonstrate advanced web-search skills. MAAS.03.04.b Demonstrate advanced word-processing skills. MAAS.03.04.c Demonstrate advanced presentation applications. MAAS.03.06


Use spreadsheet software to create business-related spreadsheets. MAAS.03.06.a Choose appropriate software for creating spreadsheets. MAAS.03.06.b Enter labels and values into spreadsheet cells. MAAS.03.06.c Format labels and values. MAAS.03.11 Select appropriate writing method to produce a variety of reports. MAAS.03.11.a Determine purpose of report. MAAS.03.11.b Select proper method of writing, e.g., short, informal. MAAS.03.11.c Prepare tables, graphs, and graphics. MAAS.03.11.d Use references and prepare notations and bibliography. MAAS.03.11.e Use correct grammar, spelling, punctuation and other English mechanics. MAAS.03.11.f Key without error. MAAS.04 Operations: Monitor, plan and control day-to-day business activities to continue business functioning. MAAS.04.05 Utilize project management skills to start, run, and complete projects. MAAS.04.05.a Coordinate schedules and activities. MAGM.02 Communication Skills: Obtain and convey ideas and information to impact business decisions and report on organizational activities. MAGM.02.01 Write internal and external analytical reports (i.e., reports that examine a problem/issue and recommend an action). MAGM.02.01.a Write analytical reports (i.e., reports that examine a problem/issue and recommend an action). MAGM.07


Strategic Management: Plan, organize, and control an organization/department to optimize overall business success. MAGM.07.01 Explain management's role in contributing to successful business operations. MAGM.07.01.a Describe factors that influence management. MAGM.07.01.b Discuss the nature of global management. MAGM.07.03 Develop business plans to meet company needs. MAGM.07.03.a Develop company vision. MAGM.07.03.b Determine business's overall global strategy. MAGM.07.03.c Develop company's management plan. MAGM.07.06 Design organizational structure to facilitate business activities. MAGM.07.06.a Describe organizational structures for managing foreign business activities. MAGM.07.06.b Develop an organizational plan for human resources. MAGM.07.07 Determine staffing needs to minimize costs while maximizing business contribution. MAGM.07.07.a Describe the nature of human-resources planning. MAHR.05 Human Resources Management: Plan, staff, lead and organize human resources to enhance productivity and satisfaction. MAHR.05.03 Describe the nature and scope of human resource management models. MAHR.05.03.a Explain human resources management functions. MAHR.05.03.b Describe phases of human resources management. MAHR.05.03.c


Discuss factors that impact human resources management (e.g., availability of qualified employees, alternative staffing methods, employment laws/regulations, company policies/procedures, compensation and benefit programs, staff diversity, etc.). MAHR.05.11 Build employer-employee relationships to foster productivity. MAHR.05.11.a Describe ways that businesses build positive employer-employee relationships. MAHR.05.11.b Assess effectiveness of employee-relations activities. MAHR.05.11.c Develop employee-relations programs. MAHR.05.15 Identify employee benefit options to attract and keep qualified employees. MAHR.05.15.a Explain the nature of benefit plans (e.g., health insurance, life insurance, retirement plans, educational assistance, health club, etc.). MAHR.05.15.b Explain the nature of retirement plans. MAHR.07 Marketing: Employ and manage the tools, techniques and systems businesses use in creating, communicating and delivering value to the public. MAHR.07.01 Describe a company's unique selling points. MAHR.07.01.a Develop strategies to market the organization to potential employees. FINC.02 Academic Foundations: Discuss the economic principles and concepts fundamental to financial operations. FINC.02.02 Explain the nature of business. FINC.02.02.a Explain the role of business in society. FINC.02.02.b Describe types of business activities. FINC.02.02.c Explain the organizational design of businesses. FINC.02.02.d Discuss the global environment in which businesses operate.


