Series 11 Teacher guide and template€¦ · Web viewLearners increase their awareness of business opportunities by gathering information from appropriate sources and record ideas

Trainer guide

Business Services Training Package BSB07Series 11 Flexible Learning Toolbox

BSB30307 Certificate III in Business (Micro Business Operations)

flexiblelearning.net.au/toolbox

© Commonwealth of Australia 2008

This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced without prior written permission. However, permission is given to trainers and teachers to make copies by photocopying or other duplicating processes for use within their own training organisation or in a workplace where the training is being conducted. This permission does not extend to the making of copies for use outside the immediate training environment for which they are made, nor the making of copies for hire or resale to third parties. Requests and inquiries concerning other reproduction and rights should be directed in the first instance to the Director, ICT Policy Section, Department of Education, Employment and Workplace Relations, GPO Box 9880, Canberra, ACT, 2601.

Australian Flexible Learning Framework

Table of Contents

Purpose of the Trainer guide...............................................................................................1Section 1: Overview of the My Micro Business Toolbox.....................................2

1.1 Introduction...............................................................................................................21.2 About the Trainer guide.............................................................................................21.3 Qualification supported.............................................................................................21.4 Learners....................................................................................................................31.5 Prior knowledge.........................................................................................................31.6 Trainers/facilitators....................................................................................................31.7 Recognition of prior learning (RPL) and assessment..................................................4

1.7.1 RPL......................................................................................................................41.7.2 Assessment.........................................................................................................5

1.8 Underpinning ideas....................................................................................................51.9 Toolbox Implementation Guide..................................................................................5

Section 2 – Organising structure, context and key features..............................62.1 Units of competency..................................................................................................62.2 Context......................................................................................................................62.3 Key features..............................................................................................................7

2.3.1 Support section...................................................................................................72.3.2 Skill recognition..................................................................................................9

Section 3: Getting started.............................................................................103.1 Preparing learners to use the Toolbox.....................................................................103.2 Assessment strategies.............................................................................................103.3 Hardware and software requirements.....................................................................11

3.3.1 Hardware..........................................................................................................113.3.2 Software............................................................................................................11

3.4 Customisation..........................................................................................................123.5 Customising a Toolbox for single unit delivery........................................................12

Section 4: Tasks and activities......................................................................134.1 BSBSMB301A Investigate micro business opportunities..........................................134.2 BSBSMB302A Develop a micro business proposal...................................................214.3 BSBSMB303A Organise finances for the micro business..........................................274.4 BSBSMB304A Determine resource requirements for the micro business.................344.5 BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business...............................................................................................................39

Section 5: Online teaching strategies.............................................................445.1 Hints for online activities.........................................................................................445.2 Collaboration and interaction using Toolboxes........................................................445.3 Starting together as a group – online icebreakers...................................................445.4 Tips for implementation...........................................................................................455.5 Social networking for collaboration and interaction.................................................465.6 Communication activities........................................................................................46

5.6.1 Possible discussion topics.................................................................................465.6.2 Business ideas wiki...........................................................................................465.6.3 Possible debate topics......................................................................................475.6.4 Possible group work ideas.................................................................................47

Section 6: Access and equity issues...............................................................48

Australian Flexible Learning Framework

Purpose of the Trainer guideThis Trainer guide will assist trainers and teachers wishing to use the Toolbox either in its complete form, or as a source of learning components in the development of their own teaching programs.

The Trainer guide’s purpose is to show how the Toolbox resources can be effectively used to assist in the delivery of a coherent program and includes assessment strategies. It is written in a non-prescriptive way, assuming that the trainers will want to select aspects of the Toolbox, substitute others and customise for their own audience including learners with language, literacy and numeracy needs.

Australian Flexible Learning Framework 1

Trainer guide My Micro Business Toolbox

Section 1: Overview of the My Micro Business Toolbox1.1 IntroductionThe My Micro Business Toolbox provides a valuable source of training material for the delivery of the core units in BSB30307 Certificate III in Business (Micro Business Operations) from the Business Services Training Package (BSB07).This Trainer guide has been developed to support you in using the Toolbox as a resource in the delivery of your teaching program. It explains all the activities the Toolbox contains and how activities relate to particular units of competency. It also offers suggested customisation and delivery strategies to maximise the learning experience for your learners. It highlights the positive benefits that can be achieved by encouraging a collaborative learning environment for online learners.

1.2 About the Trainer guideThis Trainer guide is divided into six sections: Section 1: Overview of the My Micro Business Toolbox Section 2: Organising structure, context and key features Section 3: Getting started Section 4: Tasks and activities Section 5: Online teaching strategies Section 6: Access and equity.

1.3 Qualification supportedThe My Micro Business Toolbox supports the BSB30307 Certificate III in Business (Micro Business Operations) from the Business Services Training Package BSB07. The following units of competency are included: BSBSMB301A Investigate micro business opportunities BSBSMB302A Develop a micro business proposal BSBSMB303A Organise finances for the micro business BSBSMB304A Determine resource requirements for the micro business BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro

business.



1.4 Learners The Toolbox is designed to meet the differing needs of individuals and training organisations reflecting the full range of skills and knowledge required to research business ideas and start a micro business.Learners could include people: working in a particular industry who wish to start their own micro business with significant levels of work experience seeking a career change wishing to gain a formal qualification to improve their business opportunities who are unemployed and completing training under the New Enterprise Incentive Scheme

(NEIS) completing a vocational course, eg trade, who wish to explore the possibility of setting up

their own business who wish to turn a hobby into a viable enterprise.

1.5 Prior knowledgeLearners may have limited experience with online learning and they may require varying levels of support from the trainer. It is important, however, to remember that while the learners may have limited online learning experience, they are likely to be experienced users of computers in the workplace.It is desirable that learners have: adequate literacy and numeracy levels basic computer skills some experience using online communication tools such as email, discussion forums and

chat rooms.

1.6 Trainers/facilitators This Toolbox may be useful for: NEIS scheme trainers small business mentors trainers/teachers in face-to-face learning environments facilitators of online learning programs.Recommendation:If learners have access to business mentors, mentors could be utilised in a variety of ways. For example, some activities require learners to fill in worksheets. The worksheets could be reviewed by the business mentor as an alternative to trainer feedback. Also, the mentors could be used by individual learners to help complete activities requiring group discussion or input.



1.7 Recognition of prior learning (RPL) and assessment

1.7.1 RPLTrainers need to explain what RPL is to learners, and also show learners the skill recognition area of the Toolbox, during orientation. Learners should be made aware that if they have existing skills and knowledge relevant to a particular unit of competency, that they can investigate the skill recognition area of the Toolbox to help them make a judgement about whether to proceed with an RPL application.For each unit of competency covered by the Toolbox, the skill recognition area provides: an explanation of the term ‘evidence’ types of evidence that could be needed to address each unit of competency a checklist to demonstrate skills and knowledge a set of typical questions that might be asked during an RPL interview a case study example.Figure 1 shows the RPL path provided in the Toolbox.

Figure 1: RPL path for the Micro Business Toolbox



1.7.2 AssessmentActivities in the Toolbox provide opportunities for feedback by business mentors, peers, business operators and trainers. Some of these activities could be used as formative assessment items. The ‘You do it’ activities are designed specifically as summative assessment tasks, which could be collected and assessed by a qualified trainer. Some learners, when working through the skills recognition area of the Toolbox, may identify skill or knowledge gaps. These learners may choose to do the relevant activities of a unit before proceeding to the summative assessment tasks.

