Business Management 2013
Teaching and learning resources
Sample unit of work:
Making small-to-medium enterprises work
Three sample units of work are available for Business Management 2013:
 Managing organisational change
 Making small-to-medium enterprises work
 Corporate social responsibility.
The Making small-to-medium enterprises work unit of work is provided in this resource. It is not a
full unit of work, and the materials provided are neither prescriptive nor exhaustive.
This unit of work relates to the context of small-to-medium enterprise management. It demonstrates
ways of teaching and learning in context. Schools may select from a range of contexts or they
may develop contexts suited to student interests, school location and resource availability.
Schools are advised to adapt teaching and learning experiences to suit student interest and
the availability of resources.
Guidelines for sample resources
The sample resources incorporate the objectives described in the dimensions of the syllabus,
include suggestions that schools could choose to follow, and offer flexibility to cater for a wide
variety of students and school contexts. These sample resources demonstrate:
 organisation and development of course content
 teaching and learning supporting the syllabus
 learning experiences that support achievement of the objectives described in the dimensions
 alignment between content, learning experiences and assessment.
Learning experiences
Learning experiences support the educational goals of the subject and align with assessment.
They are student-based activities that:
 provide opportunities to achieve the objectives described in the dimensions of the syllabus
 occur in authentic, relevant and worthwhile contexts
 vary in scope and depth, duration and degree of challenge
 reflect current practice in the wider community
 suit particular student needs, abilities and interests
 allow students to work independently and with others
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 encourage students to think and act for themselves.
Learning experiences should provide a balance and variety of activities across the whole course
and cater for the school’s context, resources and the unique characteristics of each cohort of
students.
Teaching and learning in context
This unit of work demonstrates ways of teaching and learning in context. Schools may select from
a range of contexts or they may select contexts suited to student interests, school location and
resource availability.
Possible contexts include:
 international business management
 small-to-medium enterprise management
 not-for-profit management
 industry-specific management, e.g. local industry, sports, agribusiness, hospitality
 venture management.
Where a context is selected or developed, aspects of at least two areas of study are drawn
together. Integrating areas of study allows students to develop an understanding of the ways
in which business functions interact to collectively meet the objectives of a business.
For example, not-for-profit management may be the context through which the areas of study
human resource management and financial management are delivered. Alternatively, small-tomedium enterprise management may be the context through which human resource
management, financial management, business development and marketing management
are delivered.
When developing units that integrate areas of study, teachers should:
 identify a context within which the areas of study are to be taught
 select relevant subject matter to teach the focuses of the selected areas of study
 develop authentic and relevant learning experiences which allow students to engage with the
selected context and develop the knowledge and skills required to respond to the assessment
instrument, i.e. practise the elements of the chosen assessment genre.
Business Management 2013
Sample unit of work: Making small-to-medium enterprises work
Queensland Curriculum & Assessment Authority
February 2015
Page 2 of 8
Unit title: Making small-to-medium enterprises work
Context
Small-to-medium enterprise management
Dimensions
Knowing and understanding business management
Applying and analysing management strategies
Evaluating and communicating management strategies
Areas of study
Human resource management (HM)
Financial management (FM)
Business development (BD)
Marketing management (MM)
Focuses
HM
Suggested time
allocation
Areas of study
are selected to
suit the context.
Human resource management involves managing
people, building motivation, using the principles of
job design and managing the employment cycle for
efficient practice.
FM
Financial management occurs through the analysis
and interpretation of accounting records and is
necessary if businesses are to achieve their goals.
BD
Business development involves entrepreneurship
as students develop and test innovative and
creative ideas, preparing business feasibility
studies that determine the viability of those ideas.
MM
Marketing management involves businesses
continually researching consumer markets and
tailoring products, ideas and services to satisfy the
changing needs and wants of consumers and
society.
Focuses of the
selected areas
of study must
be taught in
this context.
55 hours; Year 11
Learning experiences
Underpinnin
g practices
CS
Define human resource management.
Explain the management processes and strategies used for
attracting the appropriate mix of human resources.
Use surveys or research to collect or develop organisational charts
from a number of small-to-medium enterprises.
Working in small groups, analyse cases to identify the mix of
human resources appropriate for these enterprises.
Complete a SWOT analysis and evaluate these cases to determine
if there are skills absent from the enterprise, or if there is a surplus
of certain skills.
Formulate recommendations and draw revised organisational
charts.
Work in groups to collect job advertisements for a range of small-tomedium enterprises. Negotiate group membership and ground
rules.
Allocate tasks and set time frames for the collection of
advertisements.
Analyse the advertisements to determine the management
processes and strategies used for attracting staff.
Business Management 2013
Sample unit of work: Making small-to-medium enterprises work
MS


The
underpinning
practices,
Communication
strategies (CS)
and
Management
strategies (MS)
are developed
through
learning
experiences.


