SAMPLE. Resources for Courses

Transcription

1 Resources for Courses

2 A Competitive Streak Resources for Courses Teacher Instructions Students often misunderstand what is meant by the term competitive markets. For example, in the case of the supermarket industry, students often say this is a very competitive market as they appear to be fiercely competing with each other. This ranking activity aims to give students a greater understanding of competitive and concentrated markets. Resources A cut up set of Competitive Streak cards. Teaching and Learning Strategy 1 Put students in small groups and give each group a set of cut up cards. 2 Ask students to rank these in order from most to least competitive markets. There is usually no need to offer any further guidance at this stage. 3 Once students have ranked the cards, explain in more detail the notion of competitive markets. Ask students to think in terms of: a How many firms/brands are in the market? b How easy is it to enter the market? And as a rough guide, if the answer to a is many and the answer to b is very it is a competitive market. 4 Now ask students to reorder the cards. Don t worry too much about the exact order but in general, energy companies and supermarkets should be at the less competitive end of the spectrum and taxi companies, hairdressers and takeaways at the more competitive end. 5 These cards may become useful later if discussing monopolies, oligopolies etc students could group these in terms of market structure.

3 SCENARIO CARD SCENARIO CARD Hairdressers Energy Companies SCENARIO CARD SCENARIO CARD Coffee shops Supermarkets Indian takeaways SCENARIO CARD SCENARIO CARD Bus companies SCENARIO CARD SCENARIO CARD Hospitals High street banks

4 SCENARIO CARD SCENARIO CARD Internet search engines Taxi firms SCENARIO CARD SCENARIO CARD Pubs Hotels SCENARIO CARD SCENARIO CARD SCENARIO CARD SCENARIO CARD

5 Resources for Courses

6 Crème de la Candle Resources for Courses Teacher Instructions This activity encourages students to think about whether a business should accept a non-standard order. This exercise builds on skills of application, draws on knowledge of capacity utilisation and encourages students to use financial calculations to support their decisions. Resources Needed A copy of the Crème de la Candle worksheet per group/student. Students may also need access to a calculator Teaching and Learning Strategy This activity can take place individually or in small groups. Introduce the idea of a non-standard/special order. Encourage students to think about what factors they may need to think about before accepting such an order (such as capacity, potential for future business, finance etc). Then ask students to take on the position of Operations Manager for a medium sized candle business. They have received several s requesting non-standard orders which they must accept or decline, with clear reasons. There is also an option for students to accept an order but with a few conditions (e.g. subject to a higher price of.). Encourage students to make use of relevant calculations when making their decisions.

7 Special Orders These are requests to produce something similar to what the business usually does, but with a difference e.g. a customer asking for something that isn t on the menu in a restaurant. Factors to consider when deciding whether to accept a non-standard order:

8 You are the operations manager for a medium sized private limited company, in the North West. Your business primarily makes cream candles in three different sizes, for churches, gift shops and other organisations. Prices are 1 per small candle, 2 for a medium candle and 3 for a large. Factory capacity is 10,000 candles per month and capacity utilisation is currently around 85%. The market is competitive but customers tend to remain loyal when they find a supplier they are happy with. Fixed costs are 48,000 per year and variable costs are 50% of the selling price. You check your s one morning and have a few special order requests you need to reply to. From: Subject: To: Julie Non-standard Order Request Operations Manager Hi, Could you do me a batch of 200 small purple candles? I need them for my wedding. The dye is around 20 apparently. I m prepared to pay 10% more than your standard rate. Hope to hear back soon! (My wedding is in a fortnight!). Many thanks Julie Reply: Order accepted Order denied Possibly subject to the following Reason: Signature