1.8 Underpinning ideasThe Toolbox has been designed to appeal to a range of adult learners. Strategies are described below. Units of competency are guided and supported by realistic case study examples. These are

either actual or simulated case studies of people running their own micro businesses Graphic content reflects real life situations. Activities require learners to reflect on situations that they could face as micro business

owners. Activities provide prompts for collaboration between learners to help consolidate learning,

share knowledge and build networks. Activities require learners to actively research information to solve problems either solo or

as part of a group. The Support area provides the background knowledge to support the case studies. In this

way the case studies can encourage active learning rather than being ‘bogged down’ by too much theory.

The interface allows learners to navigate in a variety of ways, maximising accessibility.

1.9 Toolbox Implementation GuideA copy of the Toolbox Implementation Guide can be found at http://toolboxes.flexiblelearning.net.au/documents/index.htmThe Toolbox Implementation Guide has been designed to help you get started with your Toolbox project and is based on the experiences of training providers nationally who have been working with Toolbox products over the last few years. The guide focuses mainly on supporting teachers involved in Toolbox product implementation, but will also be a useful reference for technical, support and other staff. It contains four main sections: Finding your way around Toolbox products – things you should know Different ways you can use your Toolbox product for training delivery and support Planning for the implementation of your Toolbox product Further reading and helpful websites.


http://toolboxes.flexiblelearning.net.au/documents/index.htm


Section 2 – Organising structure, context and key features 2.1 Units of competencyThis Toolbox has been designed for people studying at Certificate III level in Business (Micro Business Operations), who are aiming to explore a new business idea and start up their own micro business. Competencies covered are: BSBSMB301A Investigate micro business opportunities BSBSMB302A Develop a micro business proposal BSBSMB303A Organise finances for the micro business BSBSMB304A Determine resource requirements for the micro business BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro

business.

2.2 ContextThe My Micro Business Toolbox is organised around five case studies covering different types of micro businesses run by a range of micro business owners. This provides a relevant and authentic learning context which should appeal to adult learners.Learners work through this Toolbox completing activities designed to help develop research, networking and business skills that can then be applied to their own business ideas. Learners collect and file information as they go that could be assessed by their trainer and/or used to investigate their own business ideas.The Micro Business Toolbox incorporates activities designed to verify that users have the underpinning knowledge required or to provide them with opportunities to develop that knowledge. Learners can access additional resources in the Support section relevant to each unit of study, with options for further research through links to a selection of government and small business websites.



2.3 Key featuresWhen learners open up the home page, they are greeted with a welcome message and instructions to begin and select a unit. Learners can access each unit via the sticky notes on the home page or through Units in the top menu. The home page of the Toolbox is shown in Figure 2.

Figure 2: My Micro Business Toolbox home page

The top menu provides a path to other areas in the Toolbox. Other areas are: Units Skill recognition Support Glossary.

2.3.1 Support sectionThe business support section contains resources that are available to the learner at any time. This section has been designed to resemble the business support websites commonly used by people considering starting their own micro business. The learner can choose to use some or all of this information when completing Toolbox activities.Resources in the Support section may be used independently of the Toolbox and include: fact pages checklists case studies website links.The business support section opens in a new window so that learners can view information while they complete activities.The business support home page is shown in Figure 3.



Figure 3: Business Support home page

Details of the supporting resources provided for each unit are listed below.

Investigate opportunities

Business ideas Market needs Market factors Idea or opportunity? Personal qualities Ripple products case

study Business types

Sources of information Secondary research Market size New markets Trends example

Environmental factors Product life cycle Growth and decline Projected changes Pricing availability

Develop a proposal

Evaluate opportunities Detail ideas Prepare overview Ursula Dutkiewicz case

study Feasibility check list SWOT analysis Proposal outline Evaluate opportunities New technology

Business ideas Business description Business summary Writing a business

proposal Marketing

Stakeholders Oral presentations Making a PowerPoint

presentation Presentation practice Delivering presentations Develop a website

Organise finance

Financial position

Cash flow Finding funds Profitability

Financial terms

Your finances

Personal worth

Personal equity

Forecasting business activity

Establishment costs

Ongoing expenses Pricing Cash flow budget

Finance questions Debt and equity

finance Comparing loans The Paper Cup

Company case study

Keeping records Review performance Record keeping tips Owners equity Profit and loss Balance sheet Financial viability

Determine resourcesAustralian Flexible Learning Framework 8


Identify Select Prepare Getting started Location location Home based business Virtual business Commercial premises Costs and quantities

Choosing suppliers Acquiring resources Building relationships Reviewing suppliers

What’s a procedure? Maintenance Monitoring resources Replacing equipment

Comply with regulations

Regulations Taxation Insurance

The business name Trademarks Occupational Health and

safety Licences and permits Trade practices Act Equal opportunity and

anti-discrimination

Taxation terms Your tax

Insurance basics Categories of insurance Types of insurance The cost of insurance Working from home

Glossary – the glossary contains definitions of term commonly used in small business.Further reading pages – contain useful websites for small business.

2.3.2 Skill recognitionLearners with pre-existing skills and knowledge about setting up a micro business can use the skill recognition section to help them work out whether to pursue a formal application for recognition of prior learning. This area can also be used to identify any gaps in skills and knowledge so that learners can work through selected parts of the Toolbox to address these gaps.The Skill recognition home page is illustrated below.

Figure 4: Skill recognition home page



Section 3: Getting started 3.1 Preparing learners to use the ToolboxIt is important to prepare learners to use the Toolbox. The following tips for trainers highlight important information you should consider when introducing Toolboxes into your courses. Set aside adequate time to familiarise yourself with the Toolbox so you can properly

support your learners. Internet sites change over time so make sure you check for broken links prior to using the

Toolbox. Plan ahead and obtain management support. Set realistic time frames for implementation. Integrate the Toolbox into your teaching delivery, just as you would any new teaching

resource. Using a Toolbox is not about leaving learners alone to learn for themselves, but about using

a new medium as a part of an overall teaching delivery strategy. Where possible, provide an orientation to the Toolbox in a practical, face-to-face session

with learners actually using the Toolbox. In this session, include clear directions on how you want the learners to work through the Toolbox and define the methods of communication that will be used throughout the course (if applicable).

If you choose to conduct group activities via discussion boards or wikis, you will need to set up discussion threads/wiki headings prior to commencing the activity.

You may need to provide instructions to the learners on how to use communication tools such as email, WIKI, virtual conferencing or chat.

3.2 Assessment strategiesAssessment of a unit of competency requires the learner to gather sufficient evidence to demonstrate competency for all the required skills and knowledge.As part of an evidence portfolio, an assessor may choose to use completed worksheets and journals presented by a learner online or face-to-face, as well as meaningful contributions to online discussions.The Toolbox provides opportunities for your learners to gather evidence for assessment. There are many printable worksheets available to learners that can be completed to contribute to their portfolio of evidence. Also the ‘You do it’ activities presented at element level for each unit of competency can be used for summative assessment purposes.



3.3 Hardware and software requirements Following are some hardware and software requirements. Please refer to the Technical guide for detailed information.

