1 |Organization and Management

SACRED HEART OF JESUS MONTESSORI SCHOOL

JR Borja Extension Gusa, Cagayan De Oro City

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)

SENIOR HIGH SCHOOL DEPARTMENT
SY 2023-2024

Grade: 11 Semester: First

Core Subject Title: ORGANIZATION AND MANAGEMENT No. of Hours/Semester: 80

Quarter /CORE/APPLIED/SPECIALIZATION: First Quarter/Core Prerequisites (if needed)

Subject Description: This course is designed to familiarize the students with the basic concepts, principles, and processes related to business organization, and the functional areas of
management. Particular emphasis will be given to the study of management functions like planning, organizing, leading, and controlling, and orient the students on the importance of these
functions and the role of each area in entrepreneurship.

Culminating Performance Standard: Students will demonstrate their ability to effectively analyze and apply organizational management principles by developing a strategic plan and
making informed decisions to address real-world challenges.
2 |Organization and Management

Performance TASK: Strategic Plan Development (Individual or Group)

Rubrics for Performance Task: (Note: Follow the 4,3,2,1 in scoring)

Criteria Excellent Good Fair NI

4 3 2 1

Environmental Thorough and comprehensive analysis of Sufficient analysis of the internal Limited analysis of the internal Superficial or inadequate analysis of
Analysis the internal and external environment, and external environment, and external environment, missing the internal and external
including identification of key factors identifying most of the key factors some key factors impacting the environment, lacking key factors
impacting the organization's success. impacting the organization's success. organization's success. impacting the organization's success.
Organizational Clearly defined and aligned mission, Well-defined mission, vision, and Vague or incomplete mission, Lack of mission, vision, and goals or
Objectives vision, and goals that are specific, goals that are mostly specific, vision, and goals that lack lack of clarity in their definition and
measurable, achievable, relevant, and measurable, achievable, relevant, specificity, measurability, alignment.
time-bound and time-bound achievability, relevance, or
timeliness.
Strategies and Thoroughly developed strategies and Well-developed strategies and action Incomplete or inconsistent Lack of strategies and action steps or
Action Steps action steps that are aligned with the steps that mostly align with the strategies and action steps that are significant misalignment with the
organizational objectives organizational objectives not fully aligned with the organizational objectives
organizational objectives
Timelines and Clear and realistic timelines with Mostly clear and realistic timelines Incomplete or unrealistic timelines Lack of clear timelines and
Performance measurable performance indicators for with measurable performance with performance indicators for performance indicators or significant
Indicators effective monitoring and evaluation of indicators for effective monitoring effective monitoring and inconsistencies that hinder effective
progress and evaluation of progress evaluation of progress monitoring and evaluation.
Integration of Integration and alignment of various Adequate integration and alignment Limited integration and alignment Superficial or no integration of
Management management aspects of most management aspects of management aspects management aspects
Aspects
3 |Organization and Management

WHAT TO TEACH? WHY TEACH? HOW TO ASSESS? HOW TO TEACH?

Highest Enabling Strategies to Use in
Most Learning Competencies Highest Thinking Skills Developing the Highest Thinking Skill to
Essential Assess
Content Performance Standard
Standard Topics (MET) Flexible
Content Assessment
Complete Learning Competencies KUD Most Essential KUD RBT Level Enabling Flexible Learning
Classific (MELCS) Classific Activities General Strategy Strategies (FLS) with
ation ation Performance Descriptions
Checks
1st Quarter
MINIMUM BEYON MINIMUM BEYOND
D MINIMUM
MINIMU
M

Q&A:

Chapter 1. The learners 1.Definition The learners 1. Discuss the K Explain the K Understanding THE BIZWIZ Representation Ask the students to
demonstrate and functions shall be able meaning and meaning, provide information
an of to... functions of functions, types about the companies
understandi management management and theories of and the products that
Nature and they make or services
ng of… Apply management
Concept of they offer.
Managemen 2.Evolution of managemen
t 1. Basic management t theories & 2. Explain the
concepts theories concepts in GROUP REPORT:
various types of Explain the
and theories solving Ask the students to
management functions, roles
of business conduct a report on
theories K and skills of a K Understanding UNLEASH Representation
managemen cases Henri Fayol and the 14
3.Functions, manager YOUR
t Principles of
roles, and CURIOUSITY
Management
skills of a 3. Explain the
manager functions, roles, and QUIZ
skills of a manager
QUIZ The students will then
U K Understanding Representation
work on the activity
under Review Questions
on their textbooks
4 |Organization and Management