9 From: Subject: To: Jason Non-standard Order Request Operations Manager Hi, Morning. My events company could do with some extra large cream candles twice the size of your largest candle we can t get them anywhere but I ve researched the new kit and it would cost you about We d pay twice the price of your largest candle and would like to place a trial order of 100 units and see how we go from there. Thanks for your time Jason Reply: Order accepted Order denied Possibly subject to the following Reason: Signature From: Subject: To: Maria Non-standard Order Request Operations Manager Hiya, I ve heard good things about your candles from my friends. I wondered if you could make me one which is shaped as a Christmas tree I d like to give my mum one for Christmas! Maria x Reply: Order accepted Order denied Possibly subject to the following Reason: Signature

10 From: Subject: To: Michael Non-standard Order Request Operations Manager Hello, I ve heard great things about your company and wondered if I could place an order of 4000 of your smallest candles for delivery in three months time. Due to the size of the order we were clearly hoping to negotiate a discount and are willing to pay 47p per unit. Cheers, Michael Reply: Order accepted Order denied Possibly subject to the following Reason: Signature From: Subject: To: Saqib Non-standard Order Request Operations Manager Hello, Could you make me 300 medium sized scented candles, each month, for the next 18 months? The lavender essential oil will double your variable costs but we re willing to pay 30% on top of your regular price. Best wishes, Saqib Reply: Order accepted Order denied Possibly subject to the following Reason: Signature

11 Resources for Courses

12 Decisions, Decisions Resources for Courses Teacher Instructions Decisions, decisions is a resource that can be used to introduce the concept of opportunity cost and/ or develop student s skills of analysis and evaluation. This makes the activity ideal for revision/ developing student exam skills. The activity works best in three s/ small groups and involves students making real life decisions based on a short context. The activity comes with two sets of resources: 1 Scenario cards complete with questions for students to complete 2 Scenarios cards without the student questions (therefore allowing the teacher to set their own questions based on the scenario(s). Teaching and Learning Strategy (A) Using the resource to introduce opportunity cost 1 Split the class up into three s/ small groups 2 Give each group one (or more) of the scenario cards (it is up to the teacher to decide whether or not to use the set with the student questions). It is a good idea to give some of the same scenarios to different groups of students to compare and contrast the decisions (and reasoning) that each group of students has made 3 Each group then needs to decide which option they would take (option A or option B) and complete the suggested questions (depending which resource is used) 4 Once this has been completed the teacher can then ask groups of students to read out their scenarios and explain which decision they have made and why. The teacher can then facilitate a discussion with the rest of the class as to whether or not other groups reached a different decision (if groups have been given the same scenario) or if groups would have made a different decision 5 After this has been completed the teacher can then introduce the concept of opportunity cost and make a link between the concept of opportunity cost and question 3 (depending on which resource has been used).

13 Decisions, Decisions Resources for Courses Teaching and Learning Strategy (B) Using the resource to develop exam skills Decisions, decisions can also be used to develop student s exam skills by using the scenario cards to develop student s evaluation skills. Students could be asked to write an exam style answer or part of an answer based on individual scenarios. M PL E For example, in the case of the business proposition scenario, students could be asked to write an exam style conclusion based on the decision that they have made, explaining: Why they made that decision (what was the most significant reason) Why the rejected the alternative What would their decision depend on SA Alternatively students could be asked to analyse arguments for and against the decisions for an individual scenario.

14 A bidding War After leaving school and moving to a sixth form several miles away you have decided to buy yourself some transport. Being a fan of all things 60 s you have always wanted a Vespa Scooter and have saved 600 towards the cost. After an hour searching the internet you have managed to find the Vespa of your dreams on ebay. It has just been listed today and the auction runs for 10 days. The Vespa also has an option to buy it now for 900. You know that you could borrow the money from your family and pay it back later but you also realise that potentially you could bag yourself a bargain by bidding. A Borrow the money and click on buy it now? B Let the auction run its course to see if you can get the Vespa for cheaper? 1 Which option would you take and why? 2 Why did you reject the alternative? 3 What benefits have you given up by making your decision? 4 What would your decision depend on/what other information would be useful before making your decision?