3.3.1 HardwareTo use the learning material in this unit, learners will need a computer with the following features: IBM® compatible with a 1000 MHz processor running Windows 2000, XP, Vista, or Apple Macintosh® with a 500 MHz processor running OSX v10.3.0 with:

256 Mb of RAM 1024 x 768 pixel display CD-ROM drive Internet access Sound card.

3.3.2 SoftwareLearners will also need the following software/plug-ins installed on their computer: Internet Explorer 6.0 or above (http://www.microsoft.com/ )OR Firefox 2.0 or above (http://www.mozilla.com/ )OR Safari 1.3 or above (http://www.apple.com/ ) Microsoft® Word 97 or a similar word processing program to open and use downloadable

forms, checklists and worksheets. Adobe® Flash Player 9. If you haven’t got this plug-in, you can download and install the

latest free version from: www.adobe.com Adobe® PDF Reader 6.0 or above. If you haven’t got this plug-in, you can download and

install the latest free version from: www.adobe.comIncorrect versions of these applications could result in information being shown in an unreadable form or not shown at all.


http://www.adobe.com/

http://www.adobe.com/

http://www.apple.com/

http://www.mozilla.com/

http://www.microsoft.com/


3.4 CustomisationTo customise resources in this Toolbox you will need software such as: an HTML text editor such as Homesite®, BBEdit® or Adobe® Dreamweaver to edit web

pages. a word processor such as Microsoft® Word to edit documents. If customisation of multimedia interactions is required, then the following applications may

be necessary: Flash CS3 XML SPY or equivalent XML editing tool Photoshop/Fireworks (or equivalent) for editing still images SoundEdit16 (or equivalent) for editing sound content Premiere (or equivalent) for editing video content.

Please refer to the Technical guide for further information.

3.5 Customising a Toolbox for single unit deliveryYou may only want to offer one or two units from the Toolbox, or limit access to certain units and/or streams.To disable access to units, open the index.htm file in the root folder in Dreamweaver, and edit the link target for the unit you wish to disable to point to disabled.htm. Now when users click these buttons they will receive a pop-up message saying that this content is not available at this time. You can modify this message by changing disabled.htm.If you want to distribute a smaller version by pruning the unnecessary content, you will need to follow the above process, and in addition delete the appropriate folders in the toolbox11_05 directory.If choosing to use only one particular task you will need to make sure that the appropriate Business Support links are available or in fact disabled by pointing the links to disabled.htm. It is also possible to remove the links entirely.Please refer to the Technical guide for further information.



Section 4: Tasks and activitiesFive units of competency are covered in the Toolbox. Learners are able to access each one through the ‘Sticky notes’ on the home page, or by using the Units link in the global menu. The tables below explain how the activities relate to each unit of competency, the purpose of activities, required files and supporting resources.

4.1 BSBSMB301A Investigate micro business opportunitiesElement Performance Criteria Activities

1. Describe business ideas

1.1 Gather information for business ideas from appropriate sources

Recording ideas – Individual journal Recording ideas – Group discussion

about business opportunities. 1.2 List details of business ideas and opportunities

Are you suited to running your own business?– multiple choice

1.3 Research alternative business ideas in light of the resources available

Getting assistance – Individual brainstorming

Getting assistance – Group brainstorming and discussion

1.4 Specify and list products and services to match business ideas

Business options – Gardening business

1.5 Identify and research potential customer information for business ideas

Business options – Group discussion and comparisons

1.6 Identify and take into account financial, business and technical skills available when researching business opportunities

Skills analysis

Performance criteria 1.1 – 1.6 You do it – Business ideas Sum Up – Rate your understanding

2. Identify market needs

2.1 Collect information regarding market size and potential from appropriate sources

Who are potential customers? – Interactive player

2.2 Investigate market size and potential from appropriate sources

Market needs – Individual journal

2.3 Gather market information from primary and secondary sources to identify possible market needs in relation to business ideas

Primary or secondary research?



Element Performance Criteria Activities2.4 Identify ethical and cultural requirements of the market and the impact on business ideas

Follow the trend – Interactive player Considering ethical requirements

(Located in Market factors)

2.5 Identify new and emerging markets and document their features

The changing market –Individual journal

2.6 Identify and organise information on expected market growth or decline and associated risk factors

The changing market – Group discussion and summary of business opportunities

Performance criteria 2.1 – 2.6 You do it – Market needs Sum Up – Rate your understanding

3. Investigate factors affecting the market

3.1 Identify projected changes in population, economic activity and the labour force that may affect business ideas

Exploring environmental factors Considering ethical requirements –

Compare and discuss

3.2 Identify movements in prices and projected changes in availability of resources

Risk factors Price movements

3.3 Review trends and developments and identify their potential impact on business ideas

Factors and effects Projected changes Causes of movement in prices –

Individual or group activity The Australian banana industry –

Individual or group activityPerformance criteria 3.1 – 3.6 You do it – Market factors

Sum Up – Rate your understanding



Purpose of activities for business ideas

Description Document files Related resources

Recording ideas – Individual journal

Learners increase their awareness of business opportunities by gathering information from appropriate sources and record ideas in their journal for future reference.

Ideas journal (Word 54kb)

Learners can locate further relevant information in the Support section under Opportunities, and then select links under Business Ideas.

Recording ideas – Group discussion

Learners as a group discuss the areas to consider where business opportunities can be found. Once broad areas have been identified, the group could be asked to think of examples of businesses for each broad area. For example, use the Ripple Products case study to discuss why Tracy Bialek's idea progressed from an idea to an actual business.


Are you suited to running your own business? – Multiple choice

Learners consider if they are suited to running their own micro business by working through a series of questions to identify if they are comfortable with responsibility.

Text version of the interactive media.Learners can locate further relevant information in the Support section under Opportunities, and then select links under Business Ideas.

Getting assistance – Individual brainstorming

Learners identify and list the type of assistance that can be found through a variety of contacts to start up their micro business using the worksheet provided.

Getting assistance worksheet (Word 56kb)

Learners can locate further relevant information in the Support section under Opportunities, and then select links under Business Ideas and Further Reading.

Getting assistance – Group brainstorming and discussion

Learners as a group construct a list of information sources for investigating business ideas.

Learners can locate further relevant information in the Support section under Opportunities, and then select links under Business Ideas and Further Reading.



Business options – Gardening business

Learners develop skills to investigate and analyse business options by comparing the advantages and disadvantages of different types of business ownership. Learners develop ideas about how to create a competitive edge and point of difference for a gardening business.


Business options – Group discussion and comparisons

Learners, as a group, discuss their ideas about business ownership and competitive business advantages focusing on the following questions: What were the differences in the

responses? What were the similarities between

the responses? Why do you think there were

differences and similarities? Learners develop skills to create a summary report, comparing the ideas raised in the group discussion.

Skills analysis

Learners identify and list important skills that are required to operate a micro business.

Business skills worksheet (Word 57kb)

Learners can locate further relevant information in the Support section under Opportunities, and then select Business Ideas.

You do it – Business ideas

Learners use the Business ideas information they've collected in their ‘Investigating micro business opportunities folder’, to complete the Business ideas worksheet. Learners will apply their research and document their own micro business ideas.

Business ideas worksheet (Word 47kb)

Learners can locate further relevant information in the Support section under Opportunities, and then select Business Ideas.



Purpose of activities for Market needs


Who are potential customers?

Learners examine a selection of potential customers for Barry’s handyman micro business using interactive media and evaluate who is most likely to use Barry’s handyman service.

Text version of the interactive media.

Market needs – Individual journal

Learners systematically investigate the characteristics of the market to identify the main areas requiring market research for their own micro business idea. Learners apply their research and document their own marketing ideas using the market needs journal worksheet provided.

Market needs journal (Word 55kb)

Primary or secondary research

Learners are asked to analyse and respond to the following quote: 'Primary research is hard to do and takes a long time, so it's just not worthwhile; secondary research is all that's needed if you're trying to find out about a business idea'. Learners identify the difference between primary and secondary research, providing examples of where each can be used in an appropriate or inappropriate way.Learners gather and list good sources for researching business ideas through interviewing business owners, experts and other learners.

Learners can locate further relevant information in the Support section under Opportunities, and then select links under Market needs.

Follow the trend – Interactive player

Learners look at the evolution of music devices to analyse and identify market trends using interactive media. Learners consider factors that drive change in market trends and where this will lead micro business in the future.


