Entrepreneurship Education - SEDF Africasedfafrica.co.za/DynamicData/Downloads/Gr_12/Teacher's-Guide/Gr12... · The development of the startUP&go entrepreneurship education package

Entrepreneurship EducationGrade 12 | Term 1–3

TEACHER’S guide

Authors:Ria de Villiers

Juliet WilliamsonRobert Eric Nelson

Jens Dyring Christensen

International Labour Office, GenevaInternational Training Centre of the ILO, Turin

Copyright © International Labour Organization 2015First published 2015

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startUP&go | TEACHER’S guide

Table of conTenTs

acknowledgements foreword

secTIon 1: startUP&go A The startUP&go package

Background and general aims of startUP&go Whyisentrepreneurshipeducationimportant?

b ObjectivesofstartUP&go The goals of startUP&go – For learners – For teachers

C TargetgroupforstartUP&go Grade 10, 11 and 12 Business Studies learners

d ContentandformatofthestartUP&gopackage The startUP&go package Learner’s Book Learner’sInformalAssessmentPortfolio Learner’s Journal Teacher’s Guide Videos Posters

secTIon 2: The startUP&go teacher

E Profile Ability to make use of startUP&go teaching approach Ability to encourage and inspire learners Ability to diversify teaching techniques

f assessment Informal assessment Formal assessment

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g Crucialskillsforthedevelopmentofinnovativecriticalthinkersand independent learners Homework Independent learning Give choices Set some learning goals Involvelearnersinlessonpresentation Encourage learners to keep their Journals updated Buildreflectionandextensionintoactivities Encourageselfandpeerediting Create a self-service area in the classroom Diversityandgendersensitivity Bloom’sTaxonomy H Referencesandfurtherreading

SECTION3:MonitoringandevaluationofGrade10and11startUP&go

I Summaryoffeedback More focus on CAPS Lessmaterialandfeweractivities TheExperientialLearningCycle

SECTION4:Grade12material

J AnnualTeachingPlan:startUP&goaudiovisualenhancements Term 1: Session plans Term 2: Session plans Term 3: Session plans

SECTION5:Formalassessment:BusinessStudies–Grade12

Term 1: Assignment Term 1: Assignment memorandum Term 2: Presentation Term 2: Presentationmemorandum Term 3: Project Term 3: Project memorandum

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Acknowledgements

The development of the startUP&go entrepreneurship education package would not have been possible without the support and contribution of a great number of people who generously gave of their time and provided input to the process in various ways. Department of Education officials endorsed and supported the process; the Business Studies subject advisors and educators who reviewed and commented on earlier drafts; the producers of entrepreneurship videos and the students from Brebner and Tsoseletso high schools who participated in the videos; developers of websites and social media and graphic designs; and not least the teachers who tested the curriculum and experimented with new learning methodologies in micro teaching sessions in teacher workshops.

A.Phala, Anna Mthombeni, Annamarie Mostert, B. Lekhesi, B.C. van der Meulen, B.M. Mhetoa, Buyisiwe J. Dhlamini, Bernhard Botha, C.N. Dyantyi, Charity M. Tshitlho, Coert Jordaan, D.M. Mashegwane, Deliwe Koalepe, Sof. Dhlakisa, Ditshehwane A. Sebusi, Duard Grobbelaar, E. Mokhooa, E.K. Mokhooa, Elizabeth Fincham, F. Sithole, Gabahengwe Letebele, Gladys Nomusa Mashicolo, Grania Mackie, Jabulani Xaba, Jacques Walters, J.M. Mehlo, K. Meje, K. Phindiso, Keabetswe Motshabi, Kedibone Patricia Majoe, Kholiwe Mpholo, Kehilwe Mahlaba, Kelebogile Lekutu, N.C. Kgoboko, M. Khomotsoane, T.P. Kosaka, L.L. Segaoke, Ms. Latha, L. Mcpherson, Lefu Khakhau, Liesel Scheepers, Lerato Mandisa Magadla, Lionel Fortuin, Lizzy Litsoane, Lucky Ramanamane, M. Pretorius, Ms. Masilo, M.A. Kulo, M.E. Ditheko, M.E. Mokoena, M.E. Tigedi , M.J. Maboya, M. J. Mokhele, M.L. Mosuoe, Malcolm Aberdein, M.G. Makhabane, Malefetsane C. Mokoena, Malibuseng A. Sephapo, Maria Koahela, Maseng John Khune Matshediso Sebogoli, Matlhagoleng Martha Setlhabi, Maureen T. Motaung, Mbuti Simon Lingani, Medupe S. Mmui, Michael Phutsitsi, Mmamakhaleng J. Mothogoane, Moeti J. Masiteng, M.C. Mokeretla, Mokgabo S. Tshehla, Molefe S. Mabe, Motlatsi Hloae, Moraloki A. Chulugi, M. Motshumi, Mpolokeng Mathola, Mpho Dithebe, Nelia de Villiers, Ntombi Mehlo, Nontsizi Makhosane, Nokwando Lena Zondo, Ntshabeng S. Monokoane, Nthabiseng F. Masiteng, P. Nohaku, P.C. Ledwaba, M. Rakhoabe, Ramarola David Mochongoane, Refiloe Duiker, Rika van Rensburg, Roselina S. Maloisane, R.S. Malope, Rosina Malefu Rapetswa, S. Sithole, S.J. Wesi, S.J. Naale, S.S. Nkalai, Seleke Seatlanyane, Sello Ndlovu, Seipati P. Gqozo, Mr. Sello, Seloane Marumo, M.E. Silamashe, Sipho Mpotle, Soke Joseph Tlake, Soldaat K. Moditle, Stephen Collet, Surina Scholtz, Sylvia Kotoyi, T. Nkhotho, Tate Makgoe, Tebogo Sedikeco, Thabang Nkokoto, Thokozile Alina Mothobi, Tjhaka Moses Xaba, M.M. Tsoeute, K.A. Tsolo, Vivian G. Stadhauer, Ricky Davis.

Special acknowledgements:• André van Deventer for the video production of the business simulation games, interviews and documentaries.• Winnie Sereeco and Julie Williamson for the management of logistics and without whose commitment this project would not have been possible.

ForewordThe startUP&go package was initially anchored by the International Labour Organization’s entrepreneur-ship education curriculum Know About Business (KAB), which over the past 15 years has been introduced in more than 50 countries across the world. The KAB curriculum was developed to equip learners in secondary, vocational and higher education with enterprising mindsets and skills in order to facilitate their transition from school to the world of work. Currently startUP&go in its universalised format and anchored by simulations, games and real-life interviews in video format, is being noticed by ILO chapters in other countries and has already been presented to educators and Education Ministry officials in Indo-nesia and Tanzania.

The fact is that governments across the world, in developing and developed economies alike, are increasingly looking for new ways to address high rates of youth unemployment. In South Africa, the average unemployment rate for the adult working population is hovering steadily around 25 percent. For youth, the national average is 36 percent. Youth unemployment is a severe challenge that threatens the stability of South Africa and the progress the country has made since 1994. In developed economies there is a strong link between educational attainment and employment outcomes, and people with higher levels of education enjoy a competitive advantage in the labour market, including higher wage levels. However, a good degree is no longer a guarantee for getting a job. Labour markets in many countries are presently unable to accommodate the expanding pool of skilled young graduates that make the transition from school to the world of work.

Whereas more and better education and training is critical to advance decent work in developing economies such as South Africa, more human capital development and higher levels of education do not automatically translate into improved labour market outcomes and more jobs. In South Africa higher educational attainment does not seem to lead to lower unemployment rates since the South African economy is characterised by ‘jobless growth’ and an educational system that is not equipping young people with the skills needed to enter a labour market where formal employment opportunities are scarce and where many young men and women are left to fend for themselves.

In response to the high unemployment rate among school leavers, the Department of Education in theFree State, in partnership with the ILO, introduced to Grade 10 learners in 2013, to Grade 11 learners in 2014, and now to Grade 12 in 2015, a new entrepreneurship education package that seeks to better prepare youth to enter an uncertain labour market. No one knows what the future looks like, what skills are needed in which sectors and industries, and yet it is education that is supposed to prepare young peo-ple for an unknown future in the world of work. This requires life skills and an enterprising attitude and mindset. We hope this package is a step in the right direction. The Grade 12 material has a section entitled ‘Ready Steady Go’ which aims to facilitate the transition from school to work, tertiary studies or business.

Entrepreneurship is important in creating future young business entrepreneurs as well as social entre-preneurs who set out to change the world and address society’s challenges. Creating entrepreneurial societies starts with education that fosters creativity, problem-solving skills, risk-taking attitudes and an enterprising mindset.

This is what the startUP&go package is about. The book you hold in your hand will assist you in preparing your learners to nurture their entrepreneurial talent and enter the world of work more confidently.

Go out and do it. If you think you can, you can!

TEACHER’S guideEntrepreneurship Education - Grade 12

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The startUP&go PackageABackground and general aims of startUP&goYoung people between 15–34 years of age in South Africa account for the highest proportion of the unemployed. More than 70 per cent of all unemployed are young people. The fact that so many young people in South Africa are excluded from the work arena means that they will have been denied the opportunity to access knowledge and develop skills despite a Matric pass. This makes it unlikely that they will ever be able to break into the labour force – either in the formal sector or through self-employment. The youth unemployment challenge in South Africa is very severe.

The challenge for South Africa lies in creating opportunities for jobs and decent work for the already sizeable numbers of unemployed and underemployed women and men, plus absorbing the numbers of new entrants into the labour market in the coming years. There has been much concern amongst policy-makers and educators to re-orient education and training systems to prepare learners for a situation in which formal employment opportunities may not exist.

This new and exciting entrepreneurship programme was created to meet the youth and unemployment challenge and to prepare youth for the transition from school to work.

In order to address the needs of our youth, startUP&go was developed. As the current national Business Studies curriculum for Grades 10, 11 and 12 does not focus on entrepreneurship skills and the accompanying higher order thinking skills that are integral to entrepreneurship, a clear gap was identified. Thus startUP&go, although closely linked to the CAPS, and thus an indispensable resource for teachers, also provides learners with greater opportunities for higher order thinking skills: most activities are CAPS aligned but offer the learners a new and critical take on the curriculum materials. The Grade 12 packages pays particular attention to the move from school to the workplace, but still focuses on applying CAPS knowledge in activities that demand higher order thinking.

The startUP&go package is anchored by business simulation games, interviews with enterprising young business leaders and documentaries in video format and all these resources present Grade 10, 11 and 12 learners with challenging scenarios which they need to unpack in teams. In this respect startUP&go is aligned with the critical thinking skills illustrated in the top portion of the Bloom’s Taxonomy pyramid in which analysis, evaluation and critical thinking, and particularly innovation and creative thinking, enjoy priority.

In summary, enjoy developing the ‘higher thinking’ of your learners. Not only will you enjoy the games, activities and interviews in the startUP&go package, but so will your students. Hopefully, the fruits of our venture will result in a number of enterprising young people making themselves seen and heard in the emergence of a culture of entrepreneurship in our country. And may they be gainfully employed after school, be it as entrepreneurs, running their own business, students at tertiary institutions or enterprising employees with an entrepreneurial focus to grow the organisations for which they work.

SecTION 1: startUP&go


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South Africa is one of a number of countries to have initiated programmes to put entrepreneurship on the educational agenda; the International Labour Organization (ILO) has provided technical assistance in this regard to several countries. Against this backdrop, the ILO has developed the startUP&go package – a set of training materials for entrepreneurship education that is driven by an active learning methodology. The materials draw on the ILO’s successful experience of enterprise promotion and entrepreneurship training.

The purpose of the startUP&go package is to give youth opportunities to practise the challenges, procedures, characteristics, attitudes and skills young people need to be entrepreneurial. Specific entrepreneurial characteristics are essential to success in business. Therefore, the training of potential entrepreneurs must begin while young people are in the educational system and not be put off until youth become adults, by which time they may have acquired many non-entrepreneurial habits.

By following the startUP&go package, i.e. playing the games, viewing the interviews in video format and completing the reflection activities, teachers will be able to supplement their textbook content with higher-order thinking skills, which will develop the entrepreneurial elements needed to balance the CAPS content.

Finally, it is important to point out that the curriculum cannot produce miracles overnight. The creation or development of an enterprise culture takes time. The primary purpose of the startUP&go package in the secondary schools is to promote more entrepreneurial behaviour on the part of young people.

Why is entrepreneurship education important?Entrepreneurship education:a) develops enterprising attitudes and mindsets in learners and nurtures their entrepreneurial talentb) prepares learners for self-reliance at a time when formal wage employment opportunities in the South African labour market are scarcec) stimulates more young women and men to consider establishing their own businesses as a viable career option of choice rather than of necessityd) unleashes creativity and allows learners to develop business idease) allows learners to develop social business ideas, i.e. businesses with a social purpose that seek to address social and environmental problems and challengesf) provides young men and women with the essential skills to start businesses and develop new

products and services that in turn will create new jobs. If the entrepreneurs prosper, the communities in which they operate will also prosper.

Entrepreneurship development can be expressed as improvement in the quality of life, or, put in another way, the provision of life skills, for an individual or community. Entrepreneurship education is similar to citizenship education and an exercise in nation building – it provides people with the personal skills to take action and make changes to improve community life.


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OBJecTIVeS OF startUP&gobThe goals of the startUP&go package for learners are to:a) develop positive attitudes towards entrepreneurship b) develop enterprising mindsets that can be applied in all aspects of lifec) create excitement around entrepreneurship and the world of business by allowing learners to be creative, innovative and solve problems through fun and entertaining games and simulation exercises d) provide knowledge and practice of the competencies and life skills needed for successfully starting and operating a businesse) provide youth with a mindset with which they will proactively start a business out of choice rather than out of necessityf) prepare young women and men to work productively as enterprising employees in businessesg) expose young female learners to entrepreneurship and to enable teachers to redress some of the existing gender bias that results in a situation in which women are less likely to choose entrepreneurship as a career.

The goals of the startUP&go package for teachers are to:a) develop professionally by practising new experiential teaching methodologiesb) develop positive attitudes towards teaching Business Studies with a strengthened focus on entrepreneurship as a life skill c) access the necessary knowledge and practice to grow in both subject content and creative

teaching and so grow in self-confidence as a teacher.

TargeT grOUP FOr startUP&gocgrade 10, 11 and 12 Business Studies learners The startUP&go package is primarily directed towards Grade 10, 11 and 12 learners and teachers of Business Studies. Schools identified by the Free State Department of Education, spread across all five districts of the Free State, are piloting the programme in the 2013, 2014 and 2015 school years.


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cONTeNT aNd FOrmaT OF The startUP&go PackagedThe startUP&go package comprises the following: • Teacher’s Guide• Video recordings of games, documentaries and interviews with local entrepreneurs.• Learner’s Book• Informal Assessment Portfolio• Learner’s Journal entitled ‘My Journal’• Posters

Learner’s BookThe startUP&go Learner’s Book consists of readings and suggested activities based on topics required by the CAPS for the Business Studies Course. For example, the learners may play a business game or view a video. Either individually or in groups, they reflect on their experiences and discuss them. The teacher then contextualises the activities by referring to the CAPS textbook-based lesson she/he has just completed or is about to start.

Language level in schools in which the home language is not the language of instruction, is a challenge. The startUP&go package is presented in age-appropriate English, but key concepts are unpacked into simpler language and appear in text boxes on the pages on which those concepts appear. In Grade 12, there is a special focus on explaining the verbs used in NSC examinations. The explanations are not formal dictionary definitions, but rather expressed in a manner that a teacher would use to clarify a concept to a non-English mother-tongue speaker. Thus all learners will be assisted in understanding words which are often difficult to grasp by second-language learners.

In summary, the startUP&go Learner’s Book does not replace the textbook – rather it enhances the content in the textbook in various ways. By having learners spend more time actively participating rather than listening and reading, learners will have a deeper understanding of a topic. In addition, they will practise higher-order thinking skills, problem-solving skills and entrepreneurial skills.

Ultimately, the objective of the startUP&go package is to have more young people develop enterprising attitudes and to have them practise these skills in their personal lives as well as in starting and operating businesses of their own.

Learner’s Informal Assessment PortfolioAll the activities in the Learner’s Book also appear in the Informal Assessment Portfolio. This booklet will form part of the learner’s final portfolio to be assessed in Grade 12. In Grades 10, 11 and 12 the Informal Assessment Portfolio forms 25% of the learner’s School-Based Assessment (SBA).

Learner’s JournalIt is a well-researched fact that learners need the chance to think or reflect about what they have learned and to make it their own. Thus it was decided to create a space for learners to process key learning experiences in a book entitled ‘My Journal’. This Journal will plot the thought processes and reflections of the learners as new insights are reached on their journey to becoming entrepreneurial in all phases of their lives. This journal also forms part of the learner’s SBA.


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Teacher’s guideThe Teacher’s Guide provides an introduction which covers the background of startUP&go as well as helpful hints on how to innovate your classroom methodology, make the classroom an enabling learning environment and how to work around school and classroom limitations in terms of resources. Clearly, as a teacher you need to encourage and nurture among learners a culture of entrepreneurship in your classroom. In addition, you need to ‘walk the talk’ and become the model for enterprising ideas that you are trying to inculcate in learners! VideosA number of business games, documentaries and interviews with local business people, both in the formal and informal sectors, are included per grade.

The business games are excellent resources for inspiring aspiring entrepreneurs. Most learners and teachers using startUP&go will not have managed, and may not even have worked in an enterprise before. To address this fact, and to enhance knowledge and skills, simulated business games are included in the startUP&go package to provide learners with the opportunity to experience just how business operates in real life. The package also allows learners to practise and learn entrepreneurial skills and competencies in a fun yet educational manner.

Teachers may play the game ‘cold’ so that entrepreneurial concepts are assimilated experientially before learning outcomes are discussed with learners. Alternatively, learners may need some prior knowledge before playing the game. After the game has been played, a number of activities will prompt the learners to reflect on their game experience and consolidate lessons learned.

Short video recordings demonstrate how the games are set up and played. Teachers view the video in preparation for the lesson in which a business game will be played. There are also documentaries or interviews which are not only linked to the CAPS, but which may also be an inspirational tool for developing entrepreneurial potential in learners.

PostersFacts about business and entrepreneurship, which learners are expected to master as part of the CAPS, will appear on colourful posters. In addition in the Grade 12 package is a poster of all outcomes that need to be achieved for CAPS during the year so that Grade 12 learners can visually plot their progress. A key focus of startUP&go Grade 12, is to focus attention on the big picture. This poster will thus support learning and planning.


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Knowing the startUP&go material and understanding where and how to use it will help you achieve the startUP&go objectives. It will also provide you with most of the key competencies required for teaching entrepreneurship at the awareness level, such as understanding the process of business development and recognising the characteristics of successful entrepreneurs. As a Grade 12 teacher it goes without saying that your role in promoting entrepreneurial habits to the school learners in your class is critical.

The startUP&go teacher is one who is excited about unlocking the creative potential embodied in enterprising teaching approaches. The startUP&go teacher encourages and inspires learners. Your major task in the startUP&go programme is to use creative teaching approaches that involve all learners. Innovative teaching approaches rub off on learners and you need to model all you teach: we are all important; we learn a great deal from each other; women, men and people with disabilities, are equally able to become successful business people. The startUP&go package contains a number of new ideas for adding sparkle to your lessons.

ability to make use of startUP&go teaching approachMany differences exist between conventional methods of teaching and the startUP&go teaching approach. In the former, the learners adopt a passive role, leaving the active part to the teacher. The startUP&go teaching approach, however, involves a participative style and orientation towards learner activity and learning by doing. The following table provides a summary of the main differences between the two approaches.

PrOFILee

SecTION 2: The startUP&go teacher


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aspect Conventional approach startUP&go approach

Actions Content-driven Process-driven

Focus Teacher-led Learner-led

Teacher role Expert Fellow learner/facilitator

emphasis Knowing that Knowing how

Learner activity Working alone Working in small groups

ethos Competitive Collaborative

Learner role Passive/receptive Active/generative

Learner expectation Dependence Independence

Sessions Programmed Flexible, opportunist

Topic Imposed Negotiated

mistakes Should not be made Are to be learned from

Learner discretion Limited Wide

assessment Exams/tests Portfolios and reflection activities in addition to exams

View of the world Right/wrong Uncertainty, shades of grey

aim Practice into theory Theory into practice

The following aspects about the startUP&go approach to teaching should be highlighted:• a learner-centred approach• a focus on the outcome or goal of the lesson • the ability to apply knowledge and make it work in the real world.

Finally, creative teachers understand the importance of variety and diversity in the classroom. Each of these concepts is unpacked in the following paragraphs.

The emphasis of startUP&go is on creating a learning environment where learners are assisted in identifying their interests, learning by doing and interacting with others by sharing their learning experiences.


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Learners should be actively involved throughout the learning process and be encouraged to take responsibility for their own learning. In terms of outcomes, learners are expected to:• learn how to learn• identify learning strategies based on their needs• express feelings• gain self-confidence• listen carefully and ask meaningful questions• determine their own goals• resolve their problems• make decisions• develop plans and take responsibility for them• develop standards for themselves• be in control of their own learning.

This does not mean that the learners can do whatever they like. The teacher and learners using startUP&go are a team, and they should work together to achieve as much as possible for each team member. A supportive team atmosphere should be developed based on respect for each member of the group.

As with other areas of enterprise development, to be effective, entrepreneurship education calls for the application of knowledge in illustrating and cementing concepts, a skill lacking in Business Studies matrics according to post-exam diagnostic reports. The facilitator needs to be able to relate activities to the needs, circumstances and profile of the learners. The more practical the activity is for the learners, the better. The emphasis is on learner activity throughout startUP&go in both the classroom and for extracurricular activities such as business clubs and micro and small enterprises within schools.

Multi-disciplinary teaching is highly participative and requires stimulation to hold interest. The teacher should, therefore, employ interesting and varied teaching methods to capture and hold the attention of learners. This calls for the use of audio-visual aids, technology (such as computers and the viewing of video where available), different kinds of group exercises, as well as encouraging individuals to think creatively and work on their own initiative. A number of internationally accepted innovative teaching methodologies are briefly discussed below.

ability to encourage and inspire learnersEntrepreneurship education is about developing entrepreneurial attitudes among learners. A certain style or behaviour on the part of the teacher is needed to encourage and inspire learners towards success and achievement. The following suggestions will help teachers to stimulate learners:• Be enthusiastic! Entrepreneurship is fun as well as being useful.• Believe in yourself. With good preparation, you can do it.• Be a role model – and a good one for that matter!• Stand tall – appearances and impressions do count.• Get to know your learners by name. Use their names and get the spelling right too. • Be lavish with praise and be positive.• Provide and obtain timely feedback.


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• Reward appropriate behaviour in class.• Sanction or correct in private.• Identify learners who may need special help, and help them!• Treat your learners as though they were adults – respect their views and interests.• Make time for learners; do your best to help them, both in and out of the classroom.• Be cheerful, joyful and smile – these are catching traits!

In addition to the above, if you want to improve performance, the following tips will help:a) Assess your own performance after each class session.b) Ask yourself what went well and how success can be repeated.c) Examine difficulties that cropped up and how to resolve or avoid them.d) Note important questions or issues raised and adjust the session accordingly.

ability to diversify teaching techniquesEffective teachers vary their teaching techniques, even during a session. Lack of opportunity to express oneself inhibits learning and also generates boredom among learners. Because it is important for learners to be actively involved in the learning process, a range of participative teaching techniques are suggested in the startUP&go package. These include presentations, group discussions, small group work, case studies, individual assignments, projects and mini-enterprises, brainstorming, role play, guest speakers, business games and interviews and documentaries in video format. The package is anchored by the audio-visual aids in video format.

The teaching methods are briefly reviewed below:

A teacher presentation or lesson is the most commonly used method of teaching. It can be very useful to arouse interest among learners. It involves a transfer of information from one person to a group. Typically, interaction is confined to the end of the presentation and it is often limited to asking questions.

When making a presentation, it is common to use visual aids such as flip charts, or data projectors. Although various types of presentation exist, the most common type involves the presentation of a body of knowledge. The method may be used by both teachers and learners. Key points are made which lead to some conclusions. Ideally, presentations should be kept short.

Case studies are descriptions of actual or fictitious experiences used in teaching to illustrate or highlight a point. The use of case studies allows maximum learner participation in the educational process. Learners are expected to:• discuss the elements of the case• assess the facts• make an analysis• weigh considerations and• make decisions.


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The case study method is particularly useful for the development of the problem-solving ability of learners. Through the use of case studies, learners gain insight into useful ways to reason and discover patterns of critical thinking which will be productive in new and different situations. Teachers are encouraged to develop their own cases and/or use others that are locally available.

Individual assignments (in this programme they are referred to as the Informal Assessment Portfolio) are accomplished when each learner is given specific activities. These assignments should have clear objectives which can be evaluated. Individual assignments provide opportunities for learners to learn by discovery. Facilitators who use this method should select tasks that give learners a sense of responsibility for their own actions. A CAPS-aligned assignment for Formal Assessment purposes is provided in Section 5.

Individual activities are an important part of every course and should have clear instructions for completion and have a specified time limit within which they have to be completed. Activities should be assessed as soon as possible and feedback given to the learner.

Projects are another form of assignment which might be accomplished individually or in a group. Generally speaking, a project should result in a report which might include an analysis of facts and a discussion of options and recommendations to solve the specific problem. Recommendations might also include a clear strategy for implementing the solution. Projects may be used to give learners practice in a number of skills or topics already taught in class.

Because teachers find it difficult and labour-intensive to create solid projects to align with the requirements of the CAPS, a Formal assessment project has also been included in Section 5.

Starting and operating a mini-enterprise is a practical and exciting way of carrying out an informal project and in the process, demonstrating and enhancing the concepts contained in startUP&go. This involves learners working as a team, formulating a business idea, developing a business plan and operating an enterprise, whilst at school. The teacher acts as a consultant or business advisor. The learner’s My Journal acts as the springboard for this type of activity. After reflection in My Journal, the learner may try out the idea, or develop it further.

Brainstorming is a technique used for creative problem solving as well as for generating ideas. The objective is to come up with as many ideas as possible.

It usually starts with a question or problem statement. For example, ‘What are the products and services not currently available but needed in the home today?’ Each idea leads to one or more additional ideas. When using this method, follow the following four rules:• Don’t criticise or judge the ideas of others.• Freewheeling is encouraged – ideas that seem to be wild or crazy are welcome.• Quantity is desired – the greater the number of ideas, the better.• Combine and improve upon the ideas of others.


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All ideas, no matter how seemingly illogical or crazy, must be recorded in three categories: a) ideas immediately useful, b) ideas that need some adjustments before they can be used and c) ideas that can be discarded.

Role playing may be used to dramatise various aspects of an interpersonal problem. It is particularly useful for promoting understanding between different viewpoints as well as demonstrating how people might react under certain conditions.

Guest speakers provide variety to a class setting. They can also serve as role models for learners. They could be subject matter experts, entrepreneurs or other figures in the community whose work is related to the subject under discussion. In startUP&go interviews on video supply the teacher with “virtual guest speakers”. To be able to make the best use of guest speakers, teachers need to develop their own personal network with people in associations and institutions concerned with entrepreneur-ship and small business development. These might include:• local entrepreneurs• banks• small business development agencies• accountants • lawyers• community organisations• non-government organisations• churches• government departments• employers’ organisations• trade unions• university students.

Conducting an interviewCollecting primary data is an essential research skill. The interview is an interesting tool which has many positive outcomes: learners are doing, rather than listening; they are developing research and planning skills; they are growing in social skills; the learning is fun. The following are some basic guidelines for conducting an interview, which you should share with learners.• Make an appointment with the person to be interviewed, stating the purpose and the approximate time needed and make sure that learners go in groups of at least 2–3.• Determine beforehand the questions to be asked. The questions may be a combination of

open-ended, i.e. general questions, such as why and how the entrepreneur started his/her enterprise, and close-ended, i.e. specific questions calling for pre-determined answers such as yes or no.

• Conduct the interview, with a note pad and pen ready or, if possible and the person does not object, using a dictaphone. Listen attentively and note down or record the answers to the questions carefully. Also, observe the environment and make notes accordingly.

• Analyse the information collected, send a thank you note to the person(s) you interviewed and summarise your findings and conclusions in a report.


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Business simulation games provide the opportunity for learners to practise operating an enterprise and experience the effects as though it were a real situation. In startUP&go, the various games fit this role perfectly. Learners are divided into teams that compete against each other. At the end of the exercise, the teacher takes the learners through a reflective process by leading a discussion on what was learnt. Apart from the learning benefits, the game is great fun and novel. Teachers are encouraged to develop or use other simulation games in addition to the ones provided. This may be the only opportunity the learner may have in personally experiencing the fears and joys of being an entrepreneur.

Group discussions are commonly used as instructional strategy for exploring issues, solving problems and making decisions. Group work in class is important since it often mirrors situations in a business and it therefore has an important role in the development of entrepreneurs.

A group discussion is one way to get a class to explore personal attitudes. A discussion should have a clear objective that should be maintained throughout the discussion. The atmosphere of the group should be relaxed, yet planned and organised. The group discussion should have a definite beginning, middle and end. Changes in personal attitudes can result from group discussions. For the discussion to be effective, there should be a free flow of learner opinions.

The group discussion should be brought to a conclusion by a summary of the major points. A group member might be asked to do this.

Small groups may be composed of about three to five members who work together for a short time to complete a task or solve a problem. The groups are given a task to perform or a subject to discuss. The task can last for as little as five minutes or as long as a class period, depending on the nature of the assignment. The following are reasons for using small group work:• learners develop self confidence and general communication skills• learners develop their listening and speaking skills• learners can express their opinions freely and more learners are given the opportunity to use language authentically• more learners are involved productively at the same time• learners’ interest is maintained• learners are encouraged to take responsibility for their own learning• learners are actively involved.

Despite the obvious merits of well-targeted group work (it need not happen every day), teachers are not always keen to allow learners to divide into groups because of the noise level and their inability to manage the groups. To make group work easier for you, divide the learners into groups and ask each group to consider the skills of each member in the group which implies: who will take the responsibility for what? The group’s division of labour could be aligned with the eight business functions.


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Typical role-players:

1. general management The group manager keeps group focused and motivated on achieving the ‘business’ objectives.

2. Administration Writes all discussions down in point form (you may need 2 secretaries). Supports all the other business functions.

3. Marketing Represents the group in feedback sessions and asks questions on behalf of the group.

4. human resources Like the personnel manager of a business, acts as mediator and peace-keeper. In groups this member acts as a skills development expert as well.

5. Public Relations The producer of posters or visual feedback – often works with the secretary. In business, PR is proactive in maintaining a good image.

6. Production Responsible for ensuring that the work is completed in the time set. Also ensures that production is of a high quality. In group work, this member can also act as observer and give feedback on various group activities.

7. Purchasing Makes sure that the group has everything needed before starting an activity, e.g. scissors, glue, koki pens, etc. In business, this person ensures that the production process is never delayed and that prices are fair.

8. Marketing Makes sure that information that had to be gathered before the group activity. In business, this includes market research, advertising and sales.

Thus all these roles could be seen as parallels of the business functions and thus group work is, in itself, a ‘business simulation’.


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How do you ensure that group work is effective? Negotiate a set of rules for group work with your learners. The rules could be set out as in the following example:

Our rules for group work

Our task is to learn as much as possible, so there is no time to lose; keep pen and paper handy!

Ask the group problem-solver or manager if you are uncertain of what to do.

If you see that someone is struggling, help out.

If you have made a mistake, admit it and move on. That’s life.

Allow everyone to have a say even if you are bursting to talk. Await your turn.

Listen to what everyone says – you should be listening more than talking.

If you have said something really important, the manager will ask you to repeat it so that the scribe can write it down.

Do not argue if you do not agree. Accept that we are all different and that we see things differently.

The following two reports illustrate how group work is particularly important in teaching the Business Studies course.

ScaNS rePOrT (USa)Employers in the USA expect schools to deliver the following skills in learners and well-organised and productive group work is the best and most productive way to do so in a school classroom:a) Organisational and goal-oriented behaviour, leadership, motivation, a positive self image and personal and professional ambitionb) Reading, writing and problem-solving skillsc) Lateral and creative thinkingd) Meta-cognitive skills, i.e. learning how to learn and how to reflect on what you have learned.


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Irdac rePOrT (eUrOPe) This report also lists the skills needed by learners in the workplace (and clearly also in the world of the enterprising entrepreneur):a) The ability to work in teams and efficient social skillsb) Professionalism and the desire for high standardsc) Communication skills (presentational skills and the ability to communicate, albeit basically, in a foreign language) d) Problem solving and the ability to synthesisee) The ability to process informationf) Creativity, adapability, autonomy and a desire for lifelong learningg) Environmental awarenessh) Organisational skills and economic principles.

Critical and Developmental Outcomes underpinning progressive educationTeachers will remember the critical and developmental outcomes articulated in the NCS. These outcomes should guide classroom activities as they embrace the spirit of startUP&go and also the entrepreneurship and enterprising thinking that our nation needs.

The Critical Outcomes require learners to:1. identify and solve problems and make decisions using critical and creative thinking2. work effectively with others as members of a team, group, organisation and community3. organise and manage themselves and their activities responsibly and effectively4. collect, analyse, organise and critically evaluate information5. communicate effectively using visual, symbolic and/or language skills in various modes6. use science and technology effectively and critically show responsibility towards the environment and the health of others7. demonstrate an understanding of the world as a set of related systems by recognising that

problem-solving contexts do not exist in isolation.

The developmental Outcomes require learners to be able to:1. reflect on and explore a variety of strategies to learn more effectively2. participate as responsible citizens in the life of local, national, and global communities3. be culturally and aesthetically sensitive across a range of social contexts4. explore education and career opportunities5. develop entrepreneurial opportunities.


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Informal assessmentThe startUP&go activities have been included in an Informal Assessment Portfolio, a separate book.

Informal assessment is assessment for learning (which is why it occurs daily), and formal assessment is assessment of learning. The startUP&go Informal Assessment Portfolio provides the informal assessment needed to cover 25% of learners’ school-based assessment total, the SBA.

This daily assessment involves monitoring the learners’ progress through the interaction that takes place in the classroom. It involves interaction with, and observation of, the learners on an on-going basis to give them feedback on their progress particularly as entrepreneurs-in-the-making (and to give you feedback on your teaching).

The learner’s My Journal is separate from the Informal Assessment Portfolio and should also be used as part of the SBA.

Formal assessmentThrough formal assessment, you will be able to evaluate how well the learners have progressed at the end of a substantial section of work. Depending on the subject being assessed, formal assessment could be any one of the following: tests, examinations, projects, oral presentations, demonstrations or performances.

In the Free State, where startUP&go is being offered in a pilot project, the Department of Education has trained teachers in assessment. However, the creation of exciting assignments and projects to engage higher thinking is a challenge.

As previously mentioned, this startUP&go package includes CAPS-aligned exemplar assignments and projects for Grade 12. See Section 5 for the full formal assesment package.

aSSeSSmeNTf


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The following are ways in which a teacher can facilitate the growth and development of the entrepreneurial skills of students in the classroom.

homeworkThe traditional view is that homework is a means to ensure that the topics in the curriculum are covered because there is not enough time to do so in class. However, creative teachers see homework as a means for dialogue between the teacher and the learner. Learners need to ask questions about the homework, whether orally before they leave the classroom or in writing as part of the homework activity.

In startUP&go, learners will complete some activities in their Informal Assessment Portfolio and Journal as homework. There is thus still an opportunity for learners for asking questions about work that they do not fully understand.

Independent learningLearners are always part of a group in the classroom and that is why homework is a primary way for learners to develop independent learning skills. Encourage them to connect what they have learned at school to the world outside so that they start thinking for themselves and start taking responsibility for their own learning: ‘I’m doing it for myself and not for my teacher!’ The following table illustrates the difference between dependent and independent learners.

dependent learners Independent learners

Dependent on the teacher for everything Are self-starters and rely on themselves

Cannot make decisions about their learning Take charge of their own learning

Are unaware of what they do well and badly Know their weaknesses and strengths and work on this knowledge

Do not think of linking what they learn at school with the outside world or other subjects

Link the classroom to the outside world and other areas of learning

Teaching and learning is the teacher’s job Create tactics for improving their own learning

See learning as a way of getting a reward Are driven to do well

Do not think about their learning and whether it was successful or why

Regularly reflect on how they have learned and whether it was successful or not

Source: http://ilearn.20m.com/research/zuinde.htm

crUcIaL SkILLS FOr The deVeLOPmeNT OF INNOVaTIVe aNd crITIcaL ThINkerS aNd INdePeNdeNT LearNerSg


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Supporting learners to become independent learners may include one of the following strategies: (from: http://ilearn.20m.com/research/zuinde.htm):

give choicesCreate opportunities for learners to develop decision-making skills and, more importantly, to reflect on these decisions. These skills build confidence and encourage independent learning. Examples include ‘choose topic 1 or 2’ or ‘decide on who plays what role in the group and say why’. A number of decision-making activities are in the learner’s Journal.

Set some learning goalsHelp learners plan their learning and teach them to organise their learning by setting short-, medium- and long-term goals. Have learners evaluate these goals regularly and make adjustments if necessary.

Involve learners in lesson presentationOccasionally learners could help you prepare and present the lesson. Not only will it be a learning experience for them, but a huge learning curve for you. As a starting point, use learners to write on the blackboard as your assistant so that you are free to move around the classroom while teaching.

encourage learners to keep their Journals updatedThese journals or diaries create a conversation between learners and you. They provide the chance for you to see where learners are struggling and what they really enjoy. The diary is also a thinking-about-learning or reflection opportunity. Learners do not always like diary-type activities, so they will need to be guided.

In startUP&go, the learner’s Journal is a powerful report of the milestones reached on the learner’s entrepreneurship journey and progress in developing enterprising behaviour.

Build reflection and extension into activitiesTraditional classroom activities often require learners to examine a text in order to answer factual, closed questions. Closed questions normally establish a basic understanding of the text but do little to promote independent thought. Open questions are generally more thought-provoking meta-questions. An open-ended question may require the learner to substantiate the answer by referring to other examples, evidence or data. This type of question could be answered collaboratively in pairs or groups and a discussion could ensue that might also inspire some learners to read further on the topic. Most of the startUP&go activities involve higher-order thinking skills. In Grade 12 especially, more practice is needed in using information learnt to solve business challenges. More application-type questions have been included in the Grade 12 startUP&go, not only to stimulate higher order thinking and problem-solving abilities, but also to better prepare learners for their final exam which includes a number of indirect questions requiring insight and a problem-solving ability.

Encourage self and peer editingBefore learners hand in their work for marking, teachers should encourage them to check it carefully with a classmate. Teachers can assist learners to make an editing checklist. This will encourage learners to check for errors that they frequently make. If implemented sensitively, strong bilingual speakers could be trained to assist learners who are struggling with English.


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create a self-service area in the classroomThis can be as simple as a cupboard or shelf containing activities that learners can do on their own. This will provide extra practice or extension to what is done in class. Materials could include legislation documents, newspaper clippings, magazine articles, puzzles, and quizzes. Learners should be encouraged to add their own materials to the self-service area. Self-access materials have the advantage of allowing the learners to work at their own pace on an activity targeted to their needs. This is not always possible in regular classroom time. If learners finish their class work early or want to work on something during their free time, they can choose something from the self-service area.

As learners become more self-aware they will recognise that they need extra practice in certain areas. This facility will assist them to find appropriate activities.

Diversity and gender sensitivityYoung women and men have different learning styles and receive messages differently. They also communicate in different ways. Thus, the startUP&go teacher is always aware of this.

When using authentic texts, like newspaper articles, teachers should always be aware that the texts they select do not reinforce steroetypes of men and women, people with disabilities and race.

Bloom’s TaxonomyIn developing the crucial thinking skills of learners, teachers should be reminded of Bloom’s Taxonomy, a pyramid of intellectual skills starting from the simplest to the most complex. The categories can be thought of as degrees of difficulty; the first levels (‘lower order’ thinking) should be mastered before moving on to the higher levels (‘higher order’ thinking).


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startUP&go activities cover all levels of cognitive development or Bloom categories. There are a number of easier activities in startUP&go, but the real focus is on the games which require learners to use their ‘higher order’ thinking skills and to be critical and creative in answering questions. In fact, in a revised version of Bloom’s Taxonomy, “create” was considered to be the highest level of thinking.

The revised Bloom’s Taxonomy

1956higher Order Thinking Skills

Evaluation

Synthesis

analysis

Application

comprehension

knowledge

Lower Order Thinking Skills

2001higher Order Thinking Skills

Creating

Evaluating

analysing

applying

Understanding

remembering

Lower Order Thinking Skills

knowledge: Remember information.

comprehension: Understand the meaning of instructions and problems and prove this by putting the problem into your own words.

Application: Use what you have learned in a different situation, e.g. apply what you experienced in a game to what happens in the workplace.

analysis: Separate concepts (from the whole) into component parts so that you can understand how it all fits together.

Synthesis: Take various parts and rebuild these concepts into a whole again. Build a logical structure or pattern from seemingly unconnected elements with the emphasis on creating a new meaning.

Evaluation: Judge the value of information, give a considered and well-founded opinion based on what you have mastered in the previous steps.


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Teachers interested in discovering more about entrepreneurship education:1. See the KAB website of the International Labour Organization at www.knowaboutbusiness.org2. Conduct an internet search, using a suitable search engine such as www.google.com or www.yahoo.com. Search under ‘entrepreneurship’, ‘entrepreneurship education’ or other specific topics of interest. www.youtube.com also has many excellent videos on aspects of entrepreneurship.3. Go to and see what has taken place in the first two years of the startUP&go pilot phase. Finally, entrepreneurship education is meant to be FUN. We suggest you re-read the section above entitled ‘Ability to encourage and inspire learners’. Have fun and all of the best!

reFereNceS aNd FUrTher readINgh


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SUmmary OF FeedBackiMore focus on the CAPS?Many teachers could not always see the connection to the CAPS and felt that they needed the link as they want better exam results. Although excellent exam results are a cause for celebration, teachers are urged to continually bear in mind that the most exciting outcome of this package, after good results, is the entrance of young people into the labour market, either as entrepreneurs plying their product or service, or as enterprising young people contributing to the entrepreneurial ethos in the companies in which they have been employed!

Thus, although the Grade 12 package is directly linked to gaps identified by Grade 12 (2013) Diagnostic Report, the material is also geared towards developing entrepreneurial behaviour.

Less material and fewer activities The M&E process also indicated that some teachers were overwhelmed by the amount of reading and the number of activities. Thus, the authors have developed leaner, more focused Grade 11 and 12 packages, which are built primarily around the games, interviews, documentaries and key readings. We have included an 8 hour “school-to-work” section called READY Steady GO! This takes Grade 12’s through the journey from leaving school to entering the real world. Do this with your learners one Friday afternoon and Saturday morning, or ask the Life Orientation teacher to integrate the programme into his/her course. The Experiential Learning CycleThe M&E also highlights that teachers are not always using different teaching techniques, which are so important in creating an exciting entrepreneurship learning environment in the classroom. In or-der to have a more learner-centred methodology, most lesson plans have been broken up into stages to assist teachers in applying an entrepreneurial learning cycle methodology. We hope you will enjoy experimenting with the Experiential Learning Cycle, an internationally acclaimed teaching methodology explained below.