15 A business proposition After leaving University with a degree in Business Studies and substantial savings you feel the time is right to set up your own business; an independent coffee shop. You have always dreamed of running your own coffee shop and your part-time job in the University café has given you valuable experience. Your friends think this is a great idea and one of them has suggested that rather than going it alone they would like to go into business with you. Your friend has money to invest and customer service experience. A Reject your friends offer and go into business by yourself? B Accept the business proposition and form a partnership with your friend? 1 Which option would you take and why? 2 Why did you reject the alternative? 3 What benefits have you given up by making your decision? 4 What would your decision depend on/what other information would be useful before making your decision?

16 A vehicle for decision making Your sixth form studies are coming to an end and you have secured a place at University 180 miles away from your home town. During your A level studies you have managed to save 2,000 for a second hand car. Your parents/ guardians have also agreed to give you a further 1,500. Whilst visiting a garage one of the salesman has suggested that as you will be doing a lot of travelling it may make more sense to put the 3,500 towards a cheap new car costing 6,935 and take out a finance agreement to pay for the remaining balance. The monthly repayments work out at per month over 5 years. A Buy a second hand car for 3,500? B Put the 3,500 towards a new car and take out a small loan? 1 Which option would you take and why? 2 Why did you reject the alternative? 3 What benefits have you given up by making your decision? 4 What would your decision depend on/what other information would be useful before making your decision?

17 Buy now, pay never? In a few weeks time you will be leaving home and going to University. You need a new laptop and have your sights set on a 899 MacBook air. The question is how do you finance it? One option is to put the whole amount on a credit card and pay it off when you can. Alternatively you can finance the purchase via the retailer at a cost of per month for 36 months (29.9% interest). A Pay for the MacBook air on a credit card? B Finance it through the retailer paying per month for 36 months? 1 Which option would you take and why? 2 Why did you reject the alternative? 3 What benefits have you given up by making your decision? 4 What would your decision depend on/what other information would be useful before making your decision?

18 Date night dilemma It s just occurred to you that you have been to the cinema more times in the past 8 weeks than in the past 2 years! Your new other half loves your weekly cinema dates together but your bank balance isn t feeling the love. As you queue to buy tickets for your next film outing you see a poster advertising the cinemas unlimited annual pass. The cost of the pass is per annum with an option to pay per month. The price also includes 10% off all food and drink. This just could be the saviour your bank balance has been looking for. A Purchase the unlimited pass for per month? B Continue as you are and pay as you go? 1 Which option would you take and why? 2 Why did you reject the alternative? 3 What benefits have you given up by making your decision? 4 What would your decision depend on/what other information would be useful before making your decision?

19 Puppy love Morag is one of your best friends and she just happens to live next door. In a kennel. Your neighbour s dog has been a big part of your life and when Morag had pups you were the first one round to see them. You have fallen in love with one of the puppies, Hector and your neighbour has agreed that if you are allowed you can buy Hector for 150 (50% of the normal price). However, your parent s/ guardians only share part of your enthusiasm. They have agreed that you can buy Hector on the condition that you pay for him yourself from your savings and contribute 60% of the monthly costs from your part-time job which your neighbour informs you is about 70. Significantly higher than you estimated. A Buy Hector from your savings and contribute towards his upkeep? B Turn down your neighbours offer and let Hector live elsewhere? 1 Which option would you take and why? 2 Why did you reject the alternative? 3 What benefits have you given up by making your decision? 4 What would your decision depend on/what other information would be useful before making your decision?

20 Share the risk Yesterday you turned 18 and on opening the card from your family you received far more than the usual 20 note. Inside was a cheque for 10,000; the result of a child savings account taken out when you were a baby. This, combined with the rest of savings means you now have 14,000. The question is where do you invest it? Your family are quite risk aversive and want you to put the 10,000 in the bank with the rest of your savings. However, your best friend s Dad is a financial advisor who believes that you should put your money in a stocks and shares NISA (New Individual Savings Account) as interest rates are so low at present. He advises that stocks and shares NISA s offer unlimited returns but the value of your investment may go down and the money needs to remain in the NISA for a minimum of 5 years. A Put the 10,000 in the bank with your current savings? B Invest 14,000 in the stocks and shares NISA? 1 Which option would you take and why? 2 Why did you reject the alternative? 3 What benefits have you given up by making your decision? 4 What would your decision depend on/what other information would be useful before making your decision?