Considering ethical requirements

(Located in Market factors)

The changing market –Individual journal



Learners develop a list covering businesses that may have experienced loss, experienced growth and new business opportunities that have arisen as a result, and explain why. Learners then consider the statement, 'Market trends can result in the end of one product and the development of a new product', explaining why they agree or disagree with the statement.


The changing market – Group discussion

Learners discuss their responses to the changing market with other people, such as learners, friends or those employed in the music industry. Learners identify and compare the differences and similarities between responses and describe why people’s opinions vary. With this information learners write a summary describing all the new business opportunities in the music industry identified as a result of their discussions.


You do it – Market needs

Learners use the Market needs information they've collected in their Investigating micro business opportunities folder, to complete the Market needs worksheet.Learners apply their research and document how to acquire secondary information for their business idea from relevant sources, develop a questionnaire that can be used to gather primary information and examine whether their business idea taps into a new and/or emerging market.

Market needs worksheet (Word 52kb)




Purpose of activities for Market factors


Exploring environmental factors

Learners explore the environmental factors of a café that need to be considered by potential business owners using an interactive player. They also identify which factors would vary from business to business

Text version of the interactive media.Learners can locate further relevant information in the Support section under Opportunities, and then select links under Market factors.

Considering ethical requirements

Learners list ethical requirements for an owner of a convenience store and identify the core issues through discussion with other learners, colleagues or business owners.Learners use this information to develop a ‘code of practice’ for a new convenience store employee to follow.Learners compare their codes of practice with other learners to identify the differences and similarities.

Learners can locate further relevant information in the Support section under Opportunities, and then select links under Market factors.

Risk factors

Learners identify and document the risks associated with the growth and decline stages of a product’s life cycle using the worksheet provided. Learners are then provided with feedback covering increased competition, expansion costs, promotion costs, reducing prices and reducing stock.

Risk factors worksheet (Word 57kb)

Learners can locate further relevant information about the four stages of the product life cycle in the Support section under Opportunities, and then select links under Market factors.

Factors and effects

Learners consider how to predict future market changes, by looking at data from the past and present to make informed decisions about likely business situations. They identify and list factors that are outside a business owner’s control and analyse why these factors could affect a business, using the worksheet provided.

Factors and effects (Word 55kb)

Learners can locate further relevant information in the Support section under Opportunities, and then select links under Market factors or further reading. The Australian Bureau of Statistics and Reserve Bank of Australia are two very useful sources of secondary information about projected changes.

Projected changes

Learners compare their responses to Text version of the


http://www.kangan.edu.au/lrd/mbworking/toolbox1105/opportunities/market_factors/docs/factors_and_effects_worksheet.doc

http://www.kangan.edu.au/lrd/mbworking/toolbox1105/opportunities/market_factors/docs/factors_and_effects_worksheet.doc

http://www.kangan.edu.au/lrd/mbworking/toolbox1105/opportunities/market_factors/docs/risk_factors_worksheet.doc




the factors and effects worksheet, by moving through the feedback and advice provided in the interactive media player. This covers the six areas where projected change is highly likely to effect market factors.

interactive media.

Causes of movement in prices – Interactive player

Learners examine how pricing movements and/or resource availability affect the end price of a product.Learners identify factors that could affect the cost of the manufacture and delivery of items using interactive media.


The Australian banana industry – Research activity

Learners research the Australian banana industry to find out how supply and demand affects the unit price of a commodity.

Learners can locate further relevant information in the Support section under Opportunities, and then select links under Market factors or Further reading.

You do it – Market factors

Learners use the Market factors information they've collected in their Investigating micro business opportunities folder, to complete the Market factors worksheet. Learners apply their market research, documenting how market factors may affect their business idea.

Market factors worksheet (Word 52kb)

Learners can locate further relevant information in the Support section under Opportunities, and then select links under Market factors or Further reading.



4.2 BSBSMB302A Develop a micro business proposal

Element Performance Criteria Activities1. Evaluate business opportunities

1.1 Identify and research key factors that influence viability of business ideas

Identifying key factors – Small group discussion with learners sharing their findings

1.2 Analyse business ideas in terms of personal or family need commitments

Considering personal needs –Interactive player

1.3 Evaluate impacts of emerging or changing technology, including e-commerce on the business

Considering personal needs – Group discussion and short presentation

1.4 Determine viability of a business opportunity in line with perceived risks, resources available, financial returns and of outcomes sought

Using new technology – Group discussion of business scenario

1.5 Assess and match personal skills/attributes against those perceived as necessary for a particular business opportunity

SWOT analysis – Interactive player identifying strengths, weaknesses, opportunities and threats

Debate – Group activity considering the statement ‘One man’s opportunity is another man’s threat’.

1.6 Identify and assess business risks according to resources available and personal preferences

Matching skills and attributes – Group brainstorming and discussion

Performance criteria 1.1 – 1.6 Business risks – Small group activity listing business risks for a given scenario (Located in Viability and Risk)

2. Detail the business idea

2.1 Develop an accurate description of the business idea for key stakeholders

Conveying business idea information –Chinese whispers style information sharing with group discussion about clarifying ideas with others

2.2 Develop an accurate summary of the major products and services required to suit personal needs and requirements

Business proposal – Interactive player

Performance criteria 2.1 – 2.2 You do it – Detail ideas



Element Performance Criteria Activities Sum Up – Rate your

understanding3. Prepare business overview to suit different stakeholders

3.1 Present an accurate list of key stakeholders and their information requirements

What makes your stakeholders tick? – Small group discussion with worksheet and questions

3.2 Determine an acceptable method of presentation of information for each stakeholder3.3 Provide accurate customised information to target audiences

Presenting information – Interactive player

Performance criteria 3.1 – 3.3 You do it – Prepare overview




Purpose of activities for Evaluate opportunities


Identifying key factors – Small group discussion

Learners work in small groups to consider the key factors which influence the viability of a given business. Each group presents findings, and similarities are identified along with ideas to increase the viability of the proposals.

Learners can locate further relevant information in the Support section under Proposal, and then select links under Evaluate opportunities or Further reading.

Considering personal needs –Interactive player

Learners consider personal needs and identify life style changes that may need to be made to accommodate a business idea.


Considering personal needs – Group discussion and short presentation

Learners work in small groups to list and present the personal issues that need to be addressed for a retail fashion business in a busy suburban shopping strip.

Using new technology –Group discussion of business scenario

Working in two groups, learners consider the new technology required for a given business scenario, then share findings to compare the similarities and the differences.


SWOT analysis – Interactive player

Learners use an interactive player to analyse strengths, weaknesses, opportunities and threats for a given business scenario, then compare their results with the business operator.


Debate – Group activity

Learners are divided into two teams and a chair person is nominated to adjudicate the debate. The two learner groups debate the statement provided, ‘One man’s opportunity is another man’s threat’.Learners work in small groups to list business risks for a given business scenario.


Matching skills and attributes – Group brainstorming and discussion



As a group the learners identify the skills and attributes of staff to be employed for a given business scenario. As a group learners discuss the importance of skills and possibilities for obtaining these skills.

Business risks – Small group activity

(Located in Viability and Risks)

You do it – Evaluate opportunities

Learners use the Evaluate opportunities information they’ve collected in their Business proposal folder, to complete the Evaluate opportunities worksheet. Learners apply their research and document key factors, determine personal needs, evaluate new technologies, determine the viability of their business idea and assess the skills required for their own micro business idea.

Evaluate opportunities worksheet (Word 52kb)




Purpose of activities for Detail Ideas


Conveying business idea information – Group activity

A Chinese-whispers style activity where learners communicate a business idea to illustrate how important getting the facts and clarifying information can be in a business situation. Learners discuss the outcomes of the activity and share what they have learned.