SecTION 3: Monitoring and evaluation of Grade 10 and 11 startUP&go


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During the past thirty years there has been an increasing focus on the value of experiential learning. David Kolb conceptualised the model in 1984 and highlighted the need for learners to start off with a concrete experience, followed by observations and reflections, analysis and application of learning to the real world. startUP&go has adapted the cycle to include a link to the CAPS.

Experiential Learning

STage 1: dOINg

The basis of all experiential learning is that “experience” matters. Many educators believe that without an experience, there can be no true learning or real understanding of a concept or situation (Andresen, Boud, & Cohen, 2000; Kolb, 1984). A “concrete experience” is an activity in which the learner is involved in an exploration, actually doing or performing an activity of some kind.

For the startUP&go programme this means playing the games, or taking notes while viewing the video.

STAGE 2: SHARING – HOW DID IT GO?

Without the opportunity to reflect upon an experience and apply new knowledge, experiences may be non-educative. The educator must create an atmosphere in which experiences are reflected upon by the learner so they become meaningful and positive. A reflection stage whereby the learner shares reactions and observations is important as learners are given the opportunity to express the experience in their own words.

In startUP&go this means that learners share their reflections about the game that they have just played, or the activity that they have just completed.


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STage 3: aNaLySINg/PrOceSSINg

In the analysing/processing stage learners now process the experience through discussion and analysis. What actually happened is now expressed in the language of Business Studies.

In the startUP&go programme teachers facilitate this process by using the questions in the Teacher’s Guide. This is followed by learners’ completion of the activities in the Learner’s Book and the Informal Assessment Portfolio.

STage 4: LINkINg The TheOry TO The caPS

In this stage the theory is linked to the CAPS and therefore the content of the textbook.

STage 5: aPPLyINg LearNINg TO The reaL WOrLd

Learners are invited to see the real world in that what they concluded from a series of experiences and then analysed, will be applied as in reality.

In this phase the learners apply the learning to the real world by making connections to entrepreneur-ship, entrepreneurs and to how entrepreneurs and business people would react in different situations in the real world of work.

In the materials and in the session plans, activities applying the ELC (Experiential Learning Cycle) methodology, are indicated by the following icons:


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aNNUaL TeachINg PLaN: STarTUP&gO aUdIOVISUaL eNhaNcemeNTSJ

SecTION 4: grade 12 material


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Session plans

Term 1General objectives/link to the CAPSEntrepreneurship focus

caPS content covered in term 1 of startUP&go:• Consider the macro environment with a particular focus on the recent legislation, which

was developed in response to demands for redress and equity, on small and large business operations.

• Understand and know how to apply the relevant legislation and the following aspects of the Human Resources function: recruitment and selection; employee contracts; induction and placement; salary administration; employee benefits; skills development.

• Devise and formulate strategies a business which could be used in response to the challenges of the macro business environment; critically evaluate such strategies and make recommendations as required.

Session 1 (Week 1–3) Impact of recent legislation on business – response to demand for redress and equity

* The caPS cONNecTION

Viewing 1.1 Legislation Impact of recent legislation on business – response to demands for redress and equity

Activity 1.1 Applying legislation to real-life scenariosCase study 1–7(Informal Assessment Portfolio)

Activity 1.2 Reflecting on legislation as an entrepreneur(Informal Assessment Portfolio)

Activity 1.3 Analysing the importance of legislation(Informal Assessment Portfolio)

Activity 1.4 Understanding and explaining legislation(Informal Assessment Portfolio)

Activity 1.5 Applying learning to business(Informal Assessment Portfolio)

Activity 1.6 Mini debate: Problems facing SMMES(Informal Assessment Portfolio)

reading 1.6 New Minister of Small Business Development, Ms Lindiwe Zulu

Journal Entry

*All sessions introduced by these 5 icons apply the Experiential Learning Cycle methodology.


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Session 2 (Week 4 – 5) Human resources function

The caPS cONNecTION

Activity 2.1 View the video: HR functions(Informal Assessment Portfolio)

Human resource function

Viewing 2.1 HR functions

Activity 2.2 (Part 1) Reflecting on the video of HR Functions(Informal Assessment Portfolio)

Activity 2.2 (Part 2) Sipho gets a job (Informal Assessment Portfolio)

reading 2.2 (1) Sipho needs a job ...

reading 2.2 (2) He applies and they phoned him back!

reading 2.2 (3) He’s been invited for an interview!

Activity 2.3 Analysing Absa’s HR functions(Informal Assessment Portfolio)

Activity 2.4 Explain induction and recruitment(Informal Assessment Portfolio)

Viewing 2.5 Meet Mamoabi, HR specialist

Activity 2.5 View the video: Meet Mamoabi HR specialist(Informal Assessment Portfolio)

Activity 2.6 Apply HR to business(Informal Assessment Portfolio)

Journal Entry

Session 3 (Week 8–10) devise strategies for business to use in its response to the challenges of the macro business environment

The caPS cONNecTION

Game The Business Strategy Game Devising strategies for businesses to use its response to the challenges of the macro business environment

Activity 3.1 Play the Business Strategy Game(Informal Assessment Portfolio)

Activity 3.2 Reflect on the Business Strategy Game(Informal Assessment Portfolio)

Activity 3.3 Analyse the Business Strategy Game(Informal Assessment Portfolio)

Activity 3.4 Discuss business strategies(Informal Assessment Portfolio)

Activity 3.5 Apply business strategies to the real world(Informal Assessment Portfolio)

Activity 3.6 Case study: Strategies(Informal Assessment Portfolio)

reading 3.6 Strategies

Activity 3.7 Meet Thato Kgatlhanye(Informal Assessment Portfolio)

reading 3.7 Solving problems in Africa – The lack of opportunity


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caPS content covered in term 2 of startUP&go:• Understand the concept of Social Responsibility and Corporate Social Responsibility and its

implications for both business and communities • Explore and assess the extent to which a business venture addresses issues such as human

rights, inclusivity and environmental issues • Differentiate between management and leadership styles and approaches and to

appreciate the role of personal attitude in success and leadership• Understand the concept of quality and explore the relation between quality and the various

business functions and the impact of quality on different business structures (e.g. sole traders versus large businesses), using the elements of Total Quality Management (TQM).

Session 1 (Week 1 – 2) concept of corporate social responsibility

The caPS cONNecTION

Viewing 1.1 Nedbank CSR and CSI Concept of corporate social responsibility

Activity 1.1 Nedbank: Corporate Social Responsibility (CSR) and Corporate social Investment (CSI)(Informal Assessment Portfolio)

Activity 1.2 Reflect on CSR and CSI video(Informal Assessment Portfolio)

Activity 1.3 Analyse CSI projects(Informal Assessment Portfolio)

Activity 1.4 Understand CSR and CSI and social responsibility(Informal Assessment Portfolio)

Activity 1.5 Apply CSR to real world(Informal Assessment Portfolio)

reading 1.5 Social or Business entrepreneur?

Journal Entry

Session 2 (Week 5) management and leadership

The caPS cONNecTION

Activity 2.1 The leadership game(Informal Assessment Portfolio)

Management and leadership


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Game The Leadership Game

reading 2.1 Team Instruction Sheet

reading 2.2 Leadership Styles

Activity 2.2 Reflect on the leadership game(Informal Assessment Portfolio)

Activity 2.3 Analyse the leadership game(Informal Assessment Portfolio)

Activity 2.4 Differentiate between leaders and managers(Informal Assessment Portfolio)

Activity 2.5 Applying leadership to business(Informal Assessment Portfolio)

Journal Entry

Session 3 (Week 6) Quality of performance with business functions

The caPS cONNecTION

Activity 3.1 Quality control and the eight business functions(Informal Assessment Portfolio)

Quality of performance with business functions

Viewing 3.1 Sedibeng Water, Quality Control

Activity 3.2 Reflect on Quality Control video(Informal Assessment Portfolio)

Activity 3.3 Analyse the eight business functions and quality control(Informal Assessment Portfolio)

Activity 3.4 Implementing quality control and continuous improvement cycle(Informal Assessment Portfolio)

Activity 3.5 Apply quality control to business(Informal Assessment Portfolio)

Journal Entry

Session 4 (Week 7 – 8) revision

The caPS cONNecTION

Activity 4.1 Revision: Business Strategies Corporate Social Responsibility and Corporate Social Investment Leadership(Informal Assessment Portfolio)

Revision and preparation for mid-year examinations


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caPS content covered in term 3 of startUP&go:• Determine the extent to which a particular form of ownership can contribute to the success

or failure of a business • To examine the accurate and concise verbal and non-verbal presentation of a variety of

business-related information (including graphs), respond professionally to questions and feedback, and amend information as necessary

• Describe the criteria for a logical and effective presentation of information, know how to handle feedback and assess presentations in order to identify areas for improvement.

Session 1 (Week 3) Forms of ownership and their impact on business operations

The caPS cONNecTION

Viewing 1.1 Forms of ownership Forms of ownership and their impact on business operations

Activity 1.1 Business scenarios 1-6(Informal Assessment Portfolio)

Activity 1.2 Reflect on forms of ownership(Informal Assessment Portfolio)

Activity 1.3 Analyse the forms of ownership(Informal Assessment Portfolio)

Activity 1.4 Understand forms of ownership(Informal Assessment Portfolio)

Activity 1.5 Apply forms of ownership to business(Informal Assessment Portfolio)


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Session 2 (Week 4 – 5) Presentation of information and data response

The caPS cONNecTION

Viewing 2.1 Meet Tumi, presenter Presentation of information and data response

Activity 2.1 View video: Meet Tumi, presenter(Informal Assessment Portfolio)

Activity 2.2 The use of audio-visual aids in presentations(Informal Assessment Portfolio)

Activity 2.3 Help Lebo present her business plan(Informal Assessment Portfolio)

Activity 2.4 Differentiate between types of presentation documents(Informal Assessment Portfolio)

Activity 2.5 Applying presentation skills to business(Informal Assessment Portfolio)

Session 3 (Week 6 – 7) revision

The caPS cONNecTION

Game The Envelope Factory Game(Informal Assessment Portfolio)

Revision and preparation for the preliminary examination

Activity 3.1 Play the envelope factory game(Informal Assessment Portfolio)

Activity 3.2 Reflect on the envelope factory game(Informal Assessment Portfolio)

Activity 3.3 Analyse the envelope factory game(Informal Assessment Portfolio)

Activity 3.4 Understand economic sectors(Informal Assessment Portfolio)

Activity 3.5 Apply the envelope factory game to business(Informal Assessment Portfolio)

Activity 3.6 Revision: Whole years’ workQuiz Term 1Quiz Term 2 Quiz Term 3(Informal Assessment Portfolio)


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ready, Steady, gO!(An eight-hour school-to-work programme)

i ReAdY?

Activity 1 Are you entrepreneurial? Do you believe in yourself? (Informal Assessment Portfolio)

Activity 2 What’s your dream for a successful future? And, how do you get there? (Informal Assessment Portfolio)

Activity 3 Climbing the ladder to success … (Informal Assessment Portfolio)

ii Steady?

Activity 1 Are you a Sello? (Informal Assessment Portfolio)

Activity 2 Are you an Elsie or a Mmedaara? (Informal Assessment Portfolio)

Activity 3 Are you a Jason? (Informal Assessment Portfolio)

Activity 4 Are you an Elbie who saw and solved a community problem? (Informal Assessment Portfolio)

Activity 5 So you don’t want to start your own business … (Informal Assessment Portfolio)

Activity 6 Thato, struggling billionaire (Informal Assessment Portfolio)

Activity 7 Are you a Ludwick? (Informal Assessment Portfolio)

Activity 8 Role models (Informal Assessment Portfolio)

iii gO!

Activity 1 Get real! (Bill Gates) (Informal Assessment Portfolio)

Activity 2 Grit your teeth and “pay your dues” (Informal Assessment Portfolio)

Activity 3 Open your eyes. There are opportunities right in front of you… (Informal Assessment Portfolio)

Activity 4 Take stock of what you know about yourself (Informal Assessment Portfolio)

Activity 5 So, what’s next? (Informal Assessment Portfolio)

Activity 6 If you think you can, you can! My Personal Journey


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Business Studies – Grade 12

Term 1: Assignment

Topic: Macro environment: the impact of recent legislation on business

Total Marks: 50

Learner Name and Surname:

Class:

Mark Obtained:

SECTION 5: Formal assessment: Business Studies – Grade 12


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1. AssignmentInstructions ..................................................................................................... 45

1.1Whatistheassignmentabout? .................................................................................. 45

1.2Whatdoweexpectofyou? ........................................................................................ 45

1.3 Whatcanyouusetohelpyou? .................................................................................. 45

2. AssignmentMarkAllocation................................................................................................ 46

3. Section1:RelationsintheWorkplace(theBasicConditionsofEmploymentActandthe

LabourRelationsAct) ......................................................................................................... 47

4. Section2:Workingconditionsandtherightsofworkers(BBBEE,COIDAandBCEA) ......... 50

5. Section3:TheConsumerProtectionAct ............................................................................ 53

6. ReferenceList ..................................................................................................................... 56

7. ResourceArticles ................................................................................................................ 57

ResourceArticle1:SectionsoftheBasicConditionsofEmploymentActNo75of1997

(summarized) ...................................................................................................................... 57

ResourceArticle2:SectionsoftheLabourRelationsActNo66of1995. ........................... 59

ResourceArticle3:TheCompensationforOccupationalInjuriesandDiseases(COIDA)

Act61of1997 ..................................................................................................................... 61

ResourceArticle4:TheEmploymentEquityAct(EEA)of1998 .......................................... 62

ResourceArticle5:BlackEconomicEmpowermentActof2003andtheBroad-based

BlackEconomicEmpowerment(BBBEE)Act ...................................................................... 62

ResourceArticle6:TheNationalCreditActof2005 .......................................................... 63

Index


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1. Assignment Instructions

1.1 What is the assignment about?

Theoutcomeofthisassignmentistoseeifyoucanuseyourknowledgeandunderstandingoftheimpactofrecentlegislationonthebusinessenvironmentto1)identifywaysinwhichthislegislationimpactsonbothsmallandlargebusinesses,and2)understandhowrecentlegislationattemptstoredressinequality.

1.2 What do we expect of you?

• Youareexpectedtocarefully read all the material provided toyouinordertoanswerthequestions.Thequestionshavebeenbasedonacasestudyandontworesearcharticles.Theseareprovided.Youcanalsodomoreresearchforyourassignment.

• Yourassignmentmustbeneatly structuredaccordingtothetableofcontentsprovided.• Thisassignmenthasbeendesignedinsuchawaythatyoucansubmiteverythinginhandwritten

format.Ifyouwanttosubmitatypedassignment,youmustcompletetheassignmentinclassinwritingandthenaskyourteachertomakeacopyoftheassignmentthatyoucantakehometotype.No changescanbemadetothecontentwhenyoutypeit.Thecontentofthehandwrittenversionandthetypedversionshouldbeexactlythesame.

• Thisassignmentmustbeyour own work.Copyingfromafriendisnotallowed.Youwilllosemanyorallyourmarks,ifyoucopy.

• Submission date: __________________________________________________________________• Latesubmissionswillbepenalisedwith1markperday.

1.3 What can you use to help you?

• Usetheassignmentcriteriaandmarkallocationprovidedinthenextsectiontoguideyouinansweringthequestions.

• Read the questions carefully andmakesurethatyouknowexactlywhatyouhavetodobeforeansweringthem.Askyourteacherforhelpifyouarenotsure.

• Tohelpyouwithyourresearch,youcanvisitthelibrary,lookinnewspapersormagazinesorusetheinternettofindinformationthatwillhelpyou.Remembertoincludethesourcesthatyouhaveused in the reference list.

• Ifyoudonothaveaccesstoalibrary,resourcearticleshavebeenprovided.


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2. Assignment Mark Allocation

Item Mark Allocation

Section 1: Relations in the Workplace (the Basic Conditions of Employment Act and the Labour Relations Act)Question 1.1NamefourconditionsoftheBCEAthatarenotbeingfollowedbyP.JPetFood.

4:1markforeachchallengeidentified.

Question 1.2ExplainwhatissaidintheBCEAabouthowtheseconditionsshouldberespectedbyP.J.PetFood.

4markstotal:arelevantexplanationgiven.

Question 1.3Identifyatleast2unfairlabourpracticesinthecasestudy.

2markstotal.1markforeachunfairlabourpractice.

Question 1.4 Mphowasverysick.CouldshetakesickleaveundertheBCEAorshouldshehavetakenunpaidsickleave?Giveyourownopinion.

2marksintotal.1mark:correctidentificationoftheconditionsoftheBCEA.1mark:correctopinion.

Question 1.5 Accordingtothecasestudy,Henryactsinawaythatignoresthehumanrightsoftheemployees.1.5.1Identifytheaction1.5.2Explainwhichhumanrightisviolated

2markstotal.1mark:identifyingtheaction.1mark:identifyingthehumanrightsviolation.

Question 1.6 WiththeLabourRelationsAct(LRA)inmind:a)Doyouthinkthattheworkershavetherighttostrike?

Explainyourreason.b)Discussthestepstheworkerscanfollowifthecompany’s

managementdoesnotrespondtothethreatofstrikeaction.

c)Shouldtheworkersfollowthroughontheirthreattostrike,howwillthisimpactonP.J.PetFoods?

6markstotal1marks:dotheworkershavearighttostrike?4marks:stepstobetakenbytheworkers.1markforawayinwhichthestrikewillimpactonP.J.PetFoods.

Section 2: Section 2 Working conditions and the rights of workers (BBBEE, COIDA and BCEA)Question 2.1NametheActthatregulatescompensationforinjurybetweenVusiandMeatyMeats.

1markfornamingtheAct.

Question 2.2DiscussthreeresponsibilitiesthatMeatyMeatsshouldcomplywithtoprotectthehealthandsafetyoftheworkers.

3marksintotal.1markforeachrequirement.

Question 2.3 AdviseVusionwhatmusthappenintermsofthelawsothatMeatyMeatspayhimcompensationforhismedicalexpenses

4marksintotal.1markfornamingthecorrectlegislation.3marksforexplainingthecorrectstepsforVusitotake.

Question 2.4Vusibelievesthathehasbeenpassedoverforjobsthathavebeengiventowhitemales.a)Nametherelevantlegislation.b)JustifyyouranswertoVusiifthefirmsconcernedhave

actedcorrectlyornotwithtwofactsfromtheAct.

3marksintotal.1markfornamingtherelevantlegislation.2marksforjustifyingtoVusiifthefirmsconcernedhaveactedcorrectlyornotwithtwofactsfromtheact.

Question 2.5 DiscussbrieflyfourpositiveimpactsoftheBCEAandLRAonbusiness/employeesrelations

4marksintotal,oneforeachoffourfactsregardingthepositiveimpactofBCEAandLRA.

Section 3: The Consumer Protection ActQuestion 3.1 WouldyouadviseVusitobuyfromabigstoreoncreditorborrowfromamoney-lender?Explainyouranswer.

3marksintotal.1markforchoiceofmethodofbuyingtheTV.2marksforanexplanationforyourreason.

Question 3.2 TheintroductionoftheCPA,hasaffectedbothbusinessesandconsumers.ExplainbrieflyoneimpactoftheActoneitherbusinessesorconsumers.Thiscanbeeitherapositiveornegativeimpact

2 marks . Oneforchoiceofimpactand1markforexplanation.

Question 3.3 Createaposter/mindmapthatshowshowtheNationalCreditActwillprotectVusishouldhedecidetobuyoncredit.

10marksintotal.4marksforcompletecontentanalysisofNationalCreditActprotectionforVusi.2marksforcreativeexplanationofhowconsumerrightsprotectVusi.3marksforaccuratepresentationofcontentanalysis.1markforclearpresentationdesign.


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3. Section 1: Relations in the Workplace (the Basic Conditions of Employment Act and the Labour Relations Act)

3.1 Read the following case study and answer the questions that follow.

Case study: P.J. Pet Food

PJPetFoodmanufacturesanddistributesawidevarietyofpetfoodsinSouthAfrica,BotswanaandNamibia.Theemployeesofthiscompany,whobelongtotheSouthAfricanCommercial,CateringandAlliedWorkers’Union(SACCAWU),aresickandtiredofbeingtreatedbadlyattheirworkplace.TherulesandregulationsoftheBasicConditionsofEmploymentAct(BCEA)arenotbeingfollowed.Workersarenotallowedtohavelunchbreaks,theyfeelthatthefactoryisnotasafeplacetoworkasmanyofthemachinesarebrokenorinneedofrepairandseveralworkershavebeendismissedwithoutproperprocedures

beingfollowed.Thefactorymanager,Henry,hasbeenverballyabusivetowardssomeoftheworkers.Lastweek,herefusedtoallowoneofthefactoryworkers,Mpho,timeofffromworkeventhoughshewassickandhadanotefromadoctorsayingso.Theworkersalsodonotgetpayslipsanddonotknowwhatdeductionsarebeingmade.HenryhasalsothreatenedsomeworkersbytellingthemthathewillnotpaythemunlesstheyresignfromtheSACCAWU.

Theworkersgottogetherafterworklastnightanddiscussedwhattheirnextmoveshouldbe.Gloria,whoisaforkliftoperator,suggestedthattheyshouldgoonstrike.Shebelievesthatthisisthelastresorttogetseniormanagementtopayattentiontotheirgrievancesandtochangeitsattitudetowardstheworkers.TheyhavegivenuptryingtotalktoaddressHenryabouttheirgrievancesbecausehedoesn’tdoanythingaboutthese.

OnWednesdayeveningtheworkerscalledontheirshopsteward,Sam,andaskedhimtotryonelasttimetobringtheirgrievancestoHenry’sattention.SamdidthisontheThursdaymorningbutbyMondayofthefollowingweeknothinghadhappened.Theworkersthenvoted;allbuttwoofthemvotedinfavourofembarkingonstrikeaction.Theshopstewardthenserveda48-hournoticeonHenrythattheworkersweregoingtoembarkonindustrialactionintheformofastrike.

Gloria,theforkliftoperator,wasdismissedbyP.J.PetFoodthedaythestrikeactionbeganbecausethemanagementbelievedthatsheinstigatedthestrike.However,Gloriatoldthecompany’smanagementthatallshedidwassuggesttotheotherworkersthattheymightbebeingtreatedunfairlyandthattheyshouldthinkaboutdoingsomethingaboutit.Furthermore,shestatedthatshealonecouldnothaveinitiatedthestrikeaction.

Sam,theirunionrepresentative,calledtheworkerstoameetingafterMphoreportedthatshewasstillatworkeventhoughshewassickandhadaletterfromadoctor.Mphohasafeverandisrunningahightemperature.Sheisstrugglingtofocusatworkandisworriedthatshemayinjureherselforherfellowworkersasshedrivestheirdeliveryvehicle.Atthismeeting,theworkers(excepttwo)votedtogoonastrike.Gloriaalsopointedoutthattheyhaveonmanydifferentoccasionstriedtogettheirdisputessettled.GloriahassincebeenadvisedbySamtotakethemattertotheCCMA,butsheisnotsureaboutthecorrectprocedurethatsheneedstofollowtobringhercaseaboutunfairdismissaltotheCCMA.Sheisalsounsureoftheworker’srightsundertheBasicConditionsofEmploymentAct.


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3.2 Questions

(UseResourceArticles1and2tohelpyouwithyouranswers.)

1.1 NamefourconditionsoftheBCEAthatarenotbeingfollowedbyP.J.PetFood.

Condition 1:

Condition 2:

Condition 3:

Condition 4:

(4)

1.2 ExplainwhatisstatedintheBCEAregardinghowtheseconditionsshouldberespectedbyP.J.PetFood.

Condition 1:

Condition 2:

Condition 3:

Condition 4:

(4)


49

1.3. Identifyatleast2unfairlabourpracticesinthecasestudy.

Unfair labour practice 1:

Unfair labour practice 2:

(2)

1.4 Mphowasverysick.GiveyourownopinionastowhetherMphowasentitledtosickleaveundertheBCEAorshouldhavetakenunpaidleave.

(2)

1.5 Accordingtotheinformationgiven,Henryactsinawaythatdisregardsthehumanrightsoftheemployees.

1.5.1 Identifytheaction. 1.5.2 Explainwhichhumanrightisviolated.

Identify the action:

Explain which human right is violated:

(2)


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1.6 WiththeLabourRelationsAct(LRA)inminddecidewhetheryouthinkthattheworkershavetherighttostrike.(2)Explainyourreasonsanddiscussthestepstheworkerscanfollowifthecompany’smanagementdoesnotrespondtothethreatofstrikeaction.(2)

Do the workers have a right to strike?

Steps to be followed by the workers:

(6)

4. Section 2: Working conditions and the rights of workers (BBBEE, COIDA and BCEA)

4.1 Case study -- Application for a vacancy

Vusistudiedaccountingatauniversity.Hehasadegreeinaccountancyandwouldliketoworkinanaccountingfirmsothathecandohisarticlesandqualifyasanaccountant.Hehasbeentryingforawholeyearnow,buthasbeenunsuccessfulinsecuringajobatanaccountingfirm.Severaltimeshehasbeenonashort-listbuthasbeentoldthejobhasgonetoawhitemale.

VusiwasreadingtheweekendnewspaperandcameacrossanadvertisementforajobatabutcherycalledMeatyMeats.Heappliedforthepositionandgotthejobbecausehewastheonlypersonwhoappliedforit.VusiwasnotgivenanemploymentcontracttosignandwhenheaskedwastoldthatMeatyMeatsdonotbotherwithemploymentcontractsbecausetheytaketoolongtodrawupandarenotreallythatimportantanyway.Vusiwasalsonotgivinganyjobtraining,eventhoughheaskedforit.

OnhisseconddayworkingatMeatyMeatsVusicuthishandwithaknifewhilecuttingsomemeat.Thecutwasverydeepandhehadtogotohospitaltoreceivemedicaltreatment.

ThemanagerofMeatyMeatshastoldVusithattheyarenotgoingtopayforthehospitalcostsandthattheyhavedecidednottoemployhimanymoreandthatthereisnothinghecandoaboutitbecausehedoesnothaveanemploymentcontract.


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4.2 Questions

(UseResourcesArticles1,3and4tohelpyouwithyouranswers.)

2.1 NametheActthatregulatescompensationforinjurybetweenVusiandMeatyMeats.

The name of the Act:

(1)

2.2 DiscussthreeobligationsthatMeatyMeatsshouldcomplywithinordertoprotectthehealthandsafetyoftheworkers.

Obligation 1:

Obligation 2:

Obligation 3:

(3)

2.3 AdviseVusionwhatmusthappenintermsoftheLawsothatMeatyMeatspayhimcompensationforhismedicalexpenses.

(4)


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2.4 Vusibelievesthathehasbeenpassedoverforjobsthathavebeengiventowhitemales. a) Nametherelevantlegislation. b) JustifytoVusiifthefirmconcernedhasactedcorrectlyornotwithtwofactsfromtheAct.

a) The relevant legislation.

b) Applicable fact no.1

b) Applicable fact no.2

(3)

2.5 DiscussbrieflyfourpositiveimpactsoftheBCEAandLRAonbusiness/employeesrelations.

Positive Impact 1:

Positive Impact 2:

Positive Impact 3:

Positive Impact 4:

(4)


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5. Section 3: The Consumer Protection Act

5.1 Case study - Application for a vacancy (Section 3 continued)

Nowthathefinallyhasajob,Vusihasbeenabletorentasmallflattolivein.HehasdecidedthathewilltreathimselftoaflatscreenTVassoonashehasenoughmoneysavedupforadeposit.Vusiisnotsurewhetherheshouldborrowtheremainingmoneyfromamoney-lenderorbuytheTVoncreditthroughabigstore.

5.2 Questions

(UseResourcesArticle6tohelpyouwithyouranswers.)

3.1 WouldyouadviseVusitobuyfromabigstoreoncreditorborrowfromamoney-lender?Explainyouranswer.

1. My choice of borrowing: (1 mark)

My reasons: (2 facts for 1 mark each)

(3)

3.2 TheintroductionoftheCPA,hasaffectedbothbusinessesandconsumers.ExplainbrieflyoneimpactoftheActoneitherbusinessesorconsumers.Thiscanbeeitherapositiveornegativeimpact.

(2marks,1forchoiceofimpactand1forexplanation.)


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3.3 Inthespaceprovidedonthenextpagecreateaposter/mindmapexplaininghowtheNationalCreditActwillprotectVusishouldhedecidetobuyoncredit.Ifyouwanttousealargerpieceofpaperyoumaydosoandhandyourposter/mindmapinseparatelytoyourteacher.

Thereare10marksallocatedforyourposter/mindmap.2markswillbeallocatedfordesignandneatness.Theremaining8markswillbeforcontent.Thefollowingrubricwillhelpyoutounderstandhowthemarksareallocated.

Criteria 1 2 3 4

Content analysis 1--3Consumerrightsnotincluded

4--5consumerrightsincluded


All8consumerrightsincluded

Creating an explanation of how consumer rights protect Vusi

NoexplanationofhowconsumerrightsprotectVusi

InadequateexplanationofhowconsumerrightsprotectVusi

AdequateexplanationofhowconsumerrightsprotectVusi

Excellent,clearex-planationofhowconsumerrightsprotectVusi

Accurate presentation of content analysis

Inaccurate presentationofcontentanalysis

Muddledpresentationofcontentanalysis

Accurate presentationofcontentanalysis

Creation of clear presentation design

Clearpresentationdesign created

(3)


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My poster/mind map

(10)


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6. Reference List

Ifyouhaveusedanyotherresourcestocompletethisassignment,pleaselistthembelowtheresourcesnamedhere:

Resource1wasadaptedfrom:www.labour.gov.za/.../legislation/acts/basic-conditions-of-employment/Resource2wasadaptedfromhttp://www.labourprotect.co.za/labour_law_act.Resource3wasadaptedfrom:http://www.westerncape.gov.za/service/claiming-compensation-occupational-injuries-or-diseasesResource4wasadaptedfrom:https://www.thedti.gov.za/economic_empowerment/bee_codes.jspResource5wasadaptedfrom:http://capetownproperty.blaauwberg.net/articles/national_credit_act_summary.php

Please list any other sources that you might have used here:


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7. Resource Articles

Resource Article 1: Sections of the Basic Conditions of Employment Act No 75 of 1997 (summarized)

TheActsetsupcodesofgoodpracticetoguidebusinessesinhoetoensurethattheirlabourpracticesarefair:• workershavearighttosafeandfairworkingconditions• workersareprotectedagainstunfairdismissal• theActsetsaminimumwagewhichprotectsworkersagainstexploitation.

Ordinary hours of work: Noemployershallrequireorpermitanemployeetoworkmorethan:• 45hoursinanyweek;• ninehoursinanydayifanemployeeworksforfivedaysorlessinaweek;or• eighthoursinanydayifanemployeeworksonmorethanfivedaysinaweek.

Overtime: Anemployermaynotrequireorpermitanemployee:• toworkovertimeexceptbyanagreement;• toworkmorethantenhours’overtimeaweek.

Anagreementmaynotrequireorpermitanemployeetoworkmorethan12hoursonanyday.Acollectiveagreementmayincreaseovertimetofifteenhoursperweekforuptotwomonthsinanyperiodof12months.Overtimemustbepaidat1.5timestheemployee’snormalwageoranemployeemayagreetoreceivepaidtimeoff.

Meal intervals: Anemployeemusthaveamealintervalof60minutesafterfivehourswork.Awrittenagreementmay:• reducethemealintervalto30minutes• dispensewiththemealintervalforemployeeswhoworkfewerthansixhoursonaday.

Dailyandweeklyrestperiod:Anemployeemusthaveadailyrestperiodof12consecutivehoursandaweeklyrestperiodof36consecutivehours,which,unlessotherwiseagreed,mustincludeSunday.

Sick leave: Anemployeeisentitledtosixweeks’paidsickleaveinaperiodof36months.Duringthefirstsixmonthsanemployeeisentitledtooneday’spaidsickleaveforevery26daysworked.Anemployermayrequireamedicalcertificatebeforepayinganemployeewhoisabsentformorethantwoconsecutivedaysorwhoisfrequentlyabsent.

Maternity leave: Apregnantemployeeisentitledtofourconsecutivemonths’maternityleave.Apregnantemployeeoremployeenursingherchildisnotallowedtoperformworkthatishazardoustoherorherchild.


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Family responsibility leave: Fulltimeemployeesareentitledtothreedayspaidfamilyresponsibilityleaveperyear,onrequest,whentheemployee’schildisbornorsick,orintheeventofthedeathoftheemployee’sspouseorlifepartner,ortheemployee’sparent,adoptiveparent,grandparent,child,adoptedchild,grandchildorsibling.

Anemployermayrequirereasonableproof.

Informing employees of their rights: Astatementofemployees’rightsmustbedisplayedattheworkplaceinofficiallanguagesusedattheworkplace.

Written particulars of employment:Anemployermustsupplyanemployeewhentheemployeecommencesemployment,withthefollowingparticularsinwriting:• fullnameandaddressoftheemployer• nameandoccupationoftheemployee,orabriefdescriptionofthework• variousplacesofwork• dateofemployment• ordinaryhoursofworkanddaysofwork• wageortherateandmethodofcalculating• rateforovertimework• anyothercashpayments• anypaymentinkindandthevaluethereof• frequencyofremuneration• anydeductions• leaveentitlement• periodofnoticeorperiodofcontract• descriptionofanycouncilorsectoraldeterminationwhichcoverstheemployer’sbusiness• periodofemploymentwithapreviousemployerthatcountstowardstheperiodofemployment• listofanyotherdocumentsthatformpartofthecontract,indicatingaplacewhereacopyofeach

maybeobtained.

Information about remuneration:Thefollowinginformationmustbegiveninwritingwhentheemployeeispaid:• employer’snameandaddress• employee’snameandoccupation• periodofpayment• remunerationinmoney• anydeductionmadefromtheremuneration• theactualamountpaid• ifrelevanttothecalculationofthatemployee’sremuneration: (i) employee’srateofremunerationandovertimerate; (ii) numberofordinaryandovertimehoursworkedduringtheperiodofpayment; (i) numberofhoursworkedonaSundayorpublicholidayduringthatperiod;and (ii) ifanagreementtoaverageworkingtimehasbeenconcluded,thetotalnumberofordinary

andovertimehoursworkedintheperiodofaveraging.


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Notice of termination of employment: Acontractofemploymentmaybeterminatedonnoticeofnotlessthan• oneweek,iftheemployeehasbeenemployedforsixmonthsorless• twoweeks,iftheemployeehasbeenemployedformorethansixmonthsbutnotmorethanone

year• fourweeks,iftheemployeehasbeenemployedforoneyearormore,orifafarmworkeror

domesticworkerhasbeenemployedformorethansixmonths.

Acollectiveagreementmayshortenthefourweeksnoticeperiodtonotlessthantwoweeks.Noticemustbegiveninwritingexceptwhenitisgivenbyanilliterateemployee.

ThenoticeonterminationofemploymentbyanemployerintermsoftheActdoesnotpreventtheemployeechallengingthefairnessorlawfulnessofthedismissalintermsoftheLabourRelationsAct,1995oranyotherlaw.

Severance pay: Anemployeedismissedforoperationalrequirementsorwhosecontractofemploymentisterminatedintermsofsection38oftheInsolvencyAct,1936isentitledtooneweek’sseverancepayforeveryyearofservice.

Acollectiveagreementconcludedbyabargainingcouncilmayreplaceorexcludeanybasicconditionofemploymentexceptthefollowing:• thedutytoarrangeworkingtimewithregardtothehealthandsafetyandfamilyresponsibilityof

employees• reducetheprotectionaffordedtoemployeeswhoperformnightwork• reduceannualleavetolessthantwoweeks• reduceentitlementtomaternityleave• reduceentitlementtosickleavetotheextentpermitted• prohibitionofchildandforcedlabour

CollectiveagreementsandindividualagreementsmayonlyreplaceorexcludebasicconditionsofemploymenttotheextentpermittedbytheActorasectoraldetermination

Resource Article 2: Sections of the Labour Relations Act No 66 of 1995

TheLabourRelationsAct(LRA),Act66of1995aimstopromoteeconomicdevelopment,socialjustice,labourpeaceanddemocracyintheworkplace.

TheLabourRelationsActappliestoallemployers,workers,tradeunionsandemployers’organisations,butdoesnotapplytomembersofthe:• NationalDefenceForce• NationalIntelligenceAgency• SouthAfricanSecretService.


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Tradeunionsarerecognizedunderthe1996ConstitutionofSouthAfrica,whichprovidesfortherighttojointradeunions,andforunionstocollectivelybargainandstrike.Threeinstitutionshavebeencreatedtoreduceindustrialrelationsconflict,andeliminateunfairdiscriminationandredresspastdiscriminationintheworkplace:• theNationalEconomicDevelopmentandLabourCouncil(NEDLAC)• theLabourCourt• theCouncilforConciliation,MediationandArbitration(CCMA).

Freedom of association:Freedomofassociationmeanstherighttocometogetherwithotherindividualsandcollectivelyexpress,promote,pursueanddefendcommoninterests.Thisincludestherighttojoinaunion.

Organisational rights:TheActallowstradeunionstogainaccesstothebusiness’premisestorecruitmembersandholdmeetings.

Bargaining and statutory councils: Bargainingcouncilscanbeformedbyregisteredtradeunionsandemployers’organisations.Theydealwithcollectiveagreements,attempttosolvelabourdisputes,andmakeproposalsonlabourpoliciesandlaws.Theymayalsoadministerpensionfunds,sickpay,unemploymentandtrainingschemes,andothersuchbenefitsfortheirmembers.TheLabourRelationsActallowsfor:• collectivebargaining• workplaceforums• industrialaction• disciplinaryaction,disputesanddismissals.

Commission for Conciliation, Mediation and Arbitration: TheCommissionforConciliation,MediationandArbitration(CCMA)isadisputeresolutionbodyestablishedintermsoftheLabourRelationsAct,66of1995(LRA).Itisanindependentbody,doesnotbelongtoandisnotcontrolledbyanypoliticalparty,tradeunionorbusiness.TheLRAmakesprovisionfordisputesthatcannotbesolvedintheworkplace.IfthisprocessfailsthedisputeisreferredtotheLabourCourt.

The Labour Court and the Labour Appeal Court: TheLabourCourthasthesamestatusasahighcourt.TheLabourCourtadjudicatesmattersrelatingtolabourdisputes.AppealsaremadetotheLabourAppealCourt.

Strikesandlock-outs:IfastrikedoesnotcomplywiththeprovisionsoftheLRA,theLabourCourtcangrantanordertorestrainanypersonfromparticipatinginsuchaction.TheLabourCourtmayalsoorderpaymenttotheemployerforlossessustainedasaresultoftheillegalstrikeorlock-out.

Workplace forums: Themainaimofworkplaceforumsistosolvelabour-relatedproblemsbyestablishingco-operativerelationshipsbetweenallworkers(alsonon-tradeunionworkers)andtheemployer.Aworkplaceforummaybeestablishedinabusinesswithmorethan100employees.OnlyregisteredtradeunionsmayapplytotheCCMAfortheestablishmentofaworkplaceforum.


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Procedures for a protected strike: TheActsetsoutcertainproceduresthatmustbefollowedforastriketobeprotected:• theissueindisputemustbereferredinwritingtotheCCMAortoabargainingorstatutorycouncil;• theCCMAorcouncilmusttrytosettlethedisputebyconciliationwithin30days• ifthisfails,theCCMAorcouncilmustissueacertificatesayingthatthedisputehasnotbeen

resolved• atleast48hoursnoticeinwritingoftheproposedstrikemustbegiventotheemployer,orseven

daysiftheStateistheemployer.

Theemployeesmaythenstrike.Itisnotnecessarytoholdaballottomakethestrikeprotected,butunionmembersmayforcearegistereduniontoholdaballot.

Unfair dismissalDismissalisunfairif:• Aworkerintendedtoordidtakepartinorsupportedastrikeorprotest• Aworkerrefusedtodotheworkofastrikingorlockedoutco-worker,unlesshisrefusalwill

endangerlifeorhealth• Aworkerisforcedtoacceptademand• Aworkerintendedtoordidtakeactionagainstanemployerby: o Exercisingaright;or o Takingpartinproceedings;or o Aworkerispregnantorintendstobepregnant• Anemployerdiscriminatedagainstaworkerbecauseofrace,gender,sex,ethnicorsocialorigin,

colour,sexualorientation,age,disability,religion,conscience,belief,politicalopinion,culture,language,maritalstatusorfamilyresponsibility

• Anemployercannotproveaworker’smisconductorinabilityorthattheemployer’soperationalneedsarevalidorthatthedismissalprocedurewasfair.

Resource Article 3: The Compensation for Occupational Injuries and Diseases (COIDA) Act 61 of 1997

BusinesseshavethefollowingresponsibilitiesintermsoftheOccupationalHealthandSafetyActof1993:

• Theworkingenvironmentmustbemadesafeforworkersandtheremustbenoriskstotheirsafety• Workersmustreceiveinformation,instructions,trainingandsupervisiontoensurethehealthand

safetyofallemployees.• Employeesareentitledtocompensationfortemporaryorpermanentinjuriescausedthroughtheir

occupation.• Ifaworkeriskilledatworkhis/herfamilyareentitledtocompensation.

Implications for businesses• AllbusinessesmustregistertheirbusinesswiththecommissioneroftheCompensationFund• Eachyearthebusinessmustprovidethecommissionerwithinformationontheworkersemployed,

thewagespaidtothemandthetimetheyhaveworked


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• Theserecordsmustalsobekeptsafelybythebusinessforaperiodoffouryears.• Ifabusinessdoesnotpaycompensationtoaninjuredemployee,thebusinesscanbefined.• Employeesmustreporttheirinjuriesinwritingtotheemployer.• TheemployermustreportthecasetotheCompensationCommissioner.• TheCompensationDirector-Generalwillassesstheinjuryanddecidehowmuchcompensation

shouldbeawarded.

Resource Article 4: The Employment Equity Act (EEA) of 1998

Nature and purposeTheoverallaimoftheEmploymentEquityAct(EEA)istoachieveequityintheworkplacethrough:• Thepreventionofdiscrimination,whichappliestoallemployers• Theimplementationofaffirmative-actionmeasures.

TheActstatesthatnopersonmayunfairlydiscriminate(directlyorindirectly)againstanemployeeononeormoreofthefollowinggrounds:race,gender,sex,pregnancy,maritalstatus,ethnicorsocialorigin,colour,sexualorientation,disability,HIVstatus,cultureorbirth.

Implications for the employer• EmployersmustprepareemploymentequityplansinaccordancewiththeAct.Thismeansthat

unlessasuitableapplicantcannotbefound,ablackpersonmustbechosenofajobinpreferencetootherracegroups.Preferencemustalsobegiventootherpreviouslydisadvantagedgroupssuchaswomenandthedisabled.