Queensland Curriculum & Assessment Authority
February 2015
Page 3 of 8
Learning experiences
Underpinnin
g practices
CS
Evaluate the effectiveness of these management processes and
strategies. Suggest ways to improve the advertisements.
In pairs, create a job advertisement for a fictional position within a
small-to-medium enterprise.
Each team member develops an advertisement. Analyse the
alternatives and amalgamate the versions to create the best
advertisement.
Define the employment cycle.
Define the ways in which the employment cycle is conducted in
various small-to-medium enterprises.
As a class, develop a performance appraisal for ‘being a highperforming student’. Students actively listen to others, work
effectively with others when sharing ideas and encouraging
participation, and speak persuasively to express their views.
Students complete the performance appraisal, analysing their
performance and making recommendations for future behaviour.
Link ideas about student behaviour and performance to the role of
employee performance appraisals in achieving business objectives.
Define and explain various theories of management and leadership.
Describe management and leadership styles using examples.
Simulate management and leadership styles through roleplays.
Analyse these management and leadership styles from a number of
perspectives, including achieving business objectives.
Evaluate the effectiveness, and social and human impacts, of these
styles. Formulate recommendations for management and
leadership styles.
Explain the ways human resource managers facilitate
communication and cooperation between management and
employees.
Roleplay situations or play games to facilitate communication and
cooperation.
Analyse the outcomes of these roleplays.
Evaluate the effectiveness of the methods used to facilitate
communication and cooperation.
Present students with a number of case studies. Apply knowledge
to identify issues in these case studies. Formulate
recommendations for facilitating communication and cooperation.
Define entrepreneurship and intrapreneurship.
Explain the impact that management and leadership styles, and
communication and cooperation, may have on intrapreneurship and
building a culture of free thinking.
Link intrapreneurship to innovation, creativity, showing initiative and
building a business.
In small groups, students demonstrate intrapreneurship by
developing a new and exciting idea for the school yard.
Students present their ideas to the class, who conduct a SWOT
analysis of the ideas.
As a class, develop criteria for evaluating the ideas. Test the
viability and ethical nature of new ideas. Evaluate ideas and
determine the idea that meets all criteria.
Consider the cost of each idea. Link this idea to financial
management.
Business Management 2013
Sample unit of work: Making small-to-medium enterprises work
MS


Evaluation
here requires
students to
develop criteria
for assessing
the
effectiveness
of these
management
processes and
strategies.
Where possible,
involve students
in learning
experiences
that simulate
authentic
management
situations.





Incorporating
subject matter
and
underpinning
practices can
lead to the
development of
active learning
experiences.
If developing
Possible
Assessment A,
students
should be given
opportunities to
build their skills
and confidence
in presenting
to others.
Queensland Curriculum & Assessment Authority
February 2015
Page 4 of 8
Learning experiences
Underpinnin
g practices
CS
Define financial management and the role of financial management.
Explain the ways that financial decisions allow a business to
survive, grow and achieve its goals and objectives.
Describe the options for sourcing finance.
Working in small groups, students collect information regarding
different sources of finance. Compare and contrast the sources of
finance.
Consider three case studies of small-to-medium enterprises.
Apply knowledge to identify issues in these case studies.
Conduct a SWOT analysis of each source of finance in relation to
the case studies. Select a source of finance to suit each enterprise.
MS


Authentic
financial
information
should be
gathered where
possible.
Explain the methods that businesses employ to manage the risks of
finance.
Define and explain methods of financial analysis, such as financial
ratio analysis.
Complete a number of ratio analyses and formulate financial
management recommendations for case studies.
Predict the short- and long-term impacts of the proposed financial
management strategies.
Relate financial analyses to intrapreneurial ideas developed by
students.
Analyse the financial impact of the ideas and evaluate the options.
Define marketing and describe its importance when identifying and
satisfying consumer wants and needs.
Using the intrapreneurial ideas developed, conduct research to
determine the wants and needs of school students, teachers and
administration. Use various technologies to gain this information.
Explain the methods business managers use when selecting
marketing orientation suited to their target market. Explain the
effects of legislation, societal and ethical considerations on
marketing decisions.
Define and explain marketing mix — price, product, promotion and
place.
Invite a guest speaker from the field of marketing to speak to
students about quality marketing ideas.
Analyse a wide variety of marketing. Evaluate the success of the
marketing in terms of the marketing mix and target market,
considering legislation, societal and ethical implications.
Select a case study and develop a marketing plan for the business.
Explain the components of feasibility studies.
Describe the importance of feasibility studies when determining the
viability of a proposed business or idea.
Model a competition analysis relating to marketing, human
resources or financial considerations.
Students develop a business idea relating to marketing, human
resources or financial management. All three could be integrated.
Explain how the evaluation of a feasibility study provides a test of
the feasibility and viability of the proposed business or idea,
allowing recommendations for future action to be made.
Establish a process of peer-editing. Invite students to provide
feedback as a critical friend.
Business Management 2013
Sample unit of work: Making small-to-medium enterprises work
Students apply
their knowledge
to case studies,
comparing and
contrasting
cases.