Business proposal – Interactive player

Learners gain insight into the level of detail required for a business proposal through examples from a professional ceramic artist, Ursula Dutkiewicz, using the interactive player.You do it –Detail ideas

Learners use the Detail business ideas information they’ve collected in their Business proposal folder, to complete the Detail business ideas worksheet.Learners develop an accurate description of their own micro business idea and collate relevant information for their micro business idea proposal.

Detail business ideas worksheet (Word 69kb)

Learners can locate further relevant information in the Support section under Proposal, and then select links under Detail ideas or Further reading.



Purpose of activities for Prepare overview


What makes your stakeholders tick? – Small group discussion

Learners work in small groups to develop a list of potential stakeholders for a given business scenario. Learners apply the list of stakeholders to a series of questions in order to better understand the stakeholder’s needs and requirements.

Stakeholders worksheet (Word 38kb)

Learners can locate further relevant information in the Support section under Proposal, and then select links under Prepare overview or Further reading.

Presenting information – Interactive player

Learners identify the most appropriate methods of presenting information to a selection of different stakeholders, using the multiple choice question bank.

Text version of the interactive media.Learners can locate further relevant information in the Support section under Proposal, and then select links under Prepare overview or Further reading.

You do it – Prepare overview

Learners use the Prepare overview information they’ve collected in their Business proposal folder, to complete the Prepare overview worksheet.Learners identify stakeholders relevant for their micro business, determine the appropriate methods of presenting information for each stakeholder and present their micro business proposal to an audience.

Prepare overview worksheet (Word 38kb)

Learners can locate further relevant information in the Support section under Proposal, and then select links under Prepare overview or Further reading.



4.3 BSBSMB303A Organise finances for the micro business

Element Performance Criteria Activities1. Ascertain own financial position and the ability to provide capital/equity for the business

1.1 Realistically detail personal, family or continued financial situation in terms of funds available and commitments already incurred

Financial terms – Interactive activity classifying items

Assets research – Individual activity

1.2 Determine equity finance and assets available for the micro business from personal, family or community sources

Financial position – Individual activity

Family finances – Group discussion (Located in Equity finance)

Performance criteria 1.1 – 1.2 You do it – Financial position Sum Up – Rate your

understanding2. Determine projected cash flow for the business

2.1 Determine the level of forecast business activity over a year and the business mix

Identifying cash inflows and out flows – Interactive player

Ahmed’s retail outlet – Interactive player to identify the business mix

Levels of business activity – Interviewing a micro business owner and collating information as a group

2.2 Estimate establishment costs for the business and repayment schedule for borrowing

Ahmed’s establishment costs – Interactive player

2.3 Calculate the monthly variable and fixed costs needed to conduct business activity over a year

Cash outflows - Individual research activity

Cash outflows – Group activity and discussion

2.4 Estimate personal drawings needed to be taken from the business

Estimating income for a service business – Individual activity

2.5 Estimate the monthly income generated by the business for a year, based on price per unit item or hourly charge rate for labour

Estimating income for a trading business – Individual activity

2.6 Develop a cash flow budget for the first year of business operation

Examining a cash flow budget – Interactive player

Cash flow budget – Interactive player2.7 Seek professional advice to

estimate goods and services tax and operating finance required for the businessPerformance criteria 2.1 – 2.7 You do it – Cash flow



Element Performance Criteria Activities Sum Up – Rate your

understanding3. Source the required funds to establish the business

3.1 Estimate the required funding to establish and run the business based on expected sales and activity levels, available finances and commitments

Getting started – Interactive player

Funding a fast food outlet – individual activity

3.2 Investigate methods of accessing alternative sources of finance

Identifying grants, awards and programs – Individual research activity

Finance options – Group discussion of financial options

3.3 Identify strategies for meeting financial obligations

All loans aren’t the same – Individual research

3.4 Implement plans to access available funds as required

Meeting repayments – Individual activity creating a mind map of strategies

Performance criteria 3.1 – 3.4 You do it – Finding funds Sum Up – Rate your

understanding4. Monitor profitability of the business

4.1 Maintain and review monthly expenditure and income records

Record keeping

4.2 Compare equity at the beginning and end of a year to estimate business performance

Reviewing cash flow predictions Individual activity

4.3 Assess the financial viability of the business after a year of operation4.4 Seek professional advice on depreciation, insurance and tax implications of the business

Assessing performance – Group activity examining financial position

Performance criteria 4.1 – 4.4 You do it – Profitability Sum Up – Rate your

understanding



Purpose of activities for Financial position


Financial terms – Interactive activity classifying items

Learners classify a range of financial commitments and personal items into expenses, income, assets and liabilities using the interactive player.

Text version of the interactive media.Learners can locate further relevant information in the Support section under Finance, and then select links under Financial position or Further reading.

Assets research – Individual activity

Learners research a range of lending organisations, identifying assets, equity and permissions that are required by the lender as security for the funds provided.

Financial position – Individual activity

Learners review the expenses and income of the Brown family to determine their financial position. Learners allocate assets, liabilities, income, expenses in the table provided, and calculate the total value of the Brown family liabilities and assets. Learners then ascertain if the Browns are spending more money than they earn or are they earning more than they spend per month and calculate the difference in dollars.

Financial position worksheet (Word 87kb)Completed financial position (Word 84kb)

Family finances – Group discussion

(Located in Equity finance)

You do it – Financial position

Learners use the Financial position information they’ve collected in their Organise finances folder, to complete My financial position worksheet. Learners identify their own financial position and ability to provide capital/equity for the micro business idea.

My financial position worksheet (Word 89kb)Personal budget (Excel 27kb)

Learners can locate further relevant information in the Support section under Finance, and then select links under Financial position or Further reading.

Purpose of activities for Cash flow




Identifying cash inflows and out flows – Interactive player

Learners identify cash inflows and outflows using an interactive question bank and are given feedback on each question.


Ahmed’s retail outlet – Interactive player

Learners investigate the business mix of products and services that can affect the level of business activity, in order to prepare budgets for busy and slow periods throughout the business year.


Levels of business activity – Interview a micro business owner and collate information as a group

Learners select and interview a micro business owner using the questions provided to identify the business mix and level of business activity in a year.As a group, learners collate the information collected and compare the responses for different business types.Ahmed’s establishment costs – Interactive player

Learners investigate the establishment costs for a micro business using Ahmed’s variety store as an example.Learners verify the importance of estimating the cost involved for starting up a business.

Text version of the interactive media.Learners can locate further relevant information in the Support section under Finance, and then select links under Cash flow or Further reading.

Cash outflows - Individual research activity

Learners individually research the cash outflows of an existing business, listing expenses with the estimated cost and frequency of the payment required.Cash outflows – Group activity and discussion

Learners share their individual research from the individual Cash outflows research activity with two other learners. The differences and similarities are identified among the three learners, the reasons for variation are discussed and then summarised.

Estimating income for a service business – Individual activity

Learners calculate the cash inflow for a given business over a period of time, considering the effects on the business




when customers are offered 30 days credit. Answers are compared with other learners or business mentors to check the calculations.

Learners can locate further relevant information in the Support section under Finance, and then select links under Cash flow or Further reading.

Estimating income for a trading business – Individual activity

Learners are provided with an interactive calculator to calculate the estimated hourly rate required to breakeven for a given business scenario.

Examining a cash flow budget – Interactive player

Learners examine a cash flow budget identifying the effects of inflows and outflows on a business.


Cash flow budget - Spreadsheet

Learners review a cash flow budget for a bathroom renovations business and identify cash flow for different months and see how this affects the business.Learners are then able to change figures within the spreadsheet to identify the effects on the spreadsheet totals.

Cash flow budget Learners can locate further relevant information in the Support section under Finances, and then select Cash flow.