• TheseplansmustbesubmittedtotheDepartmentofLabourforassessment• FailuretocomplywiththeActmayresultinfinesrangingfromR1/2milliontoR1million.

Resource Article 5: Black Economic Empowerment Act of 2003 and the Broad-based Black Economic Empowerment (BBBEE) Act

Nature and purposeTheActseekstocorrectthedisparitiescausedbyApartheidbypromotingnewopportunitiesfor,andincreasingthelevelsofparticipationof,previouslydisadvantagedindividualsandcompaniesintheownership,managementandcontroloftheSouthAfricaneconomy.

Implications for businessesBBBEEcomplianceismeasuredinthesevenkeyBBBEEareasofthebusiness.Theseare:

• Ownership: pointsareearnedbysellingsharestoblackpeople• Management Control: pointsareearnedbyappointingblacktopmanagersanddirectors• Employment Equity:pointsareearnedbyemployingjunior/middle/seniormanagersandfor

smallerbusinessesblackworkers• Skills Development: pointsareearnedbytrainingemployeesthroughonthejobtrainingorformal

training


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• Preferential Procurement: pointsareearnedbypurchasinggoodsandservicesfromotherbusinesseswithagoodBEEScorecard

• Enterprise Development: pointsareearnedbyassistingsmallerblackownedbusinessestogrow• Socio economic Development: pointsareearnedbysupportingblacksocialcauses.

Resource Article 6. The National Credit Act of 2005

SomeoftheprincipleobjectivesoftheActare:• Topromoteafairandnon-discriminatingmarketplacefortheaccessofcredit• Toprohibitunfairpractices• Topromoteresponsiblecredit-grantingpracticesbycreditproviders• Toprohibitrecklesscredit-granting• Toprovideforthegeneralregulationofconsumercreditandimprovedstandardsofconsumer

information• Topromoteblackeconomicempowermentandownershipwithintheconsumercreditindustry• Toprovidefordebtrestructuringincasesofover-indebtedness• Toestablishnationalnormsandstandardsrelatingtoconsumercredit• ToestablishtheNationalCreditRegulatorand• ToestablishtheNationalConsumerTribunal

Consumerrightsinclude:• Therighttoapplyforcredit,freeofdiscriminationagainsttheborrower• Therighttobeprotectedagainstdiscriminationonthegrantingofcredit• Therighttoplainandunderstandablelanguagebeingusedinthecreditagreements• Therighttoreceiveacopyofthecreditagreementandareplacementcopywhenoneisrequested• Therighttoprivacyregardingyourpersonalinformation• Therighttoredress• TherighttoafreeCreditBureaurecordonceayear• TherighttoassistancebyaDebtCounselortoassistover-indebtedconsumerswithrestructuring

debtstopreventunnecessaryforfeitureofassets


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NOTES


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Business Studies – Grade 12 Term 1 - Assignment

Topic: Macroenvironment:theimpactofrecentlegislationonbusiness

Total Marks: 50

Memorandum

Assignment Framework

• Scenario given: 2 case studies using fictitious information are given.Thecasestudiesreflectdif-ferentsituationsandtheapplicationoftherelevantlaws.

• Mark allocation according to Bloom’s Taxonomy levels: Rememberingandunderstanding–30%(15marks);applyingandanalysing–50%-25marks;evaluatingandcreating–20%(10marks)

Item Mark Allocation Bloom’s Taxonomy Level

Section 1: Relations in the Workplace (the Basic Conditions of Employment Act and the Labour Relations Act)

Question 1.1NamefourconditionsoftheBCEAthatarenotbeingfollowedbyP.JPetFood.

4:1markforeachchallengeidentified. Remembering(4)

Question 1.2ExplainwhatissaidintheBCEAabouthowtheseconditionsshouldberespectedbyP.J.PetFood.

4markstotal:arelevantexplanationgiven Understanding(4)

Question 1.3Identifyatleast2unfairlabourpracticesinthecasestudy.

2markstotal.1markforeachunfairlabourpractice.

Applying(2)

Question 1.4Mphowasverysick.CouldshetakesickleaveundertheBCEAorshouldshehavetakenunpaidsickleave?Giveyourownopinion.

2marksintotal.Imark:correctidentificationoftheconditionsoftheBCEA1mark:correctopinion.

Analysing(2)

Question 1.5Accordingtothecasestudy,Henryactsinawaythatignoresthehumanrightsoftheemployees.1.5.1Identifytheaction1.5.2Explainwhichhumanrightisviolated

2markstotal.1mark:identifyingtheaction1mark:identifyingthehumanrightsviolation.

Remembering(1)Understanding(1)

Question 1.6WiththeLabourRelationsAct(LRA)inmind:a)Doyouthinkthattheworkershavetheright

tostrike?Explainyourreason.b)Discussthestepstheworkerscanfollow

ifthecompany’smanagementdoesnotrespondtothethreatofstrikeaction.

c)Shouldtheworkersfollowthroughontheirthreattostrike,howwillthisimpactonP.JPetFoods?

6markstotal1marks:dotheworkershavearighttostrike?4marks:stepstobetakenbytheworkers.1markforawayinwhichthestrikewillimpactonP.JpetFoods.

a)Analysing(1)

b)Applying(4)

c)Evaluation(1)


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Section 2: Section 2 Working conditions and the rights of workers (BBBEE, COIDA and BCEA)

Question 2.1NametheActthatregulatescompensationforinjurybetweenVusiandMeatyMeats.

1markfornamingtheAct. Remembering(1)

Question 2.2DiscussthreeobligationsthatMeatyMeatsshouldcomplywithtoprotectthehealthandsafetyoftheworkers.

3marksintotal1markforeachrequirement

Understanding(3)

Question 2.3AdviseVusionmusthappenintermsofthelawsothatheiscompensatedforhismedicalexpenses.

4marksintotal1markfornamingthecorrectlegislation3marksforexplainingthecorrectstepsforVusitotake.

Applying(4)

Question 2.4Vusibelievesthathehasbeenpassedoverforjobsthathavebeengiventowhitemales.a)Nametherelevantlegislation.b)JustifyyouranswertoVusiifthefirms

concernedhaveactedcorrectlyornotwithtwofactsfromtheact.

3marksintotal1markfornamingtherelevantlegislation2marksforjustifyingtoVusiifthefirmsconcernedhaveactedcorrectlyornotwithtwofactsfromtheact.

a)Remembering(1)b)Evaluating(2)

Question 2.5 DiscussbrieflyfourpositiveimpactsoftheBCEAandLRAonbusiness/employeesrelations

4marksintotal,oneforeachoffourfactsregardingthepositiveimpactofBCEAandLRA.

Applying(4)

Section 3: The Consumer Protection Act

Question3.1WouldyouadviseVusitobuyfromabigstoreoncreditorborrowfromamoney-lender?Explainyouranswer.

3marksintotal1markforchoiceofmethodofbuyingtheTV2marksforjustifyingyourreason

Evaluating(3)

Question3.2TheintroductionoftheCPA,hasaffectedbothbusinessesandconsumers.ExplainbrieflyoneimpactoftheActoneitherbusinessesorconsumers.Thiscanbeeitherapositiveornegativeimpact

2 marks Oneforchoiceofimpactand1markforexplanation.

Evaluating(2)

Question3.3a)Createaposter/mindmapthatshowshow

theNationalCreditActwillprotectVusi.

10marksintotal2marksforneatnessandaccuracy.8marksforcontent

a)Analysing(5)b)Creating(5)


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Questions – Suggested Answers

Section 1: Relations in the Workplace

Readthecasestudyandanswerthequestionsthatfollow.

1.1 NamefourconditionsoftheBCEAthatarenotbeingfollowedbyP.JPetFood. (Learnerscangiveany4ofthefollowing5conditionsfor1markeach)

Condition 1: Nolunchbreak

Condition 2: Nosickleave

Condition 3: Nopayslips

Condition 4: Noinformationregardingemployee’srights

Condition 5: Thefactoryisunsafe(4)

1.2 ExplainwhatisstatedintheBCEAregardinghowtheseconditionsshouldberespectedbyP.J.PetFood.

(Learnerscangivethefollowingcorrectreasonsforthe4conditionschoseninQuestion1.1)

Condition 1: Anemployeemusthaveamealintervalof60minutesafterfivehourswork.

Condition 2:Anemployeeisentitledtosixweeks’paidsickleaveinaperiodof36months.

Condition 3: Anemployermustsupplywiththefullparticularsoftheirpay,inwriting,includingdeductions

Condition 4: Astatementofemployees’rightsmustbedisplayedattheworkplaceinofficiallanguagesusedattheworkplace.

Condition 5: Anemployermustensurethatworkingconditionsaresafeandfair(4)

1.3. Identifyatleast2unfairlabourpracticesinthecasestudy. (Learnersmaygiveany2ofthefollowing3answersforonemarkeach)

1. Unfair labour practice 1: Workershavearighttofreedomofassociationandtojointradesunions

2. Unfair labour practice 2: ThreateningtofirepeopleiftheydonotresignfromSACCAWUisanunfairlabourpractice.

3. Unfair labour practice 3: ThedismissalofGloriafornogoodreasonisanunfairlabourpractice(2)

1.4 Mphowasverysick.GiveyourownopinionastowhetherMphowasentitledtosickleaveundertheBCEAorshouldhavetakenunpaidleave.


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Gloriawasentitledtosickleave.(1mark)Anemployeeisentitledtosixweeks’paidsickleaveinaperiodof36months.

P.J.PetFoodshouldhaveacceptedthemedicalcertificatewhichherdoctorhadgivenher.(1mark)

(2)

1.5 Accordingtotheinformationgiven,Henryactsinawaythatdisregardsthehumanrightsoftheemployees.

1.5.1 Identifytheaction. 1.5.2 Explainwhichhumanrightisviolated.

1.5.1Henryisverballyabusivetowardsemployees.(1mark)

1.5.2Therighttohumandignityisviolated.(1mark)(2)

1.6 WiththeLabourRelationsAct(LRA)inmind: a) Doyouthinkthattheworkershavetherighttostrike?Explainyourreason. b) Discussthestepstheworkerscanfollowifthecompany’smanagementdoesnotrespondto

thethreatofstrikeaction. c) Shouldtheworkersfollowthroughontheirthreattostrike,howwillthisimpactonP.J.Pet

Foods?

1.Theworkersdonothavetherighttostrikeandtheirstrikewouldbeillegalbecausetheyhavenotyetcompliedwithalltherulesregardingindustrialaction.(1)

2.Thefollowingstepsmustbecompliedwith:•theissueindisputemustbereferredinwritingtotheCCMAortoabargainingorstatutory

council•theCCMAorcouncilmusttrytosettlethedisputebyconciliationwithin30days•ifthisfails,theCCMAorcouncilmustissueacertificatesayingthatthedisputehasnotbeen

resolved•atleast48hours’noticeinwritingoftheproposedstrikemustbegiventotheemployer,or

sevendaysiftheStateistheemployer.(4marks,1markeach)

3.P.J.PetFoodswillbenegativelyaffectedbecauseitwillnotbeabletooperatewhiletheworkersareonstrikeandwilllosemoney.(1)

(6)

Total marks for Section 1: 20

Section 2: Working conditions and the rights of workers

2.1 NametheActthatregulatescompensationforinjurybetweenVusiandMeatyMeats.

TheCompensationforOccupationalInjuriesandDiseases(COIDA)Act61of1997


69

(1)

2.2 DiscussthreeobligationsthatMeatyMeatsshouldcomplywithinordertoprotectthehealthandsafetyoftheworkers.

(1markforeachresponsibility)

Condition 1: Theworkingenvironmentmustbemadesafeforworkersandtheremustbenoriskstotheirsafety.

Condition 2: Workersmustreceiveinformation,instructions,trainingandsupervisiontoensurethehealthandsafetyofallemployees.

Condition 3:Employeesareentitledtocompensationfortemporaryorpermanentinjuriescausedthroughtheiroccupation.

(3)

2.3 AdviseVusionwhatmusthappenintermsoftheLawsothatMeatyMeatspayhimcompensationforhismedicalexpenses.

(1markforeachfact)

1:Vusimustreporthisinjuryinwriting.

2:MightyMeatsmustreporttheaccidenttotheCompensationCommissioner.

3:TheCompensationDirector-GeneralwillassesshowmuchshouldbeawardedtoVusi.

4:IfMightyMeatshasnotpaidintothefundandkeptrecordsofVusi’semploymentandpay,theywillbefined.

(4)

2.4 Vusibelievesthathehasbeenpassedoverforjobsthathavebeengiventowhitemales. a) Nametherelevantlegislation. b) JustifytoVusiifthefirmconcernedhasactedcorrectlyornotwithtwofactsfromtheAct.

1.TheEmploymentEquityActof1998(1mark)

Applicablefactno.1Nopersonmayunfairlydiscriminate(directlyorindirectly)againstanemployeeononeormoreofthefollowinggrounds:race,gender,sex,pregnancy,maritalstatus,ethnicorsocialorigin,colour,sexualorientation,disability,HIVstatus,cultureorbirth.(1mark)

Applicablefactno.2Unlessasuitableapplicantcannotbefound,ablackpersonmustbechosenofajobinpreferencetootherracegroups.(1mark)

(3)

2.5 DiscussbrieflyfourpositiveimpactsoftheBCEAandLRAonbusiness/employeesrelations. (Any4ofthefactsfor1markeach)

LearnersshouldbeabletorecognisethatthetwoActswereintroducedtoclarifyemployee/employerrelationsandcreateaformalstructurewithobligationsonbothparties.Answerswillvarybutcouldincludethefollowing:

• betterprotectionforworkersagainstabuseintheworkplace


70

• properlydefinedworkinghoursforworkers • workerscannotbedismissedwithoutgoodreason • employeesknowexactlywhattheirresponsibilitiesare • employershavesomeprotectionagainstwildcatorunauthorizedstrikes • employeeshaveaformalsetofstepstheycanuseinalabourdispute.

(4)


Section 3: The Consumer Protection Act

3.1 WouldyouadviseVusitobuyfromabigstoreoncreditorborrowfromamoney-lender?Explainyouranswer.

1.Vusishouldbuyfromabigstoreoncredit.(1mark)

2.VusiisprotectedbytheNationalCreditActandcannotbeoverchargedVusihasprotectionagainstdiscriminationorunfaircreditterms.(2factsfor1markeach)

(3)

3.2 TheintroductionoftheCPA,hasaffectedbothbusinessesandconsumers.ExplainbrieflyoneimpactoftheActoneitherbusinessesorconsumers.Thiscanbeeitherapositiveornegativeimpact(2)

Marking note to the teacher: Answerswillvary.Learnersshouldbeabletogiveanimpactandexplaintheirreason.Forexample:Creditagreementsmustbeineasytounderstandlanguage.(1)Thisissothatpeoplewhohavelesseducationorwhoareintheirsecondlanguagecanunderstandexactlywhattheyaresigningandwhy.(1)

3.3Createaposter/mindmapthatshowshowtheNationalCreditActwillprotectVusishouldhedecidetobuyoncredit.(10)

Marking note to the teacher: • Thisanswerdependsonthelearners’choiceofhowtocreateamindmaporposter.Thereare

nosetanswers.• Learners’choiceshouldshowaclearunderstandingofthechallengeandthecontextas

describedinthecasestudy.


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Usethefollowingmarkingrubric:

Criteria 1 - 3 2 3 4

Contentanalysis 1-3Consumerrightsnotincluded



All8consumerrightsincluded

CreatinganexplanationofhowconsumerrightsprotectVusi

NoexplanationofhowconsumerrightsprotectVusi

InadequateexplanationofhowconsumerrightsprotectVusi

AdequateexplanationofhowconsumerrightsprotectVusi

Excellent,clearex-planationofhowconsumerrightsprotectVusi


Inaccurate presentationofcontentanalysis

Muddledpresentationofcontentanalysis


Creationofclearpresentationdesign

Clearpresentationdesign created

Thefollowingconsumerrightsshouldbeintheposter/mindmap:• Therighttoapplyforcredit,freeofdiscriminationagainsttheborrower• Therighttobeprotectedagainstdiscriminationonthegrantingofcredit• Therighttoplainandunderstandablelanguagebeingusedinthecreditagreements• Therighttoreceiveacopyofthecreditagreementandareplacementcopywhenoneisrequested• Therighttoprivacyregardingyourpersonalinformation• Therighttoredress• TherighttoafreeCreditBureaurecordonceayear• TherighttoassistancebyaDebtCounselortoassistover-indebtedconsumerswithrestructuring

debtstopreventunnecessaryforfeitureofassets



72

NOTES


73


Term 2: Presentation

Topic: Corporate Social Responsibility

Total Marks: 50


Class:

Mark Obtained:


74

Index

1. PresentationInstructions .................................................................................................... 75

Whatisthepresentationabout? ......................................................................................... 75

Whatdoweexpectofyou? ................................................................................................. 75

Whatcanyouusetohelpyou? ........................................................................................... 75

PresentationTaskOutline .................................................................................................... 76

2. PresentationTasks ............................................................................................................... 77

2.1 CaseStudy ................................................................................................................... 77

2.2 Task1–Written ........................................................................................................... 77

3. OralPresentation ................................................................................................................. 80

Criterion1:LogicalStructure ............................................................................................... 80

OralPresentation–Evidence .............................................................................................. 80

a. Criterion1:LogicalStructure .................................................................................. 81

b. Criterion2:Cleararguments .................................................................................. 81

Criterion3:Choiceandapplicationofcommunityandenvironmentalprojects–

evaluationability ................................................................................................................. 82

Criterion4:Summarisingability .......................................................................................... 82

4. ResourceArticles ................................................................................................................. 83


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1. Presentation Instructions

What is the presentation about?

TheoutcomeofthispresentationistoseeifyoucanapplyyourknowledgeofCorporateSocialResponsibilityandprovideaprogrammeforcreatingCSRprojectsinthecommunityandenvironmentthatinvolvethedifferentstakeholders.


• Youareexpectedtocarefully read all the material providedtoyouinordertodothepresentation.• Thewrittenpartofyourpresentationmustbestructured neatlyaccordingtothetableofcontents

provided.• Theplanningfortheoralpartofyourpresentationshouldalsobeincludedinyourpresentation

file.• Start with the research for the presentation as soon as you receive it. Donotwaituntilthedayor

theweekbeforetheduedatetostart.• Thispresentationmustbeyour own work.Copyingfromafriendisnotallowed.Youwillloseall

yourmarksifyoucopy.• Submission and Presentation date: ___________________________________________________• Latepresentationswillbepenalisedwith1markperdayfromthetotalmarkachieved.


• Usethepresentationcriteria(rubrics)andmarkallocationprovidedforeachtasktoguidewhenyoudothedifferenttasks.

• Tohelpyouorganizeyourpresentationfile,wehaveindicatedclearlywhereyoushouldinsertyourwork(evidence).

• UsethestartUP&gomaterialsintheLearner’sBook.• Read the questions carefullyandmakesurethatyouknowexactlywhatyouhavetodobeforeyou

answerthem.Askyourteacherforhelpifyouarenotsure.• Tohelpyouwithyourresearch,youcanvisitthelibrary,lookinnewspapersormagazinesoruse

theinternettofindinformationthatwillhelpyou.Remembertoincludethesourcesthatyouhaveused in the reference list.


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Presentation Task Outline

Item – Written Part Mark Allocation (30 marks)

2.2.1Readthecasestudycarefully.Describewhatismeantbytheterm‘CorporateSocialResponsibility’

3 marks.

2.2.2ChooseaCSRprojecttodevelopafteryouhavereadresourcestwo,threeandfour.JumaniGoldMinewilladoptyourprojectforthebenefitofthelocalcommunity.Explainbrieflywhyyouchosethisproject.

4markstotal:1markforchoice.3x1markforrelevantreasongiven.

2.2.3.ApplytheinformationinResources3and4toexplaintothemanagementofJumaniGoldMineshowlegislationandtheKing’sCodeswouldlinkwiththeCSRprojectyouchosein2.2.2.

5marks–Descriptionofapplication.

2.2.4.I2.2.4IdentifythestakeholderswhowillbeinvolvedandaffectedbyJumani’snewCSRprojects.Suggestatleasttwowaysinwhichthecompanycanensurethesestakeholdersarefullyinvolvedintheprojects.

5markstotal:1markforidentificationofstakeholders:2x2marksforeachinvolvementmentioned.

2.2.5YouarecontractedasacorporateCSRconsultant.ChooseaCSRprojectthatyouthinkwouldbemostappropriatefortheenvironment.Givetworeasonsforyourchoice.

3markstotal:1reasonforchoice.1markforeachrelevantreasongiven.

2.2.6AspartofyourcontractasacorporateCSRconsultantthecompanyhasaskedyoutogiveashortanalysisofitsstrengthsandweaknessesinthemicroandmacroenvironment.ThecompanyneedstokeepthesestrengthsandweaknessesinmindwhentheyputtheCSRprogrammeintoaction.

Givethecompanyashortreportonthesestrengthsandweaknesses.Writeyoursuggestionsonhowtheycouldmakeuseofthestrengthsandovercometheweaknesses.Yourreportshouldhaveonestrengthandweaknessinthemicroenvironmentandonestrengthandweaknessinthemacroenvironment.

10marks:1.Analysisofstrengthsandweaknesses(4).2.Suggestions(4).3.Report(2).

Item – Oral Part Mark Allocation (20 marks)

Thepresentationwaslogicallystructured 5(20%oftotalmarks)

Thepointsthatthelearnertriedtogetacrosswereclear 5(20%oftotalmarks)

Thelearner’schoiceofproblem-solvingstrategiesandhis/hersolutionwereappropriate.

5(20%oftotalmarks)

Thelearnerwasabletosummarisethecontentofhis/herwrittenworkina10-minutepresentation

5(20%oftotalmarks)

Total marks for written presentation: 30Total marks for the oral presentation: 20

Total marks for the presentation formal assessment task: 50


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2. Presentation Tasks

Readthefollowingcasestudycarefully.Thenanswerthequestionsthatfollow.Carefullyreadthroughthefourresourcearticles.

2.1 Case Study

Case Study - Jumani Gold MinesJumaniGoldMinesissituatedjustoutsideofJohannesburg.Thegoldmineiswellestablishedandisdoingexceptionallywell,duetothehighpriceofgoldontheinternationalmarkets.Profitsarehighandforthelastthreeyearsshareholdershavereceivedverygooddividends.Jumaniemploysalargenumberofsemi-skilledorunskilledworkers,manyofwhomareminers,whoworkunderground.Manyminersexperienceproblemswiththeirlungs,causedbythenatureoftheirwork.Generallyspeaking,Jumanidoesnotexperienceindustrialrelationsproblemsbecausetheyhaveagoodrelationshipwithtradeunionrepresentativesandpayslightlyabovetheindustryaverage.Workplaceforumshavebeensetuptoencouragecommunicationbetweenmanagementandtheworkforce.

Mostoftheworkforcelivesnearbyinatownship.Thereisnootherindustryintheareasomanylocalinhabitantsareunemployedandpovertyisaproblem.Becauseofthis,resourcesarescarceandrundown.Teenagedchildrenareboredasthereisnothingforthemtodoandasaresultdrugsandalcoholabusearecommon.Thelocalschoolalsostruggleswithlackofequipment.ChildrenthatdomanagetocompletetheireducationandpassmatricareoftenforcedtotryandfindajobatJumanibecausetheirparentscannotaffordtosendthemtoatechniconoruniversity.

SomeofthelocalcommunityleadershaveaskedforameetingwiththemanagementofJumanigoldmine.Theyareunhappyabouttheunsightlytipofminewasteandthepollutionthatblowsthroughthetownwhenthewindisinacertaindirection.Theleadersareoftheopinionthattheairpollutioniscontributingtotheincreaseofasthmainyoungchildren.Generallyspeaking,thelocalcommunityleadershaveagoodrelationshipwiththemanagementofJumani,andopenlinesofcommunicationexist.ThemanagementofJumaniGoldMinehaveaskedyoutoassistincreatingaCorporateSocialResponsibilityprogramme.Theprogrammeshouldincorporateasmanystakeholdersaspossible.

2.2 Task 1 – Written

Pleaseuseyourownwordsandwriteinfullsentenceswhenyouanswerthefollowingquestions.

2.2.1 Readthecasestudycarefully.Describewhatismeantbytheterm‘CorporateSocialResponsibility’

(3marks)


78

2.2.2 ChooseaCSRprojecttodevelopafteryouhavereadresourcestwo,threeandfour.JumaniGoldMinewilladoptyourprojectforthebenefitofthelocalcommunity.Explainbrieflywhyyouchosethisproject.

(4markstotal:1markforchoice;3x1marksforrelevantreasongiven.)

2.2.3 ApplytheinformationinresourcesthreeandfourtoexplaintothemanagementofJumaniGoldMineshowlegislationandtheKing’sCodeswouldlinkwiththeCSRprojectyouchosein2.2.2.

(5marks–Descriptionofapplication.)

2.2.4 IdentifythestakeholderswhowillbeinvolvedandaffectedbyJumani’snewCSRprojects.Mentionatleasttwowaysinwhichthecompanycanensurethesestakeholdersandfullyinvolvedintheprojects.

(5markstotal:1Markforidentificationofstakeholders:2x2marksforeachsuggestion.)


79


(3markstotal:1reasonforchoice;1markforeachrelevantreasongiven.)

2.2.6AspartofyourcontractasacorporateCSRconsultant,youhavebeenaskedtogiveashortanalysisofthestrengthsandweaknessesthatexistbothinthemicroandmacroenvironmentofthecompany.ThecompanyneedstokeeptheseinmindwhenputtingtheCSRprogrammeintoaction.Givethecompanyashortreportonthesestrengthsandweaknessesandyoursuggestionsonhowtomakeuseofthestrengthsandovercometheweaknesses.Yourreportshouldhaveonestrengthandweaknessinthemicroenvironmentandonestrengthandweaknessinthemacroenvironment.

Please note: Youcanusethespaceprovidedbelowtowriteyourreport.Youcanalsoattachyourreportafterthispageifthespaceprovidedisnotenough.

(10marks:Analysisofstrengthsandweaknesses(4)Suggestions(4)Report(2).)


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3. Oral Presentation

Task 3.1

Prepareareportthatyouwillpresentorally.Thisreportshoulddothefollowing:• AdvisethemanagementofJumaniGoldMinesofyourrecommendationsaboutaCSRprojectthat

theyshouldundertake. o Explainhowthisprojectcancomplywithcurrenttrends,legislationandactionswhenitcomes

tocommunityandenvironmentalinvolvementbyfirms. o Pleasegivereasonswhyyouthinkthisprojectwouldbethemostbeneficialproject.• Identifythestakeholdersinvolved.• Identifythestrengthsandweaknessesthatwillbeencountered.

Youcanuseresourcearticle1and2tohelpyou.

Criteria 1: Logical Structure

Learner Mark Achieved

Criteria Not Achieved Partially Achieved Achieved

1.Thepresentationislogicallystructured.

Solutionprovideddoesnotlinkwiththescenarioortheresourcesprovided.(1)

Oneofthestructuralcomponents(introduction,bodyandconclusion)hasbeenleftout.(2)

Thepresentationhasanintroduction(±2min),body(±3min),andaconclusion(±3min).Itstartswiththelearner’sidentificationofwhatcouldbegoodCSRprojectsforJumanitobeinvolvedinandconcludeswithabriefoutlineofhowtheseprojectscomplywithcurrent trends and legislation.(3)

2.Awrittenlogicaloutlineoftheoralpresentationhasbeenprovided.

Nowrittenoutlineoftheoralpresentationhasbeenprovided.(0)

Thewrittenoutlineonlyconsistsofroughnotes.(1)

Thewrittenoutlinefortheoralpresentationclearlyshowswhatwillbepresentedintheintroduction,bodyandconclusion.(2)

(5markstotal)

Oral Presentation – Evidence

Please insert your neatly typed/handwritten oral presentation outline after this page.


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a. Criterion 1: Logical Structure




Solutionprovideddoesnotlinkwiththescenarioortheresourcesprovided.(1)

Oneofthestructuralcomponents(introduction,body,conclusion)hasbeenleftout.(2)

Thepresentationhasanintroduction(±2min),body(±3min),andaconclusion(±3min).Itstartswiththelearner’sidentificationofwhatcouldbethecauseoftheproblem,movesontoadescriptionoftheproblem-solvingtechniquethathe/shehaschosenandconcludesabriefoutlineofthecreativesolutionforthesituation.(3)




Thewrittenoutlinefortheoralpresentationclearlyshowswhatwillbesaidintheintroduction,bodyandconclusion.(2)

(5markstotal)

b. Criterion 2: Clear arguments



1.Thelearnerclearlydescribes what CSRoptionisrecommendedforJumani.

ThelearnerdoesnotprovideanyCSRoptionsthatarerecommendedforJumani.(0)

ThelearnerprovidessomevagueindicationofCSRoptionsthatarerecommendedforJumani.(1)

ThelearnerdescribestheCSRoptionsthatarerecommendedforJumaniclearly.(2)

2.Thelearnerclearlydescribeshowhis/herplanwillcontributetowardscreatingaCSRprojectthatfulfilscurrent trends and expectations.

TheplandescribedisnotappropriateforthecontextoftheCSRproject/isdescribedveryvaguely.(1)

TheplandescribedisappropriatefortheCSRproject,butitisnotexactlyclearwhatthelearnerplanstodo.(2)

Thelearner’splanshowsaclearunderstandingofhowtocreateaneffectiveCSRproject.(3)

(5markstotal)


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Criterion 3: Choice and application of community and environmental projects – evaluation ability



1.ThelearnerhaschosenthebestcommunityandenvironmentalprojectforJumani.

Thelearnercannotexplainhis/hercommunityandenvironmentalproject.(0)

Thelearner’sexplanationforthechoiceofcommunityandenvironmentalprojectisvagueandshowslackofinsight.(1)

Thelearner’schoiceofcommunityandenvironmentalprojectshowsinsightandisthemostappropriatechoiceforthesituation.(2)

2.Learner’schoiceandplanningofcommunityandenvironmentalprojectiscreativeandappropriateforthecontext.

Applicationofplanningofcommunityandenvironmentalprojectisappropriateforthecontextbutlackscreativity(1)

Learner’sapplicationandplanningofthechosencommunityandenvironmentalprojectisappropriateandshowssomecreativity.(2)

Thelearner’sapplicationandplanningofthechosencommunityandenvironmentalprojectisappropriateforthecontextandshowsinsightandcreativity.(3)

(5markstotal)

Criterion 4: Summarising ability



1.Thelearnerisabletosummarisethecontentofthewrittenworkintoanoralpresentationof8minutes.

Thelearner’soralpresentationiseithermuchtooshort(±2min)–notincludingalltheelements,ormuchtoolong(±15min)–indicatinganinabilitytosummariseandplanfortiming.(0)

Thelearner’soralpresentationstayswithinthetimelimit,butleavesoutimportantpartsofthecontent.(1)

Thelearner’soralpresentationstayswithintheallocated8minutesandcoversallthepoints.(2)

2.Thecontentoftheoralpresentationlinkswiththewrittenpreparation.

Thecontentoftheoralpresentationdoesnotlinkwiththewrittenpreparationatall.(0)

Theoralpresentationcontainsafewlinkswiththewrittenpresentation.(1)

Thecontentoftheoralpresentationandthewrittenpresentationlinkscompletely.(3)

(5markstotal)


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4. Resources Articles

Resource Article 1: Du Pont’s CSR programme

Corporatesocialresponsibilitymeansthatbusinessesmusttakeresponsibilityforthesocialandenvironmentalresourcesthattheyuseandmustputbacksomethingintosocietyandtheenvironment.Itisnolongeracceptableforbusinessestomakelargeprofitsforshareholders.Businessesalsohavearesponsibilitytoothergroups,knownasstakeholders,forexamplethecommunitiesinwhichtheyoperate.

DuPontisalargemultinationalscience-basedcompany.Thecompanyhasmanydifferentsubsidiaries,offeringproductsandservicesasdiverseas:• Agriculture• Automotive• Building&Construction• Chemicals• Electronics• Energy• Food&Beverage• HealthCare&Medical• Marine• Mining• Packaging&Printing• Plastics• Rail• Safety&Protection

InSouthAfricatheyareknownfortheirfocusonincreasingfoodproduction;decreasingdependenceonfossilfuels;protectingpeopleandtheenvironmentfromharm;andrespondingtogrowthinemergingmarkets.

Du Pont’s Corporate Social Investment goalsOurgoalistogivebacktothecommunitieswhereweliveandwork.Itispartofourcorevaluesandkeytooursustainablegrowthmission.

Forthisreason,wearecontinuallylookingfordifferentwaysinwhichwecangrowtheskillsandcompetenciesoffuturegenerationsthroughourcommitmenttoeducation,skillsdevelopmentandtrainingacrossSub-SaharanAfrica.

Components of Du Pont’s CSR programme:

1. Play Pump systemDuPontpartneredwithRoundaboutWaterSolutionstocontributetowardsthemaintenanceofsustainablewaterpumpingsystemsacrossSouthAfrica.


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ThePlayPump® Water Pumping System isaroundaboutthatdrivesaconventionalboreholepumpwhileprovidingentertainmentforchildren.Aschildrenspinontheroundabout,thepumpoperatesandwaterisdrawnup,fromaboreholewherethewaterhasbeentestedandcertifiedsafeforhumanconsumption.

[YoucanwatchthePlayPumpvideohere:https://www.youtube.com/watch?v=KBEttIM-K8E&feature=player_embedded]

2. SOS Children’s VillageDuPontbelievesthatthecommunityshouldplayasignificantroleinsupportingchildrenwhohavebecomevictimsofHIV/Aids.DuPonthassupportedSOSChildren’sVillageSouthAfricaforover30years.Theyprovidefundingfortheupkeepoftheresidenceandtheyalsocontributetowardsmedicalcare,food,traumacounseling,schoolingand training.

3. A partnership with Room-to-ReadDuPontisinvolvedintheupkeepandfurnishingoflibrariesindisadvantagedcommunitiesthroughoutSouthAfrica,throughapartnershipwithRoom-to-Read,anon-profitorganisation.Theyalsoprovidelocallanguagepublicationstoschoolswhereuneducatedpopulationsaresignificantlyhigh,suchasThathaniPrimarySchoolinSowetoTownship.Thisassistsinaddressingthediscrepancyineducationalequalitybetweenurbanandruralareas.

4. Promoting science in the classroomDuPontispassionateaboutscienceandbelievesthatitcanchangethefutureofeducation.Thiscan,however,nothappenwithoutincreasedawarenessandeffectivelearningtools.BycontinuouslydistributingPeriodicTables,toschoolsindisadvantagedcommunities,theyaimtobuildscienceawarenessamongststudentsandadvanceopportunitiesforeducation.


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Resource Article 2: Ways in which CSR projects can contribute towards communities

Ways in which CSR projects can contribute towards

communities

Setting up bursaries to

educate promising students who

cannot afford to pay their own

tuition fees

Mentoring programmes for local community

leaders

Making the business as

close to carbon neutral as possible

Involving the local community and by

employing local people rather than people from farther away.

Being an equal opportunity

employer

Only investing in businesses that are also

socially responsible

Rehabilitating the environment, for the business has caused

damage to the environment

By only doing business with

other businesses

that use fair labour

practices

Buying only Fair Trade or reusable

and recyclable products for employees

Providing health care and

community facilities such as parks for local

residents or child care for female

employees

Resource Article 3: Businesses and CSR

ThegovernmentisnolongerseenastheonlyagentofsocialchangeinSouthAfrica.CompaniesaregraduallytakingalargerroleandgettinginvolvedinsocialandcommunityprojectsundertheheadingofCorporateSocialResponsibility(CSR).CSRreferstothevoluntaryinvolvement,orinvestment,ofcompaniesinsocialprojectsthathelpimprovethesociety/thecommunityinwhichtheyoperateinareassuchashealthcare,housing,education,safety,andtheenvironment,amongothers.

Corporationshavecometorealisethattheycannotoperateinisolationfromthecommunityandthatgoodgovernanceandsocialinvolvementgobeyondtheworkperformedintheirownoffices.Theirvisionischangingfromonewheretheshareholder’svalueandtheowner’ssatisfactionwerethemostimportantcorporategoalstoanotheronethatconsidersandprotectsnotonlyshareholders,butalsoallstakeholders;includingemployees,customers,suppliers,theenvironmentandthecommunity.Thischangehascomeaboutpartlyduetopressurefrominterestgroupsandnonprofitorganisationsthatdefenddifferentsocialcauses(forexampleminingcompanieswereoftentargetedfortheirallegedlackofconsiderationtothecommunitiestheyworkedinandtotheenvironment),theneedtofollow


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acceptedbusinesstrendsandstandards,theimprovementofthecompany’simagewhichcaneventuallyturnintohighersalesandloweremployeeturnover,theneedtocomplywithrelevantregulationsandtosatisfythepublicscrutiny,amongothers.Inanycase,foronereasonortheother,theconsiderationoftheso-called“triple-bottomline”,thatincorporatespeople,planetandprofit,isarealitywithinthecorporateworldthatcannotbeignoredbycorporations.

AlthoughtheSouthAfricanCompaniesAct61of1973doesnotforcecompaniestoengageinCSRprojects,thecountry’sPolicyDocumentandtheKingIIandKingIIIreportsstresstheneedandrelevanceforcorporationstoacknowledgeallstakeholdersandtoadopta“triple-bottomline”approach.Inparticular,theKingreportscontainacceptedguidesofbestpracticesincorporategovernanceinSouthAfrica,focusingonsocial,environmentalandeconomicconcerns.TheKingreports’clausesarenotcompulsory,buttheypressurecorporationstoapplyCSRprogrammesorjustifywhytheyhavenotadoptedthem.

SomeCSRactionsaretheresultofcorporatecompliancewiththeBlackEconomicEmpowerment(BEE)legislation.CompaniesthatrefrainfromcomplyingwiththeBEEscorecardcanobtainnegativeratings,thereforecomplicatingtheirabilitytooperateinthecountry.

CorporationsshouldseeBEEasawayofensuringblackparticipation(ownership,managementanddevelopment)inthenationaleconomy,andalsoasawaytoempowerruralandlocalindividuals/communitiesandtosupportprotectedgroupsaspartoftheirsocialresponsibilityprogrammesandbusinessrelatedactivities.

(Abbreviatedfromhttp://www.consultancyafrica.com)

Resource Article 3: Businesses and CSR

SouthAfrica’scorporategovernanceguidelinesandstandardsarecontainedintheKingreports.Althoughtheyarenotofficiallegaldocuments;theyareregardedasguidelinesregardinggoodcorporategovernanceanditishighlypopular/recommendedinthecountry’sbusinesssphere.

In1994,theKingCommitteeonCorporateGovernanceissuedthefirstreport,KingReport1994orKingI,aimedatpromotingcorporategovernanceandtherightstandardsforboardofdirectorsoflistedcompanies,financialinstitutionsandsomepublicenterprises.Whileencouraginggoodgovernancepractices,thereportalsoemphasisedtheneedforcorporationstobesociallyresponsibleintheareasandcommunitiesinwhichtheyoperate.

In2002,theKingIIreportonCorporateGovernancewaspublished.Ataboutthesametime,theJohannesburgStockExchangerequestedlistedcompaniestocomplywiththeKingreportorotherwisejustifywhytheywerenotadheringtothenorm.Theseconddocumentclearlyestablishedandexplainedthesevengoodcorporategovernanceelementsthatanycorporationadoptingthereportshouldpayattentionto:discipline,transparency,fairness,socialresponsibility,independence,accountabilityandresponsibility.


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ThethirdrevisedissueofSouthAfrica’sCodeofandReportonGovernancePrinciples(KingIIIreport)wasmadeeffectiveinMarch2010.Thenewreportfocusesonsustainabilityandriskissues,whilecontinuingtohighlighttheimportanceforcompaniestorespondtoallstakeholders.Stakeholdersincludenotonlyshareholdersbutalsoemployees,thelocalcommunity,andenvironmentalgroups.

Thetopicscoveredinthereportare:ethicalleadershipandcorporatecitizenship,boardsanddirectors,auditcommittees,thegovernanceofrisk,thegovernanceofinformationtechnology,compliancewithlaws,rules,codesandstandards,internalaudit,governingstakeholderrelationshipsandintegratedreportinganddisclosure.

ThesereportsareintendedtohelppromoteCSRinitiativesindifferentindustries.ThatisalsothecaseoftheJohannesburgStockExchangeSocialResponsibilityIndex.TheSRIinformsinvestorsandmarketagentsaboutcorporatesustainabilitypoliciesandpracticesoflistedcompanies,encouraginginvestorstosupport“friendly”companies,andpushingcorporationstoreinforcetheirenvironmental,socialandgovernanceinitiatives.

Thereportsrefertosevencharacteristicsofgoodcorporategovernance:

Discipline--acommitmenttobehaviourthatisuniversallyrecognisedandacceptedascorrectandproper.Transparency--theeasewithwhichanoutsiderisabletoanalyseacompany’sactions.Independence--themechanismstoavoidormanageconflict.Accountability--theexistenceofmechanismstoensureaccountability.Responsibility--processesthatallowforcorrectiveactionandactingresponsiblytowardsallstakeholders.Fairness--balancingcompetinginterests.Social Responsibility-beingawareofandrespondingtosocialissues.

(Abbreviatedfromhttp://www.sustainabilitysa.org.)


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Reference List

http://www.consultancyafrica.comhttp://www.sustainabilitysa.org.Reference:http://www.dupont.co.za



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Business Studies – Grade 12 Term 2 - Presentation

Topic: CorporateSocialResponsibility Total Marks: 50

Memorandum


• Scenario provided to learners: ascenariodescribingthemicroandmacroeconomicchallengesfacedbyagoldmine.ThelearnerdoesresearchandrecommendsaseriesofprojectstoassistthemanagementofthegoldmineincreatingCSRprojectsthatwouldbeofbenefittothelocalcommunityandtheenvironment.

• Mark allocation according to Bloom’s Taxonomy levels: writtenandoralpartcombined–Understanding(level1):13marks(26%);Application(Level2):10marks(20%);Analysis(Level2):16marks(32%);Evaluation(Level3):7marks(14%);Synthesis(Level3):4marks(8%)

Item – Written Part Mark Allocation (30 marks) Bloom’s

Taxonomy Level2.2.1Readthecasestudycarefully.Describewhatismeantbytheterm‘CorporateSocialResponsibility’

3 marks. Understanding

2.2.2ChooseaCSRprojecttodevelopafteryouhavereadresourcestwo,threeandfour.JumaniGoldMinewilladoptyourprojectforthebenefitofthelocalcommunity.Explainbrieflywhyyouchosethisproject.

4markstotal:1markforchoice.3x1markforrelevantreasongiven.

Analysis

2.2.3.ApplytheinformationinresourcesthreeandfourtoexplaintothemanagementofJumaniGoldMineshowlegislationandtheKing’sCodeswouldlinkwiththeCSRprojectyouchosein2.2.2.