FINC.02.02.e Describe factors that affect the business environment. FINC.02.02.f Explain how organizations adapt to today's markets. FINC.02.03 Describe economic systems. FINC.02.03.a Explain the types of economic systems. FINC.02.03.b Explain the concept of private enterprise. FINC.02.03.c Identify factors affecting a business's profit. FINC.02.03.d Determine factors affecting business risk. FINC.02.03.e Explain the concept of competition. FINC.02.03.f Describe market structures. FINC.02.04 Explain the impact of government on business activities. FINC.02.04.a Determine the relationship between government and business. FINC.02.04.b Describe the nature of taxes. FINC.02.04.g Describe the effects of fiscal and monetary policies. FINC.02.07 Determine global trade’s impact on business decision-making. FINC.02.07.a Explain the nature of global trade. FINC.02.07.b Describe the determinants of exchange rates and their effects on the domestic economy. FINC.02.07.c Discuss the impact of cultural and social environments on global trade. FINC.02.07.d


Explain labor issues associated with global trade. FINC.07 Systems: Describe tools, strategies, and systems used to maintain, monitor, control, and plan the use of financial resources. FINC.07.01 Describe the nature and scope of finance. FINC.07.01.a Explain the role of finance in business. FINC.07.01.b Discuss the role of ethics in finance. FINC.14 Technical Skills: Maintain, control, and plan the use of financial resources to protect solvency. FINC.14.01 Discuss the fundamental principles of money. FINC.14.01.a Explain forms of financial exchange (cash, credit, debit, electronic funds transfer, etc.). FINC.14.01.b Identify types of currency (paper money, coins, banknotes, government bonds, treasury notes, etc.). FINC.14.01.c Describe functions of money (medium of exchange, unit of measure, store of value). FINC.14.01.d Describe sources of income (wages/salaries, interest, rent, dividends, transfer payments, etc.). FINC.14.01.e Explain the time value of money. FINC.14.01.f Explain the purposes and importance of credit. FINC.14.01.g Explain legal responsibilities associated with financial exchanges. FINC.14.08 Manage financial resources to ensure solvency. FINC.14.08.a Describe the nature of budgets. FINC.14.08.b Explain the nature of operating budgets. FINC.14.09 Explain the importance of financial markets in business.


FINC.14.09.a Describe the role of financial institutions. FINC.14.09.b Explain types of financial markets (i.e., money markets,. securities markets, property market, market for risk transfer). FINC.14.12 Use debt and equity capital to raise funds for business growth. FINC.14.12.a Describe the financial needs of a business at different stages of its development. FINC.14.12.b Discuss factors to consider in choosing between debt and equity capital. FINC.14.12.c Explain the significance of a firm's capital structure. FINC.18 Technical Skills: Access, process, maintain, evaluate, and disseminate financial information to assist business decision-making. FINC.18.01 Explain the nature and scope of financial-information management. FINC.18.01.a Describe the need for financial information. FINC.18.01.c Explain the role of ethics in financial-information management.FINC.18.02 Discuss the importance of accurately reporting a business’s financial position. FINC.18.02.a Describe the need to accurately report a business's financial position. FINC.18.02.b Describe the relationship between accounting (with an emphasis on cash flow) and finance (with an emphasis on decision-making).FINC.18.03 Discuss the nature and scope of financial information analysis. FINC.18.03.a Discuss the impact of economic conditions on finance. FINC.18.03.b Explain the use of financial information to identify trends.


Academic Vocabulary

Word Definition Assets What is owned, for instance, by a business Balance sheet The part of a business’ accounts where the assets and liabilities of the

business are recorded. Brand A named product which customers see as being different from other

products. Break-even point Where total revenue equals total cost. Business An organization which produces goods or services. Centralization A type of business organization where decisions are made at the center

or core of the organization and then passed down the chain of command. Command economy Economy where most consumer goods and services are produced by the

public sector. Company A business which has limited liability and is incorporated under the

companies act. Consumer Goods Goods and services which are sold to people (consumers) rather than

other businesses. Consumer The person who ultimately uses (or consumes) a product. Creditors The individuals, other businesses and governments to which the business

owes money. Current assets Liquid assets of the business. Customer Any person or organization which buys or is supplied with a product by a

business. Debtors People, other businesses or governments which owe a business money. Decentralization A type of business organization where decision making is pushed down

the hierarchy and away from the center of the organization. Demand How much will be bought of a product at any given price. Dividend A share of the profits of a company received by people who own shares. Entrepreneurs People who run and own their own business. Exchange Rate The price or rate at which one currency is changed for another. Export Good or service sold to a foreign buyer. External recruitment When an employee is appointed from outside the organization. Fixed assets What is owned by a business which it uses over a long period of time,

such as buildings or machinery. Fixed assets included tangible and intangible assets.