You do it – Cash flow

Learners use the cash flow information they’ve collected in their Organise finances folder to construct a cash flow budget for any business type. Learners explain how the budget accounts for the business mix and variations on business activity, justify start up costs, expenses and an amount required for personal income.



Purpose of activities for Finding funds


Getting started – Interactive player

Learners view the interactive player to identify how Ahmed started his retail business.


Funding a fast food outlet – individual activity

Learners examine business statements to assess if the business owners are able to finance their own micro business idea, and then seek feedback from other learners, mentors or trainer.

Personal assets and liabilities (Excel 29kb)Monthly income and expenses (Excel 29kb)

Identifying grants, awards and programs – Individual research activity

Learners research the NEIS scheme, what it provides and who is eligible, then look at other grants and awards offered by the government and other organisations.

Finance options – Group discussion of financial options

Learners work in a group to review five different payment options for purchasing a computer. Learners calculate how much the loan will cost over the full payment period, then assess and summarise the pros and cons of the options listed in the activity.

All loans aren’t the same – Individual research

Learners investigate a lending institution and a lending product, researching conditions, rates, fees, stamp duty and provide an example of fees, charges, requirements and repayments. This information is then given as a presentation to other learners.Meeting repayments –Mind map strategies

Learners create a mind map showing strategies to ensure sufficient cash flow is available to meet loan repayments on time.You do it – Finding funds

Learner’s use the Finding funds information they’ve collected in their Organise finances folder, to prepare a presentation explaining start up costs, working capital, personal funds, funding shortfalls, sources of funds and strategies to meet financial obligations.

Learners can locate further relevant information in the Support section under Finances, and then select Finding funds.



Purpose of activities for Profitability


Record keeping

Learners develop a spreadsheet to record cash receipts and cash payments for a given business using an electronic spreadsheet.

Cash receipts (Excel 22kb)Cash payments (Excel 18kb)

Learners can locate further relevant information in the Support section under Finances, and then select Profitability.

Reviewing cash flow predictions - Individual activity

Learners use an existing cash flow budget for a given business and compare with the summary based on cash receipts and cash payments to calculate the difference between the predicted outcomes and the actual outcomes. Learners use this information to establish reasons for the variation, if any.

Cash flow budget (Excel 32kb)Summary (Excel 32kb)


Assessing performance – Group activity examining financial position

Learners compare financial information from two businesses to identify which business is more profitable. Learners explain their findings to another person to see if they agree with the reasoning behind their opinion.

Tim’s Balance Sheet (Word 36kb)Owen’s Balance Sheet (Word 36kb)

You do it – Profitability

Learners use the Profitability information they’ve collected in their Organise finances folder to create a cash book with real or simulated figures and compare to the cash flow projection. Learners explain the role of the balance sheet and profit and loss statement for assessing business viability and consult a professional about depreciation, insurance and tax, providing a summary of this information.




4.4 BSBSMB304A Determine resource requirements for the micro business

Element Performance Criteria Activities1. Identify the resources needed in the business

1.1 Use the business profile to determine the types of resources that may be required in the business

Choosing a business premises – Individual activity

Identifying resources – Interactive player

1.2 Gather information regarding resource requirements from appropriate sources

Different business, different resources – Individual or group activity with picture viewer

1.3 Determine resource quantities in accordance with business activity levels and financial position

Selecting the right number of resources – Interactive player

Performance criteria 1.1 – 1.3 You do it – Identify resources Sum Up – Rate your

understanding2. Select appropriate sources for the resources required in the business

2.1 Investigate different options for acquiring resources needed in the business in terms of business profile and stakeholder needs

Acquiring resources –Interactive player

2.2 Determine reliability, risks and costs associated with these options in line with business projections

Overseas or local suppliers – Individual activity

2.3 Determine ease of access to sources of service and support

Relationships across cultures – group activity

2.4 Select suitable options as investigated2.5 Establish relationships with suppliers and other key people

Relationships across cultures – Individual activity

Performance criteria 2.1 – 2.5 You do it – Selecting resources Sum Up – Rate your

understanding3. Prepare for the use of resources in the business

3.1 Design procedures and systems to allow for the effective and efficient introduction, use and maintenance of resources

SuperFit Gym – Individual or group activity

3.2 Negotiate and review arrangements for supply of resources to ensure the business profile is met

Developing a plan – Individual activity

3.3 Design procedures for Designing a procedure –



Element Performance Criteria Activitiesmonitoring the use of resources

Individual or group activity

3.4 Develop procedures for the maintenance, support, repair and replacement of business machinery, equipment and software

Maintenance requirements – Individual activity with interactive feedback.

Performance criteria 3.1 – 3.4 You do it – Prepare resources Sum Up – Rate your

understanding



Purpose of activities for Identify resources


Choosing a business premises – Individual activity

Learners match businesses with the appropriate premises, receiving feedback as they progress through the selection of images in the interactive player. Learners judge the advantages and disadvantages of different sites and locations for a business premises and receive feedback from the table provided.

Business premises worksheet (Word 69kb)


Identifying resources – Interactive player

Learners use the interactive player to move around a café environment, listing resources in the business and identify additional resources that could improve the business.


Different business, different resources – Individual or group activity with picture viewer

Learners identify resources required by a café business using the interactive picture viewer. Learners list the resources common to each business example and identify those resources that are different, assessing which business would cost the most to set up and finding solutions to limit resourcing costs overall.


Selecting the right number of resources – Interactive player

Learners increase their understanding of resource purchasing, using the set up of a gymnasium as the focus of the activity. Learners decide how many pieces of each type of equipment is appropriate against the funds available. Learners use the interactive drag and drop activity, which provides financial and written feedback for each choice.


You do it – Identify resources

Learners use the Identify resources information they’ve collected in their Determining resource requirements folder to identify a premises suitable for their micro business idea, along with the resources and quantities required to get started.

Identify resources worksheet (Word 69kb)

Learners can locate further relevant information in the Support section under Resources, and then select Identify.



Purpose of activities for Selecting resources


Acquiring resources –Interactive player

Learners investigate three options for acquiring a specific business resource for a gymnasium.

Text version of the interactive media.Learners can locate further relevant information in the Support section under Resources.

Overseas or local suppliers – Interactive activity

Learners review the international and local supply choices made by a micro business owner and the factors which influence the choices made.

Suppliers worksheet (56kb)


Relationships across cultures – Individual activity

Learners investigate and research cultural differences and the importance of building positive business relationships.

Relationships worksheet (Word 52kb)

Website: www.cyborlink.com/besiteLearners can locate further relevant information in the Support section under Resources.

Relationships across cultures – Group activity

Learners develop a better understanding of other countries and cultures by researching five important points to consider when working with suppliers in another country or state.

Learners can locate further relevant information in the Support section under Resources.

You do it – Selecting resources

Learners use the Selecting resources information they’ve collected in their Determining resource requirements folder, to determine their preferred method of acquiring resources, identify possible suppliers and gather contact details for prospective suppliers.

Select resources worksheet (Word 59kb)

Learners can locate further relevant information in the Support section under Resources.


http://www.cyborlink.com/besite


Purpose of activities for Prepare resources


SuperFit Gym – Individual or group activity

Learners identify problems that have occurred for a business after the installation of equipment. Learners address each of the identified problems and propose ways to avoid these issues.

Developing a plan – Individual activity

Learners develop a plan for purchasing and installing computer equipment in a business. Learners consider how to best prepare for the arrival of new equipment and identify maintenance requirements to ensure equipment is kept in good working order.

Designing a procedure – Individual or group activity

Learners consider the requirements for designing business procedures and develop a procedure for a given example.

Coffee Steps Text version of the interactive media.