5marks–Descriptionofapplication. Application–moredifficult

2.2.4IdentifythestakeholderswhowillbeinvolvedandaffectedbyJumani’snewCSRprojects.Mentionatleasttwowaysinwhichthecompanycanensurethesestakeholdersarefullyinvolvedintheprojects.

5markstotal:1.1markforidentificationof

stakeholders:2.2x2marksforeachinvolvement.

Analysis


3markstotal:1markforchoice.1markforeachrelevantreasongiven:2 marks.

Analysis

2.2.6AspartofyourcontractasacorporateCSRconsultantthecompanyhasaskedyoutogiveashortanalysisofitsstrengthsandweaknessesinthemicroandmacroenvironment.ThecompanyneedstokeepthesestrengthsandweaknessesinmindwhentheyputtheCSRprogrammeintoaction.Givethecompanyashortreportonthesestrengthsandweaknesses.Writeyoursuggestionsonhowtheycouldmakeuseofthestrengthsandovercometheweaknesses.Yourreportshouldhaveonestrengthandweaknessinthemicroenvironmentandonestrengthandweaknessinthemacroenvironment.

10marks:1.Analysisofstrengthsand

weaknesses.(4)2.Suggestions.(4)3.Report.(2)

1.Analysis

2.Synthesis3.Evaluation


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Item – Oral Part Mark Allocation (30 marks) Bloom’s Taxonomy Level

Thepresentationwaslogicallystructured 5(20%oftotalmarks) UnderstandingThepointsthatthelearnertriedtogetacrosswereclear 5(20%oftotalmarks) ApplicationThelearner’schoiceofproblemsolvingstrategiesandtheirapplicationtofindacreativesolutionwasappropriate.Itshowslearner’sabilitytoevaluatethesituation.

5(20%oftotalmarks) Evaluation

Thelearnerwasabletosummarisethecontentofhis/herwrittenworkina10-minutepresentation

5(20%oftotalmarks) Understanding

Suggested Answers

a. Task 1 – Written

Please answer the following questions in your own words and in full sentences:

2.2.1 Readthecasestudycarefully.Describewhatismeantbytheterm‘CorporateSocialResponsibility.

CSR is when businesses take resonsibility for the social and environmental resources they use (ü); and they put something back into society and the environment. Social and economic development is part of CSR. (ü)

(3marks)

2.2.2 ChooseaCSRprojecttodevelopafteryouhavereadresourcestwo,threeandfour.JumaniGoldMinewilladoptyourprojectforthebenefitofthelocalcommunity.Explainbrieflywhyyouchosethisproject.

Marking note to the teacher: LearnersshouldchooseaprojectthatbenefitsthecommunityNOTtheenvironmentandgive3relevantreasonsfortheirchoice.

(4markstotal:1markforchoice.3x1markforrelevantreasongiven.)

2.2.3 ApplytheinformationinResources3and4toexplaintothemanagementofJumaniGoldMineshowlegislationandtheKing’sCodeswouldlinkwiththeCSRprojectyouchosein2.2.2.

Marking note to the teacher: LearnersshouldbeabletodifferentiatebetweenthesuggestionsandguidelinescontainedintheKing’sCodesandlegislationsuchastheEmploymentEquityAct,BCEAandSETA’s,whichcompelbusinessestocomplywithcertainlaws.Learnersshouldshowhowtheseaffectandlinkwiththeprojecttheyhavechosen.

(5marks–Descriptionofapplication)


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2.2.4 IdentifythestakeholderswhowillbeinvolvedandaffectedbyJumani’snewCSRprojects.Mentionatleasttwowaysinwhichthecompanycanensurethesestakeholdersarefullyinvolvedintheprojects.

Marking note to the teacher: Stakeholdersincludeshareholders,thelocalcommunity,employees,governmentdepartments,localschoolsandcommunityleaders,amongstothers.Learnersshouldbeabletoidentifyatleasttwostakeholdersandmentioncreativebutrealisticandappropriatewaystoinvolvethemintheprojects.

(5markstotal:1Markforidentificationofstakeholders:2x2marksforeachinvolvementmentioned.)

2.2.5 YouarecontractedasacorporateCSRconsultant.ChooseaCSRprojectthatyouthinkwouldbemostappropriatefortheenvironment.Givetworeasonsforyourchoice.

Marking note to the teacher: Learner’schoiceofsolutionsshouldbeappropriateforthescenario.Forexample,thereisaproblemwithpollutionandalsowastedump.Reasonsgivenshouldshowathoroughanalysisofthesituation.

(3markstotal:1markforchoice;1markforeachrelevantreasongiven.)

2.2.6 AspartofyourcontractasacorporateCSRconsultant,youhavebeenaskedtogiveashortanalysisofthestrengthsandweaknessesthatexistbothinthemicroandmacroenvironmentofthecompany.ThecompanyneedstokeeptheseinmindwhenputtingtheCSRprogrammeintoaction.Givethecompanyashortreportonthesestrengthsandweaknessesandyoursuggestionsonhowtomakeuseofthestrengthsandovercometheweaknesses.Yourreportshouldhaveonestrengthandweaknessinthemicroenvironmentandonestrengthandweaknessinthemacroenvironment.

Marking note to the teacher: Thestepsshouldbedescribedclearlyandsequencedlogically.Thecasestudymentionsseveralstrengthsandweaknessesthatlearnersshouldbeabletoidentify.LearnersshouldanalysetheseandmakesuggestionsastohowtheycanbeovercomeandusedintheCSRprojects.Forexamplegoodworkingrelationshipswiththeemployeeswillenablethemtoinvolveemployeesinprogrammes.

(10marks:Analysisofstrengthsandweaknesses(4)Suggestions(4)Report(2))


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Oral Presentation

b. Criterion 1: Logical Structure




Solutionprovideddoesnotlinkwiththescenarioortheresourcesprovided(1)

Oneofthestructuralcomponents(introduction,body,conclusion)hasbeenleftout.(2)

Thepresentationhasanintroduction(±2min),body(±3min),andaconclusion(±3min).Itstartswiththelearner’sidentificationofwhatcouldbethecauseoftheproblem,movesontoadescriptionoftheproblem-solvingtechniquethathe/shehaschosenandconcludeswithabriefoutlineofthecreativesolutionforthesituation.(3)




Thewrittenoutlinefortheoralpresentationclearlyshowswhatwillbesaidintheintroduction,bodyandconclusion.(2)

(5markstotal)

c. Criterion 2: Clear arguments



1.Thelearnerclearlydescribes what causes thestressfulsituationattheworkplace.

Theproblemdescribedisveryvague.(0)

Thelearner’spresentationisnotclearonexactlywhattheproblemis.(1)

Thelearnerdescribesthecauseofthestressfulsituationatworkclearly.(2)

2.Thelearnerclearlydescribeshowhis/herplanwillcontributetosolvingtheproblemidentified.

Theplandescribedisnotappropriateforthecontextofthescenarioorisdescribedveryvaguely.(1)

Theplandescribedisappropriateforthescenariobutisnotexactlyclearwhatthelearnerplanstodo.(2)

Learner’splanshowsaclearunderstandingoftheproblemandreflectscreativeproblemsolving.(3)

(5markstotal)


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d. Criterion 3: Choice and application of problem solving technique shows evaluation ability



1.Thelearnerhaschosenthebestproblem-solvingtechniqueforthesituation.

Thelearnercannotexplainhis/herchoiceoftechnique(0)

Thelearner’sexplanationforthechoiceofproblem-solvingtechniqueisvagueandshowsalackofinsight(1)

Thelearner’schoiceofproblem-solvingtechniqueshowsinsightandisthemostappropriateforthesituation(2)

2.Learner’sapplicationoftheproblem–solvingtechniqueiscreativeandappropriateforthecontext.

Applicationoftheproblem-solvingtechniqueisappropriateforthecontextbutlackscreativity(1)

Learner’sapplicationofthechosentechniqueshowssomecreativity(2)

Thelearner’sapplicationofthechosenproblemsolvingtechniqueisappropriateforthecontextandshowsinsightandcreativity(3)

(4markstotal)

e. Criterion 4: Summarising ability



1.Thelearnerisabletosummarisethecontentofthewrittenworkintoapresentationof8minutes.

Thelearner’spresentationiseithermuchtooshort(±2min)–notincludingalltheelements,ormuchtoolong(±15min)–indicatinganinabilitytosummariseandplanfortiming.(0)

Thelearnerstayswithinthetimelimit,butleavesoutimportantpartsofthecontent.(1)

Thelearnerstayswithintheallocated8minutesandcoversallthepoints.(2)

2.Thecontentofthepresentationlinkswiththewrittenpreparation.

Thepresentationdoesnotlinkwiththewrittenpreparationatall.(0)

Thepresentationcontainssomelinkswiththewrittenpresentation.(1)

Whatisinthewrittenpresentationandwhatthelearnerpresentslinkscompletely.(3)

(5markstotal)


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NOTES


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Term 3: Project

Topic: Investments

Total Marks: 50


Class:

Mark Obtained:


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Index

1. ProjectInstructions ............................................................................................................. 97

1.1 Whatistheprojectabout? .......................................................................................... 97

1.2Whatdoweexpectofyou? ......................................................................................... 97

1.3Whatcanyouusetohelpyou? ................................................................................... 97

1.4 ProjectTaskOutline ..................................................................................................... 98

2. ProjectTasks ........................................................................................................................ 98

Task2.1Report1: .............................................................................................................. 103

Task2.1Evidence .............................................................................................................. 103

Task2.2Report2: .............................................................................................................. 104

Task2.2Evidence .............................................................................................................. 104

ResourceArticle1:SelectedCompaniesforSharePurchases ........................................... 105

ResourceArticle2:Sharepricesofselectedcompaniesovera32daytimeperiod. ........ 106

ResourceArticle3:TheJSE ................................................................................................ 106

ResourceArticle4:TypesofInvestments ......................................................................... 107

Referencesforresources ................................................................................................... 108


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1. Project Instructions

1.1 What is the project about?

Theoutcomeofthisprojectistoseeifyoucanapplyyourknowledgeoffinancialinvestmentstodevelopaclearreportonsuitableinvestmentsforanindividualorabusiness.


• Youareexpectedtocarefully read all the material providedtoyouinordertodotheproject.• Yourprojectmustbeneatly structuredaccordingtothetableofcontentsprovided.• Start with the project as soon as you receive it.Donotwaituntilthedayortheweekbeforethe

duedatetostart.• Thisprojectmustbeyour own work.Copyingfromafriendisnotallowed.Youwillloseallyour

marks,ifyoucopy.• Submission date: __________________________________________________________________• Latesubmissionswillbepenalisedwith1markperday.


• Usetheprojectcriteria(rubrics)andmarkallocationprovidedforeachtasktoguideyouindoingthedifferenttasks.Eachtask’srubricisincludedonthefirstpageofthetask.

• Tip:usetheskillsthatyoulearntwhiledoingtheassignmenttohelpyoutocompletetheproject.• Tohelpyoutoorganiseyourprojectfile,wehaveclearlyindicatedwhereyoushouldinsertyour

work(evidence).• UsethestartUP&gomaterialsintheLearner’sBook.• Read the questions carefully andmakesurethatyouknowexactlywhatyouhavetodobeforeyou

goout.Askyourteacherforhelpifyouarenotsure.• Tohelpyouwithyourresearch,youcanvisitthelibrary,lookinnewspapersormagazinesoruse

theinternettofindinformationthatwillhelpyou.Remembertoincludethesourcesthatyouhaveused in the reference list.


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1.4 Project Task Outline

• MarkallocationaccordingtoBloom’sTaxonomylevels:Level1:knowledgeandunderstanding–30%,15marks;Level2:applicationandanalysis–54%,27marks|Level3:synthesisandevaluation–16%,8marks.

Item Mark Allocation

Instructions:Carefullyreadthroughtheinstructionsfortasks1and2.Thefirsttaskisacasestudyregardingaclient’sinvestments.Youmustadviseyourclientregardingtheirinvestments.Forthesecondtaskyoumustinvestyourclient’smoneyinsharesavailableontheJohannesburgStockExchange.Youaregivenaselectionofsharesandtheirprices.IfyoulikeyoucanchooseyourownsharesusingsharepricesthatyougetfromnewspapersortheInternet.

Task 1.1 WriteanoutlineexplainingtoZinhlewhatthedifferencesarebetweenthetwoformsofinvestment.Theformsofinvestmentmustbeidentified.

4marksintotal.2foridentifyingeachformofinvestmentand2foreachcorrectexplanation.

Task 1.2Writedowneachformofinvestment.Brieflyexplainoneadvantageandonedisadvantageofeachformofinvestment.

6marksintotal.1markfornamingeachformofeachinvestment1x2.1markforexplainingoneadvantageofeachformofinvestment.1x21markforexplainingonedisadvantageofeachformofinvestment.1x2

Task 1.3Analysebothinvestmentsintermsoftheamountofriskinvolvedineachformofinvestment.

4marksintotal.2marksforanalysingeachinvestmentriskcorrectly.2x2

Task 1.4Calculatewhichinvestmentearnedahigherreturnoninvestmentoverthetwo-yearperiod.(Showallyourcalculations).Basedonyourcalculation,whichformofinvestmentwouldyourecommendtoZinhle?

4marksintotal.2marksforeachcorrectcalculationofthereturnoninvestmentand2marksforrecommendation.

Task 1.5WriteabriefparagraphrecommendinganyTWOotherformsofinvestmenttoZinhlebesidesthetwomentionedinthescenario.Makesureyougiveyourreasonsforyourchoicesofinvestment.

2marksintotal.Onemarkforeachwell-motivatedformofinvestment.

Task 2.1WriteareportforSiphooutliningthesharesyouhavechosentobuyforhim.

13marksintotal,accordingtotherubricprovided.

Task 2.2WriteareportforSiphoontheresultsofyoursharetradingandaccountingforanyprofitsandlossesmade.

17marksintotalaccordingtotherubricprovided.

2. Project Tasks

Instructions: a) Youhavebeengiventwocasestudiesonfinancialinvestments.Makesureyoureadthemcarefully

beforeyoustartonyourproject.Forthisprojectyoumustresearchandadvisetwodifferentclientsontheirfinancialinvestments.

b) ForTask2youcaneitherusetheshareinformationprovidedor,ifyouhaveaccesstonewspapersand/ortheInternet,youcanchooseyourownshares.

c) Task2mustbepresentedasareport.Makesureyoureadtheinstructionsandtherubriccarefullybeforeyoustart.

d) Useresources1and2fortask2andresources3and4foradditionalinformationthatyoucanuseforbothtasks.


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Task 1[20marks]

ZinhleZuluhasjustinheritedR40,000.00fromhergrandfather.ShehasinvestedR20000ofherinheritanceinafixed-depositaccountatStandardBank,earninganinterestrateof12%p.a.

WiththeremainingR20,000shehasbought10000ordinarysharesatR2persharefromapubliccompanylistedontheJohannesburgStockExchange.Attheendofthefinancialyear,shereceivedherfirstdividendchequeofR200fromthecompany.Shehasbeentoldtoexpectthesamedividendnextyear.

Zinhlehasaskedforyouropinionregardingherinvestmentchoices.Shedoesnotfullyunderstandhowinvestmentscanearnmoney.

1.1 InordertohelpZinhle,youneedtogivehersomeinformation.Pleaseuseyourownwordsandwriteinfullsentences.

1.1. WriteabriefoutlineexplainingthedifferencesbetweenthetwoformsofinvestmenttoZinhle.Theformsofinvestmentmustbeidentified.

Form of investment 1:

Form of investment 2:

The differences between the two forms of investments.

(4)


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1.2 Identifytheadvantagesanddisadvantagesofeachformofinvestment.Nametheinvestment(1markeachand1advantage;1disadvantageeach=3x2=6.

Name of investment 1

Name of investment 2

Investment 1: advantage

Investment 2: advantage

Investment1: disadvantage

Investment 2: disadvantage

(6)


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1.3 Analysebothinvestmentsintermsoftheamountofriskinvolvedineachformofinvestment.

The amount of risk involved in investment 1

The amount of risk involved in investment 2

(4)

1.4 Calculatewhichinvestmentearnedahigherreturnoninvestmentoverthetwo-yearperiod.(Showallyourcalculations).Youonlyneedtocalculatesimpleinterestonthefixeddeposit.Basedonyourcalculations,whichformofinvestmentwouldyourecommendtoZinhle?

Return on investment for investment 1 (show all calculations):

Return on investment for investment 2 (show all calculations):

My recommendations to Zinhle are:

(4)


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1.5 WriteabriefparagraphrecommendinganyTWOotherformsofinvestmenttoZinhlebesidesthetwomentionedinthecasestudy.Makesureyougiveyourreasonsforyourchoicesofinvestment.Ifyouneedmorespaceyoucanwriteyouranswersonaseparatesheetofpaperandattachthemtoyourproject.

Other form of investment 1:

Other form of investment 2:

(2)

Task 2[30marks]

YourclientSiphoNcubehasaskedyoutohelphim.HehasR200000thathewishestoinvestontheJSE.Youmustchoosesharesforhimandrecordwhathappenstohismoney.Siphoisnotworriedaboutdividendpayouts;hewantstoinvestinshares,whichwillincreaseinvalue.

Inresource1youaregivenalistofvarioussharesandtheirpricesoveraone-monthperiod.IfyouhaveaccesstonewspapersandtheInternetyoumaybuyandsellothersharesusingpricesquoted.Ifyouchoosetodothisyoumustkeeparecordofthedatesonwhichyouresearchedsharepricesandthepricesonthosedays.

Instructions:YoumustwriteTWOreportsforSipho:oneatthebeginningoftheprojectidentifyingthesharesyouhavechosentobuyforhimandoneattheendoftheprojectidentifyingifyoumadeaprofitoralossforSipho.Yourreportsshouldbewritteninfullsentences.Spaceisprovidedattheendofeachreportforyouranswers.


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Task 2.1 Report 1:

2.1. Usingresource1,writeareportforSiphothatincludesthefollowinginformation: 2.1.1 Thenameoftheinstitutionthatpublishesinformationonshareprices.(1) 2.1.2 FOURotherfunctionsoftheinstitutionmentionedin2.1.2.(4) 2.1.3 Yourreasonsforbuyingsharesinthecompaniesyouhavechosen.(6) 2.1.4 Atabletoillustrateyourchoicesofsharesandallocationoffunds.(4)

Marking rubric for report 1



Presentationofreport. Thelearnerhasnotpresentedthereportneatlyandaccurately.2markswillbedeductedforunprofessionalpresentation.(-2)

Somespellingerrorsandmistakes.(1)

Thelearnerhaspresentedthereportneatlyandaccurately.(2)

2.1.1Thenameoftheinstitutionthatpublishesinformationonshares.

Thelearnerhasnotcorrectlyidentifiedtheinstitution.(0)

Thelearnerhaspartlyidentifiedtheinstitution.(0)

Thelearner’shascorrectlyidentifiedtheinstitution.(1)

2.1.2FOURotherfunctionsoftheinstitutionmentionedin2.1.

Nofunctionsmentioned.(0)

Somefunctionsmentioned.(2-3)

Allfunctionsmentioned.(4)

2.1.3Reasonsforbuyingshares.

Noreasongiven.(0) Insufficientlyexplainedreasongiven.(1)

Reasonclearlyandproperlyexplained.(2)

2.1.4Tableshowingchoicesofsharesandallocationoffunds

Tablepoorlydrawnandinaccurateallocationoffunds.(1)

Tableneatlydrawn,fundsallocatedinaccurately.(2-3)

Tableneatlydrawnandfundsallocatedaccurately.(4)

Task 2.1 Evidence

Please insert your neatly typed/handwritten report for task 1 after this page.


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Task 2.2 Report 2:

Instructions2.2 Usingresourcearticles1and2write/createareporttogivefeedbackonyourinvestments.Your

reportshouldincludethefollowing: 2.2.1 Acalculationofyourprofitorloss.(2) 2.2.2 Adetailedanalysisofwhichsharesdidwellandwhichdidnotdowell.(6) 2.2.3 Arecordofanysalesandpurchasesmadeduringthetimeperiod.(4) 2.2.4 Acalculationofyourreturnoninvestment(ROI)–showallworkings.(3)

[Total17marks:15marksand2marksforpresentation]



Presentationofreport. Thelearnerhasnotpresentedthereportneatlyandaccurately.2markswillbedeductedforunprofessionalpresentation.(-2)



2.2.1Calculationofyourprofitorlossonshares.

Thelearnerhasnotcalculatedtheprofitorlossonsharesatall.(0)

Thelearnerhascalculatedtheprofitorlosswitherrors.(2)

Thelearnerhascorrectlycalculatedtheprofitorloss.(3)

2.2.2Analysisofwhichsharesdidwellandwhichdidnotdowell.

Analysisnotcompletedorpartiallycompleted.(2)

Analysiscompletedbutnotfullyexplained.(4)

Analysiscompletedandfullyexplained.(5)

2.2.3Recordofanysalesandpurchasesmadeduringthetimeperiod.

Incompleterecord.(1) Completerecordbutmessy.(2)

Recordcompleteandpresentedinatidymanner.(3)

2.2.4Calculationofreturnoninvestment.

Calcuationincompleteand/orinaccurate.(1)

Calculationcompletebutinaccurateorworkingsnotallshown(3)

Calculationcomplete,accurateandallworkingsshown.(4)

Task 2.2 Evidence

Please insert your neatly typed/handwritten report for task 2 after this page.


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Resource Article 1: Selected Companies for Share Purchases

Name and details of company

SA Concrete Suppliers Ltd AsthelargestsupplierofconcreteinSouthAfricathiscompanyhasperformedexceptionallywelloverthelastfewyears.Thiswastoalargeextentasaresultofthegrowthintheconstructionindustry.Analystswarnthatwiththebanksreducingthenumberofhomeloansgrantedandrisinginterestratesthattheconstructionindustrywillbehardhitincomingmonthsresultinginjoblossesandseveralconstructioncompaniesclosingdown.

Coal of South Africa Ltd OneofthelargestproducersofcoalinSouthernAfrica.ThecompanyplanstodisposeofitsunderperformingcoalminingfieldsintheWoesteleinHills.Thisshouldallowthemconcentrateonthecoreperformingassetsandcreatevaluefortheirshareholders.AdditionallythetwonuclearpowerstationsinSouthernAfricaarebothduetobeclosedformaintenanceforalongperiodoftimeandthisshoulddriveupthepriceofcoal.

Plat Metals Ltd Thefive-monthplatinumbeltstrikecoupledwiththeone-monthmetalsstrikewouldcostPlatMetalsLtdR100millionsaidSiphoKhumalo,theexecutivechairman,lastweek.Analystspredicton-goinglabourstrikesinthisindustryforyearstocome.

Aztec Property Fund Ltd AztecinvestsinindustrialandretailpropertyinSouthAfrica.ThefundrecentlyannouncedthatitwillbebuyinganofficebuildinginCapeTownforR30million.Aztechasexperiencedassetgrowthof87%sincelistingontheJSEinOctoberoflastyear.Ithasexcellentmanagementandsomeexcitingdealscomingup.

Jiffy ATM Ltd ASouthAfricancompanythatspecialisesininstallingandoperatingin-storecashmachines.ThecompanyrecentlyannouncedplanstoexpandintofiveotherAfricancountries.InZimbabwealonethecompanyplanstoinstall200ATMsinthenextmonthalone.Thecompanyhasmorethan2500ATMsacrossSouthAfricaandhasmanagedtokeeprunningcostslowerthanmostofitscompetitors.

Chunky Foods Ltd SouthAfrica’ssecondbiggestfoodretailercutitsprofitforecastforthesecondtimethisyear.Thisannouncementcameafterfourstaffmemberswerefiredforfraud.ThisisanotherblowtothereputationofthesecondbiggestandoldestsupermarketchaininSouthAfrica.Badmanagementhaveresultedinthreestoresbeingclosedinthelastyearalone.

Hungry Chicken Ltd AlthoughitonlylistedontheJSEtwoyearsagoHungryChickennowhasover100fastfoodoutletsinSouthAfrica.Thecompanyrecentlyannouncedplanstoopentwentymoreoutletsinthecomingyear.Thecompanyhasanexcellentmanagementteamwithyearsofexperience.Thecompanyalsoensuresthatitownsandoperatesaminimumof40%ofallitsoutlets.Theremaining60%arefranchised.

Paragon Oil Exploration Ltd ParagonlistedontheJSEearlythismorning.ThecompanyistryingtoraiseR50milliontoexploreforoiloffthecoastofDurban.Expertshavewarnedthatitishighlyunlikelythattheywillfindoilthere.TheExecutiveChairman,TheReverendPaulJones,disagreeswiththeexpertsclaimingthathehadadreaminwhichhewastoldthatthereisoiloffthecoastofDurban.

Togo Resorts Ltd TogoResortsisthesecondbiggesthotelandcasinochaininSouthernAfrica.TheyrecentlyopenedtheirsecondhotelinMauritiusandareplanningonopeningthreehotelsinSenegalnextyear.Theycontinuetopoststrongprofits.Analystsareconfidentthattheywillcontinuetodowellincomingyears.

African Insurance Ltd TheoldestinsurancecompanyinSouthAfrica.AfricanInsuranceisexpectedtoreportafinanciallossthisyear.AnalystssaythatthisisbecauseofthehighrateofHIV/AidsinSouthAfrica.


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Zenteck Loans Ltd Zenteckoffersloanstopoorpeople.ItwaslistedseveralyearsagoontheJSE.Itssharepricehasnotmovedinthelastsixmonths.Analystspredictthatthissectoroftheeconomyisnotdoingwellandinterestratesremainhighandpeoplearestrugglingtoservicedebt.

Wallace Property Loans Ltd WallacelistedontheJSElastyear.Itssharepricehassincefallen.Thecompanylendsmoneytopropertydeveloperswhocannotraisethemoneytheyneedthroughbanks.Analystspredictthatthepropertymarkethaspeakedandisonadownwardspiral.

Resource Article 2: Share prices of selected companies over a 32 day time period.

Nameanddetailsofcompany Priceofshares(cents)30June2014

Priceofshares(cents)15July2014

Priceofshares(cents)31July2014

SAConcreteSuppliersLtd 5069 4589 4320

CoalofSouthAfricaLtd 3108 3900 4120

PlatMetalsLtd 1290 890 890

AztecPropertyFundLtd 1120 1405 1650

JiffyATMLtd 500 890 980

ChunkyFoodsLtd 20120 19123 18505

HungryChickenLtd 679 901 1220

ParagonOilExplorationLtd 5 2 3

TogoResortsLtd 1708 1845 1830

AfricanInsuranceLtd 1403 1390 1280

ZenteckLoansLtd 6 6 6

WallacePropertyLoansLtd 98 90 85

Resource Article 3: The JSE

TheJSE’sEquityMarketconnectsbuyersandsellersinterestedinexposuretoSouthAfricanlistedcompanies,duallistedcompaniesfromacrosstheglobeandavarietyoflistedproductsandhasbeeninoperationformorethan120years.AlargenumberofJSE-listedcompanieshavelistingsonotherstockexchangesthroughouttheworld.

ThemarketoffersmembersfastandefficienttradingthroughitsworldclassMillenniumITtradingsystemanditshighperformancemarketdatasystem.• Morethan800SecuritiesarecurrentlyavailableontheJSE’sEquityMarket.• Approximately400companiesarelistedacrosstheMainBoardandtheAltXBoard.• Thereareapproximately60EquityMarketmemberfirms,authorisedtotradeonthemarket.• Clientsandinvestorsinmorethan40countriesuseJSEEquityMarketData.


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Resource Article 4: Types of Investments

Therearemanywaystoinvestyourmoney.

Bonds Thetermbondiscommonlyusedtorefertoanysecuritiesthatarefoundedondebt.Whenyoupurchaseabond,youarelendingoutyourmoneytoacompanyorgovernment.Inreturn,theyagreetogiveyouinterestonyourmoneyandeventuallypayyoubacktheamountyoulentout.Themainattractionofbondsistheirrelativesafety.Ifyouarebuyingbondsfromastablegovernment,yourinvestmentisvirtuallyguaranteed,orrisk-free.Thesafetyandstability,however,comeatacost.Becausethereislittlerisk,thereislittlepotentialreturn.Asaresult,therateofreturnonbondsisgenerallylowerthanothersecurities.

Stocks Whenyoupurchasestocks,(sharesorequities)youbecomeapartownerofthebusiness.Thisentitlesyoutovoteattheshareholders’meetingandallowsyoutoreceiveanyprofitsthatthecompanyallocatestoitsowners.Theseprofitsarereferredtoasdividends.Whilebondsprovideasteadystreamofincome,sharesarevolatile.Thatis,theyfluctuateinvalueonadailybasis.Whenyoubuyashare,youaren’tguaranteedanything.Manysharesdon’tevenpaydividends,inwhichcase,theonlywaythatyoucanmakemoneyisiftheshareincreasesinvalue,whichmightnothappen.

Mutual FundsAmutualfundisacollectionofstocksandbonds.Whenyoubuyamutualfund,youarepoolingyourmoneywithanumberofotherinvestors,whichenablesyou(aspartofagroup)topayaprofessionalmanagertoselectspecificsecuritiesforyou.Themainadvantageofamutualfundisthatyoucaninvestyourmoneywithoutthetimeortheexperiencethatareoftenneededtochooseasoundinvestment.Intheoryyoushouldgetabetterreturnbygivingyourmoneytoaprofessionalthanyouwouldifyouweretochooseinvestmentsyourself.

Otherwaysofinvestingmoneyincludebuyinghouses,commercialbuildings,savingsaccountsandbuyinggoldorotherpreciousmetals.


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References for resources

www.jse.co.za(forinformationontheJSE)www.psgonline.co.za(forinformationonsharepricesandothertypesofinvestments)www.investopedia.com(forinformationontypesofinvestments)



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Business Studies – Grade 12 Term 3 - Project

Topic: Investments Total Marks: 50

Memorandum


Scenario provided to learners: Thefirsttaskisacasestudyregardingaclient’sinvestments.Learnersmustadvisetheirclientregardinginvestmentchoices.Forthesecondtasklearnersmustinvesttheirclient’smoneyinsharesavailableontheJohannesburgStockExchange.Learnersaregivenaselectionofsharesandtheirprices.IftheyprefertheycanchoosetheirownsharesusingsharepricesobtainedfromnewspapersortheInternet.• MarkallocationaccordingtoBloom’sTaxonomylevels:Level1:knowledgeandunderstanding–

30%,15marks;Level2:applicationandanalysis–54%,27marks;Level3:synthesisandevaluation–16%,8marks.

Item – case study 1 Mark Allocation (20 marks) Bloom’s Taxonomy Level

Task 1.1WriteanoutlineexplainingtoZinhlethedifferencesbetweenthetwoformsofinvestment.Theformsofinvestmentmustbeidentified.

4marksintotal.2foridenfityingeachformofinvestmentand2foreachcorrectexplanation.

Knowledge

UnderstandingTask 1.2Writedowneachformofinvestment.Brieflyexplainoneadvantageandonedisadvantageofeachformofinvestment.

6marksintotal.1markfornamingeachformofeachinvestment1x2.1markforexplainingoneadvantageofeachformofinvestment1x2.1markforexplainingonedisadvantageofeachformofinvestment1x2.

Understanding

Task 1.3Analysebothinvestmentsintermsoftheamountofriskinvolvedineachformofinvestment.

4marksintotal.2marksforanalysingeachinvestmentriskcorrectly2x2

Analysis

Task 1.4Calculatewhichinvestmentearnedahigherreturnoninvestmentoverthetwo-yearperiod.(Showallworkings).WhichformofinvestmentwouldyourecommendtoZinhle?

4marksintotal.2marksforeachcorrectcalculationofthereturnoninvestmentand2marksforrecommendation.

Application

Task 1.5WriteabriefparagraphrecommendinganyTWOotherformsofinvestmenttoZinhlebesidesthetwomentionedinthescenario.Makesureyougiveyourreasonsforyourchoicesofinvestment.

2marksintotal.Onemarkforeachwell-motivatedformofinvestment.

Synthesis

Task 2 – Share purchasing Mark Allocation (30 marks) Bloom’s Taxonomy Level

Task 2.1WriteareportforSiphooutliningthesharesyouhavechosentobuyforhim.

15marksintotal,accordingtotherubricprovided.

(Seerubricforrelevantcognitivelevelperquestion)

Task 2.2WriteareportforSiphoontheresultsofyoursharetradingandaccountingforanyprofitsandlossesmade.

17marksintotalaccordingtotherubricprovided.

(Seerubricforrelevantcognitivelevelperquestion)


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Suggested Answers

Task 1 – Case study

Pleaseanswerthefollowingquestionsinyourownwordsandinfullsentences:

Task 1.1

WriteanoutlineexplainingtoZinhlethedifferencesbetweenthetwoformsofinvestment.Theformsofinvestmentmustbeidentified.

The first form of investment is a fixed deposit account with a bank. (ü) With this type of investment money is deposited in a bank which pays interest at an agreed upon rate. (ü)The second form of investment is the buying of shares on the JSE. (ü) Share prices may increase in which case money is made when the shares are sold and also a dvidend, which is a portion of the company profits may be paid each year to the holder of the shares. (ü) (4marks)

Task 1.2

Writedowneachformofinvestment.Brieflyexplainoneadvantageandonedisadvantageofeachformofinvestment.

Marking note to the teacher: Learnersshouldbeabletoidentify2advantagesand2disadvantagesofeachformofinvestmentandgivearelevantexplanationforeach.

(6marksintotal.1markfornamingeachformofeachinvestment1x2.1markforexplainingoneadvantageofeachformofinvestment1x2.1markforexplainingonedisadvantageofeachformofinvestment1x2)

Task 1.3

Analysebothinvestmentsintermsoftheamountofriskinvolvedineachformofinvestment.

Marking note to the teacher: Learnersshouldbeabletounderstandthatalthoughinvestmentinsharesmaygiveabiggerreturnoninvestment,itisalsomoreriskybecausethesharesmaylosetheirvalueifthecompanyisnotprofitable.Thefixeddepositaccountisalessriskyformofinvestment.

(4marksintotal.2marksforanalysingeachinvestmentriskcorrectly2x2)


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Task 1.4

Calculatewhichinvestmentearnedahigherreturnoninvestmentoverthetwo-yearperiod?(Showallworkings).WhichformofinvestmentwouldyourecommendtoZinhle?

Marking note to the teacher: Learnersshouldbeabletoshowhowsimpleinterestiscalculatedusingtheformula:Interestiscalculatedasfollows:

Capitalamount1

X Interestrate(p.a.)100

ZinhlewillearnR2400peryearonherfixeddeposit,thereforeR4800over2years,usingthesimpleinterestformula.ShewillonlyearnR400fromdividends;thereforethefixeddepositaccountisthebetterinvestment.

(4marksintotal.2marksforeachcorrectcalculationofthereturnoninvestmentand2marksforrecommendation.)

Task 1.5

WriteabriefparagraphrecommendinganyTWOotherformsofinvestmenttoZinhlebesidesthetwomentionedinthescenario.Makesureyougiveyourreasonsforyourchoicesofinvestment.

Marking note to the teacher: Learner’schoiceofrecommendationsshouldbeappropriateforZinhleandtheamountofmoneyshehasavailabletoinvest.Reasonsgivenshouldshowanunderstandingofinvestments.Answerswillvary.

(2marksintotal.Onemarkforeachwell-motivatedformofinvestment.)

Task 2 – Share trading

LearnersshouldbeencouragedtousenewspapersandtheInternettochooseandfollowtheirownsharesifpossible.Thisisamorevaluableexperience.Ifusingtheshareinformationprovidedintheproject,theeducatorcanalsodecidetosplitthesharepriceinformationintothreeseparatetablesandgivethemtolearnersatintervals.Thisalsogiveslearnersamorevaluableexperiencebecausetheyarethennotabletoseethefinalsharepricesinadvance.


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2.1 Marking rubric


Criteria Not Achieved Partially Achieved

Achieved Bloom’s Taxonomy Level

Presentationofreport.

Thelearnerhasnotpresentedthereportneatlyandaccurately.



Application

2.1.1Thenameoftheinstitutionthatpublishesinformationonshares.

Thelearnerhasnotcorrectlyidentifiedtheinstitution.(0)

Thelearnerhaspartlyidentifiedtheinstitution.(0)

Thelearner’shascorrectlyidentifiedtheinstitution.(1)

Knowledge

2.1.2FOURotherfunctionsoftheinstitutionmentionedin2.1.

Nofunctionsmentioned.(0)

Somefunctionsmentioned.(2-3)

Allfunctionsmentioned.(4)

Understanding

2.1.3Reasonsforbuyingshares.

Noreasongiven.(0)

Insufficientlyexplainedreasongiven.(1)

Reasonclearlyandproperlyexplained.(2)

Evaluation

2.1.4Tableshowingchoicesofsharesandallocationoffunds

Tablepoorlydrawnand inaccurate allocationoffunds.(1)

Tableneatlydrawn,fundsallocatedinaccurately(2-3)

Tableneatlydrawnandfundsallocatedaccurately.(4)

Application

2.2 Marking rubric

Dividendsarenotincludedintheinformation.Onlyfinalsharepricesareimportant.


Criteria Not Achieved Partially Achieved

Achieved Bloom’s Taxonomy Level

Presentationofreport.

Thelearnerhasnotpresentedthereportneatlyandaccurately.



Application

2.2.1Calculationofyourprofitorlossonshares.

Thelearnerhasnotcalculatedtheprofitorlossonsharesatall.(0)

Thelearnerhascalclulatedtheprofitorlosswitherrors.(2)

Thelearnerhascorrectlycalculatedtheprofitorloss.(3)

Application

2.2.2Analysisofwhichsharesdidwellandwhichdidnotdowell.

Analysisnotcompletedorpartiallycompleted.(2)

Analysiscompletedbutnotfullyexplained.(4)

Analysiscompletedandfullyexplained.(5)

Analysis

2.2.3Recordofanysalesandpurchasesmadeduringthetimeperiod.

Incompleterecord.(1)

Completerecordbutmessy.(2)

Recordcompleteandpresentedinatidymanner.(3)

Application

2.2.4Calculationofreturnoninvestment.

Calcuationincompleteand/orinaccurate.(1)

Calculationcompletebutinaccurateorworkingsnotallshown.(3)

Calculationcomplete,accurateandallworkingsshown.(4)

Synthesis


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General objectives/link to the CAPS

The objectives for the startUP&go material for term 1 are to:• Consider the macro environment with a particular focus on the recent legislation, which was

developed in response to demands for redress and equity, on small and large business operations. • Understand and know how to apply the relevant legislation and the following aspects of the

Human Resources function: recruitment and selection; employee contracts; induction and placement; salary administration; employee benefits; skills development

• Devise and formulate strategies a business could use in response to the challenges of the macro business environment; critically evaluate such strategies and make recommendations as required.

Entrepreneurship focus

For Term 1 in Grade 12, the main focus of the startUP&go package is on key entrepreneurial activities relating to the operations of a business. Entrepreneurs are often faced with basic business problems regarding legal concerns as well as human resource issues. It’s not always clear how to solve these pressing problems with the limited resources available to most entrepreneurs.

Teaching entrepreneurship isn’t just about training people on the basics of law and human relations. It’s about encouraging ethical behaviour and creativity in resolving problems related to law and human relations; this is the hallmark of entrepreneurial thinking. When students begin finding new ways to solve problems, some solutions may fail. But this isn’t failure in the traditional sense. It’s simply trial and error. It teaches students to be resilient and persevere, and in doing so, won’t block the creative process just because some potential solutions don’t work.

Entrepreneurs bring new products and services to the world that never existed before. They see a need that others have missed. It is important that they not only have a vision of how their product will meet the need, but also use various business strategies to promote the new products and services. They need to formulate strategies which could respond to the challenges of the macro business environment and to critically evaluate such strategies and make recommendations. A defining trait of entrepreneurship is the ability to spot an opportunity and create a strategy that takes into account the most favorable macro business environment to bring that opportunity to the market place. Entrepreneurs have a curiosity that identifies overlooked business opportunities and puts them at the forefront of innovation and emerging fields. They have the ability to communicate that strategy effectively to investors, staff and other stakeholders.

TERMSession 1–3: Week 1–10

1


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TERM 1 - Session 1: Week 1–3

SESSION 1 Week 1–3

Impact of recent legislation on business – response to demands for redress and equity

3–4 hours

Session focus: Through the knowledge you gained in Grades 10 and 11 you learned that there are a number of factors in the Macro environment – of which the business has no control of – which affect businesses. The legal environment is one of the environments that a business has no control of and has to comply with.

Since 1994, a number of Acts have been introduced in South Africa which businesses have to adhere to. These Acts were brought in to redress the inequalities of the past. The responsibility lies with management to ensure that these Acts are adhered to and implemented in the businesses because non-compliance with these Acts is punishable by law.

STAGE 1: DOING

Viewing 1.1 : Legislation

Learners view the video, make notes and then complete the following questions in writing in their Informal Assessment Portfolio.

ACTIVITY 1.1

Applying legislation to real-life scenarios

Case study 1–7

Case study 1:

a) Which Act is applicable in the above scenario? Answer: Compensation for Occupational Injuries and Diseases Act (COIDA).


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b) How would Vincent go about claiming damages from the business for the incident that took place?

Answer: Procedure for compensation - Vincent must report an accident resulting in the disease before the completion of his shift

either verbally or in writing. - Vincent’s employer must send Vincent to a medical practitioner or hospital as a doctor’s report

is submitted with the formal claim form. - The employer should collect as much information about the accident and submit it together

with an official claim form, within 7 days to the Compensation Commissioner. - The Commissioner will acknowledge that a claim was lodged and that all paperwork around

the claim is in order, by issuing a claim number to the employer. - The Commissioner will only accept liability for the claim after all documentation and medical

reports have been submitted and he is convinced that Vincent was not involved in any misconduct.

- Vincent must notify the employer within twelve months of the occurrence of the accident that he wants to lodge a claim, otherwise the claim will expire and the Vincent will not be able to make any claims after that. All claims go through the employer. - The amount of compensation is dependent on the seriousness of the disease and how

responsible Vincent was for the disease. - Any other relevant answer related to the procedure for claiming from the Compensation Fund.

Case study 2:

c) Which Act is applicable in the above scenario? Answer: Skills Development Act

d) What are the consequences of non-compliance to this Act for businesses? Answer: Learnerships may not be offered by the business, grants may not be claimed, a labour

inspector could order the business to stop operating, fines and legal action could also be taken. Any other relevant answer related to the consequences of non-compliance to the Skills Development Act.

Case study 3:

e) Which Act is applicable in the above scenario? Answer: National Credit Act

f) Mention two errors this micro lender has made. Answer: He did not register with the NCR, he did not take the necessary steps so that Thabo

would be able to pay the loan back and he charged an excessive interest amount. Any other relevant answer related to possible errors the micro lender made.


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Case study 4:

g) Which Act is applicable in the above scenario? Answer: Employment Equity Act

h) Name two rights for employees in this Act. Answer: - Employees are entitled to equal opportunities and fair treatment when applying for jobs. - When unfair dismissal occurs, employees may refer the dispute to the CCMA. - Terms and conditions for employees doing the same work should be the same. - Any other relevant answer related to rights of employees in the Employment Equity Act.

