Unit Four Social Responsibility −
It’s Everyone’s Job!
Contents
Unit Overview 3
Learning and Teaching Activities within this Unit
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Theme 1 Corporate Social Responsibility (CSR)
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Theme 2 Social Responsibility − 8
Employers and Employees Theme 3 Social Responsibility − The Environment 9
Theme 4 Quandaries
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Theme 5 Social Enterprise
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Theme 6 Business in the Community 12
Resources
Useful Websites
Aim
In this unit, pupils explore
the increasing importance of
Corporate Social Responsibility
(CSR) in organisations. Pupils
find out about the role of CSR
in empowering and engaging
them as employers and
employees of the future.
Stockbyte (Getty Images)
Unit Overview
Employability Skills Focus
Mapped to the
Statutory Statements
Pupils should be enabled to:
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investigate the increasing social responsibility
of businesses in the community; and
develop a personal career plan based
on relevant information and guidance.
Learning Intentions
Pupils learn that:
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CSR is an increasing priority for
many organisations;
organisations can demonstrate their
social responsibility in a variety of ways;
society can gain important benefits
from organisations that are committed
to continuous improvement; and
social enterprise has an increasing role
in the Northern Ireland economy.
Problem-Solving
(including thinking, decision-making and being creative)
- Interpret information through comparing and classifying.
- Analyse perspectives and synthesise information to meet
the needs of a variety of workplace situations.
Key Questions
Success Criteria
Throughout this unit, encourage pupils to
consider the following questions:
At the end of this unit, pupils will:
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This unit allows pupils to
develop the skills that meet the
statutory requirements of the
revised curriculum at Key Stage
4. The focus within this unit is
outlined in the table below:
understand the term Corporate
Social Responsibility;
be able to give examples of how a
business can be socially responsible;
recognise the ways in which employers
and employees can be socially responsible;
know some of the benefits of being
socially responsible;
identify how businesses contribute
to the local community; and
understand the role of a social enterprise.
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What is Corporate Social Responsibility (CSR)?
Why do organisations promote CSR?
In what ways can a business be socially responsible?
What are the benefits of working in an organisation
that is socially responsible?
Will I have social responsibility as an employee?
How does a social enterprise differ from
other enterprises?
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Learning and Teaching
Activities within this Unit
Theme 1
Theme 5
Corporate Social
Responsibility (CSR)
Social Enterprise
Pupils explore Corporate Social Responsibility
(CSR) and how organisations are implementing
CSR strategies and activities.
Theme 2
Social Responsibility −
Employers and Employees
Pupils investigate the importance of being socially
responsible employers and employees.
Theme 3
Social Responsibility −
The Environment
Pupils examine the role of organisations in
protecting the environment.
Theme 4
Quandaries
Stockbyte (Getty Images)
Pupils explore the ethical issues faced in
the workplace.
Pupils are introduced to the concept of a social
enterprise. They compare how working for a
social enterprise differs from working for a
private enterprise.
Theme 6
Business in the Community
Pupils explore how businesses contribute
to the community.
Theme 1
Corporate Social
Responsibility (CSR)
Pupils explore Corporate
Social Responsibility (CSR)
and how organisations
are implementing CSR
strategies and activities.
Activity 1
Divide the class into groups of four or five individuals.
Distribute the CSR Good Practice Cards to each group.
Ask the groups to consider why organisations might
try to meet these targets. Ask each group to sort the
cards and to classify them into different categories.
Next, ask the groups to re-classify the cards according
to the three areas of sustainable development that
CSR relates to:
- economic;
- social; and
- environmental responsibility.
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Invite the groups to share their ideas with the rest of
the class.
Initiate a class discussion. Encourage the pupils to talk
about why organisations might choose to introduce CSR
strategies. Invite them to pose questions about how
CSR impacts on changing work practices, for example
‘How do CSR strategies affect office workers?’
Activity 2
Support Materials for Activities
- CSR Good Practice Cards (Resource 1)
- CSR Discussion Cards (Resource 2)
- CSR Case Study from the
internet/newspaper
- Flip chart
Inform the pupils of the accepted government definition
of CSR: ‘How business takes account of its economic,
social and environmental impacts in the way it operates
– maximising the benefits and minimising the
downsides.’
Organise the class into groups of four or five
individuals. Ask the groups to generate ideas for how
organisations can be socially responsible. Encourage
them to think about how local organisations are
socially responsible. Ask the groups to list their ideas
under three headings:
- economic
- social
- environmental.
Stockbyte (Getty Images)
Ask the groups to share their ideas with the rest of the
class. Record these onto the whiteboard or a flip chart.
Distribute a CSR case study to each group. You can find
case studies on the internet or in local newspapers. Ask
the groups to read and discuss the case study and to
prepare a short report about the organisation featured.