Learners can locate further relevant information in the Support section under Resources, under Prepare for more about procedures.

Maintenance requirements –Activity with interactive feedback

Learners read through a business scenario and consider which resources will benefit from preventative maintenance. Learners consider the maintenance to be undertaken, who could perform the maintenance, and what happens if the maintenance program is ignored.

Maintenance requirements worksheet (Word 70kb)


You do it – Prepare resources

Learners use the Prepare resources information they’ve collected in their Determining resource requirements folder, to plan for the arrival of new resources into the business, develop procedures for the use of resources and plans for maintenance of equipment.

Prepare for use of resources worksheet (Word 58kb)




4.5 BSBSMB305A Comply with regulatory, taxation and insurance requirements for the micro business

Element Performance Criteria Activities1. Identify the regulatory, taxation and insurance requirements of the business

1.1 Identify regulatory, taxation and insurance requirements that might be relevant to the operation of the business

Registering a business name or trade mark – Individual activity

1.2 Gather information that assists in the interpreting and explaining the regulatory, taxation and insurance requirements

Considering regulations – Interactive player

1.3 Investigate the relationships between legislation, regulations, codes of practice, associated standards and written material to determine compliance requirements of the business

What licences, permits and registrations do I need? – Individual activity

Performance criteria 1.1 – 1.3 You do it – Regulations Sum Up – Rate your

understanding2. Develop procedures to ensure compliance and risk minimisation

2.1 Identify business advisers and other sources of assistance relevant to compliance requirements and type of business

Taxation acronyms – Individual activity

2.2 Explain to advisers business type and operations, covering the full scope of the business

Choosing taxation registrations – Interactive player

2.3 Clarify and confirm compliance requirements and risk minimisation needs with advisers

Understanding taxation terms – Multiple choice

2.4 Establish sources of advice and specialist services for regulatory, taxation and insurance compliance2.5 Review advice and procedures against the compliance requirements and their appropriateness for the business

What records to keep – individual activity

Performance criteria 2.1 – 2.5 You do it – Develop procedures




3. Implement compliance procedures

3.1 Implement procedures within the guidelines provided

Insurance types – Individual or group activity

3.2 Take action to ensure that the business complies with the relevant taxation and business registration requirements, legislation, regulations, codes of practice and associated standards

Classify the risks –Interactive activity

3.3 Arrange appropriate insurance cover for the business.

Choosing the right insurance – Group research and role play

Performance criteria 3.1 – 3.3 You do it – Comply with regulations




Purpose of activities for Regulations


Registering a business name or trademark – Individual activity

Learners research laws related to naming a business or business trademarks. Learners research the requirements for their state and how to check if the name is available to be used.

Registering a business worksheet (Word 52kb)

Learners can locate further relevant information in the Support section under Regulations.

Considering regulations – Interactive player

Learners consider the regulation requirements for a given business scenario and use the interactive player to identify which regulation is applicable to all businesses.


What licences, permits and registrations do I need? – Research activity

Learners verify the licences, permits and registrations required to run a Bed and Breakfast business in the state they live in.

Licences worksheet (Word 58kb)


You do it – Regulations

Learners use the Regulations information they’ve collected in their Comply with regulatory, taxation and insurance requirements folder, to determine business name availability, detail licence requirements and regulations relevant to a micro business.

Regulations worksheet (Word 57kb)




Purpose of activities for Taxation


Taxation acronyms – Individual activity

Learners familiarise themselves with business terminology and acronyms using an interactive player to check their knowledge.

Website: www.ato.gov.au


Choosing taxation registrations – Interactive player

Learners identify the different types of tax registrations available for a business and the circumstances in which they are appropriate, using an interactive player and a given business scenario.

Website: www.ato.gov.auWebsite: www.abr.gov.au


Understanding taxation terms – Multiple choice

Learners access the Australian Taxation office website to research relevant taxation terminology, appropriate business deductions and record keeping requirements. Learners confirm their understanding using an interactive multiple choice activity with feedback.



What records to keep – individual activity

Learners determine the appropriate record keeping requirements for a micro business, using the Record Keeping Evaluation Tool provided by the Australian taxation Office. As a group, learners discuss a variety of possible methods for keeping business records.


You do it – Develop procedures

Learners use the Taxation information they’ve collected in their Comply with regulatory, taxation and insurance requirements folder, to demonstrate understanding of taxation terminology, determine taxation registrations and record keeping requirements for a micro business.

Taxation worksheet (Word 66kb)

Learners can locate further relevant information in the Support section under Taxation.


http://www.ato.gov.au/


http://www.abr.gov.au/




Purpose of activities for Insurance


Insurance types – Individual or group activity

Learners document the problems illustrated in Ivan’s business story that result in financial costs. Learners research the insurance options that could provide appropriate cover for the business.

Insurance type worksheet (Word 59kb)

Learners can locate further relevant information in the Support section under Insurance.

Classify the risks –Interactive activity

Learners classify a number of identified risks for a given business scenario to determine the appropriate insurance policies to protect the business. Learners use the interactive player to select and classify their choices, then compare their responses with the business owners.


Choosing the right insurance – Group research and role play

Learners divide into two groups to conduct research and participate in a role play activity focusing on risks to be covered by insurance. Learners research at least four relevant insurance companies and determine the best option. As a team, learners present the best insurance offer they have located for the risks to be covered.

You do it – Comply with regulations

Learners use the Insurance information they’ve collected in their Comply with regulatory, taxation and insurance requirements folder, to determine financial risks, identify relevant insurance policies and obtain insurance quotes

Learners can locate further relevant information in the Support section under Insurance.



Section 5: Online teaching strategies5.1 Hints for online activities If you are delivering the program online, email may be the primary method of

communication with your learners, so ensure that you have a clear system of email folders for managing the traffic.

If you are not meeting learners face-to-face on a regular basis, keep in contact using your agreed communication method.

Be clear about timeframes by setting targets for learning. These can help you with your online lesson planning. You will need to set frameworks so your learners know what to do and when to do it.

Be aware that some learners may not want to share business ideas with other learners, as they could be in competition with one another in the future.

5.2 Collaboration and interaction using ToolboxesTeaching in an online environment focuses on facilitating and guiding the learner’s progress. Learners have significant learning resources available to them in the Toolboxes, in the workplace and on the World Wide Web. Helping your learners to navigate this information and pinpoint the relevant materials to meet performance criteria is your central role. It requires a clear statement of learning objectives and regular feedback from you on learner progress. Email and discussion boards are powerful communication tools when applied in this context.Toolboxes are designed to encourage learner collaboration through communication tools and you should decide how to set up this collaboration. The activities are customisable depending on requirements. For example, you might set up a discussion board topic that includes a start and finish date and a proportion of final assessment weighted to participation. You might notify your learners of these requirements by email, as well as through an initial posting on the discussion board. The discussion board (along with other tools) is a useful record of learner contributions for assessment purposes.Online discussions will only work if there is a sense of team collaboration and it is important that you consider how to develop this team environment. Here are a few tips.

5.3 Starting together as a group – online icebreakers You can use an online icebreaker in a computer training room or with learners who are at

different locations. If you intend your learners to collaborate online (using email, a learning management

system or a web discussion board), it is important to give them a chance to become familiar with each other by using the medium before they get down to the serious part.

Go to http://www.thiagi.com for some ideas. Follow the link from Free Resources to the Freebies page, then choose Training games.