Case study 5:

i) Which Act stipulates that the business would receive a better rating if Jabulani gets the job? Answer: Black Economic Empowerment (BEE) and Broad-based Black Economic Empowerment

(B-BBEE)

j) Name the seven elements included in a scorecard associated with this Act. Answer: Equity ownership; Management; Employment equity; Skills development; Preferential

procurement; Enterprise development and Socio-economic development

Case study 6:

k) Which act is applicable in the above scenario? Answer: Consumer Protection Act

l) What is an advantage of this Act? Answer: Faulty items can be repaired and replaced; Promotes and protects the economic interests

of consumers by improving access to information; Protects consumers from hazards to their well-being and safety and any other relevant answer related to the advantages of the Consumer Protection Act.

Case study 7:

m) Which two Acts are most applicable in the above scenario? Answer: Labour Relations Act and Basic Conditions of Employment Act

n) When is it illegal to strike? Answer: When the strike does not comply with the provisions in the Labour Relations Act. Accept

any other relevant answer related to the provisions in the Labour Relations Act regarding strikes.

o) How much should they be paid for overtime or work on Sundays/Public holidays? Answer: Employees are paid 1.5 times their normal wage when working overtime and on

Saturdays, and are paid double their normal wage when working Sundays and on public holidays.



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ACTIVITY 1.2

Reflecting on legislation as an entrepreneur

a) How do you feel about the Acts as an entrepreneur, or as a worker? Answer: Learners’ answers will vary, but emphasis should be placed on: Positive - Protects the rights of employees and employers - Ensures no discrimination - Provides for equal opportunity - Any other relevant answer related to positive aspects of new legislation for entrepreneurs.

Negative - Time consuming to ensure Acts are adhered to - Cost implications of adhering to Acts - Labour intensive - Any other relevant answer related to negative aspects of new legislation for entrepreneurs.

b) How did the video make things clearer? Answer: Learners’ answers will vary, but emphasis should be placed on the videos and whether

the scenarios shown provided clearer indications of how these laws are applicable in the real world.

STAGE 3: ANALYSING/PROCESSING

ACTIVITY 1.3

Analysing the importance of legislation

a) Describe whether you feel the Acts have been successful in their implementation and achieved their initial purpose.

Answer: Learners answers will vary based on their own opinions, but emphasis should be placed on the following:

- Listing of each Act - Describing whether the Act has been successful - Stating why the Act has been successful/unsuccessful



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For example:

Act Successful Why?

National Credit Act Yes Debt has decreased in South Africa since the implementation of the Act.

b) Name one advantage and one disadvantage of the new Acts for start-up businesses. Answer: Learners’ answers will vary, but an example of how the final answer should look is as

follows:

Name of Act Advantage for start-up businesses Disadvantage for start-up businesses

Skills Development Act Improvement of productivity in the business.

Employees have to be trained which is time and labour intensive.

Labour Relations Act Protects the rights of employees in the business and ensures fair labour practice.

Solving disputes costs time and money.

Employment Equity Act Ensures equal opportunity and fair treatment.

Business could be forced to employ someone that would not be their first choice.

Basic Conditions of Employment Act Shows what the minimum requirements are for employee contracts.

Time-consuming to ensure all employees have contracts.

Black Economic Empowerment (BEE) and Broad-based Black Economic Empowerment (B-BBEE)

Businesses that support B-BBEE can increase their own credit ratings.

Ensures that there is preferential procurement.

National Credit Act Business has a better chance to recover income from their consumers.

Business cannot do credit marketing.

Compensation for Occupational Injuries and Diseases Act (COIDA)

Businesses do not have to take out extra medical aid coverage for occupational injuries.

Procedures of the Act are very costly for businesses.

Consumer Protection Act Easier for businesses to prepare systems to comply with Act.

Replacements or refunds are extra financial costs.

STAGE 4: LINKING THE THEORY TO THE CAPS

ACTIVITY 1.4

Understanding and explaining legislation

a) The Labour Relations Act, 1995 (Act 66 of 1995) provides for the establishment of trade unions and employer organisations. Distinguish between these two types of or organisations.

Answer: - Trade union: an organisation formed by workers to protect their interest such as better

working conditions and remuneration through collective bargaining.



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- Employer organisation: an organisation that protects the rights of the employers and makes it possible for employers in the same industry to work together and negotiate with trade unions.

- Any other relevant explanation of the trade unions and employer organisations. b) Evaluate the impact of the Basic Conditions of Employment Act, 1997 (Act 75 of 1997) on business

operations. Answer: Impact of BCEA on business operations Positives - Promotes equal opportunity and fair treatment in employment. - Promotes fair treatment of employees in business. - Prevents unfair discrimination, directly or indirectly, against an employee in any employment

policy. - Creates a framework of acceptable employment. - Encourages consultation between the employer and employees. - Outlines minimum requirements and forms the basis of employment contract.

Negatives - The process of ensuring that all employees have contracts can be time-consuming. - Some employers and employees may view contracts as a negative restriction. - Employees are legally restricted to maximum working hours and therefore cannot work longer,

even if they choose to. - Processes and procedures of the Act can be very costly to business. - Businesses face penalty fees if they do not comply. - Businesses cannot offer cheap labour. - The development of contracts is time-consuming. - Some businesses regard the BCEA as unimportant and unnecessarily burdensome. - Businesses must appoint a specialist who is familiar with the legislation and this can be costly. - The fines for non-compliance can be severe depending on the type of infringement. - The minimum wages for the different sectors have cost implications for businesses. - If a business does not comply with the BCEA, it could be held liable by the CCMA and/or

Labour Court. - Any other relevant answer related to the impact of BCEA on businesses. c) The Labour Relations Act (LRA), Act no. 66 of 1995, prescribes procedures for the different types

of labour actions. Name and discuss any THREE types of labour procedures that workers can participate in.

Answer: Any three of the following: Strike: The total refusal by workers to work so as to resolve a grievance or dispute. Secondary action/sympathy strike: Workers go on strike to support a strike by workers in a

different industry or profession. Picket strike: Workers stand outside the workplace in protest of striking against a dispute. Slow strike: Protest by workers where they purposefully slow down production by not working

according to their normal pace, in order to place pressure on the employer.



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d) According to the Employment Equity Act no. 55 of 1998, it is expected of all employers to take steps in ending all unreasonable discrimination and to prevent it. Discuss any steps that an employer could incorporate to prevent unreasonable discrimination.

Answer: Any three of the following: Prepare and implement employment equity plans after conducting a workforce analysis and

consulting with unions and employees.

Include specific affirmative action measures/plans to achieve equitable representation of all designated groups.

Take measures to reduce disproportionate income of workers doing the same or comparable work.

Report to the Department of Labour on their implementation of employment equity.

Any other relevant answer. e) Name and explain any two elements of a BBBEE scorecard. Answer: Any two of the following: - Ownership - Management control - Employment equity - Skills development - Preferential procurement - Enterprise development - Socio-economic development

STAGE 5: APPLYING LEARNING TO THE REAL WORLD

ACTIVITY 1.5

Applying learning to business

a) Why do you think it is necessary for businesses to adhere to all these Acts? Answer: Learners’ answers will vary, but emphasis should be placed on the following: - Consequences of not adhering to the Act – fines, imprisonment, etc. - To ensure everyone is given fair opportunity - To ensure economic growth and increased employment in South Africa - Any other relevant answer.



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b) Do you think BBBEE is reverse Apartheid? Explain why/why not. Answer: Learners’ answers will vary, but emphasis should be placed on the following: - Discrimination - Equal opportunities - Any other relevant answer

ACTIVITY 1.6

Mini Debate: Problems Facing SMMEs

Facilitate the debate according to the instructions in the Learner’s Book and the activity in the Informal Assessment Portfolio.

Reading 1.6: New Minister of Small Business Development, Ms Lindiwe Zulu

Learner’s Journal:A blogger wrote this after reading the above article:

“Red tape and over-regulating, even though well intentioned add stupid admin burdens to small businesses! However, the access to finance must be on merit and not colour otherwise it will fall short.”

In your journal react to the blogger stating whether red tape and affirmative action with respect to finance will hamper your entrepreneurial dream.

Answer: Learners’ journal will vary, but emphasis should be based on the following:- Red tape affecting entrepreneurial dream and affirmative action affecting

entrepreneurial dream- Opinions about red tape and affirmative action



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Human resources function

2–3 hours

Session focus: The most important resource to a business is their human resources – the employees. In South Africa there is a shortage of skilled workers, and the human resource function, if correctly managed, can assist in this problem.

In Grades 10 and 11 you gained valuable information regarding various aspects of the human resource function and the legalities involved. In Grade 12, this information will be refreshed, as well as learning about key activities that the human resource function of a business must perform, such as; recruitment, selection, induction, placement, skills development, salary administration and employee benefits.

STAGE 1: DOING

ACTIVITY 2.1

View the video: HR functions

Viewing 2.1: HR functions

View the video which shows the various roles and responsibilities of the human resource function. Take short notes and try to create a rough mind-map of these roles and responsibilities.


ACTIVITY 2.2 (PART 1)

Reflecting on the video of HR functions

Discuss in pairs:

a) Why do you think the human resource function is important to the overall success of a business? Answer: Learners’ answers will differ, but focus should be on: - Human Resources is the most valuable resource in a company - Recruiting and selecting the right person can lead to business success.


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b) What do you think prospective employees can do to make themselves more appealing to business?

Answer: Learners’ answers will differ, but focus should be on: - Professional CV and image - Well-prepared for the interview - Work experience and qualifications.

ACTIVITY 2.2 (PART 2)

Sipho gets a job

Reading 2.2 (1): Sipho needs a job …

a) What is the first thing Sipho has to do? Answer: He must download the application form and complete it as best he can. Then he

should ask someone with experience to proofread it and advise him where his information is not appropriate.

b) What documents should he attach to the application? Answer: A covering letter which he will send with the application form, a full CV in which he

lists all his accounting experience as a teacher, facilitator and mentor, a certified copy of his birth certificate and Matric results, testimonials from people who will vouch for his work ethic and accounting excellence.

c) What should he do while waiting for a response from Qualitas Career Academy? Answer: He should continue to look for jobs in the Employment sections of newspapers. Jobs are

scarce.

Reading 2.2 (2): He applies and they phoned him back!

d) What should Sipho do now? Answer: He should find out as much as he can about Qualitas Career Academy.

e) How else should he prepare himself? Answer: He should visualise the interview, how he looks (what is he wearing), how he feels

(confident), etc. He should also prepare himself for typical questions, e.g. Tell me about yourself. What are your strengths? What are your weaknesses? Etc. He should also prepare questions to ask Mary, e.g. Which hours will I be working? What is the remuneration package? What is the holiday and sick leave policy? Are there any fringe benefits? Etc.

Reading 2.2 (3): He’s been invited for an interview!

f) Sipho has got the job. What is the next discussion about? Answer: Mary arranges a meeting with Sipho where she discusses the job offer. He receives a

letter of appointment and then signs the employment contract thereafter.


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g) He arrives at work on the first day of the next month. What will happen today? Answer: Once Sipho arrives at his new work, Mary takes him around the business and introduces

him to the business, the environment and the organisational culture, and makes him feel very welcome. Note that such induction could be informal, as in the case of Sipho or it could be formal where a new employee has to attend an induction course.


ACTIVITY 2.3

Analysing Absa’s HR functions

“A post for the regional manager at ABSA Bank in Bloemfontein has opened up.”

a) Differentiate between internal and external sources of recruitment that ABSA could use to recruit people to fill this vacancy.

Answer: Internal sources of recruitment: ABSA Bank can look for suitable candidates within their

organisation by means of internet mail or placing advertisements on notice boards.

External sources of recruitment: ABSA Bank can look for suitable candidates my making use of external sources by means of newspaper, internet or employment agencies.

b) What would the role of ABSA be as the interviewer? Answer: - Plan the venue, date and time for the interview and ensure this is communicated with the

interviewee. - Prepare all questions beforehand and ensure that questions are non-discriminatory. - Evaluate all the candidates based on the same criteria. - Ensure there are no disruptions during the interview.


ACTIVITY 2.4

Explain induction and recruitment

a) ABC Limited has employed a new sales person. The human resources manager has decided to draw up an induction programme for the new employees. Indicate the benefits ABC Limited could gain from an induction programme.

Answer: - New employee is introduced to the ABC Limited’s policies and procedures. - New employee learns more about the business. - Increased productivity and quality of service/performance. - Minimises the need for on-going training and development.



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- New employee will know where everything is and who the supervisors/low-level managers are.

- New employee will have basic knowledge of what is expected in the job. - New employee may feel part of the team resulting in positive morale and motivation. - Better/More focussed training may be provided based on the results obtained from the

induction process. - Any other relevant answer related to the benefits of an induction programme. b) Provide three advantages and three disadvantages of the internal recruitment of prospective

candidates. Answer: Advantages: (Any three of the following:) - Opportunities for promotion reward good work and motivate existing employees. This

increases staff morale and productivity. - The business already knows the candidate, their personality, strengths and weaknesses. - Candidates already know the business and how it functions. - A limited number of potential candidates mean the process is faster and cheaper.

Disadvantages: (Any three of the following :) - Existing employees will not bring new ideas into the business. - The business will have to spend money training and developing existing employees. - It limits the number of potential candidates from whom to choose. - It may cause conflict amongst staff members applying for promotions. - Those not appointed may feel demotivated.

Viewing 2.5: Meet Mamoabi, HR specialist

View the video in which Mamoabi Matsie, HR consultant is interviewed. Try to answer these questions based on her interview and on knowledge you have already acquired in Session 1.

ACTIVITY 2.5

View the video: Meet Mamoabi HR specialist

a) How does big business recruit potential employees. Name the methods Mamoabi has listed. Answer: First and foremost that they have a specific competency. As a company you know what

you want in your employees and you know how you want them to progress throughout the company.

It is always advisable to have an in-house or internal operation where a vacancy can be dealt with internally especially a vacancy that is not too specialised because those tend to be time consuming. Companies nowadays set up recruitment websites for the simple reason that it is always easy for prospective employees to post their CV’s so that when a vacancy arises they’ll be able to go to the website to see what is available and work from there.

The other system that always works is employee referrals. Employees will always know people that are doing the same things that they are doing.



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We can also use social media. There is Twitter, Linked In and there is Facebook, which, if used properly, yield very good candidates.

b) How are employees screened? Answer: In any internal process it is always easy to have a recruitment process because the system

automatically does the sifting for you. If you are doing it manually then go through the CV’s one by one, get the ones that meet the minimum requirements and added advantages.

c) How are applicants selected for the initial list and then the short list? Answer: The core competencies must be clearly defined. Then you use what you call a

competency based interviewing process, where a candidate has to give you a specific situation or a task that they were involved in, tell you the action that they took with regards to the task or the situation and tell you what you result was. You can also use psychometric testing that will also help to show those competencies or behavioural traits that you looking for. The interview as well as the psychometrics complement each other.

d) What is an employee contract? Describe in your own words. Answer: Legally binding written document between an employer and an employee that sets out

the employment agreement. Accept any other relevant answer regarding what an employment contract is.

e) Apart from personal details, list another 5 items that would appear on most employee contracts. Answer: Details of the employer, job description and title, working hours, salary package, leave

conditions, termination of contract, overtime, benefits, any agreement between business and trade unions, etc. Accept any other relevant answer regarding items that might appear in an employment contract.

f) What is the difference between a salary and wages? Answer: Salary is a fixed payment to an employee for work done, paid once a month. Wages is the money businesses pay workers for the work done and is paid weekly or bi-weekly.

Accept any other relevant answer regarding the difference between a salary and a wage.

g) What typical fringe benefits offered by the corporate sector does Mamoabi mention? Answer: The typical are the retirement funds, group insurance, which takes care of medical aid,

the life insurance, loss of income or disability, (should anything happen to the company your beneficiaries will get a payout). Medical aid, a housing that is provided for staff members, a car or company cars, having day care on the premises where working parents can just bring them to the office and drop them at the day care.

h) Mamoabi mentions the induction programme at her last corporate job. Describe what new employees do in week 1 of their new job after they have been placed in the advertised position.

Answer: The new employee will be introduced to the new work environment. The induction may include the following procedures:

- Welcome new employees and introduce them to their colleagues. - Give the new employees an overview of the business. - Explain safety regulations. - Inform the employee of anything relating to the job such as the organisational culture of the

business, or the business itself.



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- Improve skills through in-service training where the new employee may shadow a more experienced employee or be mentored in the beginning.

- Accept any other relevant answer regarding what employees may do in the first week of an induction programme.

i) Should an employee wish to end her employment at a company: - Which Act would help the employee in following the right procedures? Answer: Basic Conditions of Employment Act.

- What would the notice period be if the employee has worked for 6 months? Answer: One week.

- What would the notice period be if the employee has worked for a year or more? Answer: Four weeks.

j) Should an employee be dissatisfied with the employer who has, in her opinion, acted unfairly: - What is her first step? Answer: She should approach a team leader and verbally explain her grievance.

- Which Act would help the employee in following the right procedures? Answer: Labour Relations Act

- Where does she go if she feels that her dispute is not being solved at work? Answer: Supervisor/superior and if it has not been resolved, then the Commission for

Conciliation, Mediation and Arbitration (CCMA)

k) Describe/define each of the following terms to show that you understand the meaning of each: - Termination of an employee Answer: Occurs when the employment contract between an employer and an employee has

ended on the grounds of dismissal, redundancy, retirement or resignation.

- Retrenchment Answer: Termination of employment when the business no longer has work for employees,

e.g. as a result of company restructuring.

- Retirement Answer: Termination of employment when an employee has reached the retirement age

stipulated in his/her contract.

Accept any other relevant answer as to the termination of an employee, retrenchment and retirement.

l) Why is some knowledge of HR valuable for you - as a person? Answer: Learners’ answers will vary, but emphasis should be placed on the following: HR can lead to the improvement of interpersonal skills and patience (as seen with Mamoabi),

and can also assist you in the way you interact with others.



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- as an employee? Answer: Learners’ answers will vary, but emphasis should be placed on the following: Good knowledge of HR leads to job satisfaction as an employee will know what is expected of

them, and feel comfortable in their work.

- as an entrepreneur? Answer: Learners’ answers will vary, but emphasis should be placed on the following: Human Resources are the most valuable resources, and as an entrepreneur, recruiting and

selecting the right person, and knowing how to manage these people can lead to business success.


ACTIVITY 2.6

Apply HR to business

a) What have you learned about the importance of the human resource function in a business? Answer: The response will be personal and could include the following: Businesses must know the

Acts and apply, good HR leads to high productivity, etc.

b) How would you apply the human resource function in starting a business of your own? Make short notes that you could use in an essay if necessary.

Answer: There are many possible answers, e.g.: - Spend time on choosing the correct candidate for the job (productivity) - Train people well, etc.

Learner’s Journal:What have you learned about yourself in this session? Would you prefer to work for somebody else? Or are you ready to start up a small business?

In your journal write a 250-word essay about how you ready you are to start a business.

Answer: Learners’ journal entries will vary, and could include ideas like:- Knowing yourself (are you suited to being an employee or an employer)? - Do you have the passion and the energy, etc.



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Devise strategies for business to use in its response to the challenges of the macro business environment

3–4 hours

Session focus: In Grades 10 and 11 you learned about the various elements in the micro, market and macro environments, the interrelationships of these elements as well as the challenges faced by businesses in this environment.

In Grade 12, we will turn our attention to developing strategies that businesses can use to deal with the challenges in these environments. The strategy a business develops should be in line with its mission and vision, and the strategy must be measurable in order to ascertain whether the strategy was successful or not.

Play the Business Strategy Game

Purpose:In this game learners will test their understanding of problems and relevant solutions in a business scenario by matching or aligning 3 cards for each of 12 given business scenarios: the scenario card (card 1) must be matched to the best strategy or solution (card 2) and the best opportunity card (card 3) must be aligned to the scenario. The purpose of the game is to see whether learners can not only solve business problems, but also recognise that the solution may present a business opportunity.

Objectives:

1. Learners will be able to identify the twelve strategies that entrepreneurs use in response to a variety of business scenarios.

2. They will identify opportunities that will probably result when using a particular business strategy for a given scenario.


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Procedure

1. Divide into teams of 5 – 7. Each group chooses a team name.

2. Appoint an Observer for each group and explain their role i.e. to:

a) Record the interaction amongst the team members when playing the game using the Observer feedback form (see below).

b) Report to you the minute the team has finished so that you can note the team’s position in terms of speed.

c) Score the team as you gives the correct answers.

d) Give feedback using the Observer’s feedback form.

3. Give each group the following sets (on colour cardboard printing cards). Each set is on a different colour cardboard - A set of 12 business scenarios (name them from 1 – 12 to avoid confusion) - A set of business strategy cards comprising the 12 strategies and a short description of each - A set of short descriptions on the SWOT opportunity presented by each strategy. - A sheet of flipchart paper, a koki pen and presstick.

4. Demonstrate a sample grid that has been drawn up on a sheet of flipchart paper.

5. Groups now draw the following grid (which you have just demonstrated).

Answer Sheet

Business Scenario Business Strategy Opportunity Score

Situation 1: Concentric DiversificationA major corporation in the fruit juice processing industry wants to develop a business strategy to acquire or create new products or services to reach more consumers. It plans on buying a vegetable juice processing company.

This strategy occurs when a company acquires/develops new products services (closely related to its core business or technology). A company expands into new markets where there are technical similarities between its existing business and the new businesses.

The opportunity is created when a company acquires a business that offers complementary products and services.


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Situation 2: Horizontal Integration ZAP Inc. is a large company and a top seller in fashionable teenage clothing selling at top prices. Profits have been exceptionally high recently, but top management is not sure these high profits will continue. Competition from other clothing retailers is intense. Top management wants to develop a strategy to expand their operations by buying stores selling medium-priced and lower-priced clothing.

This strategy is used when companies that produce the same or similar goods or provide the same/similar services become one company. Acquisition of additional business activities that are at the same level of the value chain in a similar industry.

The opportunity lies in the fact that by buying companies producing similar products geographic expansion is facilitated.

Situation 3: Horizontal Diversification A major jewelry franchise is well-known for selling high quality pieces of jewelry. Based on feedback from the franchisees, sales have peaked as far as its customer base. Management wants to develop a strategy to provide new products not directly related to current products offered to consumers, but which will probably appeal to the existing clients. The focus is not necessarily on attracting new customers in different markets, but on offering a greater range of goods and services from which loyal customers can choose.

This strategy involves the sale of new products not directly related to current products offered to consumers but likely to appeal to the company’s existing client base. The focus of this method is not to attract new customers in different markets, but to offer a broader range of goods and services to a loyal customer base.

The opportunity is created by opportunities to sell new products to customers who already visit the store.

Situation 4:Backward IntegrationCompany TOY is a large company that manufactures plastic toys. Company PLAS is a supplier and provides TOY with over 20,000 plastic parts per week as one of seven components needed to manufacture the toys. The problem is that 8% or 80% of the plastic parts are rejected and the supplier (company PLAS) has not been able to correct the problem for the past six weeks. The lack of high quality plastic parts reduces production and that reduces sales and thus profits. The main problem is that this supplier (company PLAS) is one of only a few companies capable of making the required plastic parts. Top management is worried as they need to develop a strategy to correct this situation.

This strategy occurs when a business assumes control of a supplier. The company takes direct control of how the input for its products are supplied. The strategy also refers to a company producing its own parts.

The opportunity occurs by lowering the cost of raw materials. There is more control over the delivery of component parts and production schedules.

Situation 5:Conglomerate DiversificationA company that owns a chain of hotels wants to buy a company that sells products that are different from current products and will appeal to new groups of customers. The new businesses will have very little relationship with the firm’s current business operations.

This strategy involves expanding operations into new areas in which the company has neither technical skill nor experience in marketing. This strategy occurs when a firm buys a new business that has no obvious connection with the existing business.

The opportunity created reduces the company’s risk of failure as the purchased companies will be in different industries.



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Situation 6:Forward IntegrationA major publishing company has realised that book sales to bookshops have not increased in the past 18 months. The company recently raised prices of the books to bookshops. To counter the higher prices, the company also started to give discounts to bookshops buying in large quantities. However, this strategy hasn’t increased their sales to bookshops. Top management is greatly concerned and needs to develop a strategy to evaluate new distribution channels to increase sales.

This strategy involves the process where the company takes direct control of how its products are distributed by acquisition of, or expansion into, new distribution channels.

The opportunity created by using this strategy is that the company will have more control over their channels of distribution.

Situation 7:RetrenchmentThe sales of a furniture making company have been decreasing as a result of the economic recession. They make quality furniture and their employees are highly skilled craftsmen and are highly paid. Some of them have been with the company for over 15 years. The company has developed several strategies to help keep the company solvent. One of the strategies focuses on reducing the workforce, especially the craftsmen.

This strategy focuses on reducing the number of employees by terminating their employment contracts.

The opportunity of this strategy is that it will reduce a company’s employee costs and help it to become more profitable and stay in business.

Situation 8:Market PenetrationSuperior Furniture is fairly new and wants to establish its place in the furniture industry. It wants to implement an aggressive advertising campaign consisting of TV, radio and direct mailing ads. It also wants to expand the market by saturating their product in the market. The company wants to find new groups of buyers, such as hotels and apartment buildings. To determine the success of this strategy, the company plans to measure the amount of its sales to the total market for the furniture industry. The goal is to get into the market quickly and capture a large share of the existing market.

This strategy is both a measure and a strategy. The goal is to increase sales by quickly expanding into new markets to find new groups of potential customers for its products/services.

The opportunity is that the larger the market share, the less vulnerable the product is to actions of competitors. There is also more control over the price of the product.

Situation 9:DivestitureCorporation LENO owns a restaurant, a car dealership and a clothing company. The corporation may sell the clothing company to another company or just close it down. This strategy may result from a management decision to no longer operate a business that is not profitable and is not part of its core mission.

This strategy involves the reduction of the assets of a business. It is the opposite of investment.

The opportunity may result from a management decision to no longer operate one of its business operations because it is not part of its core areas of expertise.



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Situation 10:Market developmentA large jewelry business wants to implement a strategy to find new groups of potential customers for its existing jewelry products. These potential customers may or may not be served by competitors. The ultimate goal is to increase sales by expanding into untapped markets. This process includes: a) new products or services for existing customers and b) new and existing products or services for new customers.

This strategy occurs when a company tries to increase the volume of sales through a marketing campaign to identify new customers and to expand the distribution of its products into new areas to establish new markets.

The opportunity leads to the company being able to respond to customer needs as they change. When competitors are identified, the company’s marketing makes it clear in the target customer’s mind how their product is superior.

Situation 11:LiquidationA car dealership has been losing money every over the past three years. Employees are discouraged and the most productive salespersons have resigned. Top management is considering a variety of strategies to increase business activity that will hopefully make the business profitable, but there is little hope that the financial situation will change. The current CEO has other business interests and knows very little about operating a car dealership. For everyone concerned, it seems like a hopeless situation. What strategy should the management of the dealership recommend?

This strategy involves the process where a company is closed and the assets and property of the company are sold.

The opportunity of this strategy is that it will reduce additional losses. Creditors cannot take any further action against the company.

Situation 12:Product DevelopmentMacDougals is a fast food business that grew rapidly during the past five years. There are 57 locations. However, profits have leveled-off as the existing food products are not selling as well as expected. MacDougals wants to develop several new food products that will complement their current food products. The current food products need to be evaluated to see what modifications are needed. The company needs to develop a strategy to accomplish both of these objectives.

This strategy is the process of modifying an existing product or development of a new product that satisfies a newly defined market.

The opportunity created is that this strategy assists in controlling costs as temporary products can be added with little disruption or cost to the main products.

How to play the game:

1. Learners use the presstick to stick the scenario cards, in correct numerical order, in column 1 of the flipchart grid under the heading “scenario”.

2. They underline the key words in the scenario descriptions to help them focus.

3. They then find a business strategy card to solve the problem described in the scenario card in column and stick it in column 2 next to the relevant scenario.

4. Finally, they find a relevant opportunity to align with the scenario and strategy and stick the opportunity card in column 3. There is only one possible way to align all 36 cards correctly.



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5. The observer makes notes according to the criteria given on the observer sheet.

6. The groups gather around a table where they can work without having their completed answers and table seen by the other groups.

7. As soon as the group is satisfied that they have aligned all 36 cards correctly, the observer reports to you. Make a note of how long the team took to finish the game.

8. Groups keep their finished grids on their tables until all the groups have finished.

9. The observer checks that no more shifting of cards is done while learners wait for all the groups to finish.

10. When all the groups have finished, they put their flipchart posters on the wall. The group observer stands at his/her group’s poster.

11. Read out the correct alignment and the observer scores the group’s answers.

Scoring:

1. The teacher gives the correct answers for all 12 scenarios. Use the table with the correct alignment given.

2. The observer allocates 1 point for each correct answer in Column 4 (the score column). All three cards must be correctly aligned for 1 point.

3. Should it happen that more than one team gets the same top score, you will make the final decision by checking on your notes to see how long each team took to complete the game.

4. The team with the highest score (or if there are more than one top score, the team with the best score and who finished first) wins the game.

Feedback and debriefing:

1. The observer gives feedback on team activity using the notes recorded on the Observer Feedback form.

2. Lead the discussion and encourage contributions from both the observer and the class.

3. Tie up the lesson by reinforcing the importance of problem-solving skills in business and in life generally.



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STAGE 1: DOING

ACTIVITY 3.1

Play the Business Strategy Game

While the game is played, ensure that:- the observer will takes notes using the Observer Feedback form- the observer makes notes as ideas about the team’s performance occur to him/her.


ACTIVITY 3.2

Reflect on the Business Strategy Game

Groups discuss the following orally and then complete the activity in writing in your Informal Assessment Portfolios:

a) How did your group perform during the game? - What went well? - What obstacles did you encounter? Answer: Learners’ answers will vary, but they should be encouraged to be open and honest about

how they felt their team performed.

b) What did you learn from this game - about yourself? - about business? Answer: Learners’ answers will vary, but emphasis should be placed on the following: - Identification of business strategies - Importance of working in teams - Leadership



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ACTIVITY 3.3

Analyse the Business Strategy Game

a) Why is it important to know what strategies are available for businesses to pursue? Answer: Different strategies are used to suit the business’ desired plan of action, either to grow,

to become the market leader or to limit the damage. Depending on what level the business is operating, a business would need to know what strategy is the best for them to pursue.

b) Using the Observer Feedback form below, and the notes you pencilled in while playing the game, think about your team’s performance and pencil in your view of the team’s performance. Tick your decision in the correct block. Give a reason for your decision in each case

Answer: Learners fill in the table according to their own analysis. Emphasis should be placed on honesty and a critical analysis.

c) Learners listen to the observer analyse their team’s performance by reading the table below as feedback is given.

d) Lead a class discussion and allow various viewpoints ensuring that all groups have an opportunity to offer feedback. - Why did the winning team do well? What was the reason for their success? - Why did the other teams not perform as well? What could they improve on? - What skills does a successful business need in times of crisis? - What behaviour could be considered negative in times of crisis?

Answer:

Excellent Fair Under-performed Reason/s – identify areas for improvement if any

Team performance quality

Identifying correct strategies

Team work and cohesion

Leadership skills

Effective use of time



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ACTIVITY 3.4

Discuss business strategies

a) Differentiate between following types of strategies and make use of examples to explain the strategy.

- Backward Integration - Market development - Concentric diversification - Liquidation Answer: - �Backward�Integration – when a business buys out or merges with its supplier. - Market development – when a business sells its existing products to new markets. - Concentric diversification – when a business adds to new products/services which are related

to its existing products/services. - �Liquidation – when the business sells all its assets to try and pay outstanding debt and close

off the business.

b) Choose a description from COLUMN B that matches an item in COLUMN A:

Column A Column B

1. Micro environment A. PESTLE

2. Market environment B. SWOT

3. Macro environment C. Porter’s Five Forces

Answer:

1. B

2. C

3. A



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ACTIVITY 3.5

Apply business strategies to the real world

a) How does what happened in the Business Strategy Game mirror what happens in the business world?

Answer: Learners’ answers will vary, but emphasis should be placed on the following: - Businesses constantly have to select strategies to use to grow or protect their businesses. - Choosing the correct strategy as quickly as possible is very important. - Working as a coherent team enables decisions to be made more quickly! - A decisive leader creates an atmosphere which the team can achieve.

b) What did you learn in the game that will help you be a better entrepreneur or an enterprising employee once you are operating in the ‘real world’?

Answer: Learners’ answers will vary, but emphasis should be placed on the following: - Thinking under pressure - Making accurate decisions - Selecting the right strategy for problems - Accept any other relevant answer.

ACTIVITY 3.6

Case Studies: Strategies

In pairs, learners read the text in Reading 3.6, discuss the questions orally and then complete the activity in writing in their Informal Assessment Portfolios for homework.

Reading 3.6: Strategies

On your own:

a) What is a strategy? Define the term in your own words. Answer: Learners’ answers will differ, but in general the definition of a strategy should include:

A plan to reach your future goals.

b) What is the difference between reactive and proactive strategies? Answer: Reactive strategies are strategies used to react to problems in a manner that is best for

the business and proactive strategies are used when you generate business idea for products and services which address the community.



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c) Why is it interesting that the word originated from the Greek word for “Military General”? Answer: Learners’ answers will vary, but it is important that learners understand that a strategy is

meant to lead people to achieve a common goal, such as a general leading his/her troops.

ACTIVITY 3.7

Meet Thato Kgatlhanye

Now read the story of Thato Kgatlhanye in groups and answer the questions by preparing a poster on flipchart paper to present in the feedback session.

Reading 3.7: Solving problems in Africa – The lack of opportunity

a) Which definition of “strategy” does Thato illustrate? Answer: Proactive

b) Clearly, Thato is a problem solver. What four problems in her community does she solve? Answer: - Prevents traffic injuries - Help unprivileged children to get an education - Prevents roadside fatalities and empowering - Reduces costs - Accept any other relevant answer regarding a problem Thato solves.

c) Thato is confident that her project will raise interest outside South Africa in the future. “I am a struggling billionaire. I’m rich, but my bank account just doesn’t know it yet,” she said.

- What entrepreneurial attitudes does Thato reveal in the quote? - Why do you think Thato’s attitude is part of her success story? Answer: She has perseverance, passion, is hardworking and she’s committed. Accept any other relevant entrepreneurial attribute Because, throughout the adversity in her life, she’s kept a positive attitude and a sense of humour.



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The objectives for the startUP&go material for term 2 are to:• Understand the concept of Social Responsibility and Corporate Social Responsibility and its

implications for both business and communities • Explore and assess the extent to which a business venture addresses issues such as human rights,

inclusivity and environmental issues • Differentiate between management and leadership styles and approaches and to appreciate the

role of personal attitude in success and leadership• Understand the concept of quality and explore the relation between quality and the various

business functions and the impact of quality on different business structures (e.g. sole traders versus large businesses), using the elements of Total Quality Management (TQM).


For Term 2 in Grade 12, the main focus of the startUP&go package is also on key factors that affect the day-to-day operations of a business. Due to limited resources available to small business entrepreneurs, they encounter difficulties in responding to general environmental and social issues that affect their businesses. On the other hand, large corporations are expected to have a more socially responsible role in their communities and take the lead in resolving local and regional environmental issues.

Entrepreneurs often encounter problems regarding their leadership and management styles. Entrepreneurs need to be team leaders and ready to resolve conflicts, both internally and externally when they occur. Being creative as a leader is key to resolving such problems. Entrepreneurship is a key factor in obtaining quality results by personnel within the firm. An entrepreneur has to understand both leadership and management.

A great manager maintains quality performance within the following eight functional areas of a business: a) Human Resources, b) Sales and Marketing, c) Research and Development, d) Customer Service, e) Finance and Accounts, f) Production/Operations, g) Administration and IT and h) General Management. As a leader, the entrepreneur is able to delegate responsibility for achieving outstanding performance in these eight business functions to managers and subordinates within the business.


2


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Concept of corporate social responsibility

2–3 hours

Session focus: Henry Ford once said that, “A business that makes nothing but money is a poor business.” The concept of corporate social responsibility encompasses this view.

In Grade 11 students learned about the concept of social responsibility – a responsibility of every individual to take care of the community and environment in which they live.

In Grade 12 the focus will be on the concept of corporate social responsibility as well as what are the benefits and drawbacks of corporate social responsibility for a business and a community. They will view a video interview with the Corporate Social Responsibility (CSR) representative of a large commercial bank so that there is clarity regarding CRS and Corporate Social Investment (CSI) and why CSR and CSI are important to the business and the community.

STAGE 1: DOING

Viewing 1.1: Nedbank CSR and CSI

Learners view the video, make notes and then answer the questions in groups, first orally, and then for homework in writing in their Informal Assessment Portfolio.

ACTIVITY 1.1

View the video: CSR and CSI

Nedbank: Corporate Social Responsibility (CSR) and Corporate social Investment (CSI)

a) How are CSR and CSI implemented at Nedbank? Answer: Different companies see CSI and CSR differently. From Nedbank’s perspective, CSR

is about the holistic approach. Under CSR Nedbank has the Nedbank Foundation, the Nelson Mandela’s Children Fund, the Arts and Culture Trust and the Sports Trust.


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The Nedbank Foundation is the CSI arm of the group. It is managed separately from other key focus areas.

Focus areas under the CSI arm include: Skills Development/Job Creation, Education, Health, Community Development and Staff Voluntarism.

b) Why is Nedbank involved in CSI? Answer: As a bank, Nedbank does CSI for two reasons: Firstly, the Department of Trade and Industry compels all South African companies by law to

plough back to the community. The mining sector has to build houses for their mine workers. As a bank, Nedbank has to contribute to the development of the country to adhere to legislation.

Secondly, as a caring bank, Nedbank believes in ploughing back. As a Bank they have a national footprint. Everything that Nedbank does should talk to the masses – whether banking with Nedbank or not.

Unlike in the Mining Sector where the focus is on local community development, Nedbank has a national footprint with the intention of helping everyone with limited resources. From Nedbank’s perspective, CSI is the platform where they can plough back to communities.

c) Discuss education as a strategic focus area in Nedbank’s CSI programme. Answer: Nedbank’s educational focus includes early child development, right through to tertiary

education. Nedbank is also involved in bursaries, school renovations, teacher development and works with different departments across the country.

d) Discuss health as a strategic focus area in Nedbank’s CSI programme. Answer: There are many different sectors that Nedbank touches with regards to Health. For

example, they link up with the Department of Health and have mobile clinics where they go deep into rural areas (mainly schools) and help kids, or at least present them with an opportunity to see a qualified doctor who can assess them and give them general medical check-ups. Nedbank also renovates hospitals that are dilapidated or under-resourced – even if it means they have to buy hi-tech equipment from overseas.

Nedbank partners with an NGO called the South African Medical Association, and they assist Nedbank in identifying hospitals needing care.

e) Discuss skills development as a strategic focus area in Nedbank’s CSI programme. Answer: Nedbank works with FET Colleges, such as the Ray Mhlaba College where they offer

skills development in areas ranging from cooking, to welding and electrification and running small businesses. Nedbank partnered with another big auditing firm to identify unemployed graduates in 2013. The Department of Public Works gave them internships. Around 96 of these graduates are now fully employed.


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f) Discuss community development as a strategic focus area in Nedbank’s CSI programme. Answer: Nedbank’s involvement with community development is very broad. They work with

old-age homes where they provide them with shelter and food, assist in painting their centres and assist with anything they cannot do themselves. HIV/Aids falls under Health, but under community development as well. Nedbank partners with NGO’s to ensure that orphaned kids are provided with homecare services, as well as training homecare givers.

g) Discuss staff voluntarism as a strategic focus area in Nedbank’s CSI programme. Answer: Nedbank has a programme called Staff Voluntarism which is aimed at giving their

employees an opportunity to give back. A portfolio manager at Nedbank looks after the staff voluntarism. Nedbank has around 30 000 employees who would like to give back at some stage, especially during the festive season and during Mandela Day.

Nedbank has an internal project called Local Hero where a Nedbank employee can volunteer their time at a charity of their choice. Employees can apply for funding up to R15000 (if they have volunteered for up to 6 months) to their charities and the money goes directly to the charities.

h) How does Nedbank decide on which projects or cause-worthy organisations to support as part of their CSI programme?

Answer: In practice, Nedbank has four portfolio managers who go out and identify organisations that they can work with. At the same time, a funding circle starting from the 1st of November until the 1st of March takes place. NGO’s from across the country are encouraged to send their proposals to Nedbank in this time. At the beginning of the year, portfolio managers interact with these organisations that have sent the proposals. Feedback is given, and then a team investigates these proposals and short-lists suitable organisations. From there, final decisions are made on whether or not certain projects or organisations will be funded.

i) What is the difference between Marketing and CSI? Answer: Marketing is a concerted effort to generate sales and to generate income for the

business.

CSI is purely about helping the community or different communities at different levels. If there is a return on this investment, then this is a bonus, but the overall objective of CSI is to help needy communities.



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ACTIVITY 1.2

Reflect on CSR and CSI video

a) In pairs name three companies that you associate with very good Corporate Social Responsibility and state why.

Answer: Learners’ answers will vary depending on the companies they choose, but emphasis should be placed on not only the company name, but also the reason why they feel these companies adhere to the principles of CSR.

b) Mention four Corporate Social Investment projects in South Africa that you think are very worthy projects.

Answer: Learners’ answers will vary depending on the projects they choose, but emphasis should be placed on why it is a worthy CSI project and what socio-economic issue does this project address. They may need access to the internet. There is more information on CSI projects in Activity 1.3.


ACTIVITY 1.3

Analyse CSI projects

In groups, discuss CSI projects that you know about. Redraw the table below onto flipchart paper and prepare to give feedback after you have completed it.

a) Name four types of socio-economic issues that CSI projects can address. Answer: Crime, HIV/Aids, poverty, education, gambling, sports development, environmental

protection, unemployment. Any other relevant answer.

b) Complete the following table referring to CSI projects that are regularly advertised or which you know about.

Answer: An example of how the learners’ tables should look:

Company CSI Project Socio-economic issue addressed

One benefit for the community

One benefit for the business

1. Anglo American Anglo American Chairman’s Fund

Poverty Supply of goods and services

Builds customer loyalty

2. Mercedes Benz Sange Child and Youth Care Centre

HIV/Aids Builds awareness Promotes a vision of accountability



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3. NMMU Mathematics and Science Support project

Education Better facilities Increased profitability

4. Old Mutual Staff Voluntarism Environmental protection

Cleaner surroundings Attracts and retains staff

c) Now discuss a few of these well-known projects and how they are perceived by Grade 12 learners. Answer: Teacher should lead a discussion regarding the companies and projects mentioned by

the learners, learners are most probably aware of projects that provide bursaries (eg. Anglo American). They might also be more positive towards projects which are advertised on TV.