Fixed costs Costs which remain the same whatever the level of output of the business.

Franchise The right given by one business to another to sell goods or services using its name.

Franchisee A business which agrees to manufacture, distribute or provide a branded product.

Franchisor The business which gives franchisees the right to sell its product, in return for a fixed sum of money or a royalty payment.

Free market economy Economy where over 60 per cent of consumer goods and services are produced by businesses and sold through markets.

Goods Physical products, like a car or a cabbage. Import Good or service bought from a foreign seller. Inflation A general rise in prices. Internal recruitment When an existing employee is appointed to a job.


Job application form Form which a business issues to applicants to complete when applying for a job, which asks for relevant details about the applicant.

Leasing Renting equipment or premises. Liabilities For a business, the monetary value of what it owes, for instance, to other

businesses or to the government. Limited Liability When shareholders of a company are liable for the debts of a company

only up to the value of their shareholding. Loan Borrowing a sum of money which then has to be repaid with interest over

a period of time like 15 years, typically in fixed monthly installments. Mark-up or profit margin The percentage added to the cost of production which equals the profit

on the product. Market price The price where the demand for a product equals the supply. Market research The process of gaining information about customers, competitors and

market trends through collecting primary and secondary data. Market segment Part of a market which contains a group of buyers with similar

characteristics, such as age or income. Market share The proportion of sales by one business in a market compared to the

total size of the market. Market Where buyers and sellers meet to exchange goods and services. Marketing mix The combination of factors which help the business sell a product –

usually summarized as the 4 Ps, which are price, product, promotion and place.

Marketing The management process which is responsible for identifying potentially profitable products and then selling them to the customers.

Merger When two or more businesses join together to form a large business. Mixed Economy Economy where over 40 per cent of consumer goods and services are

produced by the state and not sold through markets. Mortgage A loan where property is used as security. Nationalization The purchase by the state of a private sector business. Needs The basic products that people need in order to survive food, drink,

shelter, warmth and clothing. Net profit The profit made after all costs and revenues have been taken into

account. It is gross profit plus non-sales revenue minus operating costs. Opportunity cost The benefit lost from the next best alternative when making a choice. Ordinary Partnership A business organization which has between 2 and 20 owners, all of whom

have unlimited liability. Organization chart A diagram which shows the internal structure of an organization. Private sector The rest of the economy apart from the public sector, owned and

controlled by private individuals and businesses. Privatization The sale of state owned businesses to the private sector. Product Life Cycle The stages through which a product passes from its development to

being withdrawn from sale. Product mix The combination of products that a business sells, like soap powders,

cosmetics and medicines. Products Goods made or services provided by businesses. Profit margin The extra which is added to the cost of a product to cover the profit to be

made. Profit The difference between sales revenue and costs. Public corporation A public sector enterprise owned by central government. Public sector enterprise A business owned by the state which sells what it produces to the private

sector. Public Sector Part of the economy owned and controlled by the state or government. Raw Materials Natural resources, like copper or coffee beans, used to make products.


Recession Period of time when the economy is slowing down or output is even falling.

Services Non – Physical products, like a haircut or a train journey. Shareholders The owners of a company. Sole proprietorship A business owned by a single person who has unlimited liability. Supply How much producers of a product will sell at any given price Total costs All the costs incurred by a business over a period of time. It is equal to

fixed costs plus variable costs. Variable costs Costs which vary directly with the output of the business. Venture capital Money which is used by a venture capitalist to buy a share of what is

hoped to be a growing business. Wants The desire to consume goods and services. Wants are unlimited because

there is no limit to the amount of goods or services people would like to consume.

Documents

High School B41: Business Foundations Curriculum ... Essentials... · B41: Business Foundations . Curriculum Essentials . ... students to the major areas of ... career specialties