Set group projects based on the worksheets and journals.The downloadable worksheets are accessed throughout the Toolbox. A small group could: work together to identify common business issues, and then work on it as a team within

their organisation.Some advantages of this approach are: it can facilitate social learning, especially useful if learners are geographically dispersed or

isolated learners practise using online communication tools in a practical, task-focused way


http://www.thiagi.com/


it can allow learners to practise planning, collaboration, consultation and networking skills it can be integrated with assessment of underpinning skills, such as communication skills,

and of the key competencies.Here are some practical suggestions for implementing group projects. Limit teams to no more than three or four learners. Set a date for completion of the group project. Consider asking learners to write a self-assessment of their contribution to the group

process. This will encourage learners to reflect on their collaborative skills and provide you with more information if you are considering using the group work as an assessment item.

Provide guidelines on how you expect your learners to collaborate, for example entirely online, or through a mix of face-to-face meetings and online communication.

Keep track of learners who are not contributing in group or online activities, they may still be absorbing the information that other learners offer into these conversations and need further encouragement to get involved.

5.4 Tips for implementation Here are some other types of group activities that you may like to adapt. They are in a (very) rough order from easiest to hardest for learners to do online. Debate – turn the group work topic into a debate. Assign teams to the ‘yes’ and ‘no’ cases,

choose an adjudicator, and hold the debate on your discussion board or chat system. An example could be 'Primary research is hard to do and takes a long time so it's just not worthwhile; secondary research is all that's needed if you're trying to research a business idea'.

At the coalface – focusing on a particular topic, learners tell each other about their own past experiences. It is usually easy for most people to talk about their own experiences. The questions you set for the group should also encourage some critical reflection, for example ‘What would you do differently if you were setting up a personal fitness business like Byron’s?’

WebQuest – learners find good websites on a particular topic. The chief idea of a web quest is to search for answers to a problem or a ‘quest’ on the net and then feed the information back to the group either informally or in a report. This can be through discussion, contributions to a wiki, or a group report assembled via instant messaging or emailing contributions in a text document. The facilitator can set different groups to research different aspects of a problem or workplace practice. This is a good way to develop web research skills and collaboration skills at the same time. This would be particularly useful in the tasks relating to legislation and policy.

Business investigation research – use team research to direct learners to look at a particular issue/problem/process in their business. Put learners in small teams and have them report back to the larger group.

Peer review – learners team up with a study buddy and give structured feedback on each other’s work on a given task. This is useful for encouraging group collaboration and support, and to practise the important skill of giving and receiving feedback. Use the process of Praise–Improvement–Praise to facilitate this.

Role play – use this where practising an interpersonal skill is relevant, such as dealing with a bank manager or other professional service provider. Use role plays carefully; they require some skill on the part of the facilitator. Ensure that debriefing occurs to deal with any issues that come up as the group reflects on and evaluates the interactions. The actual learning comes from this post role play session.

Blogs – A blog (short for weblog) is a person's online diary. It is regularly updated and 'postings' appear in chronological order. Some blogs allow visitors to make comments or ask questions.



WIKI’s –A Wiki is used as a group online communication tool. Learners can individually contribute in group discussions, recording business ideas and opportunities. Each learner can add to or change what is posted on the WIKI and learners can set up an alert that sends an email telling them someone has made a new contribution.

5.5 Social networking for collaboration and interactionEvery day, your learners communicate with each other in new and different ways. Email, mobile phones, text messaging and Podcasts are common forms of communication young people use. They are powerful tools and it stands to reason that if they can be used in everyday communication, they can be used in education too.Social networking tools allow you to assist learners to network with other learners as they complete Toolbox activities. For example, you can ask learners to create networks by: sharing their work in weblogs, for example writing in their own blog or sharing mobile

phone photos in moblogs (mobile weblogs) collaborating with others to develop documents, for example using wikis to put together a

response to a problem creating and sharing photos of their work using photo sharing software creating and sharing bookmarks of sites they have found useful in research creating and sharing media files capturing their work, for example MP3s or video files sharing their evidence for assessment in social networking spaces on the internet share ideas and information via a virtual conference.

5.6 Communication activities

5.6.1 Possible discussion topics Consider why Tracy Bialek's idea progressed from an idea to the development of Ripple

Products Pty Ltd. Discuss learner responses to the idea of setting up a gardening micro business as a sole

owner, sole owner with staff and/or as a partnership. Ask learners to imagine that there is already a gardening micro business operating in the area of their choice and focus the discussion on what the alternatives are and list the possible options.

5.6.2 Business ideas wikiSet up a Wiki for the group to use to record their group's business ideas and opportunities. To do this you need to: set up the wiki structure so that contributions can be organised appropriately. Once the wiki is created, here are some headings you could use: Changing technology, for example, world market through the internet. Social attitudes, for example, environment, health, fitness, leisure, expectation of 24 hour/7

day week services. Particular groups of people, for example, retiring baby boomers, cultural groups, single

parents, females who wish to travel. Changes to government regulations, for example, services providing advice about

employment contracts. Particular events, for example, long-term drought and associated products for gathering

and conserving water.You will also need to set up some guidelines about how the group will use the Wiki, such as:Australian Flexible Learning Framework 46


help the group decide upon a start date and end date for contributions help the group decide on the headings they will use to organize their wiki (see below for

some headings and examples to get you started) make sure everyone in the group knows that they should contribute as many ideas as they

can under each of the headings make sure everyone contributing sets an alert so that they get an email telling them

someone has made a contribution.

5.6.3 Possible debate topicsLearners are asked to consider, discuss or debate the following statements: 'Market trends can result in the end of one product and the development of a new product’. 'Primary research is hard to do and takes a long time so it's just not worthwhile; secondary

research is all that's needed if you're trying to find out about a business idea'. ‘One man’s opportunity is another man’s threat’.

5.6.4 Possible group work ideas As a group, learners build a collection of broad areas where business opportunities could be

found and add some examples of business ideas. As a group, construct a list of useful sources of information for people wishing to

investigate business ideas. Learners work in small groups to consider the key factors which influence the viability of a

given business. Each group presents findings and similarities are identified along with ideas to increase the viability of the proposals.

Learners discuss their responses to the changing market with other people, such as learners, friends or those employed in the music industry. Learners identify and compare the differences and similarities between responses and describe why people’s opinions vary.

A Chinese-whispers style activity where learners communicate a business idea to illustrate how important getting the facts and clarifying information can be in a business situation. Learners discuss the outcomes of the activity and share what they have learned.

Learners work in a group to review five different payment options for purchasing a computer. Learners calculate how much the loan will cost over the full payment period, then assess and summarise the pros and cons of the options listed in the activity.



Section 6: Access and equity issuesThe My Micro Business Toolbox is designed to improve access to study and related outcomes for all clients and potential clients who want to start a micro business. It caters for a range of learning styles and purposes by providing multiple entry points. The interface allows learners to navigate in a variety of ways, maximising accessibility.This Toolbox provides a supportive learning environment, utilising a variety of businesses to encourage all learners to identify with the business case studies for their individual circumstances. Learners to able to interact with materials that: reflect the multicultural realities of Australian businesses include multiple ways of learning and teaching promote equity of learning outcomes.

The target audience has a broad range of educational backgrounds and skills. To accommodate these needs, the Toolbox: uses clear, plain English in addition to a glossary provides still images and videos and a selection of real business case studies advises on facilitation for learners who may have literacy difficulties and be lacking

confidence as learners, particularly online learning.



Toolbox contact details:Flexible Learning Toolbox Help Desk

Phone: 1300 736 710Email: [email protected]

Website: flexiblelearning.net.au/toolbox

For more information contact:Australian Flexible Learning Framework

Phone: (07) 3307 4700Fax: (07) 3259 4371

Email: [email protected]: flexiblelearning.net.au

GPO Box 1326Brisbane QLD 4001


mailto:[email protected]

Documents

Series 11 Teacher guide and template€¦ · Web viewLearners increase their awareness of business opportunities by gathering information from appropriate sources and record ideas