21 The job offer Job offers are like buses. You wait for one then two come along at once. Although this time you have accepted one without waiting for the outcome of the second. You have just accepted a parttime position in John Cooper Clarke Ltd which just happens to be owned by a very close friend of the family and is located only 2 minutes walk from your home. It was a close call and John waited until you accepted before informing the other unsuccessful candidates. However, before you have had time to sign the contract there is a message on your mobile with an offer for the other job you applied for. This position is better paid, has better hours but is located 8 miles away. A Reject the second job offer and take up the position in John Cooper Clarke Ltd? B Accept the second job offer and inform John of your decision? 1 Which option would you take and why? 2 Why did you reject the alternative? 3 What benefits have you given up by making your decision? 4 What would your decision depend on/what other information would be useful before making your decision?

22 The Property Ladder Decision You currently live with your parents/ guardians but are keen to get a foot on the property ladder and buy a place of your own. You have looked at your income and outgoings and worked out that if you stay at home it would take you 4 years to save enough money for a deposit for a flat. Alternatively you could rent a small place of your own immediately. You would still be able to save some money but far less than if you stayed at home resulting in a 7 year wait to save enough for a deposit. A Stay at home and wait 4 years to buy a place of your own? B Rent, save less and wait 7 years to buy a place of your own? 1 Which option would you take and why? 2 Why did you reject the alternative? 3 What benefits have you given up by making your decision? 4 What would your decision depend on/what other information would be useful before making your decision?

23 The trip of a lifetime After two years hard work at sixth form and a place secured on your first choice course at your local University the time has come to make one of the biggest decisions of your life. Your two best friends are planning to take a year out and go travelling and have asked you to join them on what will be the trip of a lifetime. Funding some of the trip won t be an issue as you have managed to save some money from your part-time job. The question is, what are you willing to give up? A Keep your place at University and turn down the trip of a lifetime? B Turn down your place at University and go travelling with your friends? 1 Which option would you take and why? 2 Why did you reject the alternative? 3 What benefits have you given up by making your decision? 4 What would your decision depend on/what other information would be useful before making your decision?

24 A bidding War After leaving school and moving to a sixth form several miles away you have decided to buy yourself some transport. Being a fan of all things 60 s you have always wanted a Vespa Scooter and have saved 600 towards the cost. After an hour searching the internet you have managed to find the Vespa of your dreams on ebay. It has just been listed today and the auction runs for 10 days. The Vespa also has an option to buy it now for 900. You know that you could borrow the money from your family and pay it back later but you also realise that potentially you could bag yourself a bargain by bidding. A Borrow the money and click on buy it now? B Let the auction run its course to see if you can get the Vespa for cheaper? A business proposition After leaving University with a degree in Business Studies and substantial savings you feel the time is right to set up your own business; an independent coffee shop. You have always dreamed of running your own coffee shop and your part-time job in the University café has given you valuable experience. Your friends think this is a great idea and one of them has suggested that rather than going it alone they would like to go into business with you. Your friend has money to invest and customer service experience. A Reject your friends offer and go into business by yourself? B Accept the business proposition and form a partnership with your friend? A vehicle for decision making Your sixth form studies are coming to an end and you have secured a place at University 180 miles away from your home town. During your A level studies you have managed to save 2,000 for a second hand car. Your parents/ guardians have also agreed to give you a further 1,500. Whilst visiting a garage one of the salesman has suggested that as you will be doing a lot of travelling it may make more sense to put the 3,500 towards a cheap new car costing 6,935 and take out a finance agreement to pay for the remaining balance. The monthly repayments work out at per month over 5 years. A Buy a second hand car for 3,500? B Put the 3,500 towards a new car and take out a small loan? Buy now, pay never? In a few weeks time you will be leaving home and going to University. You need a new laptop and have your sights set on a 899 MacBook air. The question is how do you finance it? One option is to put the whole amount on a credit card and pay it off when you can. Alternatively you can finance the purchase via the retailer at a cost of per month for 36 months (29.9% interest). A Pay for the MacBook air on a credit card? B Finance it through the retailer paying per month for 36 months?