The report should include:
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a brief outline of the organisation;
a description of how the organisation is
socially responsible; and
an outline that explains in what ways being
socially responsible benefits:
− the company or organisation;
− the employees; and
− the local community.
Activity 3
Organise the class into small groups. Divide the CSR
Discussion Cards among the groups. Ask the groups
to read and discuss the cards and to answer the
following questions:
- Why has this occurred?
- What are the consequences for the workplace?
Theme 2
Social Responsibility −
Employers and Employees
Pupils investigate the
importance of being
socially responsible
employers and
employees.
Activity 1
Invite the pupils to respond to the following
statement: ‘Job seekers think it is important
that companies are committed to Corporate
Social Responsibility.’
As a class, discuss why the statement might be true.
Make a list of the reasons on a board or flip chart.
Ask the groups to imagine that they have been
nominated for the following award: Socially
Responsible Employees 2007. Challenge the groups to
prepare a short presentation on why their company
should win the award. Encourage the pupils to
research how the organisation they have chosen is
socially responsible. Give them time to carry out their
research and to prepare their presentation. Make sure
they have access to the internet to carry out research.
Invite the groups to make their presentations to the
rest of the class. If possible, invite local employers to
judge the award. Afterwards, invite local employers to
talk about new and exciting job opportunities that are
emerging because of the increasing importance of CSR.
Activity 3 − Extension opportunity
Potential links with Citizenship
Ask the pupils to work in pairs. Ask the pairs to
suggest ways in which employers can be socially
responsible to their employees. If pupils have
problems generating answers, give them the
following examples:
- flexible working hours;
- stress management;
- coaching and mentoring; and
- bonuses.
Initiate a class discussion. Encourage the pupils
to identify:
- factors that contribute to a positive working environment in the school;
- factors that contribute to good relationships between pupils and teachers;
- factors that contribute to a positive school environment; and
- how your school is socially responsible.
Invite the pairs to present their ideas to the rest of the
class. As a class, agree on the top five ways employers
can be socially responsible to their employees.
As a class, decide on three new ways of improving
CSR within your school. Invite the pupils to present
their ideas in a format that is accessible to all pupils,
staff, governors and parents.
Activity 2
Explain to the class that it’s not just employers who
need to be socially responsible. Employees must be
socially responsible too.
Divide the class into four groups. Ask each group to
pretend they work for a well-known company,
for example:
- Coca Cola;
- BMW;
- Tesco; and/or
- Sony.
Theme 3
Social Responsibility −
The Environment
Pupils examine the
role of organisations
in protecting the
environment.
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- Using pro own and others’
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Support Materials for Activities
- Cost/Benefit Analysis Template (Resource 3)
Activity 1
Initiate a class discussion about the importance
of being environmentally friendly. Invite pupils to
suggest why it is important to be environmentally
friendly. List their ideas on the board or a flip chart.
Split the class into two groups: Group 1 and Group
2. Present the following statement to Group 1:
‘To cause the most damage to the environment,
organisations should...’ Ask the pupils to work in
pairs and to use the statement to identify how
organisations could damage the environment.
Present the following statement to Group 2:
‘To be environmentally friendly, organisations
should...’ Ask the pupils to work in pairs and to use
the statement to identify how organisations can be
environmentally friendly.
Invite pairs from Group 1 to present their ideas to
the rest of the class. List their ideas on the board
or a flip chart. Ask the class to vote on the five
most damaging things organisations can do to
the environment.
Next, invite pairs from Group 2 to present their
ideas to the rest of the class. List their ideas on
the board or a flip chart. Ask the class to vote on
the five most effective ways organisations can be
environmentally friendly.
Activity 2
Divide the class into groups of three or four
individuals. Ask each group to imagine that they are
a team of environmental consultants. Each group
must write a report or create a mind-map on how
an organisation of their choice could improve its
environmental practices. Distribute the Cost/Benefit
Analysis Template to each group, and ask them to
complete this as part of their report.
Alternatively, allocate one of the following
organisations to each group:
- a local fish and chip shop;
- a local shop;
- a multinational company;
- a local community centre; or
- a local leisure centre.
Ask each team to prepare a presentation outlining
their recommendations to the chosen organisation.
Activity 3 − Extension opportunity
Organise the class into groups of three or four
individuals. Ask the groups to create a poster or leaflet
to encourage either an employer or an employee to
become more environmentally responsible. Generate
and agree the success criteria in advance, for
example:
- present views clearly;
- keep a clear focus on the intended audience; and
- use a range of strategies to engage and persuade,
such as language and visuals.
Display the work around the classroom. Invite the
pupils to evaluate each other’s work based on the
agreed success criteria.
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Theme 4
Quandaries
Pupils explore the
ethical issues faced in
the workplace.