ACTIVITY 1.4

Understand CSR and CSI and social responsibility

a) Distinguish between corporate social investment and corporate social responsibility. Answer: Corporate social investment - Refers to any project undertaken by an organisation which is over and above normal business

activities of the company and not directly aimed at increasing profitability. - Programmes that will benefit the community and/or the environment, into which time, skills,

expertise and money are invested. - Any other relevant answer related to corporate social investment.

Corporate social responsibility - Refers to any strategy used by a business to take responsibility for their impact on society and

the environment. - It is not a single action but rather an approach to doing business that guides all decision-

making in the firm. - It is the way in which companies manage their business operations so that it does not

negatively affect all stakeholders. - Any other relevant answer related to corporate social responsibility.

b) Differentiate between benefits of CSR for businesses and for the community. Answer: Benefitstothecommunity - Supplying of necessary goods and services - Involvement in education and employment programmes - Better facilities - Cleaner surroundings - Job creation - Any other relevant answer related to benefits to the community.



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Benefitstothebusiness - Better brand image - Improved financial performance - Greater productivity - Attract and retain staff - Build customer loyalty - Promote vision of accountability - Any other relevant answer related to benefits to the business.

c) Why do you think it should be a strategic management decision that a business should contribute to the community?

Answer: It is a strategic management decision because the business can strategically improve their business through factors such as: A better brand image; Improved financial performance; Greater productivity; Attract and retain staff; Build customer loyalty; Promotes vision of accountability.

d) Name and explain 5 ways in which a business can act in a socially responsible way towards its employees.

Answer: Learners’ answers will vary, but responses could include the following: - Ensure no discrimination in the workplace - Pay fair wages - Adhere to legislation (Basic conditions of Employment, Employment Equity Act, Labour

Relations Act, etc.) - Ensure inclusivity - Safe working environment - Any other relevant answer related to businesses acting in a socially responsible way to

employees.

e) How can a business’ social responsibility have a positive impact on the triple bottom line? Answer: Learners’ answers will vary, but responses could include the following: - Social responsibility can lead to ECONOMIC PROSPERITY in the long-term by creating a better

brand image; improving financial performance and ensuring greater productivity. - Social responsibility impacts the COMMUNITY through the supplying of necessary goods and

services, providing community development through among other things, the involvement in education and employment programmes.

- Social responsibility can lead to ENVIRONMENTAL SUSTAINABILITY by creating more environmentally-friendly facilities, and ensuring cleaner surroundings.



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ACTIVITY 1.5

Apply CSR to real world

Reading 1.5: Social or Business entrepreneur?

a) Why do you think it is important for individuals and businesses to give back to the community? Answer: Learners’ answers will vary but emphasis should be placed on: - Development of a country - “Tithing” - Creating a sustainable environment for future generations - Any other relevant answer related to why individuals and business should give back to the

community.

b) Can you make money as a “socially entrepreneurial” person? Explain how. Answer: Yes, being socially entrepreneurial means to act in a way that benefits the community,

but does not mean you cannot make money. Often times it requires people to make money and then plough it back into the community.

Any other relevant answer related to why a social entrepreneur person can make money.

c) What is the defining difference between a social entrepreneur and a business entrepreneur? Answer: A social entrepreneur’s main objective is to solve a socio-economic problem/s by

providing a product/service which may alleviate/minimise certain problems such as poverty, HIV/Aids, lack of education etc. If the social entrepreneur generates money as a result, then this is seen as a secondary objective.

A business entrepreneur’s main objective is to make a profit. With his/her profit he/she may invest it back into the community as a secondary objective, but the main objective is to make money.

Learner’s Journal:Write a short reflection of whether or not you feel you are a social entrepreneur. Begin with the following words:“I am/am not a social entrepreneur because …”

Answer: Learners write in their journal whether they feel they are social entrepreneurs and then state reasons why they feel this way.


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TERM 2 - Session 2: Week 5

SESSION 2 Week 5

Management and leadership

3–4 hours

Session focus: In Grades 10 and 11 management and leadership were explored in terms of challenges in the micro environment. However, management and leadership are two unique concepts, and in Grade 12 a distinction between these two concepts will be made.

Different circumstances sometimes demand leaders to use different approaches to succeed. It is thus important to understand and distinguish between the various leadership theories and styles at a leader’s disposal.

Learners will play a game in which two different leadership styles will be experienced first hand.

STAGE 1: DOING

ACTIVITY 2.1

The leadership game

Play the Leadership Game

ObjectiveThe objective of the leadership game is to demonstrate:• the differences between 4 leadership styles• the roles of leaders as opposed to followers.

A description of the gameIn this game, leaders are selected by the teacher and given a card on which a leadership style is described. They have to enact the leadership style given within a group which has to solve a fairly complicated problem. An observer, who is also nominated by the teacher, analyses the leader’s verbal and non-verbal communication as well as group reactions according to a prescribed set of criteria. After the game, a debriefing session is held in which the answer to the problem is given. Each group explains how they got to the answer. Finally, the observer gives feedback on the leader and the group’s behaviour.


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To play the game you need the following:• Photocopied team instruction sheets (1 per team)• Photocopied observer feedback reports (1 per team)• A few sets of leadership style cards depending on the size of your class (1 set is needed for every

24 learners)

Preparations before the game

• Calculate how many teams of 6 there are in your class. Select team leaders, one per team according to their ability to enact certain leadership styles, e.g. It would be ineffective to select a very timid person as an autocratic leader. If you have more than 24 learners in your class, you will have to duplicate the leadership style cards.

NOTE: Although there are 4 leadership styles, for the purposes of demonstration in the video only two groups are filmed.

• Before the game starts (perhaps the day before) give each leader or pair of leaders applying one style, e.g. autocratic, a card with a description of the style and coach each style individually so that leaders are not aware of the styles being enacted by their peers.

NOTE: The leader should be instructed that the information regarding the Leadership Style cannot be shared with anyone else in the room.

• Select one observer for each team. Also coach the observers before the class using the observer feedback report.

Reminder: observers do not know which leadership style they will be observing – they will have to decide at the end of the game what the leadership style of the leader they observed was.

Reading 2.1: Team Instruction Sheet

The ancient city of Mapungubwe is located in South Africa. In the main square of the city, there is a monument in the form of a rectangular obelisk. The people started to build the monument on the first day of January to honour the founding of the city. The actual structure was built in less than two weeks.

Each team wants to determine on which day of the week the monument was completed so that the dedication of the monument can be celebrated each year in the future. Information has been discovered that the building of the monument actually began on January first. To help solve this problem, the team will be given information that is related to the building of the monument. This information should be shared among the team members.

The first task is for learners to choose a member of the team to serve as a “team leader.” The leader should then get instructions from the teacher.

Information Regarding the Task TIP: Separate each piece of the following information so that the information can be categorized.

1. Day four in the week is called Thursday.

2. Day five in the week is called Friday.


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3. Day six in the week is called Saturday.

4. There are six days in the Mapungubwe week.

5. The total working day has nine periods.

6. The team rests two periods during the working day.

7. The team works seven periods during the working day.

8. Workers each lay 150 blocks per period.

9. When work is taking place on building the monument, there is only one team of ten workers on site.

10. One member of each team is a supervisor and does not lay blocks.

11. The basic measurement of time in Mapungubwe is a day.

12. A work day in Mapungubwe is divided into work periods and rest periods.

13. The height of the monument is one hundred meters.

14. The length of the monument is fifty meters.

15. The width of the monument is ten meters.

16. The monument is built of stone blocks.

17. Each block is one cubic meter.

18. Day one in the week is Monday.

19. Day two in the week is called Tuesday.

20. Day three in the week is called Wednesday.

21. One member of each team makes sure the bricks are the right size and does not lay blocks.

22. The government decreed that no work takes place on Friday.

23. Because of the religion no work takes place by the teams on Saturday.

24. The height of the monument is greater than its length or its width.

25. Only one team of workers at a time can work on the construction of the monument.

26. Length X width X height = area.



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Observer Feedback Report

Criteria1

(Not at all)2

(Fair)3

(Good)4

(Excellent)Additional notes

The Team ……thought creatively to solve the problem…members were all involved in solving the problem…members influenced each other in the team work

Criteria1

(Not at all)2

(Fair)3

(Good)4

(Excellent)Additional notes

The Leader …...categorised the information provided to solve the problem…used a definite strategy to solve the problem

What strategy did he/she use?

…inspired and motivated others on the team

How?

…was willing to give orders and direction to the team

What was the effect? Good? Bad?

…communicated effectively

…encouraged teamwork…took responsibility for the result of the task…was task-oriented as opposed to people-oriented

Explain

…was influenced by timeHow did time affect the leadership style?

a) Who made the final decision as to the day the final brick was laid? What does this tell you about the person?

Answer: Learner’s answer should be supported with evidence

b) What leadership style was shown in your group? Explain how you know this. Answer: Learners can refer to Reading 2.2: Leadership styles if they need help. Again, supporting

evidence should be provided.



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Reading 2.2: Leadership styles

Democratic leadership style Autocratic/Authoritarian leadership style

Leader will use language like this in leading:

“Everybody must say how they feel – we are all equal.”

“Let me quickly sum up so that we all understand…”

“Hmm… I hear what you say – that’s a great idea!”

“We seem to be disagreeing … let’s get back to that point later and discuss it as a group…”

“Let’s vote – all our opinions are important!”

Body language: friendly, generous, eye contact with group, leaning forward to explain, open palms to strengthen what you say, etc.


“There is only one person who will be making the final decision – and that’s me”

“If you have anything to say, ask for my permission by putting your hand up”

“Stop right there…I am in charge and I will not allow you to continue on that topic – it’s wasting our time”

“Let’s go back to the point I was making…”

“We will solve the problem in this way….we are wasting time by thinking of other ways”

Body language: assertive hand movements (no! be careful = finger pointing), lack of real eye contact, pen in hand, unfriendly/neutral.

Laissez-faire/Delegated/Free Rein leadership Bureaucratic leadership style


“Thabo, will you take charge? I am going away for the week. Sort it out! You don’t need my help!”

“No, Thabo. I think Mpho should be in charge now!” (goes back to texting)

“Go well, guys! Make a good decision. Bye!”

Body language: clearly not interested in the process of solving the problem, e.g. texts on his/her phone while meeting is continuing or has a whispered cell phone conversation while the meeting is on, keeps looking at his watch.

Leader will use language like this in leading the:

“Here are the rules. Let’s move around the group… Does anyone have anything to add? Dikonelo? Sechaba?...”

“Please do not interrupt, Peter! It’s not your turn yet! Rules are rules…”

“No speaking out of turn!”

“Let’s keep to the agenda!”

Body language: often looks at watch and agenda, irritated if someone speaks out of turn, points at the agenda, points to each person to give them a turn to speak.



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How to play the game.

1. Divide the class into teams of 4 learners. Remember that observers and leaders have already been selected.

2. One observer and one leader are assigned to each team so that there are now teams of 6 learners.

3. Give a Team Instruction Sheet to each team. Give the teams five minutes to read the instructions and to ask any questions regarding the problem.

4. While the teams are reading the instructions make sure the Observers understand that they will be expected to complete their feedback forms while the game is being played.

5. To observe the interaction among the team members, have the Observer(s) stand behind each of the teams.

6. The team leader starts the problem-solving process – s/he enacts the role assigned throughout the process. The observer takes notes of the behaviours of the leader and the followers according to the criteria on the Observer Feedback Sheet.

7. Give the teams enough time so that most, if not all, of the teams have solved the problem. We estimate that the process could take 20 to 40 minutes depending on the leadership style. If a group has completed the task, they put up their hands, the teacher notes the sequence of team completion and the groups use the time to complete the next activity in their Informal Assessment Portfolios.

8. The team that finished the game first and had the correct answer win the game. They explain what they did, i.e. what their winning strategy was.

9. Other teams, who solved the problem in a different way, are also given the chance to share their strategy.

10. Observers come to the front of the class and stand in front of the blackboard or a flipchart. • They have to say what type of leadership style they observed. • If correct, they give the features of the leadership style while you sum up the leadership traits

on the board.

11. All learners then complete the activity in their Informal Assessment Portfolios.



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Answer:

Key information for completing the task.

a) The dimensions of the monument indicate that it contains 50,000 cubic meters of stone blocks.

b) The blocks are one cubic meter each. Therefore, 50,000 blocks are needed.

c) Each worker works nine periods in a day (two periods are used for rest).

d) Each worker lays 150 blocks per period. Therefore, each worker lays 1,050 blocks per day.

e) There are eight workers per day. Therefore, 8,400 blocks are laid per working day.

f) The 50,000th block is laid during the sixth working day.

g) Since work does not take place on Friday or Saturday, the sixth working day is Tuesday.

Solution: The day the monument was completed is Tuesday.

12. Summarise the game by indicating that the leadership style used will depend on the specific situation. In most cases, a Democratic Leadership Style will be the most productive. If the time is short for playing the game, an Autocratic Leadership Style might be most productive.

ACTIVITY 2.2

Reflect on the leadership game

After the game, teams of six break up into pairs and read the above text to discuss orally, and then answer in writing in the Informal Assessment Portfolios the following questions. (The observer and the team leader can form one pair.)

a) Did you feel the role you played (as leader, observer, or team member) suited you? Explain why. Answer: Learners’ answers will vary, but it is important that they are able to distinguish between

the roles they played in the group, as well as what roles all the other members played. Learners will know themselves and thus should be open and honest about whether the role they played suited them.

b) If you would have preferred another role, explain which role and why. Answer: Learners’ answers will vary, but it is important that they are open and honest about what

role they would have liked to have played – leader (using a specific leadership style), observer or team member.

c) If you were a team member, how did you react to the leader’s approach? Answer: Learners who were team members will need to be open and critically analyse the

leader’s approach. In answering learners need to specify what leadership style came through in their group, and then they need to mention whether it was appropriate or not, and why they feel this way.



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d) Do you think your leader was a good manager? Answer: Learners’ answers will vary, but emphasis should be placed on differentiating between a

leader and a manager.


ACTIVITY 2.3

Analyse the leadership game

In pairs, discuss the following orally and then complete in your Informal Assessment Portfolio.

a) List three things that the leader did well. Answer: Learners’ answers will vary, but things that a leader could have done well include: - Listened attentively - Encouraged participation - Thought creatively - Communicated effectively - Empowered the group - Took charge - Any other relevant answer related things the leader did well.

b) What could the leader have done to improve the team’s performance? Answer: Learners’ answers will vary, but emphasis should be placed on why the group did not

perform to optimum level or what could the leader have done differently to achieve an optimum level of output. Things that a leader could improve on include:

- Listen more attentively - Encouraged more participation - Think more creatively - Communicate more effectively - Empower the group more - Take charge - Any other relevant answer related things that the leader can improve on.

c) Which leadership style do you think would have solved the problem most efficiently? Explain why. Answer: Learners are open to state the leadership style they feel would work if it is justified, but

generally the best leadership style for a task of this nature would be the Democratic Leadership because everyone can work together and solve the problem in an effective and timely way.

d) Did other natural leaders emerge within the team while the game was being played? Answer: Learners’ answers will vary, but emphasis should be placed on whether other natural

leaders emerged, as well as whether the incumbent leader was open to other leaders and empowered them, or did he/she try to pacify them and take control.



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e) Did somebody in the team try to manage the process? Who? Was it successful? Answer: Learners’ answers will vary but again, special attention should be placed on the different

roles leaders and managers play, as well as identifying who managed and who led the group.


ACTIVITY 2.4

Differentiate between leaders and managers

a) Define leadership and discuss five differences between leaders and managers. Answer: Leadership is the process of communication between people through which the leader

motivates and inspires others to act in way which leads to achieving common goals, objectives and the overall vision of the business.

Leader Manager

Innovates Administers

Develops Maintains

People-orientated Task-orientated

Inspires trust Relies on control

Long-term orientated Short-term orientated

Does the right thing Does things right

Creates a vision for change Instructs people about routine

Communicates goals to people Controls people

Any other relevant difference between leaders and managers.

b) Read the descriptions below and then answer “true” or “false” next to each description in the appropriate column.

If the answer is false, write the “true” answer in the last column

Answer:

Description T/F Correct statement

1. Some people can be leaders and managers. T

2. A manager is usually “born” but a leader is usually “made”.

F A leader is usually “born” but a manager is usually “made”.

3. A leader carries out decisions. F A manager carries out decisions – a leader leads.

4. Leaders are more important to the success of a business than managers.

F Both are crucial.



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5. People follow a leader out of their own choice. T

6. A leader sets the new vision, while a manager carries it out.

T

7. A manager is a good administrator and managers are usually people-oriented.

F Managers are usually task oriented

8. Leaders control people by setting rules and processes which staff has to follow to reach the company's vision.

F Managers do.

9. There are probably more inspirational leaders than inspirational managers.

T

10. A manager’s role could change to a leadership role. T

11. Leaders are motivators, innovators and clear communicators.

T

12. Managers have the important task of obtaining acceptance or getting “buy in” after a change has been made.

F Managers are concerned with control, organising, planning, while leaders are the main communicators and persuaders when there is a new direction to be taken.

13. A manager is finally accountable for the success or failure of the organisation.

F The leader is – authority and responsibility can be delegated, but accountability not.

14. A manager focuses on systems and structures. T

15. Power in leadership refers to the leader’s ability to hire and fire people.

F No, power refers to the leader’s ability to influence people.

c) Jerry is the owner of XYZ suppliers. He explains work procedures, rewards employees for excellence and punished them if targets are not met.

• Identify the leadership style describe above • Evaluate the impact of this leadership style on business operations Answer: Transactional leadership style The impact of a transactional leadership style Positives - Encourages employees to work hard because they will receive rewards. - Improves employees’ productivity and morale. - The goals and objectives of the business can be achieved. - Employees know what is expected of them. - Disciplinary action procedures are well communicated. - Any other relevant answer related to the advantages/positive impact of a transactional

leadership style.

Negatives - Employees can become bored because they have to follow rules and procedures therefore

there is no creativity in the workplace. - A transactional leader will have to monitor the work performance of the employees to ensure

that expectations are met and this can be time-consuming. - Some employees may be demoralised or unmotivated if they fail to reach/meet targets despite

having worked very hard.


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- This style is not suitable for team work because all team members can be punished for poor performance caused by a member of a team.

- Any other relevant answer related to the disadvantages/negative impact of a transactional leadership style.


ACTIVITY 2.5

Applying leadership to business

Answer the following questions on your own:

a) What have you learned about yourself that is a positive step in an entrepreneurial action? Answer: Learners reflect on what personal entrepreneurial traits may have emerged during the

game: were they good leaders, were they positive, passionate, determined, etc.?

b) What do you still need to learn to be successful after school? Explain your answer. Answer: Now they identify personal traits that might lead to failure, e.g. giving up too easily, being

negative and bored, etc.

Learner’s Journal:Write a short reflection of your own talents by using the following opening sentence:

“After this game I have discovered that I am more of a leader/follower than a leader/follower, because…

Answer: Learners’ journal entries will vary but emphasis should be placed on the following: are they big picture thinkers? What are their personality traits? What role falls in their comfort zone?



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SESSION 3 Week 6

Quality of performance with business functions

2–3 hours

Session focus: The quality of a product or a service gives an indication of how effective the product or service is in satisfying a specific want or need. Through this section, the concepts of quality, quality control, quality assurance, quality performance and quality management will be refreshed and discussed in more depth.

Total Quality Management (TQM) ensures that all eight business functions remain focused on producing to the best of their abilities. This concept, and the impact it has on businesses will be discussed in depth.

STAGE 1: DOING

ACTIVITY 3.1

Quality control and the eight business functions

Viewing 3.1: Sedibeng Water, Quality Control

In pairs, view the following documentary then draw a mind-map summing up the eight business functions as well as mentioning ways customers perceive quality. Answer: Emphasis should be placed on the following:- Correct business functions with explanations (Administration, marketing, general management,

public relations, production, human resources, purchasing and finance)- Ways customers perceive quality (Good design, good functionality, reliability, durability, value for

money etc.)- Neatness and creativity.


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ACTIVITY 3.2

Reflect on Quality Control video

After doing this, pairs form small groups to discuss orally, and then answer the following questions in writing in their Informal Assessment Portfolios.

a) Why is quality assurance and quality control important for a business? Answer: Quality assurance is necessary because it ensures checks are carried out before, during

and after the production process to make sure standards are adhered to at every stage. This means that a business has removed errors and their products/services are of a high quality.

Quality control is important because a business will have required standards they should adhere to, and through the quality control process they are able to determine if the required standards have been met, and if not, to make the necessary adjustments.

b) Why do businesses focus on total quality management? Answer: TQM is a major focus for businesses because it emphasises the following: - Accountability of all employees in each department to ensure their work is up to the required

standards and that they understand their role in creating a quality product/service for the business.

- Customer satisfaction because the product/service is created for the end-user and thus a business must constantly monitor the product to ensure it will lead to customer satisfaction.

- Continually improving the quality of a product to ensure it meets customer’s expectations and the business’ standards.

c) How does an organisational culture fit in with total quality management? Answer: A major element of TQM is the cooperation and involvement of all in the business to

meet quality standards. The creation and implementation of an open and supportive culture ensures that employees are committed and motivated to play their role in achieving total quality.


ACTIVITY 3.3

Analyse the eight business functions and quality control

In pairs, identify the eight business functions and give two examples of how a business can ensure quality control of each function, by completing the following table:


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Answer:

Business function Example 1 Example 2

Finance Function All necessary budgets and statements are prepared and accurate.

Positive cash-flow situation.

Administration Function All documentation is kept neatly and orderly in a safe place.

All systems and process are documented.

Marketing Function Target market is aware of the product. Clients are loyal to the product or business.

General Management Function Strategic plan is in place. Customer satisfaction is high.

Public Relations Function Business has a good image. Business is seen to support community projects.

Production Function Most appropriate method of production is used.

SABS or ISO9001 approval must be obtained.

Human Resources Function Employees are positive about the business.

Employees stay at the business for a long time.

Purchasing Function Raw materials and capital goods are purchased at the best price.

The quality of the raw materials is appropriate.


ACTIVITY 3.4

Implementing quality control and continuous improvement cycle

a) Explain the impact of a total quality management system on small and large businesses with reference to continuous skills development.

Answer: Impact of total quality management on small and large businesses with reference to continuous skills development:

Small businesses Large businesses

Positives - There may be a more holistic approach to training due to

a limited number of employees. - Promotes individual and personal development resulting

in improved productivity.

Positives - The human resources department is dedicated to skills

training and development. - Human resources experts ensure that training

programmes are relevant to ensure increased customer satisfaction.

Negatives - It is difficult to train employees because they are often

not permanently in the business.- It is not possible for employees to specialise since they

are involved in various business activities.- It is expensive to use training consultants.- Any other relevant responses related to the impact of

continuous skills development on small businesses.

Negatives - Poor communication system may prevent effective

training from taking place.- Trained employees may leave for better jobs after they

have gained more skills. - Demotivate employees, if they do not receive

recognition for training.- Any other relevant responses related to the impact of

continuous skills development on large businesses.



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ABC Stationery

ABC Stationery buys their stationery directly from John’s Factory. A day after delivery ABC Stationery discovered that some of the stationery was faulty. ABC Stationery immediately informed John’s Factory about the situation but nothing was done. John’s Factory lost many customers as a result of this challenge.

b) Advise John’s Factory on how to implement a continuous improvement cycle to improve the quality of their product.

Answer: - Plan: John’s Factory should identify the problem and develop a plan for improvement/answer

questions such as what to do and how to do it. - Do: John’s Factory should do as planned/implement the plan on a test basis or small scale - Check/Analyse: John’s Factory should assess plan and establish if it is working and if things are

going according to plan - Act as needed: John’s Factory should institutionalise the improvement and devise strategies

on how to continually improve.

c) Briefly state the benefits of implementing a good quality control system in a business. Answer: - Effective customer services will be rendered, resulting in an increased customer satisfaction. - Time and resources are used efficiently. - Productivity increase through proper time management and using high quality resources. - Products and services are constantly improved. - Vision and mission may be achieved. - The business may achieve a competitive advantage over its competitors. - Continuous training will continuously improve the quality of employees’ skills and knowledge. - Employers and employees will have a healthy working relationship which results in happy

workers. - Increased market share and profitability. - Any other relevant contribution.


ACTIVITY 3.5

Apply quality control to business

If you open up your own business, mention three ways/policies (using total quality management) that you would put into place to ensure your customers are always satisfied. Answer: Learners’ journal entries will vary but emphasis should be placed on the following: what methods will be used to ensure customers are satisfied, using the importance of quality across the eight business functions and the concepts of TQM discussed above.



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Revision

1–2 hours

ACTIVITY 4.1

Revision: Business Strategies

Identify a specific business strategy to address the problem/describe the process in each of the scenarios below:

a) The Anesti Group gains ownership of Anesti Sports Centre (sports industry), Anesti Independent School (education Industry) and Anesti Restaurant (food industry).

Answer: Conglomerate diversification (Diversification)

b) 8ta, a South African cell-phone brand, has decided to enter the cell-phone market in Indonesia. Answer: Market development (Intensive)

c) Giovanni’s Pizza has decided to purchase Cheddar Chaps, a well-established cheese factory. Answer: Backward vertical integration (Integration)

d) TOPS suppliers are on the verge of bankruptcy and the owners, in an attempt to save the business, have decided to sell shares in the business to a local investor.

Answer: Divestment (Defensive)

e) Samsung embarks on a new promotional campaign using social media such as Facebook and Twitter to market their products in order to increase their market presence dramatically.

Answer: Market penetration (Intensive)

f) Coffee King and a large hotel franchise come to an agreement that Coffee King will replace all the coffee shops at the Hotel group sites.

Answer: Forward integration (Integration)

g) Van Zyl’s Biltong is not showing growth by selling biltong alone, so they decide to start selling soft drinks and pancakes as well.

Answer: Concentric (related) diversification (Diversification)

h) In an effort to try and increase profit margins, a national bank has decided to let go of two employees at each branch.

Answer: Retrenchment (Defensive)


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Corporate Social Responsibility and Corporate Social Investment

Sharks Couriers is a courier company situated in Bothaville. Describe how Sharks Couriers can engage in corporate social investment programmes to improve on the long-term challenges given below, which are facing both the local community and the company. Use examples to motivate your answer.

i) Education Answer: - Build new schools for the community. - Renovate old school buildings in the communities. - Provide bursaries to needy learners. - Any other relevant answer related to improvement in education.

j) Crime Answer: - Employ local people at the mine. - Establish and support crime prevention structures/forums, e.g. sponsor cars to patrol crime

hotspots. - Install street lamps in the community. - Any other relevant answer related to reduction of crime.

k) Housing Answer: - Renovate dilapidated houses. - Build houses for poor families. - Provide housing subsidies to employees. - Any other relevant answer related to the provision of housing.

Leadership

The following statements represent a certain leadership style. Identify the different leadership styles.

l) This leader considers the needs and input of followers and encourages group involvement. Answer: Democratic/participative style

m) This leadership style relies on organisational rules and policies. Answer: Bureaucratic style

n) This leader tells employees what to do, but isn’t prescriptive in how they should carry out these tasks.

Answer: Laissez-faire leadership style


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The objectives for the startUP&go material for term 3 are to:• Determine the extent to which a particular form of ownership can contribute to the success or

failure of a business • Examine the accurate and concise verbal and non-verbal presentation of a variety of business-

related information (including graphs), respond professionally to questions and feedback, and amend information as necessary

• Describe the criteria for a logical and effective presentation of information, know how to handle feedback and assess presentations in order to identify areas for improvement.


For Term 3 in Grade 12, a main focus of the startUP&go package is on starting a business as well as the advantages and disadvantages of various forms of business ownership and their impact on business operations. Practical examples of the characteristics of entrepreneurs who use various forms of business ownership will be highlighted. Examples of making presentations to obtain funding to start a business will also be highlighted. Convincing others that the business will succeed is a critical part of becoming a business owner.

A practical way for learners to understand the opportunities as well as the disadvantages of owning a business is to practise business operations within the safe environment of the classroom. Not all learners are capable of being an entrepreneur, but all learners are able to be entrepreneurial in the way they interact with others in various learning situations. A business game about simulation in manufacturing will help learners understand how employees interact to practise the eight business functions to produce and sell envelopes. This is revision of work done earlier in the year.

One of the most distinguishing characteristics of successful entrepreneurs is their ability to present their dreams both verbally and audio - visually. In term 3 learners will explore ways in which they can improve their presentational skills and grow their confidence and flair in presentations.


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SESSION 1 Week 3

Forms of ownership and their impact on business operations

2–3 hours

Session focus: In Grades 10 and 11 the focus was on learning about the various forms of ownership. In Grade 12, a revision of these concepts – characteristics, advantages and disadvantages of forms of ownership – will be done, but the emphasis will now shift to a more in-depth comparison of the various forms of ownership.

An analysis will also be done to ascertain how the selection of a form of ownership can contribute to the success or failure of a business, and how this selection impacts business operations.

STAGE 1: DOING

View the video: Forms of ownership

a) Learners view the video, make notes and then complete the questions in writing in their Informal Assessment Portfolios.

ACTIVITY 1.1

Business scenarios 1-6

Business scenario 1:

- Identify the form of ownership applicable here. Answer: Public company

- Name one advantage of this business. Answer: - Separate legal entity - Buy and sell shares legally - Any other answer related to advantages of a public company.


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- Identify the form of ownership applicable here. Answer: Partnership

- What is implied by the business having no legal personality? Answer: It means that the business has no continuity so if one partner dies or leaves the business

then the partnership must close down.


- Identify the form of ownership applicable here. Answer: Sole trader

- What is a disadvantage of this form of ownership? Answer: - Business has no continuity - Owner has unlimited liability - Any other answer related to disadvantages of a sole trader.


- Identify the form of ownership applicable here. Answer: Private company

- What is implied by the business having “unlimited continuity”? Answer: It means that the private company continues even if one of the shareholders resigns

or dies.


- Identify the form of ownership applicable here. Answer: Close Corporation

- Name two requirements of this form of ownership. Answer: - Close Corporation name must end with the letters cc. - Needs to be registered with the Registrar of Companies. CC’s are no longer registered. This scenario is included as many CC’s still operate (those

registered before May 2011).


- Identify the form of ownership applicable here. Answer: Non-profit Company


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- Name three legal structures commonly used by these types of businesses. Answer: Trust; Section 21 Company and a Voluntary association

b) After answering the questions, learners complete the following on a flipchart page: - Draw a mind-map summing up the different forms of business ownership and sort them into a

meaningful summary. Answer: The way learner’s draw mind maps will differ, but emphasis should be placed on: • Accuracy of information (including all the forms of ownership) • Neatness • Easy to read, understand and interpret • Informative • Creativity

- Stick your poster onto a wall. One person in your group remains at the poster to answer questions from other groups.

Answer: Learners should show professionalism and be informed about the facts surrounding forms of ownership in answering questions.


ACTIVITY 1.2

Reflect on forms of ownership

Groups now walk around from poster to poster and make comments in which they share ways of improving posters and what way was successful in each poster. Using a different coloured koki pen, they “mark” the poster. The group representative is there to answer questions.Answer: Learners should not insult other groups’ work, but rather provide helpful critique. Teacher must monitor the process, and ensure that learners are impartial and respectful to each other’s work.


ACTIVITY 1.3

Analyse the forms of ownership

a) Which group presented the best summary of the information on the video? Answer: Teacher uses own discretion in determining which group has the best poster based on

the following criteria: - Accuracy of information (Including all the forms of ownership) - Neatness - Easy to read, understand and interpret



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- Informative - Creativity

b) Why was it so clear and well-organised? Answer: Teacher uses own discretion in stating why it was clear and organised, but reasons could

include: - Key words were used - Illustrations, diagrams or graphs were used - Easy to read, understand and interpret - Spatially well set out - Any other reasonable answer as to why the poster was clear and organised.


ACTIVITY 1.4

Understanding forms of ownership

1. Distinguish between limited liability and unlimited liability. Answer: - Limited liability means shareholders’/owners’ possessions/ assets are protected in the event

that the business becomes insolvent or is liquidated. - Shareholders cannot lose more than what they have invested in a business. - Unlimited liability means that the owner’s assets are attached to the business. - The owner or partners can lose everything and even more than what they have invested in a

business. - Any other relevant answer related to the differences between limited and unlimited liability.

2. Compare the success or failure of a personal-liability company and a partnership in terms of:

a) Capacity b) Legislation

c) Management



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Answer:

Criteria Partnership Personal-liability company

a) Capacity Success factors - Easy and inexpensive to start.- Shows potential for growth because partners

contribute skills. - Expansion is possible because more partners can

join partnership.- Could have a financial capacity to benefit from

good discounts for bulk purchases.

Success factors - PLC can attract more shareholders because

ownership is controlled by the new Companies Act.

- As the PLC becomes more successful, the value of shares will increase and the PLC may approach more investors.

- Directors are geared to improve business prospects in the market place.

Failure factors - In large partnership, the partners may struggle to

agree on business issues. - The more partners in the partnership, the more

difficult it is to control expenses and partners’ drawings.

- Any other relevant answer on capacity.

Failure factors - It does not have a capacity to draw on large

financing sources therefore cannot grow into financially strong companies.

- It is expensive to run the company and profits may not be sustainable resulting in liquidation.

- Any other relevant answer on capacity.

b) Legislation Success factors - Easy and expensive to establish partners must

draw up partnership agreement.- Partnerships may apply for local tenders. - Partners are more motivated to make a success

because their personal possessions are at risk.

Success factors - The rights and duties of shareholders are

stipulated in the Companies Act, therefore minimising unethical and corrupt behaviour

- May obtain government tenders, as PLC is properly registered according to Companies Act.

- Shareholders have limited liability.

Failure factors - Unlimited liability/partners are jointly and

severally liable for the debts of the business. - If one partner dies or retires, the remaining

partners need to draw up a new agreement. - Any other relevant answer on legislation.

Failure factors - Expensive and complicated to register the

business. - PLC and its directors, past and present, are

jointly liable for any debts and liabilities incurred. - An audit is required only if PLC meets the

requirements test as stipulated in the Act. - Any other relevant answer on legislation.


ACTIVITY 1.5

Apply forms of ownership to business

Which form of ownership is the most attractive to you? If you were to open your own business, what entity would you register it under, and why? Answer: Learners’ answers will differ but learners need to specify a business entity (partnership, private company, etc.) they would register, and then they should mention why this form of ownership appeals to them (easy to set-up, bigger pool of knowledge, limited liability, etc.).


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Presentation of information and data response

2–3 hours

Session focus: Communication is one of the key elements of a business’ success. How the business presents information – whether internal or external – to its stakeholders, is critical to the success of the business.

The emphasis in Grades 10 and 11 was to introduce verbal and non-verbal ways to present information, as well as responding professionally to feedback. In Grade 12 the focus shifts to mastering the art of presenting by using accurate information linking it up with appropriate supporting materials to emphasise professionalism.

STAGE 1: DOING

Viewing 2.1: Meet Tumi, presenter

In pairs, learners view the video in which Tumi, an EnterPrize winner, shares her trade secrets about successful presentations. They discuss the questions orally and then complete the questions in writing in their Informal Assessment Portfolios.

ACTIVITY 2.1

View video: Meet Tumi, presenter

a) What was the occasion of Tumi’s best business presentation? Answer: Her best presentation ever was when she had to present to a panel of judges at the

University of the Free State where she entered a competition for the 2014 Job EnterPrize Creation challenge in the Free State, so she had to be prepared and give her judges the best she had.

b) Is it difficult to make a good presentation? Explain Tumi’s viewpoint. Answer: She says that it is simply about how you organise your content. Arrange it as simply as

possible – logically and organised, as well as focusing on the important points of the presentation, taking into consideration the way you communicate, how you use your voice, body language and how you see your audience.


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c) How important is analysing your audience (age, educational level, language usage, etc.) when you are prepare a presentation?

Answer: When you are preparing a presentation, you need to know your audience thoroughly, so you need to do research and distinguish between the ages – different presentations will be required for children and adults. There are many categories of people who need to have tailored presentations. You need to be specific, as you need to know your audience, and also understand the language your audience uses.

d) How did Tumi structure the information in the presentation of her business plan? Answer: She structured it as simply as possible because she summarised her business plan, and

then derived small headings for her presentation. She gave headings such as the Cover page which included her business’ name and what she was presenting about, the executive summary, the marketing strategy, the pricing summary, the financial constraints and the conclusion. The financial constraints were done on a bar graph which was shown while she was presenting.

e) Did Tumi use any support materials? Explain which and why they were appropriate. Answer: Tumi says that a presentation with no pictures is boring, and people tend to lose interest

and that is the one thing that a presenter does not want to see. She says you can use graphs, pie charts, pictures and videos to arouse the audience’s interest. In her presentation she used PowerPoint visuals. This helped her illustrate and explain what she was presenting. She felt it gave the audience a clearer picture of what she was talking about and helped the audience understand the presentation better. She says you need to make sure you do not stand in front of your visual aids as this will distract the audience, but rather stand on the side of your visual aids and point to these visual aids.

f) How important is body language when you make a presentation? Answer: Body language is very important because first impressions last longer. When you present,

a number of people will see you for the first time, and they need to view someone bold, someone who can express themselves, someone who is very confident, someone who can deliver the message he/she has without fear and finally, someone who addresses the audience in a respectful manner.

g) How should a presenter dress for the occasion? Answer: The way you dress is very important. Tumi mentions that you do not want your audience

to think you were not prepared for them or that you do not take them seriously. She says that being presentable does not require expensive clothes, but rather ensuring that the outfit you are wearing is clean, neat and appropriate for the occasion.

h) How should one deal with questions asked at the end of your presentation? Answer: Tumi says that when she was asked questions she was really nervous because she did not

always know what to say or how to respond to the questions because there were so many judges and she was tense after her presentation. She mentions that shed needed to pull herself together, regain her confidence, stay calm, smile and answer the questions to the best of her ability.


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i) What should you do if you are not able to answer a question? Answer: Tumi says that when you do not have the answers, try be as polite as possible. A

technique you can use is to tell the judge/s you have captured the question and will think about it and give the judge the answer via e-mail. Another technique is to give as much information as possible in your answer.

j) How do you handle a hostile audience? Answer: You need to contain yourself, remain presentable as you are a presenter. She says you

need to remain calm and polite, and not get involved with arguments or be aggressive to the audience, because you need them.

k) What tips does Tumi have for Grade 12 learners who would like to improve their business presentation skills?

Answer: She tells Grade 12 learners to always remember that there is something great inside of them, and when they present they have the opportunity to show people what they are capable of. In order to do this, they need to be as prepared as possible, know their audience, stay focused and stay organised.


ACTIVITY 2.2

The use of audio-visual aids in presentations

Tumi uses audio-visual aids in her presentations. How do you know when to use which aid? Complete the table by suggesting whether a specific graph or whether a table or diagram should be used for each scenario. Why is your choice appropriate?

Answer:

Scenario Audio-visual aid (if a graph, specify the type)

Why is this choice appropriate?

a) You want to group information so that the audience gets a better picture.

Histogram Comparisons can be made between various products and years of production, etc.

b) You need to explain how a certain new product looks.

Diagram or illustration A visual representation – no need to show data at all.

c) You wish to compare, year by year, the performance of two products over a period of 12 months clearly showing peaks.

Line graph Clearly show best and worst performance. Two line graphs in different colours would show the comparison. Also: bar graph, but peak point would not be clear.

d) You want to see the whole as the proportions of its components, or wedges.

Pie chart Useful in showing percentages and helping reader identify differences in market share/where a business spends its money.

e) You want to add reality and provide a visual record.

Photograph Useful in showing how competitors market their products/ shows reality.



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ACTIVITY 2.3

Help Lebo present her business plan

Your cousin, Lebo, has to prepare and present her business plan to a group of stakeholders and potential investors in two days’ time.

Send her an e-mail and advise her on her presentation of the business plan so that it is of high quality and a successful presentation which meets its objectives.

You must include the following aspects in your letter: • How should Lebo prepare for the presentation? Answer: - Find out everything about the room where the presentation will take place - Establish where you will stand - Know your topic - Rehearse repeatedly - Check the venue where you will be presenting - Time your presentation - Prepare content - Prepare emotionally - Prepare psychologically - Organise thoughts logically - Accept any other reasonable response regarding preparation.

• Evaluate any FOUR methods that she can use to present the information. Answer: - Transparencies - PowerPoint presentations - Handouts - Charts and graphs - Illustrations, maps and photographs - Props - Handouts - Ensure that learners give pros and cons of their four chosen methods.

• Propose ways to handle hostile feedback in a professional manner. Answer: Learners’ answers will vary but emphasis should be placed on the following: - Stay calm - Listen to the feedback - Do not get into an argument or become aggressive - Be polite and respectful - If you do not know the answer, be honest, and request that you will find the answer and

communicate it at a later stage.



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• Recommend possible focus areas that will improve the quality of Lebo’s presentation. Answer: - Are there parts of the content which can be further explained? - Are all the assumptions made in the presentation realistic? - Are their facts which are either incorrect or outdated? - Was the presentation too long and needs to be shortened? - Accept any other relevant answer regarding focus areas for improvement.


ACTIVITY 2.4

Differentiate between types of presentation documents

Name the type of presentation document described in each statement below:

a) Printed copies of financial statements to support an electronic presentation on this year’s financial results

Answer: Verbal/Hand-outs/Notes

b) Production figures for 2013 and 2014 on a histogram Answer: Non-verbal/Graphs

c) A short video explaining the steps to complete an application form Answer: Verbal/Audio-visual

d) Drawings and pictures in the user manual of a fax machine Answer: Non-verbal/Illustrations

e) A flow chart explaining the steps in the production process Answer: Non-verbal/Diagrams/Charts


ACTIVITY 2.5

Applying presentation skills to business

Name situations you may need to use your presentation skills in your life.Why do you think it is important to have good presentation skills?

Answer: Learners’ responses will vary, but emphasis should be placed on the following:- Naming specific situations where they may need to use your presentation skills in their life

(Interviews, business presentations, speeches, etc.).- Mentioning reasons why it is important to have good presentation skills (It reflects an excellent

image, you can seize opportunities, people see you/your business as professional/customer relations, etc.).



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Revision

3–4 hours

Session focus: Entrepreneurs face many challenges in the micro and market environments. In the micro environment this may be poor workmanship skills and low productivity of employees as well as lack of management and leadership skills of business owners themselves. In the market environment, challenges include shortages of supplies and raw materials for production, competition from other firms and changes in consumer buying behaviour. In this final session of startUP&go, you will play the Envelope Factory Game to revise production issues, conflict management, leadership styles and the three economic sectors.

STAGE 1: DOING

ACTIVITY 3.1

Play the envelope factory game

Play the Envelope Factory Game

ObjectiveThe objective of the envelope factory game is to expose you as factory owners and employees to some of the challenges of production, conflict management and leadership styles. Learners will have to buy production equipment and raw materials from suppliers, produce high quality envelopes and sell these to buyers. In the process they must demonstrate workmanship skills, leadership and management skills, as well as an understanding of the challenges and control factors in each business environment.

Resources required

To play the envelope factory game, you need the following:• Sheets of new or used A4 paper• Scissors• Pritt/glue sticks


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• Procedures for folding envelopes in the Learner’s Book • Monopoly money • 3 separate desks placed in front of the class indicating a supplier of envelope production

materials, Buyer 1 and Buyer 2.