25 Date night dilemma It s just occurred to you that you have been to the cinema more times in the past 8 weeks than in the past 2 years! Your new other half loves your weekly cinema dates together but your bank balance isn t feeling the love. As you queue to buy tickets for your next film outing you see a poster advertising the cinemas unlimited annual pass. The cost of the pass is per annum with an option to pay per month. The price also includes 10% off all food and drink. This just could be the saviour your bank balance has been looking for. A Purchase the unlimited pass for per month? B Continue as you are and pay as you go? Puppy love Morag is one of your best friends and she just happens to live next door. In a kennel. Your neighbour s dog has been a big part of your life and when Morag had pups you were the first one round to see them. You have fallen in love with one of the puppies, Hector and your neighbour has agreed that if you are allowed you can buy Hector for 150 (50% of the normal price). However, your parent s/ guardians only share part of your enthusiasm. They have agreed that you can buy Hector on the condition that you pay for him yourself from your savings and contribute 60% of the monthly costs from your part-time job which your neighbour informs you is about 70. Significantly higher than you estimated. A Buy Hector from your savings and contribute towards his upkeep? B Turn down your neighbours offer and let Hector live elsewhere? Share the risk Yesterday you turned 18 and on opening the card from your family you received far more than the usual 20 note. Inside was a cheque for 10,000; the result of a child savings account taken out when you were a baby. This, combined with the rest of savings means you now have 14,000. The question is where do you invest it? Your family are quite risk aversive and want you to put the 10,000 in the bank with the rest of your savings. However, your best friend s Dad is a financial advisor who believes that you should put your money in a stocks and shares NISA (New Individual Savings Account) as interest rates are so low at present. He advises that stocks and shares NISA s offer unlimited returns but the value of your investment may go down and the money needs to remain in the NISA for a minimum of 5 years. A Put the 10,000 in the bank with your current savings? B Invest 14,000 in the stocks and shares NISA? The job offer Job offers are like buses. You wait for one then two come along at once. Although this time you have accepted one without waiting for the outcome of the second. You have just accepted a parttime position in John Cooper Clarke Ltd which just happens to be owned by a very close friend of the family and is located only 2 minutes walk from your home. It was a close call and John waited until you accepted before informing the other unsuccessful candidates. However, before you have had time to sign the contract there is a message on your mobile with an offer for the other job you applied for. This position is better paid, has better hours but is located 8 miles away. A Reject the second job offer and take up the position in John Cooper Clarke Ltd? B Accept the second job offer and inform John of your decision?

26 The Property Ladder Decision You currently live with your parents/ guardians but are keen to get a foot on the property ladder and buy a place of your own. You have looked at your income and outgoings and worked out that if you stay at home it would take you 4 years to save enough money for a deposit for a flat. Alternatively you could rent a small place of your own immediately. You would still be able to save some money but far less than if you stayed at home resulting in a 7 year wait to save enough for a deposit. A Stay at home and wait 4 years to buy a place of your own? B Rent, save less and wait 7 years to buy a place of your own? The trip of a lifetime After two years hard work at sixth form and a place secured on your first choice course at your local University the time has come to make one of the biggest decisions of your life. Your two best friends are planning to take a year out and go travelling and have asked you to join them on what will be the trip of a lifetime. Funding some of the trip won t be an issue as you have managed to save some money from your part-time job. The question is, what are you willing to give up? A Keep your place at University and turn down the trip of a lifetime? B Turn down your place at University and go travelling with your friends?