- using local suppliers at a higher cost; and/or
- making staff redundant.
Remind pupils that business decisions can be
complex and that they can have a negative impact on
employees, customers and/or the environment.
Activity 2
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Support Materials for Activity
- Workplace Quandaries Cards (Resource 4)
Activity 1
Initiate a class discussion about a range of personal
ethical quandaries, for example ‘study for exams
or lose your part-time job’ or ‘tell the truth and risk
losing a friend’.
Explain to the pupils that employers and employees
are continuously faced with ethical quandaries in the
workplace. Ask the pupils to suggest some examples
of workplace ethical quandaries.
Examples might include:
- using recycled packaging at a higher cost;
Divide the class into groups of four or five individuals.
Distribute one of the Workplace Quandaries Cards
to each group. Ask each group to:
- consider the quandary and the range of options
the company has;
- evaluate the pros and cons of each option;
- decide what the company should do; and
- explain how the decision complies with CSR
and what the benefits/costs will be.
Ask each group to write a report to describe the
quandary faced by their company and justify the
decision made. Invite the groups to present their
report to the rest of the class.
Ask pupils to consider the following questions:
- What really made you think during this activity?
- Why and how?
Activity 3 − Extension opportunity
Organise the class into small groups. Ask the groups
to imagine they are planning a team day for an
organisation of 20 employees. The purpose of the
team day is to promote teamwork and CSR. Ask the
groups to create an itinerary for the day. Inform them
that they will be asked to present their ideas to the
rest of the class and should be able to explain and
justify them.
Invite the groups to present their itinerary to the rest
of the class. Ask them to explain how each activity
benefits the organisation and employees.
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Theme 5
Social Enterprise
Pupils are introduced
to the concept of a social
enterprise. They compare
how working for a social
enterprise differs from
working for a private
enterprise.
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Activity 1
Write the following list on the board or a flip chart:
- charity shops;
- credit unions;
- local enterprise agencies;
- community businesses; and
- housing trusts.
Ask the pupils to thought shower what they already
know about these organisations. Explain that these
organisations are examples of social enterprises.
Ask the pupils to work in pairs. Challenge the pairs to
define a social enterprise. Next, ask them to compare
their definition with the following: ‘an organisation
that trades in goods or services for a social purpose.’
Invite pupils to identify the social purpose of the
organisations listed on the board. Next, ask them to
consider how a social enterprise might differ from a
private enterprise, for example:
- exists for a social purpose;
- has volunteers working for it;
- not profit orientated; and/or
- bigger focus on social responsibility.
- Provid
Activity 2 - Extension opportunity
Ask the pupils to work in pairs. Each pair must choose
a social enterprise and prepare a leaflet to encourage
people to work or volunteer for that organisation.
Encourage the pupils to use the internet and/or local
newspapers to research their chosen social enterprise.
Give them time to carry out their research and
prepare their leaflet.
Ask each pair to join another pair and to present their
leaflets and thoughts to each other. Encourage the
pupils to consider the benefits of working in a social
enterprise.
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Theme 6
Business in the
Community
Pupils explore how
businesses contribute
to the community.
Support Materials for Activity
- Cost/Benefit Analysis Template
(Resource 3)
- Pupil Reflection Record (Resource 5)
Activity 1
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Initiate a class discussion. Invite the pupils to identify
the social benefits and social costs of businesses in
the local community. Use the Cost/Benefit Analysis
Template to record their answers on the board or a
flip chart. Examples of social benefits and costs are
listed below:
Social benefits
- Providing jobs
- Providing goods and services
- Investing in the area
- Sponsoring local football teams
- Donating to local charities
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Social costs
- Polluting the environment
- Buildings take up living space
- Buildings are located on potential park areas
- Displacement of other businesses
Examples of organisations pupils might choose include:
- local councils;
- Business in the Community;
- Health and Safety Executive; and/or
- Labour Relations Agency.
Activity 2
Give groups time to carry out their research and
write up their findings. Pupils will need access to the
internet to carry out their research.
Ask the pupils to work in pairs and to choose a local
business or organisation.
Ask each pair to write a newspaper article on the
impact that business has had on the local community.
Remind each pair to write about both the positive and
negative impacts.
Invite the pairs to share their newspaper articles with
the whole class.
Activity 3 − Extension opportunity
Organise the class into groups of three or four
individuals. Ask the groups to research an organisation
that supports the promotion of Corporate Social
Responsibility.
Invite each group to present their findings to the rest
of the class.
Activity 4
Distribute a copy of the Pupil Reflection Record
to each pupil. Encourage them to read the Pupil
Reflection Record and think about their learning to
date. Ask the pupils to complete the Pupil Reflection
Record. Finally, invite them to take part in a group
discussion to share their learning with each other.
It might be useful to record feedback from individual
pupils in their Progress File.