Methodology of the game

The following business scenario is simulated in this game:• Learners divide into groups according to your instructions. • Each group of learners represents a newly established envelope factory. Currently a serious

shortage in the supply of envelopes is being experienced in the market environment. • As a result, each new envelope factory wants to use this opportunity to establish their business as

quickly as possible in the market. Therefore they have to buy the necessary material and produce as many envelopes as possible in a short space of time to meet market demand. Then they must sell their stock at the best prices possible to office supplies companies in need of envelopes.

The methodology followed in the envelope factory game is as follows:• Each group starts with R300 in their bank account.• Teams must then decide how much production equipment they will buy such as the number of

scissors and glue. A scissor costs R30 and a Pritt glue stick costs R50.• Each team then buys raw materials to start the production process. Each sheet of A4 paper costs

R40. • The teams must produce envelopes as quickly as possible with the material they have bought.• The teams have the option to produce two sizes of envelopes (see instruction on the video on

how to fold an A4 sheet to get a large square piece of paper or two smaller square pieces of paper.)

• During the production process, the groups also start selling the manufactured envelopes to any of the two buyers.

• Depending on the quality, selling prices can range from R60 to R80 for a large well-manufactured envelope as compared to R30--R50 for a smaller specialty envelope. Each team must decide how many large envelopes and small envelopes to manufacture during the game to achieve the most profit by the end of the game.

• Money received from the envelopes sold is used to buy more raw materials to manufacture more envelopes.

How to play the game • Learners divide into groups of 5 to 7 members each • They go through the above instructions to understand the game and clarify any questions.• Appoint 2 learners to act as the Suppliers of 2 different office supplies companies producing equipment (scissors and glue) and raw materials for manufacturing envelopes. The Supplier’s place of business should be at a desk in the front of the room.• Appoint 2 learners as buyers of two different office supplies companies. The Buyers’ place of business should be at a desk in the front of the room (on either side of the Supplier’s place of business).


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• Another 2 learners will be chosen as observers of all the groups. The observers will make comments at the end of the game on how the different teams managed the production and selling process.

• They will be given a few sheets of A4 paper. Allow them 5 to 10 minutes to practise making large and small envelopes.• While the groups are practising making envelopes, the Buyers of envelopes will be told about the

range of prices at which they must be prepared to buy envelopes. They must be objective and focus solely on the quality of the envelopes in determining a buying price.

• The two observers will study the Observer Feedback Form to observe the groups during the game with these questions in mind.

• The supplier receives the necessary stock of scissors, glue and raw materials and the buyers enough money to purchase envelopes from the groups.

• Each group is given the opportunity to select a learner who will act as a Sales Representative responsible for selling the envelopes to the buyers.

• Each group receives the indicated amount of money and all groups buy the necessary materials from the supplier of raw materials.

• Groups have only 30 minutes to produce and sell their envelopes.• During the game, purchases are recorded in the record form.

Start the game • Groups start manufacturing envelopes, selling their stock, buying more raw materials, etc.• At any point in time, the sales representatives of the various groups can approach the 2 buyers

and negotiate the best selling price possible. • Income generated from the sale of the manufactured envelopes is then used to buy more material

for the production of more envelopes.• When the 30 minutes are up, the game is over. The observers should check how much profit each

team has generated from their original investment of R300. The team with the most money is declared the winner.

• The observers then give feedback using the following Observer Feedback Form which then leads to a class discussion in preparation for the revision exercises in Activities 3.2 -- 3.5

Discussion in classAt the end of the game, have the learners discuss the following questions. Bring into the discussion the observations from the 2 observers regarding each question. • Did someone take charge of the production?• Were the materials checked before buying them from the Supplier?• What did they learn from the exercise regarding quality control?• What special negotiating techniques did your Sales Representative use in trying to convince the

buyers to pay a higher price for the envelopes?• How did this game illustrate specific entrepreneurial characteristics of the team?



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ACTIVITY 3.2

Reflect on the envelope factory game

a) Mention three typical types of conflict that did arise/could have arisen in your envelope business. Answer: Learners’ answers will vary, but answers can include: - Interdependence conflict - Differences in style - Differences in background and gender - Differences in leadership - Personality clashes - Cultural clashes - Accept any other reasonable cause of conflict in the group.

b) How could difficult people in the group be dealt with in the game? Answer: Learners’ answers will vary, but answers can include: - Avoid interacting with the difficult group members - Neutralise the reaction of the difficult group members - Change the behaviour of the difficult people - Accept any other reasonable response regarding the handling of conflict in the group.

c) D escribe the leadership style which was apparent in your envelope business? Was this effective? If not, which style would have been more effective? Answer: Learners’ answers will vary depending on the leadership style used in the group and their own perception of its success/failure, but emphasis should be on identification of the leadership style used, an explanation on why they felt it was successful/unsuccessful, and then what leadership style would be most appropriate and why.


ACTIVITY 3.3

Analyse the envelope factory game

a) Apply the three economic sectors to your envelope business. Give an example of each economic sector as it was experienced in the game:



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Answer:

Economic Sector How the game showed this

Primary Sector FORESTRY (Planting of trees) → Learners buy the paper (Raw materials)

Secondary SectorLearners use their stationery (Glue and Scissors) and manufacture use the paper to create envelopes.

Tertiary Sector Learners take the packaged and created envelopes and sell them to the final customer.

b) Which business environment will be affected by an increase in inflation? Answer: Macro Environment

c) Describe the impact of an increase of inflation on your envelope business. Answer: An increase in inflation will mean that there will be an increase in the general price

levels. The cost of the raw materials (paper, scissors, glue, etc.) will increase which will mean it will cost the business more to produce the envelopes. Thus if the business still wants to maintain high profit margins, the business has to increase the selling price. An increase in the selling price could mean customers might not want to buy the envelopes anymore which will reduce the business’s profit.

d) Conduct a SWOT analysis of your envelope business (mention two examples of each component). Answer: The Strengths, Weaknesses, Opportunities and Threats will differ for each group, but

emphasis should be placed on learners’ identification of the internal strengths and weaknesses as well as the external opportunities and threats of the business.


ACTIVITY 3.4

Understand economic sectors

1. In which sector of the economy would you categorise the following businesses?

a) Dry cleaning business Answer: Tertiary Sector

b) Cherry’s Wine Farm Answer: Primary Sector

c) Goldfield’s Mine Answer: Primary sector



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d) Free State Manufacturers Answer: Secondary Sector

e) Standard Bank Answer: Tertiary Sector

2. Briefly state the benefits of implementing a good quality control system in a business. Answer: - Effective customer services will be rendered, resulting in increased customer satisfaction. - Time and resources are used efficiently. - Productivity increase through proper time management and using high quality resources. - Products and services are constantly improved. - Vision and mission may be achieved. - The business may achieve a competitive advantage over its competitors. - Continuous training will sustain the quality of employees’ skills and knowledge. - Employers and employees will have a healthy working relationship which results in happy

workers. - Increased market share and profitability. - Any other relevant answer related to the benefits of a good quality control system.


ACTIVITY 3.5

Apply envelope factory game to business

What has the envelope game taught you about how businesses operate in the real world, paying special attention to the three economic sectors? Answer: Learners’ answers will vary but emphasis should be placed on the following:- Interaction of the three economic sectors: How raw materials are extracted (primary sector) and

then manufactured into the final product/service (secondary sector) which will be sold to the customer (tertiary sector).

- Interaction of the three business environments- The importance of quality control- Working as a team- Solving conflict- Leadership styles- Any other relevant answer related to what the learner felt he/she learned in terms of the how

businesses operate in the real world.



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Viewing 3.6: Quiz

ACTIVITY 3.6

Revision: Whole year’s work

Quiz Term 1

1. The ____________ ensures that the relationship between employees and their union and employers and their organisations is regulated.

Answer: Labour Relations Act

2. A board of representatives comprising both employers’ and employees organisations is known as a ____________.

Answer: Statutory council 3. Businesses who use BEE suppliers when buying goods or services instead of Non – BEE suppliers

engage in ____________. Answer: Preferential procurement

4. The ability to think creatively is known as ____________ thinking. Answer: Lateral

5. The ____________ regulates the South African credit industry. Answer: National Credit Regulator (NCR)

6. When a business looks for suitable candidates within the organisation this is known as ____________ sources of recruitment.

Answer: Internal

7. The problem-solving technique which makes use of experts is known as the ____________ technique.

Answer: Delphi

8. Threat of new entrants is one of ____________ five competitor’s forces model. Answer: Porter’s

9. The framework used to analyse opportunities and threats in the Macro/External environment is known as ____________.

Answer: PESTLE



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10. If BMW decides to buy over Mercedes, they are making use of ____________ integration. Answer: Horizontal

11. The letter W in the acronym SWOT stands for internal ____________ in the business. Answer: Weakness

12. ____________ is one of the reasons an employment contract can be terminated. Answer: Dismissal/Redundancy/Retirement/Resignation

13. When employees are paid based on the amount of work they produce they are paid ____________ rate.

Answer: Piece

14. Tax evasion is an example of ____________ behaviour. Answer: Unethical

15. The Act that ensures workers who are injured during the course of their employment are compensated is known as the ____________.

Answer: Compensation for Occupational Injuries and Diseases

16. A ____________ benefit is a form of compensation over and above the regular salary or wage. Answer: Fringe

17. The ____________ assures employees, students and employers that learning outcomes are relevant.

Answer: National Qualifications Framework (NQF)

18. The first step of the problem-solving process is to ____________. Answer: Define the problem

19. The problem-solving technique whereby pros and cons are compared is known as ____________.

Answer: Force-field analysis

20. An increase in the tax rate is an example of a fluctuation in which category of the PESTLE framework? ____________.

Answer: Economics

Quiz Term 2

1. ____________ is when a business improves the quality of lives of key stakeholders in the way they conduct their business.

Answer: Corporate Social Responsibility (CSR)

2. CSI stands for ____________. Answer: Corporate Social Investment



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3. An area that a business can focus on in their CSI programme is ____________. Answer: Poverty alleviation/Protecting the environment/Providing training and education/

Sponsorships for sports/Job creation 4. The right to vote is an example of our basic ____________. Answer: Human rights

5. The organisation formed to promote the protection of human rights for all individuals is known as the ____________.

Answer: National Commission for Human Rights

6. ____________ is working together to achieve a common purpose. Answer: Collaboration

7. The final stage of team development is ____________. Answer: Forming

8. Extracting raw materials for further development forms part of the ____________ sector. Answer: Primary

9. A hotel forms part of the ____________ sector. Answer: Tertiary

10. A business has limited control of its ____________ environment. Answer: Market

11. The purchasing function is associated with the ____________ environment Answer: Micro

12. A ____________ tends to motivate and inspire others. Answer: Leader

13. The leadership style where the individual in charge does not listen to any suggestions from his/her employees ____________.

Answer: Autocratic leadership

14. ____________ leadership style encourages participation and empowers employees. Answer: Democratic

15. The process of ensuring products/services meet specific standards is known as ____________. Answer: Quality control

16. ____________ provide the business with resources to produce products and services. Answer: Suppliers



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17. The business function responsible for recruitment, selection and induction is ____________. Answer: Human resource

18. TQM stands for ____________. Answer: Total Quality Management

19. The ____________ leadership approach allows workers to make and be responsible for their own decisions.

Answer: Laissez-faire

20. ____________ refers to the inclusion of a diverse group of people and ensuring that there is no discrimination in the workplace.

Answer: Inclusivity

Quiz Term 3

1. ____________ is an example of compulsory insurance. Answer: COIDA/Road Accident Fund/Unemployment Insurance Fund 2. The ____________ is a formal market in South Africa where public companies are listed.

Answer: Johannesburg Stock Exchange 3. The formula used to calculate Simple Interest is: ____________. Answer: P X i X n

4. The form of ownership which no longer exists in South Africa is a ____________. Answer: Close corporation

5. ____________ shares are standard shares with no restrictions. Answer: Ordinary

6. ____________ shares are shares in a company that is performing very well. Answer: Blue chip

7. The amount a company pays out to its shareholders is known as a ____________. Answer: Dividend

8. If Jerry invests R10 000 at an interest rate of 10% compounded annually for five years, then the amount Jerry will receive at the end is ____________.

Answer: R16 105.10

9. When the debts are not only limited to the business, but also to the owner and his/her possessions, the form of ownership is said to have ____________ liability.

Answer: Unlimited



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10. Which form of ownership is categorised by the letters ‘Pty (Ltd)’ as part of its name? Answer: Private company

11. The form of ownership which is ended when one of the partners passes away is known as ____________.

Answer: Partnership

12. The form of ownership which is the easiest and cheapest to start and end is ____________. Answer: Sole trader

13. The audio-visual aid which reflects an image onto a whiteboard is known as a ____________. Answer: Transparency

14. Insurance products that pay back money used for retirement are known as ____________. Answer: Annuities

15. ____________ is a payment for an event which is guaranteed to happen. Answer: Assurance

16. The ____________ is the percentage that will be earned in an investment or that will have to be paid back on a loan.

Answer: Interest rate

17. The initial amount which was invested is known as the ____________. Answer: Principal

18. An example of a non-insurable risk is ____________. Answer: War/Changes in fashion/Losses due to bad management/Technological improvements

19. The program used to present a slideshow as an audio-visual aid is ____________. Answer: PowerPoint

20. The people responsible for managing a public company are known as ____________. Answer: Directors



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Making the School-to-Work connection

Why a School-to-Work Programme?

Youth unemployment is a global challenge and has reached crisis proportions in South Africa. More needs to be done to prepare young school-leaving youth to face the challenges that await them when they complete their schooling. It will not be possible for each one of them to find a job and many young people will need to find other ways of becoming financially self- sufficient citizens that contribute to the wellbeing of South Africa as a whole. Preparation for this phase of their life needs to focus on creating opportunity-seeking young individuals as opposed to job-seeking young people. Young school leavers need to be oriented to be enterprising in the broadest sense, constantly seeking opportunities, building networks and finding ways of being proactive and contributing members of their communities.

The School-to-Work Programme unlocks the enterprising skills and entrepreneurial potential of young South Africans. The programme will make them more ‘work ready’ and will add value that we hope will enable them to enter the workplace, be it as self-employed or if they get a job, more confidently and better informed.

School-to-work transition generally refers to the critical socio-economic life-changing period just before learners matriculate. This is a period when young learners should develop and build skills based on their education and training in high school, skills that will help them become productive members of the society. Some of the most immediate economic considerations of this period in a young person’s life include issues related to education and skills development, unemployment and inactivity, searching for a job, entering the labour market and earning an adequate income.

Preparing for the journey is critical

Work is a central part of adult life and consumes as much as half of a person’s waking hours. Preparing students for the workforce, either as employees or employers, is an important role for schools. However, most high schools need to pay more attention to the actual workforce readiness of its learners. Unfortunately, many students matriculate without the knowledge or enterprising skills needed to be productive in their personal and work life.

Rural areas of South Africa may be particularly disadvantaged in offering options for the transition of young people from school to work because there are often limited options available in some rural towns for employment. The School-to-Work Programme is especially important in building skills and giving young people hope.


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Building the bridge from school to work needs real-life examples

This School-to-Work Programme integrates academic study and work-readiness preparation through the use of videos and various related activities based on interviews and presentations by young South Africans like themselves. While passing matric is a highlight for many teenagers, they need the following enterprising skills to be successful in work and in life: planning, creativity, negotiation, and decision-making.

Activities regarding school-to-work situations are “contextual”; they simulate real life situations and engage students in a vital and interactive way. School-to-Work activities place demands on instructors to teach, support and sustain learning activities in work-based settings.

Start now

It is never too early to start planning the transition from school to adult life. Learners might ask: “What do I want my life to look like after high school?” A School-to-Work Programme helps students make an informed transition from high school to work, tertiary education paying of dues as they volunteer to become interns of entrepreneurs who will mentor them to a successful transition into business. A School-to-Work Programme includes school-based learning within a work-based context.

Self-reliance

The purpose of this programme is to help youth take the lead in planning for their adult lives. The material shares important information, encourages youth to begin thinking about life after school and offers ideas they can use to plan routes to reach their work and personal goals. It should be used as a guide for young people. As teachers, don’t be limited to just the programme activities - be creative!

READY, Steady, GO! Is a collection of fun activities which will encourage learners to reflect on who they are and where they are going.


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READY, Steady, GO!

READY, Steady, GO!

Learners are on the threshold of the next phase of life after school. So, what now? What happens next? Through this collection of fun activities, inspiring videos and exciting and thought-provoking questions it is hoped that your learners will embrace the change and enjoy the journey. startUp&go (Grade 10 to Grade 12) was, in itself, a journey in which you and your class were introduced to entrepreneurial and business skills in a dynamic new way, through games and video interviews and documentaries which brought the real world into your classroom.

READY, Steady, GO! is a set of activities to make the passage from school to work, to a business or to tertiary studies, easier:

I READY?

In this section learners are stimulated to think about themselves as travellers and to analyse whether they are ready for the journey. The journey metaphor is unpacked throughout the course: learners are on a journey, they will reach certain milestones after which they will reflect on how far they have travelled and how far they still have to go.

II Steady?

Here they stand back, steady themselves and by viewing interviews with successful young people who started out as much as they did, but who, through persistence and determination and lots of courage brought about significant changes in their own lives and that of their communities. Not all have “arrived” - some are still travelling. Students will learn valuable lessons from their mistakes and be inspired by what is possible, whether they come from a wealthy background or have had more modest beginnings.

III GO!

In the third part of the course, we present practical ideas and advice from experts as they try out their new knowledge and skills, as, starting with baby steps, they commence the journey, pragmatically and realistically.

Encourage them to start where they are, to use their contacts and move from the known into the unknown. The ability to make decisions based on information, to bounce back after setbacks: if they take control of the gears and measure small successes every step of the way, they will reach their destination despite the long and often rocky road.

So, ready? Pile the learners in and brace yourselves for the journey...


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I READY?

Let’s get started

ACTIVITY 1

Are you entrepreneurial? Do you believe in yourself?

RationaleIt is critical that as their facilitator and mentor, you as their teacher are positive, enthusiastic and inspiring. Your role in this phase of the programme is to lead learners through the various activities, to be positive, to believe in themselves and to take responsibility for their own lives. They are not living their parents’ lives anymore, they are now individuals carving a path for themselves, and every step in the right direction is valuable, however small and insignificant. They view the video of a young man from Limpopo, Karidas, who despite humble beginnings, managed to use his “hustling” skills he learned from a poverty stricken mother to create a brand of clothing with “street cred”.

Learners have to take stock of who they are. Are they entrepreneurial? Or do they think their personal journey is the safe, well-planned itinerary which will lead them to a solid 8 to 5 job? Please take note that not everybody will become an entrepreneur, but all learners can become successful if they develop enterprising attitudes, whether they are business people or whether they work for someone else.

What you need for this activity• Questionnaire• Video of Karidas Tshintholo

Are you ready for the trip?

Methodologya) Learners view the video of Karidas Tshintholo (Viewing 1: Meet Karidas).b) Learners answer the way they think Karidas would answer based on what they have learned about him from the video. There is no memorandum as learners will take what they need from the video. Make sure you view the video yourself before presenting.c) Then, honestly, they answer the same questions about themselves. The table in their Informal Assessment Portfolios is self-explanatory. Learners can start the activity in pairs. They complete column 1 in the table by imagining how Karidas would have answered each question based on how they have gotten to know him in the video. Some suggested answers are given below, but learners will have their own interpretation of Karidas.d) They silently reflect on how they themselves would answer the questions, and if they think their answers show a lack of skill or knowledge, what do they plan to do to fill the gaps they have identified?


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At the end of this activity and most of the others there is a THINKING icon and a NOTE TO MYSELF. Give learners enough time to think quietly of what they have just experienced and to make private notes in the NOTE on the right and then to capture the highlight of the activity in the illustrated map entitled My Personal Journey which appears at the end of the course. You decide whether silence or a class/group discussion would be more powerful!

Suggested answers: Video 1 KaridasKaridas

1. Are you focused? Yes2. Do your moods change quite a bit without your knowing why? No3. Have your parents led the way in preparing you for independence? Yes4. Do you need to have a comfortable working environment? No5. Do you have a lot of failures? Yes6. Are you always positive about projects? Yes7. Do you enjoy speaking in public? Yes8. Do you come from a background is which you were the “man or the

woman of the house”? Yes

9. Are you sensitive about criticism? No10. Are you outgoing and social? Yes11. Have you ever made or done things for sale, however small? Yes12. Do you join a group of strangers willingly? No13. Do you have heroes, people you look up to? Yes14. Do you think: “I want to be like him/her”? No15. Do you get tired of work quickly? No16. Do you believe that solving a problem in your environment now can

eventually change your life?Yes

17. Are you patient enough to start small and really earning a few years down the line?

Yes

18. Are you impressed by very hard workers? Yes19. Is your sleep very important to you? Yes20. Do you think entrepreneurs should take short cuts, even if they may feel

uncomfortable about the outcomes?No

21. Do you need people to support you all the way? Yes22. Do you need a mentor or a coach to feel “safe”? No23. Do you ever doubt your ability to be a success? No24. Can you deal with uncertainty? Yes25. Does the future generally look bright to you? Yes


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READY, Steady, GO!a) Are you entrepreneurial? Have you discovered your entrepreneurial self? Answer “yes/no” as above.

Do you think like an entrepreneur?

Do you think…

Karidas

… along non-traditional and non-conformist lines? Yes… about starting small? Yes… realistically about finances? Yes… always about viable business ideas? Yes… about what people are willing to buy? Yes… about doing things for yourself? Yes… about cost-benefits of business involvement? Yes… about doing things differently? Yes… about family/ people who can support or help you? Yes… like a high achiever? Yes… clearly about complex problem situations? Yes… of strategies to overcome barriers faced by persons with disabilities? Yes

Do you act like an entrepreneur?

Do you…

Karidas

… have a good product or service idea that is of value to other people? Yes… use the skills, experience and abilities you have? Yes… use the language of achievement? Yes…move ahead and do things at your own pace? Yes…have a positive attitude and compete with yourself? Yes…act in a determined and motivated way in whatever you do? Yes…lead and guide other people? Yes…develop plans on what you want to do? Yes…start activities in no matter what situation? Yes… maintain hope and never give up easily? Yes…dress to gain attention/respect? Yes… live a healthy, active and enthusiastic life? Yes … accept your own worth? Yes


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ACTIVITY 2

What’s your dream for a successful future? And, how do you get there?

RationaleCreative visualisation refers to the practice of trying to change your world by imagining a world which suits you, your perfect world. A creative teacher can assist learners to influence their lives by changing their thoughts and expectations.

Creative visualisation is the basic technique underlying positive thinking and is often applied by sportsmen and actors to improve their performance. Some celebrities have endorsed the use of creative visualisation and claimed it had a significant role in their success. Such celebrities include Oprah Winfrey, Tiger Woods, Arnold Schwarzenegger, Bill Gates and others. Actor Will Smith said he used visualisation to overcome challenges and, said he visualized his success years before he became successful.

In this activity you will lead learners through a step-by-step visualisation of themselves as winners. Visualisation is the power of each of our imaginations to see ourselves as successful: “Elite athletes use it. The super-rich use it. Everybody has that awesome power!”

What you need for this activity• Informal Assessment Portfolio• Some practice before you attempt this on your class

Methodology1. Learners visualise themselves as successful, as arriving at their dream destination. Tell them to close

their eyes and imagine themselves as successful people with a rich and fulfilling life.

2. Create calm in the class and speak softly as you cue them to start thinking of what their successful “alter-ego” is wearing, travelling, doing for a living, the place they are staying in and what they are feeling as they think of their future success. It is, in essence, a rehearsal as they prepare for success.

3. They then complete the table on their own in absolute silence.

4. Learners complete the questions and the illustrated table and have a group or pair discussion to compare answers and pictures of their “successful” futures.

a) Does reaching this dream feel possible? Answer: Here learners unpack what they need to have in their metaphoric “suitcases” for the journey: a belief that it is all possible is key, as is resilience, determination, persistence and the unerring conviction that anything is possible if there is a realistic plan and a map to follow.

Again learner will see the THINKING icon and the NOTE TO MYSELF. Give learners enough time to think quietly of what they have just experienced and to make private notes in the NOTE on the right and then to capture the highlight of the activity in the illustrated map entitled My Personal Journey which appears at the end of the course. You decide whether silence or a class/group discussion would be more powerful!


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ACTIVITY 3

Climbing the ladder to success…

RationaleBy Grade 12, learners have a good understanding of the mission and vision of a business. In this activity, learners use the peach tree as a metaphor for the mission and vision in their lives. The peaches symbolise the vision – what they would like to achieve, and the ladder against the trunk of the tree symbolises the mission – how are they going to achieve this step-by-step? This ties up with Stephen Covey’s advice in Seven Habits of Successful People, in which he proposes that when planning a metaphoric journey, or when setting goals “Start with the end in mind”.

What you need for this activity• Informal Assessment Portfolio• Worksheet with illustration of peach tree and step ladder (you could also create a large tree out of

brown paper and stick it against the wall and have learners physically write their dreams or vision onto large colourful fruit using koki pens).

Methodology1. If necessary, revise the terms mission and vision (visual explanations might make it easier for

some learners to truly understand the meaning of the words mission and vision).

2. Read the following text with them: “In Business Studies we referred to this ‘big picture’ of where a business wants to be, as its vision, its ultimate goal or dream.

The mission is the tasks planned to reach the goal.”

3. Learners go to the illustration in the worksheet. They imagine the elements of their dream (e.g. a university degree, paying their debts, earning pocket money etc.) as luscious peaches growing on the branches of a tall tree.

4. They then fill in their dreams into the spaces on the fruit.

5. They write in the steps planned to get to their dreams on the steps of the step ladder leading to the fruit.

6. Give learners enough time to think quietly of what they have just experienced and to make private notes in the NOTE on the right. They then capture the highlight of the activity in the illustrated map entitled My Personal Journey which appears at the end of the course.

7. Should you have a discussion? You decide whether silence or a class/group discussion would be more powerful!


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II Steady?Who are you deep down?

ACTIVITY 1

Are you a Sello?

RationaleIn the following activities learners meet various entrepreneurs from all walks of life and as they reflect on their stories, they will hopefully begin the journey of self-discovery as they start identifying with one or two of them. They will understand that their dream is within their grasp and the potholes on the road to this dream can be overcome.

What you need for this activity• Informal Assessment Portfolio• Video of Sello

Methodology1. Learners view the video of Sello (Viewing: Meet Sello).

2. Make sure you view the video yourself before presenting.

3. They complete the activity on their own, or in pairs.




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Suggested answersa) Where did Sello get his idea? Answer: Sello got his idea when he became aware that taxi owners do not know how many passengers

actually made use of their vehicles on a particular day.

b) What did he do immediately after the idea was clear? Answer:

- Firstly, he realised he needed to develop a unit that was going to calculate the entrance and the exit of passengers using the taxi.

- Then he approached agencies like Small Enterprise Development Agency (SEDA) and also went to a technology hub (Technology Innovation Agency, TIA). He also approached Tourism and Economic Development Department.

- He also conducted research to see what one needs to do. He revised some short courses on Electrical Engineering and started learning how to build in the hardware supported by an engineering company called Buhlani Electronics.

c) What knowledge did he need to develop his product? How did he become interested in this field?

Answer: He needed to have some form of Electrical Engineering knowledge and had to conduct research

on how the hardware would work and what he would need to combine to get this idea going. He became interested in this field when he was younger. He was part of the Science team in his school and took part in many Science expos.

d) List the steps Sello has followed to his dream of “national deployment”. Answer:

- Came up with the idea- Approached agencies for funding and guidance - Did research on what was required - Developed the technology- Tested the new technology- Initial piloting where he will be selling a certain number of gadgets to clients

e) What was the reaction of township neighbours to Sello’s idea? Answer: They were not supportive of his idea and in fact criticised him, saying that this idea would not work.

f) Do you think Sello’s township roots present with an obstacle or a springboard, launching him as an entrepreneur?Answer:A springboard because Sello was able to identify this idea through his roots and experiences in the townships. He has stayed humble and has been motivated to achieve success, no matter how many times he stumbles on the way or how often older and more traditionally-minded friends and family discouraged him. To them getting a qualification and a good job would probably be preferable.

Learners’ answers will vary, but emphasis should be placed on realising that Sello achieved success and remained motivated even though he came from a humble background, and he was able to identify a problem and come up with an exciting way to solve it.


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ACTIVITY 2

Are you an Elsie or a Mmedaara?

RationaleWe spend so many hours per day working. Wouldn’t it be wonderful if we could enjoy that time working? If we were to convert a hobby into a job, the chances would be great that work would be more fun.

In this activity 2 sisters show that this is also an option and, if managed well, an excellent way of starting a business.

What you need for this activity• Video of Elsie and Mmedaara• Informal assessment portfolio

Methodology1. Learners view the video of Elsie and Mmedaara (Viewing: Meet Elsie and Mmedaara).


3. They complete the activity on their own, or in groups. Ensure that the groups are mixed and introduce the topic of males as designers.



Suggested answersa) Why did Elsie and Mmedaara start a clothing manufacturing business? Answer: They started a clothing manufacturing business because they and a lot of their friends,

colleagues and neighbours wanted to have the same clothes they were wearing and so they started making the clothes for them. It started as a hobby, but as time went on, they thought that they could turn this into a viable business.

b) When did they realise that initial compliments from friends could turn into a viable business? Answer: It took about a year and a half for them to realise that their “hobby” could turn into a

viable business when they started receiving lots of orders from their friends, colleagues and neighbours.


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c) Where did their love of clothing start?Answer:It started with watching their mother growing up; the way that she carried herself, the way she dressed, the way that she would get compliments from how she dressed. They learned how to dress from her; especially as a woman, not to be too revealing, but at the same time, knowing how to look good and wearing clothes well. It reached a point where they decided that they could make their own clothes.

d) What makes their clothing brand original, unique?Answer:They have taken their love for their mother’s vintage clothing and African print wardrobe and have tried to mix it with modern-day fashion. In fashion, everything is inspired by trends that are currently happening, but as people and brand owners, their interpretation of the fashion trends is definitely original.

e) Name 4 challenges they had to face when they started the business.Answer:- Financial challenges- Time management challenges- Accessing the market- Building a large customer base and brand awareness.

f) Do you have a passion or hobby that you could turn into a business?Describe it.Answer:Learners’ answers will vary, but emphasis should be placed on identifying a hobby that they have and stimulating their minds to see how an idea can be turned into a business.

g) What is Elsie’s advice to school leavers?Answer:Elsie advises school leavers to get and education. She says, apart from the fact that you want to be an entrepreneur and your passion, you should also have a background knowledge of how to run a business, manage a business and maintain a business. She says that being educated and having a broad knowledge of the things around you and of your environment, for example the business environment, will enable you to know exactly what strategies to use and to exploit and what opportunities to exploit to ensure that you actually have a good business.

Learners’ answers will vary, but emphasis should be placed on realising that Mmedaara and Elsie were able to identify a business opportunity in their day to day routine and that they turned something they loved doing into a viable business.


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ACTIVITY 3

Are you a Jason?

RationaleIn this activity we focus on Jason, a dreamer, who since he can remember had a very specific passion, beautiful smells. His senses were stimulated and he was relentless in pursuing his dream of a perfume business, however unusual this was.

Learners should know that a dream, even a seemingly unlikely dream, can be reached, if they are persistent enough.

What you need for this activity• Video of Jason• Informal assessment portfolio

MethodologyLearners view the video of Jason (Viewing: Meet Jason).


2. They complete the activity on their own, or in groups. Ensure that the groups are mixed and introduce the topic of male perfume creators. Is the world of perfume a woman’s world? Ensure that learners are not stuck in gender specific ideas! It is alleged, for example, that the best chefs are male!



Suggested answersa) When and how did Jason’s interest in perfume and entrepreneurship come about?

Answer:Jason’s interest in perfume came about when he was in Primary School, lying under the oak trees. He says he remembered the scent and has always been fascinated by how a scent links to memory.

b) When did Jason’s entrepreneurial career start?Answer:When he was very young and still at school, he ran a little tuck shop out of his cupboard at the hostel.


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c) How did he research his business idea of making perfumes?Answer:He researched how different perfumes were made, and researched the different perfume formulas. He then mixed some raw materials together and developed some great fragrances.

d) Where did he get his start-up capital or “seed money” before winning the EnterPrize job challenge?Answer:He was a waiter, a bartender and whatever he could and started to save.

e) List three personal knocks Jason says are part of being a young entrepreneur.Answer:

• People tend to not take you seriously because you are young and inexperienced. • Sometimes people fail and people lose faith because your business starts slowly.• Risks do not always pay off.

Accept any other relevant answer regarding possible knocks Jason says young entrepreneurs take.

f) “No business can just start off with a bang”. What do you think Jason means? Do you agree with him?Answer:A business cannot be instantly successful; it takes time, patience and perseverance. Learners’ answers will vary in terms of whether or not they agree with the statement but it is important they justify their argument. For example: Yes I agree, because a business needs to go through the trial-and-error stage to perfect the product.

g) Jason says hard work is not the real problem. What do people forget to tell you about starting a brand new business?Answer:Jason says that it can be boring at times because there are phases when you sit and you do not know what to do, you do not know how you are going to get a sale because your brand is new and people do not trust it.

Learners’ answers will vary, but emphasis should be placed on realising that Jason was able to identify a business opportunity, and even though he was young, he was prepared to persevere and work hard to achieve his dream. Even sitting around and waiting which was a challenge, he managed to overcome.


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ACTIVITY 4

Are you an Elbie, who saw and solved a community problem?

RationaleOften we have a need to do something to help others less fortunate than ourselves. How do we put this noble plan into operation? Elbie started off by walking through a poor township to identify people who had already proved that they had the basic skills and persistence to manage a vegetable garden. When she saw how successful the project was, she asked a large business, Raubex, to sponsor her project. Clearly there is a lesson to be learned here: large organisations are keen to get involved in sustainable, well-managed projects. Why? To raise brand awareness, to contribute as part of their CSR and because they also care about what happens to poor people and the importance of stimulating the economy as small vegetable farmers grow in their entrepreneurial skills.

What you need for this activity• Video of Elbie’s vegetable tunnels in the township• Informal Assessment Portfolio

MethodologyLearners view the video of Elbie (Viewing: Meet Elbie).


2. They complete the activity on their own, or in groups.


4. Should you have a discussion? You decide whether silence or a class/group discussion would be more powerful! It would be interesting to note if any of the learners have vegetable gardens at home and if they themselves had the stamina and patience to nurture them!

Suggested answersa) How did Elbie identify township dwellers to whom she gave vegetable tunnels?

Answer:Elbie walked around a township area that she identified as being very poor. They had no electricity and some houeholds even had to fetch water from the nearest taps. She wanted to identify people who had already started vegetable gardens successfully.

b) Why do you think this was a good way for Elbie to ensure success?Answer:She knew that they had what it takes to nurture and sustain a vegetable garden. They had “paid their dues”.


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c) How did receiving a vegetable tunnel improve Mamojake’s life generally?Answer:She learned a number of new skills, from sowing and watering, to applying pesticides. She saw how the net protected the vegetables against the sun. All this helped her to grow enough vegetables for her household use and also to sell.

d) How did Elbie’s tunnel develop Mamojake from vegetable gardener into an entrepeneur? Answer:Mamojake started saving money from her vegetable sales and soon opened a snmall shop where she sells airtime and groceries. Using the money she made from the shup, she bought a small oven and started a bakery. As an entreprenur, she is relentless, saves money, extends her business using whatever skills she can learn from Elbie to push her forward. She identifies community needs and fills them successfully.

e) How did she help Elbie’s social project?Answer:She became a mentor and coached people she and Elbie identified by walking through the township, much in the same way that she had been “discovered”. She teaches them to care for the vegetables once the tunnels is up and also to record how many vegetables they used at home and how much they sold. Also, what percentage they gave back to the community free of charge. Community members are also taught how to report problems.

f) Describe another two success storiesAnswer:Mataba: She made enough money to enrol her child at a créche, provide food for her family and even have some vegetables left over to sell. She also enrolled at an ABET institution to try to achieve her Matric.

Masabata: The money she is getting from her vegetable garden makes it possible, not only to send her children to school, but also to provide them with what they need for school. Apart from providing food for her own familiy, she can also buy some extra groceries, like porridge and paraffin for cooking.

g) How did the mentors benefit?Answer:Meshak, one of the mentors benefitted in various ways: he is touched by the impact that the project has on people’s lives, “it’s a nice feeling”; he enjoys the training and the small amount of money they receive as mentors helps with his own education and transport.

h) What is the aim of the project. Has Elbie achieved her goal?Answer:

Elbie’s initial aim was to enable poor communities to provide food for their immediate use. It became a project of influence when a large organisation, Raubex, got involved and provided the first 12 vegetable tunnels. She also sees the project as an opportunity for people to take responsibility for their own needs and to become vegetable farmers themselves not only for their immediate use, but also commercially. After 16 months and 33 tunnels, she has reached her goal.


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i) How did Elbie make sure that her project became a sustainable “project of influence”?Answer:She went to a large corporation and asked for help which would not only help her to set up the first 12 tunnels, but would also help Raubex as the project would improve their image and provide them with a CSI or CSR project which would in turn raise their BBEEE profile. The fact that the Raubex logo appears on the video shows that it is a strategy, not only to help the community, but also to raise awareness of the brand.

j) Is Elbie a social entrepreneur?Answer:We are not told whether Elbie has made any money out of this project. It would seem that she is a volunteer, although she calls herself a social entrepreneur (see the end of the video).

One could introduce an interesting discussion here: If she is a social entrepreneur, where would her money come from? (Raubex)

If she is not a social entrepreneur, why does she do it? (a purpose-driven life, a deep-seated need to improve the lives of others?)


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ACTIVITY 5

So you don’t want to start your own business…

RationaleNot all learners would be comfortable entrepreneurs. We are all different and it would be wrong to force people into believing that starting a business is the only route to success and happiness. Some people might prefer to work for someone else, and prove that they can be good at that to feel successful. As teachers and mentors we should be encouraging people to be enterprising, to approach all tasks with high standards in terms of doing them as well as they can: passion, commitment , persistence, drive and stamina are all entrepreneurial qualities but are also intrapreneurial if employees act in an enterprising manner at work. They will probably be rewarded with promotion, possibly a better salary and ultimately their sense of self pride and self-belief will grow. Many intrapreneurs become entrepreneurs!

What you need for this activity• The text in the Informal Assessment Portfolio• The youtube video (Video Fry and Spencer)

MethodologyLearners read the text about Fry and Spencer (Reading 5).

1. Make sure you view go through the reading yourself before presenting.



4. Should you have a discussion? You decide whether silence or a class/group discussion would be more powerful! It would be interesting to note if any of your learners do not want to become entrepreneurs and to note their reasons on the board. If they have the courage of their convictions, you could encourage them to develop some enterprising attitudes and to have self-reliance as a goal.

5. Finally, play the video and ask learners to answer the following questions orally as part of a class discussion:What can entrepreneurs-to-be or future intrapreneurs learn from their story?• Persistence• Product development takes a long time - patience• Keep your eyes open for opportunity – ideas can appear by accident (they were try to

invent a strong glue, but kept coming up with a glue strong enough for paper only)• Don’t give up on problems – Fry built a machine at home and broke the wall down to take

it out of his home• People will often be discouraging – managers do not always support something new


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What can business managers and leaders learn from the story?• Keep your eyes open for opportunity – ideas can appear by accident (they were try to invent

a strong glue, but kept coming up with a glue strong enough for paper only)• Encourage new ideas and creative thinking – it could change your business dramatically.• Allow clever people who are working for you to do what they are good at – something good

will come out of it!

Suggested answersa) Why was Spencer Silver known as “Mr Persistent”? Describe the invention that he refused to

give up on.Answer:He would not give up on finding a use for his invention of microspheres that retained their stickiness, but also had a “removable characteristic.”

b) When did the story of Post-its start?

Answer:1968.

c) When did it start being used for its planned purpose?Answer:In 1974, when he was approached by a 3M colleague at a seminar.

d) What does this tell you about developing an idea?Answer:Ideas require time, patience and dedication.

e) What is a “eureka” moment? What was the eureka moment of the Post-it invention?Answer:A eureka moment is a moment of spontaneous realisation, an epiphany of sorts, an AHA! moment. The eureka moment of the Post-it invention was when Fry’s pieces of paper that were used as bookmarks for his hymnbook kept falling out and he realised that having the notes stick would be wonderful.

f) What were the key characteristics that made Fry and Silver intrapreneurs?Answer:They were innovative, patient, dedicated and committed. Accept any other relevant answer regarding key characteristics that made Fry and Silver entrepreneurs.

g) How can you be “entrepreneurial/intrapreneurial” while still at school?Answer:Learners’ answers will vary but emphasis should be placed on the following:- Be dedicated to learning - Be innovative and think of ways of improving the school- Think laterally- Think of ways of making money- Take part in entrepreneurship days- Give back to the community- Accept any relevant answer regarding being entrepreneurial at school

Learners’ answers will vary, but emphasis should be placed on realising that Spencer and Arthur were entrepreneurial even whilst working for someone else, and were able to identify an opportunity at the same time. In other words, they were INTRAPRENEURIAL.


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ACTIVITY 6

Thato, struggling billionaire

Are you Thato the billionaire-to-be who makes money but also makes a difference?Read Thato’s story and complete the activity as you get to know her better.

RationaleLike Elbie, Thato also identified a community need, developed a product to address that need and created a multifunctional product that not only satisfied the need, but she also managed to start a business around the product. Sponsors are also involved, but in Thato’s case they buy her product to donate to needy schools. She is thus, very clearly, a social entrepreneur.

What you need for this activity• The text in the Informal Assessment Portfolio• The youtube video (Video Thato)

Methodology1. Learners read the text about Thato and her partner, Rea. (Reading 6).

2. Make sure you view go through the reading yourself before presenting.



5. Play the youtube video (Video Thato) and have a class discussion on Thato’s entrepreneurial skills, knowledge and attitudes and values: Skills: Persuasive speaker, good presenter, marketing, public relations, lateral thinking Knowledge: Social entrepreneurship, developed and developing country needs Attitudes and values: High energy levels, enthusiastic, empathetic, hard workers, fun, pragmatic.

Learners will probably have a great deal to add to the above, but explain that successful people usually have a good mix of knowledge, skills and good attitudes and high values.

Suggested answersa) What competitive advantages do the Repurpose Schoolbags offer clients?