27 Resources for Courses

28 HolmeValley Windows Topic: Workforce planning Group Activity: Students in pairs or threes Materials Required: Worksheets photocopied for each student; the teacher needs the crib sheet provided Timing: Approximately 30 minutes Teacher Instructions Issue worksheets and clarify the task in hand before they can do their workforce plan they have to come up with 4 questions which will help make their decision. They will work in pairs for this. When each pair is ready, ask them to come to the teacher s desk and ask their 4 questions. You need to provide convincing answers using the crib sheet or alternatively make up answers. The idea here is for students to see that there are many factors influencing a workforce plan which need to be taken into account eg. the financial situation of the firm. Students then write down their planned staff numbers in the grid on the worksheet. Ask a few pairs to feedback their responses but then ask why they decided to make certain decisions eg. expand number of fitters or lay off certain staff. This could be used as an introduction to workforce planning before giving any notes, or it also works after giving notes to reinforce theory.

29 HolmeValley Windows worksheet Holme Valley Windows is a firm selling windows, doors and conservatories throughout West Yorkshire. Last year sales were low as the recession hit the UK and high interest rates put customers off taking out loans to improve their homes. As a result only 4 new staff were taken on and this was mainly due to competitors poaching good fitters. Existing staff numbers are 32 (12 fitters, 8 sales reps, 5 admin staff, 4 in stock control, 2 managers and 1 driver). Your Task Produce a workforce plan for the coming year. Workforce Plan This sets out how many staff are required to be recruited, trained, redeployed or made redundant in the coming 12 months. You must first ask the teacher 4 questions to help with the decision. Fitters Sales Admin Staff Stock control managers? drivers? other? Questions to ask: New recruits needed: Staff to be made redundant or redeployed:

30 HolmeValley Windows teacher crib sheet (make up any other answers using your creative talents!) Who is expected to leave? Sally in the office is set for 6 months maternity leave; David, one of the managers is going to work at Yorkshire Windows (a competitor), 2 sales reps will probably leave given the labour turnover rate of 25% in sales jobs What are the business objectives? Despite difficult trading conditions the firm is looking to increase sales by around 30% this year in order to increase market share an extra 3% from competitors What is the economic situation? Interest rates are expected to fall to 0.5% in the coming 6 months. Unemployment levels are starting to fall and the economy is looking more prosperous next year with a full recovery expected Will competitors continue to poach staff? Trained fitters of windows etc are difficult to find so it is expected that competitors will keep stealing these staff we may assume 2 will be poached Is it possible to train up fitters? A school leaver could be trained through the Modern Apprenticeship scheme in months and this is an option being considered for fitters How does remuneration compare with rivals? Sales staff are offered higher pay ( 2k more) at many rival companies. Also at Holme Valley they are paid on commission-only whereas a combination of basic plus commission is offered by rivals. Fitters are paid a performance related bonus but this only amounts to around 600 per year. Their salaries are slightly below rivals. How many retirements are expected? Bob and Sheila in stock control are due to retire in the coming year. Other questions Use your skill and judgement to provide answers to students Workforce plan may include: To recruit 2 sales reps + 1 to help expansion To recruit 4 new fitters + take on 2 through apprenticeships and train up To recruit 2 new stock control workers To recruit a new experienced manager To redeploy or make redundant the driver

31 Resources for Courses

32 We Are Family Resources for Courses Teacher Instructions The focus of this activity is to introduce the main key terms relating to organisational charts. This is a kinaesthetic activity which demonstrates the following concepts:- Hierarchy Span of Control Authority Responsibility Delegation Chain of Command orders and requests Communication Tall and Flat Structures Delayering