Education for Employability - Year 12 Resource
The WOW Factor - Unit 4: Social Responsibility − It’s Everyone’s Job!
Resource 1
CSR Good Practice Cards
Recycle printer and
toner cartridges.
Encourage staff to car share,
walk or use public transport
to get to work.
Turn the office heating system
down a few degrees and
have it checked regularly.
Encourage a positive
working environment.
Replace all lighting with
low energy light bulbs.
Implement a customer
care policy.
Support local businesses
and/or industries.
Install low energy systems or
equipment where possible.
Education for Employability - Year 12 Resource
The WOW Factor - Unit 4: Social Responsibility − It’s Everyone’s Job!
Resource 1
Make sure lights, computers
and other equipment are
switched off at the mains,
when appropriate.
Buy, use and
sell environmentally
friendly goods.
Allow staff to use their
expertise to guest speak
at local schools.
Use recycled products.
Set up and promote flexible
working hours.
Deal with suppliers and
customers responsibly.
Only print when necessary.
Provide measures to reduce
stress in the workplace.
Education for Employability - Year 12 Resource
The WOW Factor - Unit 4: Social Responsibility − It’s Everyone’s Job!
Resource 1
CSR Good Practice Cards (continued)
Conduct a green audit.
Buy and use fairly traded
goods, products and services
where available.
Provide a safe working
environment for staff
and customers.
Donate to charitable causes.
Offer work placements to
pupils at local schools.
Treat employees fairly.
Education for Employability - Year 12 Resource
The WOW Factor - Unit 4: Social Responsibility − It’s Everyone’s Job!
Resource 2
CSR Discussion Cards
More and more consumers
believe it is important that a
company shows a high degree
of social responsibility.
Many people believe that
businesses should donate
a percentage of their profits
to charity.
Research shows there is a
positive relationship between
business success and Corporate
Social Responsibility.
The vast majority of employees
think it is important that their
employer is responsible to society
and the environment.
Environmental campaigners
believe a charge should be
placed on carrier bags.
Many offices and businesses
do not switch off non-essential
equipment overnight.
The general public are
becoming more aware of fair
and ethical trading.
More people are boycotting
company products on
ethical grounds.
It is becoming increasingly
more important to buy
products that are linked to
charitable organisations.
Education for Employability - Year 12 Resource
The WOW Factor - Unit 4: Social Responsibility − It’s Everyone’s Job!
Cost/Benefit Analysis Template
Cost
Benefit
Resource 3
Education for Employability - Year 12 Resource
The WOW Factor - Unit 4: Social Responsibility − It’s Everyone’s Job!
Resource 4
Workplace Quandaries Cards
Profit Redistribution
Sourcing Fair Trade Goods
You have been an entrepreneur for 10
years and have loyal staff. You made
£4,000 more profit this year than you
expected.
Fermont Chocolates’ cocoa bean
supplier does not operate under
Fairtrade rules. The supplier provides
high quality cocoa beans at a low cost.
What should you do with the profits?
If Fermont sourced a new Fairtrade
supplier their costs will increase.
What should they do?
Breakeven Point
You have been operating a small
manufacturing business for 20 years.
In the past five years, you have only
been breaking even. You do not think
that this situation will change
in the foreseeable future.
You employ seven people from the
local community and three members
of your family.
What should you do?
Recycled Packaging
Staff Training
Environmentally Friendly
ABC Ltd has some extra money left
over in the staff-training budget.
Hi Tech Limited needs to purchase a
new machine.
The Personnel Manager must decide
whether to provide training in workbased skills (for example computer
training) or spend the money on
stress management sessions for the
staff (for example reflexology).
Model X will cost £15,000 but is more
environmentally friendly than Model
Y, which only costs £11,000.
What should s/he do?
Claire runs a small business from
home making ceramic vases and pots.
Her packaging sales representative
has offered her recycled packaging at
£175 per 1000 boxes or non-recycled
boxes at £125 per 1000.
What should Claire do?
Which machine should Hi Tech
Limited buy?
Education for Employability - Year 12 Resource
The WOW Factor - Unit 4: Social Responsibility − It’s Everyone’s Job!
Resource 5
Pupil Reflection Record
What benefits will you gain by choosing to work for an organisation that views CSR
as a priority?
How can you contribute to CSR as an employee?
Describe the career planning activities you have taken part in during this unit.
(Examples might include reading, watching videos, carrying out research, giving
presentations and/or learning from others.)
List one or two areas of work you want to learn more about or gain exposure to.
Signed:
Teacher:
Parent:
Education for Employability - Year 12 Resource
The WOW Factor - Unit 4: Social Responsibility − It’s Everyone’s Job!
Useful Websites
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materials for Education for Employability,
log on to www.ccea.org.uk/employability
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