Involving
industry
professionals
allows students
to experience
real-world
learning.
If developing
Possible
Assessment B,
model a
feasibility study.

Queensland Curriculum & Assessment Authority
February 2015
Page 5 of 8
Possible assessments
Three possible assessment ideas are provided here to model the ways in which assessment may
be developed in Business Management. Units of work may include one or more assessment
instruments. These examples are neither prescriptive nor exhaustive.
Possible Assessment A
Assessment
Human resources feasibility study (multimodal presentation)
Dimensions and
objectives
Knowing and understanding business management
 use business management terms, concepts and theories
 describe business situations using examples
 explain management processes and strategies
An assessment
technique is
selected to suit
the inquiry and
the stage of
learning.
Applying and analysing management strategies
 select and organise business information from primary and
secondary sources
 apply knowledge to identify issues in business situations
 analyse business information and management strategies,
and interpret trends, patterns and relationships
Evaluating and communicating management strategies
 evaluate management strategies to formulate
recommendations
 justify recommendations using evidence
 communicate using language conventions to suit
audiences and purposes
Possible task
Conditions
Conduct a human resources feasibility study for a local
small-to-medium enterprise. Determine the current human
resources situation in this enterprise.
Analyse the needs of the enterprise at the current time and
into the future as the enterprise expands.
Analyse competitors to determine the human resources of
similar small-to-medium enterprises. Identify trends, patterns
and relationships.
Evaluate the analyses to determine the best possible human
resources situation for this enterprise. Evaluate the feasibility
of this situation. Formulate recommendations, justifying
these with evidence.
Present the feasibility study as a multimodal presentation to
the class, who will act as the owner of the chosen small-tomedium enterprise.
The task is
developed to
ensure students
provide
evidence of
syllabus
objectives.
Determining an
audience and
purpose can
assist students
in selecting
appropriate
language.
Conditions
reflect the
syllabus
guidelines.
3–5 minutes
Business Management 2013
Sample unit of work: Making small-to-medium enterprises work
Queensland Curriculum & Assessment Authority
February 2015
Page 6 of 8
Possible Assessment B
A business
feasibility study
is selected.
Assessment
technique
Business feasibility study (written report)
Dimensions and
objectives
Knowing and understanding business management
 use business management terms, concepts and theories
 describe business situations using examples
 explain management processes and strategies
Applying and analysing management strategies
 select and organise business information from primary and
secondary sources
 apply knowledge to identify issues in business situations
 analyse business information and management strategies,
and interpret trends, patterns and relationships
Evaluating and communicating management strategies
 evaluate management strategies to formulate
recommendations
 justify recommendations using evidence
 communicate using language conventions to suit
audiences and purposes
Possible task
Select one of the small-to-medium enterprises that has been
encountered in this unit and develop a business feasibility
study.
Consider the marketing, human resources and financial
management requirements of this enterprise.
Analyse the needs of the enterprise at the current time and
into the future as the enterprise expands.
Analyse competitors to determine the marketing, human
resources and financial requirements of similar small-tomedium enterprises. Identify trends, patterns and
relationships.
Evaluate the analyses to determine the feasibility of this
enterprise. Formulate recommendations, justifying these
with evidence.
Present the feasibility study as a written report to the owner
of the chosen small-to-medium enterprise.
Conditions
800–1000 words
Business Management 2013
Sample unit of work: Making small-to-medium enterprises work
Queensland Curriculum & Assessment Authority
February 2015
Page 7 of 8
Possible Assessment C
Assessment
technique
Examination:
Extended response to stimulus
Dimensions and
objectives
Knowing and understanding business management
 describe business situations using examples
 explain management processes and strategies
Objectives
within the
dimensions are
selected to suit
the task.
Applying and analysing management strategies
 apply knowledge to identify issues in business situations
 analyse business information and management strategies,
and interpret trends, patterns and relationships
Evaluating and communicating management strategies
 evaluate management strategies to formulate
recommendations
 justify recommendations using evidence
Possible task
Conditions
Read and review the the financial and human resource
information for a small-to-medium enterprise.
The business owner aims to increase profits, increase
market share and reduce human resources.
Analyse the information of this business. Evaluate the
analyses to formulate recommendations to meet the aims of
the business owner. Carefully justify the recommendations.
In some cases, there may be areas that you need to ‘trade
off’ against each other. Provide the business owner with a
number of options.
90 minutes
400–600 words
Stimulus provided one day prior
Business Management 2013
Sample unit of work: Making small-to-medium enterprises work
Authentic
information
should be
gathered from
real businesses
where possible.
When stimulus
materials are
voluminous,
they should
be provided
prior to the
examination.
Queensland Curriculum & Assessment Authority
February 2015
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