33 We Are Family Resources for Courses Activity 1 1 Using the names sheet, cut up each name and hand to pupils as they enter the room 2 Each name represents a member of the Smith Family (add more names to the table depending on how many pupils in the class) 3 Instruct the pupils they have to organise themselves as into a human Smith Family Tree if your classroom is small, maybe use the school yard or assembly hall for the activity depending pupil numbers. 4 Give them a centre starting point on the ground ie The head of the family needs to stand here... 5 Allow the pupils to work out the different layers of the family NB you will need to note how many generations you have created if you add in more names. A time frame of 10 minutes should be acceptable. 6 Once the pupils are in place, you can then start to develop the main points relating to the family tree... For example... a Who is at the top of the family? b How many generations are there? c Who has the most authority? d Who has the most number of children? e Who gives orders in the family and who issues requests?

34 We Are Family Resources for Courses 1 Collect in the names from Sheet 1 and give pupils the names from Sheet 2 explaining these are roles in an organisation essentially going to repeat and create a family tree within a business context repeat steps 4 & 5. 2 Now links can be made to the business terminology:- a How many layers/levels of hierarchy? b What is the span of control of the Production Manager? c Who has the most/least authority? Why? d Who is the line manager of the Production Manager? e Give me an example of delegation within this structure? f Who would give an order and who would issue a request in this structure? g Who has the most respnsibility? h What happened if a layer was removed? How might this affect motivation/ moral? What are the benefits to the organisation? i What happens is two extra layers were added? What might happen to communication? How could that affect overall business performance? Note: Production Supervisor 1 is responsible for Production Workers 1-3 and Production Supervisor 2 is responsible for Production Workers 4-6

35 Activity 1 Activity 1 Activity 1 Activity 1 Activity 1 Activity 1 Activity 1 Activity 1 Activity 1 Activity 1 Activity 1 Activity 1 Activity 1 Activity 1 Activity 1 Activity 1 Ted Smith (Granddad) James Smith (Ted and Rita s son) John Smith (James and Jane s Son) Jeannette Jones (Ted and Rita s daughter) Jessie Jacobs (Ted and Rita s daughter) Kylie Smith (James and Jane s daughter) Kevin Smith (James and Jane s son) Amy Jones (Janette and Jack s daughter) Rita Smith (Grandma) Jane Smith (Ted s Wife) Sharon Smith (John s Wife) Jack Jones (Janette s husband) Jerry Jacobs (Jessie s husband) Kim Smith (James and Jane s daughter) Jack Jones Jr (Janette and Jack s son) Jerry Jacobs Jr (Jessie and Jerry s son) Activity 1 Activity 1 Managing Director

36 Sales & Marketing Director Sales & Marketing Manager Finance Manager Finance Clerk 1 Production Supervisor 1 Production Worker 1 Production Worker 3 Production Worker 5 Sales & Marketing Clerk 1 Production Director Finance Director Production Manager Finance Supervisor Finance Clerk 2 Production Supervisor 2 Production Worker 2 Production Worker 4 Sales & Marketing Supervisor Production Worker 6

37 Activity 1 Smith family tree Question Answer Who is at the top of the family? Student worksheet How many generations are there? Who has the most authority? Who has the most number of children? Who gives orders in the family and who issues requests?

38 Organisational Structure Student worksheet Managing Director Finance Director Production Director Sales & Marketing Director Finance Clerk 1 Finance Manager Finance Supervisor Question Finance Clerk 2 Production Worker 1 How many levels of hierarchy are there in this organisational structure? What is the span of control of the Production Manager? Who has the most/least authority? Why? Who is the line manager of Finance Clerk 1? Give me an example of delegation within this structure? Production Supervisor 1 Production Worker 2 Production Worker 3 Answer Production Manager Production Worker 4 Production Supervisor 2 Production Worker 5 Production Worker 6 Sales & Marketing Manager Sales & Marketing Supervisor Sales & Marketing Clerk Who would give an order and who would issue a request in this structure? Who has the most responsibility? What happened if a layer was removed? How might this affect motivation/moral? What are the benefits to the organisation? What happens if two extra layers were added? What might happen to communication? How could that affect overall business performance?