Answer:- Fashionable schoolbags- Safety on the road at night- Solar panels are offered in the bags- Affordable- Eco-friendly


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b) Do you think eco-friendly products will bring in more money for the entrepreneur selling them? Explain your view.Answer:Learners’ answers will vary but in general the eco-friendly products are likely to bring in more money because they offer excellent competitive advantages as they are cost-effective, affordable for clients, have solar panels and are eco-friendly.

c) Mentorship played a role in Thato’s development as an entrepreneur. Explain.Answer:Being the daughter of a nurse and a taxi owner she received mentorship at home. She then did an internship with an American entrepreneur, Seth Godin, and was mentored through this internship.

d) Describe Thato and Rea’s target market.Answer:Children and parents, but especially big business (red Bull, etc.) and ex-model C schools who see the bags as a CSI/CSR project.

e) “…it is possible to be young, socially aware and yet, financially successful in Africa.”Would you agree with this statement? Motivate your opinion.Answer:Learners’ answers will vary, but emphasis should be placed on it is possible because social awareness is key to any successful enterprise and the youth are the future leaders of tomorrow. Africa has many needs – there are many opportunities for young people to solve African problems. Thato urges us to start asking: “What if…?”

f) Do you identify with Thato? In what way?Answer:Learners’ answers will vary, but emphasis should be placed on how they identify with Thato, whether by innovation, or wanting to give back to the community, etc.


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ACTIVITY 7

Are you a Ludwick?

RationaleLike Thato, Ludwick also satisfied a community need with his invention although his initial goal was to save himself the effort of bathing! Like the invention of post-its, the idea came accidentally while Ludwick and his friends were swimming and sunbathing.

What you need for this activity• The video of Ludwick (Video Ludwick)• Informal Assessment Portfolio

Methodology1. Make sure you view go through the reading yourself before presenting.



4. Should you have a discussion? You decide whether silence or a class/group discussion would be more powerful! It would be interesting to discuss the differences and similarities between Ludwick and Thato: both had formal post Matric qualifications, both are social entrepreneurs, both solved a community problem, both are young and from disadvantaged backgrounds, both have a sens of humour and have sstamina, passion and enthusisam. But: one is male and one is female, Thato saw a problem and started working on a solution with the intention of raising standards, whilst Ludwick’s idea came by accident.

Suggested answers

Ludwick Marishane – DryBath

a) How old was Ludwick when the big idea hit him and how long did it take?Answer: 17 when he thought of the idea and 21 when he completed the invention.

It takes time for a good idea to become a marketable product.

b) What was the first thing he did when he got home after his eureka moment? Answer: He did some research on how communities without access to clean water survived and he

learned a few shocking facts: about 5 million South Africans do not have access to clean water and diseases like Trachoma which can leave millions of people worldwide permanently blind.


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c) What lessons did Ludwick learn about marketing DryBath? Answer: Rich people bought the bottle and poorer people bought the sachets even though it worked out

to be more expensive. Also: there is more than one market: the rich and the poor.

d) What community and environmental benefits did DryBath offer? Answer: Trachoma could be controlled. Children no longer had to spend hours fetching water every day

and could spend more time doing homework and “just being a kid”.

e) What skills, knowledge and attitudes pushed Ludwick to success? Complete the following table:Answer:Skills: Persuasive speaking, using a cell phone to write a business plan, use of

the internet for research, marketing Knowledge: Chemistry, internet research Attitudes and values: Persistence, humour, empathy for community, drive, stamina, etc.


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ACTIVITY 8

Role models

RationaleBy now learners will have identified with one or more of the role-models presented. In whom do they see themselves and why?

What you need for this activityInformal Assessment Portfolio

Methodology1. Learners have now met 8 role models, all very different, but all awe-inspiring in their own right.

With whom do they truly identify? Who stands out as a role-model? Go through each entrepreneur, one by one:

Karidas – Founder of Push Ismokol’, clothes in which to hustle Sello – Inventor of an electronic recorder of taxi users Elsie and Mmedaara – unique African fashion designers Elbie – provider of vegetable tunnels in the township after seeing a community problem Arthur Fry and Spencer Silver – co-inventors of Post-It Notes Jason – perfume maker Thato and Rea – repurpose schoolbags with solar panel Ludwick Marishane – DryBath

2. They complete the activity on their own.


4. Should you have a discussion? You decide whether silence or a class/group discussion would be more powerful! If you decide on a discussion, rather have learners volunteer than putting them on the spot!

Suggested answersKnowledge:Learners mention what knowledge they still need to acquire. Emphasis is on an honest self-evaluation of their knowledge and their realising that there will be many opportunities to gain knowledge going further in their lives.

Skills:Learners mention what skills they still need to acquire. Emphasis is on an honest self-evaluation of their skills and realising that there will be many opportunities to develop skills as they develop.


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Attitudes and values:Learners mention what attitude and values they still need to acquire and develop. Emphasis is on an honest self-evaluation of their current attitudes and values, and realising that there will be many opportunities to shape new attitudes and values going further in their lives. Promote entreprneurial values like self-reliance, enthusiasm, community involvement, passion, etc.

a) This is an intense and personal answer.

b) I know that success will not happen overnight: 3 “potholes” I foresee on my journey are probably the following, but I have plans to solve them:

Learners’ answers will vary from potholes and plans they foresee in their own lives, but a possible response could be the following.

Answer: Pothole: I do not have enough knowledge regarding starting the business I have in mind. Plan: I will go to University, study Business management, and then will work part-time for an

entrepreneur I look up to.

c) When facing my most difficult challenge, I shall remember the following wise words and inspirational messages that I picked up from the 8 role models above:Answer:

Learners’ answers will vary depending on the inspirational message that they have picked from the 8 role models.


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III GO!Learners read Bill Gates’ list of 11 things you do not learn at school and then answer the questions.

ACTIVITY 1

Get Real! (Bill Gates)

RationaleIn this activity learners learn from one of the world’s top entrepreneurs, Bill Gates. To be like Bill Gates, learners will have to accept some sobering truths – slipping burgers is an opportunity and not beneath anyone’s dignity, nerds must be respected – being “cool” is not going to get you anywhere…

What you need for this activityInformal assessment portfolio

Methodology1. Remind learners of who Bill Gates is. You could use the facts below to help you convince them

that he is worth listening to:

What do you all know about Bill Gates other than he is/was the world’s richest man? The list below encompasses facts regarding Bill Gates and his family. • By the age of 17, Bill Gates had sold his first computer program, a time-tabling system for his

high school, for $4,200.• Bill Gates told his university teachers, he would be a millionaire by age 30. He became a

billionaire at age 31.• While at Harvard, Bill Gates co-wrote Altair BASIC, which became Microsoft’s first product.• Bill Gates earns $250 every second; that’s about $20 million a day and $7.8 billion a year!• The Bill and Melinda Gates Foundation has given over $28 billion to charity, making the

couple the second most generous philanthropists in the United States as of 2007.• Bill Gates can donate US$15 to everyone on earth but still be left with US$5 million for his

pocket money.• Time magazine named Bill Gates one of the 100 people who most influenced the 20th

century, as well as one of the 100 most influential people of 2004, 2005, and 2006. Time also collectively named Bill Gates, his wife Melinda and U2’s lead singer Bono as the 2005 Persons of the Year for their humanitarian efforts. Bill Gates was ranked as the wealthiest person in the world every year from 1995 to 2007, and again in 2009.

• Bill Gates bans his wife and three children from use of arch-rival Apple’s products. Instead of iPad or IPod, they would rather go for the Zune player.

• Bill Gates grew up in an upper middle-class family with two sisters: Kristianne, who is older, and Libby, who is younger.

• Bill Gates’ favorite car is definitely Porsche. He owns a 1999 Porsche 911 convertible.


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2. Then ask learners to read through Bill Gates’ advice in pairs before answering the questions.


4. Should you have a discussion? You decide whether silence or a class/group discussion would be more powerful! It would be interesting to discuss the choices made, and attempt, with your class, to reach consensus on what the top advice is. What have they learned that will help them on the road ahead?

Suggested answersa) List 5 things about the “real world” that you agree with. Answer: Learners’ answers will vary, but emphasis should be placed on what they agree with, as well as

them understanding why they agree with these 5 things.

b) You will not make $60 000 (R700 000) a year right out of high school. How long do you think it could take you to earn a fair income from your business? How long will

you give yourself? Explain why. Answer: Learners’ answers will vary, but emphasis should be placed on the realisation that they will need

to work hard, and work their way up.

c) Say you decide being a salaried worker is what you want. How will you try to impress a tough boss?Answer:Learners’ answers will vary, but possible responses could include:- Great quality of work- Dedication- Respectful and diligent- Disciplined- Any other relevant answer regarding impressing a tough boss

d) How could you be entrepreneurial at work (even if you don’t start your own business)?Answer:Learners’ answers will vary but possible responses could include:- Be creative and think laterally- Persevere in your work- Think enterprisingly - Be committed and dedicate

Any other relevant answer regarding being entrepreneurial at work


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e) “Working at a fast food outlet is a waste of time. Entrepreneurs should be learning about real business.” Give your view on this statement.Answer:Learners’ answers will vary but working at a fast food is not a waste of time because you are gaining experience, and building your way up. As an entrepreneur, you need to persevere and focus on the long-term vision. Accept any relevant response.

f) Why does school not always prepare you for failure? (Read rules 2, 6, 8) Answer:Learners’ answers will vary but in general, the main aim of school is to pass, with required levels of competency dropping to accommodate the masses, whereas in the “real world”, just passing is not good enough, and failing as an entrepreneur and then persevering is all part of entrepreneurship. Accept any other relevant answer.

g) Why do you think people are often not “nice” to nerds?Answer:Learners’ answers will vary but in general, “nerds” are said to be anti-social, and people tend to be threatened by them. Also: Bill Gates was considered a nerd, and look where he is now? Technology is the way forward in many businesses. Accept any other relevant answer.


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ACTIVITY 2

Grit your teeth and “pay your dues“

RationaleShort quotes by famous people are a great way to instil in the minds of young people truths that have helped people become famous. If quotes are short and to the point, they are easy to remember. These quotes are a great way to initiate a discussion on key factors that might make a great difference in one’s life. For example, “when the going gets tough, the tough get going.” This is a wonderful way for students to understand that life is not easy, but that they must persevere to achieve their goals.

The quotes highlight simple truths about life in general and some are specifically oriented to being entrepreneurial. This is designed to be a quick little inspirational piece for all young entrepreneurs. These are inspirational quotes that students can review when they are feeling down. They might review the list of motivational quotes to get themselves back up. If they can motivate themselves, they will be far ahead of most people.


Methodology1. From the list of quotes, select those that speak to your learners.

2. Students might be put in groups to 3 to 5 to discuss the true meaning of the quote and can provide advice and guidance for both now and in the future.

3. Have a member of each group present the meaning of their quote to the class and let the class discuss the quote more in-depth.

4. Because these quotes may a wide range of responses, the teacher could summarise the meaning of the quote in brief form so that students might remember the quote and its meaning.

5. Most of the quotes are general advice. If you want to stress entrepreneurship, the following question might be asked: “How would this quote be interpreted by a person who wants to become and entrepreneurs?”

6. You could start this activity by having the class discuss the following quote: If you think you are beaten, you are. If you think you dare not, you don’t! If you want to win, but

think you can’t, It’s almost a cinch you won’t. If you think you’ll lose, you’re lost; For out in the world, we find success begins with a fellow’s will; it’s all in the state of the mind. Life’s battles don’t always go to the stronger and faster man, but sooner or later, the man who wins is the man who thinks he can.” – Walter D. Wintle


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7. In groups of five learners complete the activity: they make a motibvational poster summarising their favourite inspirational quotes. Give them 20-30 minutes as they need to discuss and record the quotes in bold writing visible from a distance.

8. Have them post their posters on the wall and explain which is their top quote and why.

9. To end this activity, discuss the following:Tell the students: “Here’s to the crazy ones, the misfits, the rebels, the troublemakers, the round pegs in the square holes… the ones who see things differently — they’re not fond of rules… You can quote them, disagree with them, glorify or vilify them, but the only thing you can’t do is ignore them because they change things… they push the human race forward. While some people may see them as the crazy, we see genius, because the ones who are crazy enough to think that they can change the world, are the ones who do.”

“As you get ready for your day, week and future, be prepared to face the challenges that will likely come your way. Remember to always stay inspired and refuse to blend into the routine of mediocrity. Remember that it is not those who “just survive” setbacks who make for great stories, but those who excel and who shine in spite of the setbacks. So be original, be unique, be inspiring. “


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ACTIVITY 3

Open your eyes ... there are opportunities right in front of you...

RationaleAn important skill for people wishing to end the entrepreneurial space, is developing skills in creative thinking, thinking “out of the box”. Where traditional thinking is linear (or vertical) and “logical” lateral thinking is thinking “sideways”, thinking differently. Clearly this is an important skills for entrepreneurs to develop as they often have to think of improving established product or creating new products.

Lateral thinking This is a method of generating ideas and solving problems in which new concepts are created by looking at things in novel ways. Whereas the logical (‘vertical’) thinking carries a chosen idea forward, the sideways (‘lateral’) thinking provokes fresh ideas or changes the frame of reference. And, while vertical thinking tries to overcome problems by meeting them head-on, lateral thinking tries to bypass them through a radically different approach.

Read more: http://www.businessdictionary.com/definition/lateral-thinking.html#ixzz3MTgKQvPQ


Methodology1. Groups of 5 students study each product and answer the questions for eachIf time is a problem,

divide the class into 7 groups and give each group a different product to explore.2. Keep to a fixed time (say 20-30 minutes ) as lateral thinking encouraged when students ate

working against time.3. Have each group present their views.4. There is no correct answer to any of the questions, and what students come up with is often

astounding.5. Do not criticise any ideas, because often ideas that are initially not workable, could be the

stepping stone to a great idea. 6. Give learners enough time to think quietly of what they have just experienced and to make

private notes in the NOTE on the right. They then capture the highlight of the activity in the illustrated map entitled My Personal Journey which appears at the end of the course.

No suggested answersLearners will come up with crazy and unheard of solutions. Encourage offbeat answers – it’s just an exercise to encourage creative thinking! Ensure that all answers are supported. In all the products there are some ideas that should cop up:

a) A product is unique because nothing like this exists. However, all the products are different versions of existing products which tells us that there is not much “new under the sun”. Entrepreneurs study older products and think of new uses or functions.

b) – f) These answers will depend on learners’ perceptions and creativity.


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ACTIVITY 4

Take stock of what you know about yourself

RationaleThe time has come to take stock for learners to take stock of who they are and how far they are on the journey. Do they have the right tools?

Methodology1. Learners do this activity on their own as they quietly reflect on the journey so far.

2. They analyse their strengths and weaknesses in the WITS analysis.

3. Ask whether anybody wants to volunteer their weaknesses, strengths, etc. Not everyone will, but there may be some who want to share something or raise a question.

Suggested answersLearners’ answers will vary according to their own WITS analysis. Emphasis is placed on learners being honest with themselves, and in identifying ways to improve on their skills.


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ACTIVITY 5

So, what’s next?

RationaleA role-play in which an aunt shares her journey with her nephew launches the learners intothinking what their first steps will be towards developing enterprising values and entrepreneurial attitudes.

What you need for this activity• Informal Assessment Portfolio• Sheets of lined, blank paper.

Methodology1. Learners do this activity in pairs, if possible, a male and a female. 2. They enact the role-play with passion and enthusiasm. Encourage participation.

Suggested answersa) Learners use the first interview as a template, and decide on role-players (one person is an older

business person who is a role-model and who will be the advisor; the other person is a young student who is about to leave school).

b) Then in absolute silence Person 1 writes a question onto a blank piece of paper, which Person 2 answers. This “silent conversation” continues until a last question: So where do I start? And the older person’s last answer.

c) After writing their own role-play they act it out. d) This exercise should stimulate the thinking of the learners, especially what they should do next,

e.g. use the long summer holiday to volunteer to work, or even to try and get a job as a waiter or a shop assistant. Even if they are not earning, by getting involved in the world of business, they are already starting the journey. They are learning before earning!


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ACTIVITY 6

‘If You Think You Can, You Can’

RationaleLearners have reached the end of the journey. The rap song activity is a fitting end to this mini course as it will remind them of the values that they should embrace to become winners!

What you need for this activityThe Informal Assessment PortfolioA4 paper and koki pens

Methodology1. In groups of 5 learners create a rap song using the words of their poem.2. They perform the rap song to their peers.3. If there is not enough time, divide the class into 5 groups and give a section of the poem to each

group.4. Have learners first reflect quietly and then write their personal mantra on a sheet of paper which

you will hand out and stick all the mantras on the “Wall of Fame”.5. The atmosphere should be one of celebration... they are on their way!


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Addenda

ADDENDUM A: MORE QUOTES

ADDENDUM B: SOUTH AFRICAN LESSON LEARNED

1. The Talent Conundrum (Axel Ritterhaus)

2. Never Idle (Mzo Witbooi)

3. Ran Neu-ner

4. Tebogo Mafodi

5. Diederik van’t Hof

6. Trading up

ADDENDUM C: TRANSCRIPTS OF VIDEO INTERVIEWS

1. Allan Grey Fellow – Karidas Tshintholo

2. Sello: Pragmatic solver of community problems using electronics

3. Elsie and Mmedaara, designers extraordinaire

4. Jason: Entrepreneur with a dream

5. Thato Kgatlhanye: Repurpose schoolbags

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ADDENDUM A: MORE QUOTES

“The best way to predict the future is to create it.” - Peter Drucker

“Winners never quit and quitters never win.” - Vince Lombardi

“My biggest motivation? Just to keep challenging myself. I see life almost like one long University education that I never had — everyday I’m learning something new.” - Richard Branson

“Every time you state what you want or believe, you’re the first to hear it. It’s a message to both you and others about what you think is possible. Don’t put a ceiling on yourself.” - Oprah Winfrey

“It’s fine to celebrate success but it is more important to heed the lessons of failure.” - Bill Gates

“I have not failed. I’ve just found 10,000 ways that won’t work.” - Thomas Edison

”Genius is 1% inspiration, and 99% perspiration.” - Thomas Edison

“Success is walking from failure to failure with no loss of enthusiasm.” - Winston Churchill

“Innovation distinguishes between a leader and a follower.”

“Whatever the mind can conceive and believe, the mind can achieve.” - Napoleon Hill

“Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful.” - Albert Schweitzer

“Formal education will make you a living; self-education will make you a fortune.” - Jim Rohn

“The most valuable thing you can make is a mistake- you can’t learn anything from being perfect.” - Adam Osborne

“Choose a job that you like, and you will never have to work a day in your life.” - Confucius

“Your most unhappy customers are your greatest source of learning.” - Bill Gates

The best reason to start an organization is to make meaning – to create a product or service to make the world a better place.” – Guy Kawasaki

You must fall in love with what you do, because being an entrepreneur is a lot of hard work, and overcoming a lot of adversity. – Ken Field

“…the only way to do great work is to love what you do. If you haven’t found it yet, keep looking. Don’t settle.”

A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty.” – Winston Churchill

“When everything seems to be going against you, remember that airplanes take off against the wind, not with it.” Henry Ford


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Whether you think you can or you can’t, you’re right.” – Henry Ford

The only place success comes before work is in the dictionary.” – Vince Lombardi

If I had eight hours to chop down a tree I would spend six hours sharpening my axe.” – Abraham Lincoln

An ounce of action is worth a ton of theory” – Ralph Waldo Emerson

Business opportunities are like buses, there’s always another one coming.” – Richard Branson

Once you say you’re going to settle for second, that’s what happens to you in life.” – John F. Kennedy

The entrepreneur in us is more concerned with discriminating between opportunities than he or she is with failing to see the opportunities.” – Michael Gerber

The entrepreneur in us sees opportunities everywhere we look, but many people see only problems everywhere they look. – Michael Gerber

An entrepreneur tends to bite off a little more than he can chew hoping he’ll quickly learn how to chew it.” – Roy Ash

As long as you’re going to be thinking anyway, think big.” – Donald Trump

You were born to win, but to be a winner, you must plan to win, prepare to win, and expect to win.” – Zig Ziglar

Vision without action is daydreaming and action without vision is a nightmare.” – Chinese Proverb

I can accept failure, everyone fails at something. But I can’t accept not trying.” – Michael Jordan

The worst days of those who enjoy what they do, are better than the best days of those who don’t. —E. James Rohn

Find out what you like doing best and get someone to pay you for doing it. —Katherine Whitehorn

I’ve missed over 9,000 shots and lost almost 300 games in my career. 26 times, I’ve been trusted to take the game winning shot and missed. I’ve failed over and over and over again in my life. And that is why I succeed. —Michael Jordan

Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time. —Thomas A. Edison

It’s not the days in your life, but the life in your days that counts. —Brian White

To ensure success, all you need in this life is ignorance and confidence. —Mark Twain

I’ve learned that making a ‘living’ is not the same thing as ‘making a life’. —Maya Angelou


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What you’re really supposed to be doing is whatever makes your heart sing. —Barbara Sher

I render more and better service than I am being paid to render. Those that reach the top are not content with doing only what is required.—Og Mandino, The Greatest Salesman In The World

“Do something. Lots of people have ideas, but few decide to do something about them. Not tomorrow. Not next week. But today. Entrepreneurs are doers not dreamers.” –Nolan Bushnell, Entrepreneur

“Your work fills a large part of your life, and the only way to be truly satisfied is to do what you believe is great work. And the only way to do great work is to love what you do.” –Steve Jobs

“I knew that if I failed I wouldn’t regret that, but I knew the one thing I would regret is not trying.” –Jeff Bezos, Amazon Founder and CEO

“What do you need to start a business? Three things: know your product better than anyone, know your customer, and have a burning desire to succeed.” –Dave Thomas, Founder, Wendy’s

“Life is not always a matter of holding good cards, but sometimes playing a poor hand well.” –Jack London

“You don’t learn to walk by following rules. You learn by doing and falling down.” –Richard Branson

“It’s hard to beat a person who never gives up.” –Babe Ruth

“Waiting for perfect is never as smart as making progress.” –Seth Godin

“I’m convinced that about half of what separates the successful entrepreneurs from the non-successful ones is pure perseverance.” –Steve Jobs, Co-Founder and CEO, Apple

“You can’t fall if you don’t climb. But there’s no joy in living your whole life on the ground.” Unknown

“Challenges are what make life interesting and overcoming them is what makes life meaningful.” Joshua Marine

“Rarely have I seen a situation where doing less than the other guy is a good strategy.” Jimmy Spithill

“I am not a product of my circumstances. I am a product of my decisions.” Stephen Covey

“Whatever you can do, or dream you can, begin it. Boldness has genius, power and magic in it.” Johann Wolfgang von Goethe

“Life shrinks or expands in proportion to one’s courage.” Anais Nin

“The two most important days in your life are the day you are born and the day you find out why.” Mark Twain

“Two roads diverged in a wood, and I, I took the one less traveled by, and that has made all the difference.” Robert Frost

“You can’t use up creativity. The more you use, the more you have.” Maya Angelou


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ADDENDUM B: SOUTH AFRICAN LESSON LEARNED

South African Success stories:1. The Talent Conundrum (Axel Ritterhaus)

Jordan once said: “I have missed more than 9 000 shots in my career. I‘ve lost almost 300 games. I’ve been trusted to take the game-winning shot 26 times and missed. I’ve failed over and over and over again in my life. And that is why I succeed.” This is not the attitude of a man who takes his talent for granted.

Hollywood star Will Smith says: “I’ve never viewed myself as particularly talented, but when others are sleeping, I’m working. When others are eating, I’m working.”

It’s undeniable that Jordan was tall, powerfully built and talented, but his determination, work ethic and sheer willpower set him apart from his peers. Nothing comes free - you have to work at achieving success.

Success requires learning from your mistakes and knowing how to handle setbacks. You will need to develop the ability to cope with adversity and obstacles. With too much talent, you may face these obstacles too late in life to benefit fully.

To remain on top, whether you are gifted with great talent or not, takes time, focus and a strong work ethic.

(DestinyMan,December2014,p16)

2. Never Idle (Mzo Witbooi)

“I had to understand that I was a business - I’m not just Tebogo. You have to market and align yourself from the start and build relationships that enhance your brand.” (Tebogo “Proverb” Thekiso)

He remembers that he, too, had a helping hand before his career took off.

“I don’t think DJMbuso remembers this, but he once drove me around in his car to record companies so I could play them my demo. I didn’t get a deal, but I will always remember that day because he made me believe it was possible.”


3. Ran Neu-ner

It sounds like you were a master of all trades.

When I started out, I was unfocused and tried to make a buck wherever I could. I learnt along the way that businesses require focus and that the sooner I focused on one of my many ventures, the sooner I could build something meaningful. I have a more focused approach now and ensure that I spend time on being the best at what we do.

What is the costliest mistake you’ve ever made?

I’ve always focused on the magic of business and neglected the administrative duties that come with it. My biggest mistake was not believing or foreseeing that we would build a big business one day.


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What would you have done differently?

There is great value in making mistakes and this is truly the differentiator between those who talk and those who have.

Many people have ideas and ideologies, but few can weather the knocks and recover from the mistakes. I make lots of mistakes every day, but I’ve developed the capacity to keep getting up. This is the most important quality of an entrepreneur.

4. Tebogo Mafodi

What has been the costliest mistake you’ve made?

I’ve made a few mistakes in life, but arrogance and complacency are what brought me to my knees after I tasted success. I made my first million when I was just 23 and thought the world was my oyster. Unfortunately, I neglected the business and was terrible at handling administrative tasks, such as paying taxes and settling credit accounts. My life was focused on friends and events. It was meaningless. I became highly indebted and, eventually, could not afford my lifestyle. Sadly, when it all came crashing down, I had no choice but to move back in with my parents.

What lessons did you learn from the experience?

I could write a book about what I learnt, but the five most important aspects for me were: the value of family, the importance of mentorship, having a positive attitude, planning and strategizing and dreaming big. These are the aspects I lacked when my business failed and the pillars that helped me get back on my feet.

(DestinyMan,December2014,p51-52)

5. Diederik van’t Hof

“The biggest challenge is the never-ending management of cash flow. Finding the right people to work for you is also difficult. Trying to instill your love for the work in the staff takes time. For entrepreneurs, business has to be an all-encompassing passion. You have to be prepared to work 18 or 20 hours a day, if necessary. Then your staff will be inspired to live up to your expectations.”

“The plan is to grow the business and franchise it. My advice to other tradesmen is to learn your trade and learn it well. A skilled artisan will always have a job,” he says.


6. Trading up

According to government statistics, SA has a shortfall of about 40 000 qualified artisans with an annual production rate of 13 000.

Joshua Cox, founder of TRADE-MARK - a non-profit organization that connects homeowners and businesses with artisans around the country, particularly from the township - says the key to succeeding as an artisan is to differentiate yourself from the competition and build a reputation for outstanding service.

(DestinyManDecember2014,p57)


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ADDENDUM C: TRANSCRIPTS OF VIDEO INTERVIEWS

1. Allan Grey Fellow – Karidas TshintholoI have learned everything from my mom. I think the biggest thing I have learned is to hustle like my mom. My mom can run a house on R500,00 a month. You know back home I had this strong community and you have close relationships. I had to come into a new environment and develop a new community, but life is about expanding. It is not about being comfortable in one environment. So I know even this environment, (even though) I am at now UCT. At one point I am going to have to grow out of it and get into a new environment and for me I really find that quite exciting I was born in Pretoria, shortly after that my dad left and my mom was left alone. She basically didn’t have anything to go around looking for food. One of the greatest moments of my mom’s life was when she got an RDP house. Atleast at that point she had a place to live.

One vivid memory that I have ... you know that there is this Ice cream truck that comes into the community? I ran to my mom and I could just see in her eyes that she didn’t have the money and every other kid is going to get the ice cream except for me and I started crying and she held me tight and she looked at me and she told me that you are the man of the house. So from that day my whole life changed and I learnt to hustle my own ice cream money. I guess this is where the whole entrepreneurship thing came from. (I) learnt to make wire cars and sell them and just to please my mom and lighten the load of her shoulders. So in High School I was involved in a lot of things. I entered a lot of entrepreneurship competitions. We made it far in the province and also on a national level. We got to dine with the governor and we are like: “Wow , this is so awesome.” I’d love one day to be in a position that these people find themselves in. There (are) actually bigger things out there than we’ve seen in the township. For me entrepreneurship it is a way of getting out of your situation. Just identify a problem and you come up with a solution to it, and to coming up with a solution you are able to also chnge your environment and to change your lifestyle as well. Founder -Push Ismokol Push your God given talent. Push Ismokol, Push Ismokol. Push is to Push. Ismokol is like to hustle.

So because I didn’t go to school for to run this company or anything I just sat down and said)...“I can do it.” So I start making clothes like “bietjie by bietjie”. Now we are here. Karidas Push Ismokol is the clothing brand for my own township. What I love about it, (is) the way it impacted people, the way people responded like “Wow we can actually have something from our own place.” And I felt that I have to get involved and I make sure that it became as successful as it can possible be.

My role is mainly on the business side, but I also act like one of the founders in terms of holding equity in the company. Given its background and where it started from I believe it truly embodies the whole thing from hustling and trying to be a better person to looking for a proper investor so that we can expand our operations....


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...I am studying Actuarial Science. I never (even know) what Actuarial Science was. My two main interests are actually mathematics and economics. I don’t believe in the whole “being smart” thing. That doesn’t make sense for me. I believe in order for me to acquire knowledge and to understand things, I have to put in the hours. I have to sit down to study and .... people are quick to label you as smart, although for me getting here has been about hard work. Fellowship Jamboree 2013 Foundation Entrepreneurship Event So if you come (to me) I will explain to you how the idea works (and)... if you have something to add you can come to my session. Being a candidate fellow is an awesome experience. You open up to so (many) opportunities and so many great things are made available to you. (I was a) first year candidate fellow was last year. We came up with the conceot of of students as investors, of enhancing financial education across the country. We pictured the idea of a Jamboree, and within the space of less than a year

Student investors office, Claremont The company has grown in a very big way. We have a magazine that we distribute to the top 5 universities across the country and the top 60 high schools in the country. On an average day I sleep 3 hours, because you have to catch up on emails, you have to call certain people, you have to be at the office, you have to be in lectures. It’s just that life of trying to balance the academic demands and the business demands. My pursuit as an entrepreneur is just to keep my integrity. It is my biggest hope to keep my integrity and to get to the top with a clear conscience without cutting any corners. I miss my mom a lot ...She is my Pillar of strength. She is ... the one person who knows me deeply. Building my mom a house, that is a big short-term goal for me. Making sure she is provided for properly and she doesn’t have to work another day in her life. Karidas’ Mother:The only advice I can give him is that he must hold on to the Almighty. At all times the Almighty has walked beside him. He must not change at all until he (has reached) his goal.

Karidas: I have doubts, “Can I really do this? Is this possible? Is this business really going to succeed?” The more I achieve, )the more) this voice becomes lower and lower and lower and the more challenges that come I am able to overcome ... because I listen to the voice that says I can, that says it’s possible.

Alan Grey Orbis foundation talks about shaping the future. I don’t see the future as something (over) there that I will get to one day, but I see the future is only a consequence of what I do now. I can’t say I want to be a successful entrepreneur if I am not showing the signs now and starting to think like the person I want to be.

Shapethefuture www.allangreyorbis.org


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2. Sello: Pragmatic solver of community problems using electronics

During his matric year, Sello became aware of an unfortunate situation that prevails in the taxi industry. Currently, there is no way that a taxi owner who employs a driver, can determine how many passengers actually made use of his or her vehicle on a particular day. This allows some dishonest drivers to keep a portion of the daily passenger fees for themselves.

How did you devise a solution to this widespread problem?

I sat down and made a plan to see: Okay, I need to develop a unit that’s going to calculate the entrance and the exit of passengers inside the taxi. So I started thinking around it and approached agencies like SEDA (Small Enterprise Development Agency), our technology hub, which is named Technology Innovation Agency (TIA) and also Tourism and Economic Development Department. That’s where it started. I did certain research to see what one needs to do. Also, not forgetting (to have) short courses on Electrical Engineering, like currents. That’s where we started learning in terms of how to build in the hardware; also the equipment side of it. We also worked with an engineering company by the name of Buhlani Electronics. You need to (do) certain research and see what is it that you’ll need to combine in this whole thing.

How does the technology that you have developed work?

The technology that I’ve developed, … works with the DE20 sensor that takes out the infrared light, it’s just an invisible light that will hit from one point to another, so that if the passenger passes, it works like a switch So when the passenger passes, it will then say “one”. The way we’ve programmed it, the micro-controller will then know. The sensor tells me that one person has entered. And then it will send to the memory module, and the memory will keep it. Once it is a full number of passengers, like 15, according to how much the taxi is able to take, it will send to the GSM modem to say, “Okay, we have 15 passengers, please send out to the user to say that it’s a full load.”

Where does your interest in electronics come from?

I did have the interest while I was still younger. Actually, I was also part of the Science team in school; I was swotting in school at the Lereko Senior Secondary. So we were part of the Science team, taking part in certain Science expos that were taking place among the school. So the Science and Technology thing has always been in my blood ever since I was still at school.

In what stage of development is the technology at this point in time?

We’re in the stage of initial piloting, whereby we are going to sell a certain number of gadgets to our clients, test how it works and then take it from there to the national deployment of the whole unit.

What problems did you as a young entrepreneur experience in the beginning and what have you learnt in the process?

I did experience problems while I was busy trying to develop this unit. I remember the first problem when I first developed. You know, when you live in the location, there are certain people that you look up to. So I remember: I approached this gentleman. In our street he was the only one who was at


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varsity. So I went to him and said, “Hey, I do have this idea and I’m prepared to work on it.” And then he sort of criticised and said, “Ag, I don’t think that thing would work.” If I wasn’t strong the way I was, I would have given up right on the spot, but I had to have that hunger to develop something, also to prove people wrong. Also, in your government, you do find people that will definitely think that you don’t know what you’re talking about. Challenges are everywhere and I would definitely like to say to my fellows out there (that) they should always try to think out of the box. Nothing starts from nowhere; something should start somewhere. Never mind failing. Failing simply means you are getting more time to learn, because I’ve also read that a guy who developed a bulb, failed like 188 times. By the time he got it right and people came and said, “Hey, how long did it take you to develop this?” He said: “You know, you call it 188 times failure, but I call it 188 times on an experiment. So there is failure, but you learn from that failure. So I would also like to advise my fellows never to take failure with (great distress). Failure can be there, but make sure you always progress in everything that you do.

3. Elsie and Mmedaara, designers extraordinaire

Elsie Benedict and Mmedaara Samson-Akpan are sisters who originate from West Africa and are currently permanent residents of South Africa. They started a unique clothing manufacturing business focussing on using African designs.

How did your business start?

Elsie: We started a business because ourselves and a lot of our friends, our colleagues, neighbours wanted to have the same clothes we were wearing and so we started making the clothes for them, more like a hobby. But, as time went on, we thought that we could make a viable business out of it, especially when we started receiving lots of orders. So it took about a year and a half for us to get to that stage of thinking maybe we could take the hobby to the next stage and actually turn it into a business.


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Where does your love for clothing come from?

Mmedaara: It started with watching my mother growing up; the way that she carried herself, the way she dressed, the way that she would get compliments from it. So I learned from her how to dress; especially as a woman, not to be too revealing, but at the same time, knowing how to look good, wear clothes well. So growing up, it continued like that. Then I reached a point where it was like, wait, I can make my own clothes.

How do you develop your designs and would you describe them as original?

Elsie: My mom has a very nice wardrobe, especially vintage clothing. These days we end up ransacking our mom’s wardrobe for clothes that she wore in the 70s and 80s and lots of African prints as well. And she sews, so we take that love for her vintage clothing and African print wardrobe and we try to mix it to modern-day fashion.

Mmedaara:(As) ... in fashion, everything is inspired by trends that are currently happening. So for me as a person and a brand owner, my interpretation of the fashion trends is definitely original. So it’s what we see and then how we interpret it and our interpretation... Yes, it’s very original.

What challenges did you experience when you started the business?

Elsie: The challenges we experienced, first and foremost, was the finances. I think that was such a huge and big challenge. So we had to always borrow money from our mom, also had to take aside some money from my salary and borrow money from my husband just to start thebusiness up, so the finances were very challenging in the beginning. Then also, another challenge we had, was the time. I’m a mom, a wife and a full-time worker and my sister, who is also the core of the business, is a full-time student, but now that she’s finished school, she is going to focus fully on the business while I work with the business part-time.

Then, another challenge we experience, is the access to market. Finding people to buy wasn’t a problem, but having a huge market or having access to markets where lots of people can buy and to market the business was a challenge, but we did find a way, especially via social media. You know, we have a Facebook page, we got on Twitter, Instagram. So that kind of gives us a huge market, also out of South Africa, where we have lots of admirers. People are actually ordering the clothes from the US, the UK and from the Virgin Islands – that was a real funny one. So access to market, finance and time – those were challenges.

What advice do you have for school leavers also interested in becoming entrepreneurs?

Elsie: For Matriculants I would encourage them to stay in school and get an education; it’s very important. Apart from the fact that you want to be an entrepreneur, you have a passion, you should also have a background knowledge of how to run a business, manage a businessand maintain a business. Those are very important and I think being educated and having a broad knowledge of the things around you and of your environment, for example the business environment, will enable you to know exactly what strategies to use and to exploit and what opportunities to exploit to ensure that you actually have a


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good business. So I think that’s what has helped us, being educated and being knowledgeable about the environment around us, which I think is what you get from education and that’s what helped us to move our business forward.

Mmedaara: If you want to become an entrepreneur or a business owner, make sure you have a passion for what you’re doing, because there are times you might have sleepless nights, things don’t work out as planned and if you don’t have a passion for it, you will get frustrated and everything might come crumbling down, so make sure you have a passion for it, get yourself educated and skilled in whatever you want to go into. Seek a lot of advice and mentorship if possible, and then just give it your all. We wear lots of African designs and prints which we make... (live your brand).

4. Jason: Entrepreneur with a dream

After completing his studies at university, Jason realised his dream of starting a business that focuses on creating and selling perfumes. This is a business environment dominated by large and well established international manufacturers and it is very difficult for an individual to find his or her feet in this competitive market.

How did your interest in perfume and entrepreneurship come about?

I’ve always really been passionate about perfume, since I was really young and lying under the oak trees in primary school. I remember the scents and to this day when I smell that autumn wind under an oak tree, it brings me back to when I was a child. And I’ve always been fascinated by how scent links to memory and it was always a sub-conscious interest. I didn’t know just how much of an impact it had on my life.

Since I was very young, I have always been an entrepreneur. I had a little tuck shop out of my cupboard at hostel. I had various different businesses, ways to try and contribute to society, but also to do things that I was passionate about. I’d always love these nice, expensive fragrances but I could never afford them. So I went and I looked online and I found that perfumes were actually made from mixing different oils and there were a bunch of different formulas for fantastic fragrances that I could find on the Internet.


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So I started to read more about it, save up. I did waitering, bartending, everything to make up the money, and I ordered the first lot of perfumes, or the raw materials, which cost me a little more than an expensive bottle of perfume. So I mixed that, and with that, I yielded quite a few bottles of perfume. I took one bottle for myself and the excess I sold to my friends. They enjoyed it so much that they kept on asking me: “When are you going to get more, can you make different perfumes?” … so I slowly but surely developed it into a real hobby while I was studying, and, since about towards the end of 2012, I have been focusing on making different perfumes and selling my perfumes. So with my really unique interest and unique gift, I decided, let me give it a try and I pitched the plan to the EnterPrize Job Creation Challenge and they supplied me with the funding to do all of this, to create a shop and to bring my dream into reality.

What challenges do you face as a young entrepreneur?

Being an entrepreneur means that you sometimes fail; you sometimes take risks and they don’t always pay off. And when people see those risks not paying off, they lose faith in you; they lose faith in your ability to succeed. So it really takes something special to push through that, and what they don’t warn you about in entrepreneurship? They always tell you about how it is going to be hard work, it’s going to be everything and I’ve never had a problem with hard work or anything like that. What they don’t tell you about, is the boring times, because when you’re starting up, there are phases when you sit and you don’t know what to do; you don’t possibly know how you’re going to get a sale today, because the brand is just starting out, people don’t know it, people don’t trust it. No business can just start off with a bang.

What message do you have for learners also interested in becoming entrepreneurs?

I’ve had so many people tell me I’m too young, I’m too inexperienced – and it’s true. Experience is unbelievably valuable, but at the same time, you gain a lot of experience by running in without any. So how are you going to gain experience except through trial-and-error? So I can just basically say the best advice that I can give young entrepreneurs: You must just trust yourself, persevere and most of all, just push through it, give it a try. Don’t be afraid to take a risk.


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5. Thato Kgatlhanye: Repurpose schoolbags

Thato Kgatlhanye is a 21 year-old South African, co-founder of Repurpose Schoolbags, an innovative company which designs school bags made from up-cycled plastic that integrate solar technology, charging up during the day and transforming into a table lamp at night. The bags enable pupils living in poorer neighbourhoods, where electricity is scarce, to study at night time at no cost to their households. They also help prevent traffic injuries too often occasioned when car drivers run over school children crossing poorly lit streets. South African roadside fatality rates are estimated to be double the world average

Thato’s bags are eco-friendly – they are made of recycled materials and produce solar energy -, life-saving as they help prevent roadside fatalities and empowering. They help unprivileged children living in households without electricity to read, write, and study for up to 12 hours. The need for such a product is real and huge in many developing and emerging countries, and Thato is confident that her project will raise interest outside South Africa in the future.

“ I am a struggling billionaire. I’m rich, but my bank account just doesn’t know it yet,” she said.

How did it all start?She is the daughter of a nurse and a taxi owner. Her life changed when she was selected for an internship with American entrepreneur, marketer and author Seth Godin. Upon her return, she co-founded Rethaka Trading – a company owned by two black women in post-apartheid South Africa – aimed at introducing innovative social goods for low-income communities, with her business partner Rea Ngwane. Together, they pursued an idea Thato had developed when she was working on for a class assignment whilst studying at Vega: a multi-purpose schoolbag designed to be a response to concrete problems and challenges faced by South African students. Repurpose Schoolbags was born. It was Rethaka’s first initiative and it became an award-winning project, winning awards at the SAB Foundation Innovation Award and the SA Innovation Summit Inventors’ Garage Competition. She was the runner-up for the Anzisha Prize 2014 for which she received a $15,000 grant. She recalled how great meeting like-minded African entrepreneurs during the Anzisha week was: “What I loved about the experience is I could realize that I was not alone and that there are other people out there who are trying to shape Africa.”

Trying to shape Africa… Throughout our discussion, I progressively realised that her ambition was more than building a lucrative business: Thato craves to make a difference and contribute to the development of her community. “We have decided to stop looking around, and rather build whatever we want to see existing here. We want to be part of that generation that does shine the spotlight on Rustenberg”. Most importantly, she aspires to become successful to inspire other young Africans: on a continent where 65% of the total population are below the age of 35 year, and 72% of them live on less than $2 per day, social entrepreneurship success stories are necessary to serve as a catalyst and demonstrate it is possible to be young, socially aware and yet, financially successful in Africa.

The original article and pictures were written and taken by Miora Rajaonary for Emerging Innovation, a new magazine of creative ideas and management practices in the Global South.”


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NOTES

Documents

Entrepreneurship Education - SEDF Africasedfafrica.co.za/DynamicData/Downloads/Gr_12/Teacher's-Guide/Gr12... · The development of the startUP&go entrepreneurship education package