Chapter 2. 1.Environmen The learners ORAL

The Firm The learners tal forces and shall be able 4. Identify various 1. Analyze RECITATION:
and its demonstrate environmental to... forces/elements of various
Environmen an scanning the firm’s forces/elements Ask the students to
t TEST YOUR
understandi environment influencing local identify the different
K U Remembering PERCEPTION Communication
ng of… 2. The local analyze the and proficiency levels in
and various international core competencies
international environment business
5. Summarize these
business al forces environment
the role of forces using the
environment affecting the using PEST and
business in PEST and SWOT
of the firm firm and SWOT
the analyses U
summarize strategies
environment Understanding Representation
3. Phases of these using SHORT
, and how 6. Describe the local
economic Political DISCUSSION:
the and international
environment development Economic 2. Analyze the
business Group the students and
affects the Social and forms and
environment of a ask them to work on the
firm Technologic economic roles of
firm activity Short Case for
al Analysis business
4. Forms of CASE IN Discussion and ask each
PEST) and Organizations
business 7. Explain the role POINT group to present their
Strengths,
organizations of business in answers in class
Weaknesses K 3. Differentiate U Remembering Communication
, relation to the
the phases of
Opportuniti economy
economic
es and development and REFLECTION
Threats 8. Discuss the its ACTIVITY:
(SWOT) different phases of impact to Instruct the students to
Analysis economic business complete the self-
frameworks development U environment U Understanding Representation assessment task and tell
them to reflect on their
9. differentiate the learnings
various forms of
business
THINK TANK
organizations
K Understanding Reasoning and
Proof

U Understanding Representation
5 |Organization and Management

Chapter 3. The 1.Definition 1. Discuss the BEYOND THE PANEL

Planning importance and nature of The learners 10. discuss the nature and levels Understanding SURFACE DISCUSSION:
of planning planning shall be able nature of planning of planning and
K K Representation
concepts in to... types of plans Ask the students to
business 2. Types of search the internet for
11. compare and
success plans 2. Apply different success stories
contrast the different
types of appropriate of local companies.
formulate
3.Planning at plans U planning Analyzing Connections
effective
different techniques and U
plans for a
levels in the tools in
specific 12. describe
firm business WALL OF
business planning at different PROJECT
decision-making KNOWLEDGE
endeavor levels in the firm
4.Planning K Remembering Representation Inform the student
techniques 13. apply about the Barangay
and tools appropriate planning Micro Business
techniques and tools Enterprise Act of 2002
5.Application or BMBE law
of planning 14. formulate a encouraging everyone
tools and decision from to start up their own
techniques several alternatives U Applying Connections businesses. Students
will then conduct
6.Decision research on the process
making on how to register a
business.
U
15. discuss the
nature of Analyzing Connections
organizations

1. Nature of 16. distinguish the DISCUSSION

1. Analyze the
organizations various types of ACTIVITY USING
nature of
The learners organization LINE GRAPH:
organizations and
2. Types of shall be able Structures types of
The organization to design an Understanding Connections Discuss how the
organization ENGANGING
Chapter 4. significance appropriate business sector plays a
Structures 17. apply K structures MINDS
Organizing of organization U role in the development
organization theories
organization structure for in solving business of the country's
3.Organizatio 2. Apply
structures a specific cases. economy. Let the
n theories and organization Remembering Representation
for effective business students explain the
Application theories for
business different phases of
18. identify the effective business
managemen K economic development
6 |Organization and Management

t 4.Delegation different elements of Management and post a demographic

delegation transition. Ask the
5. Formal & students to work on
Applying Connections
informal 19. differentiate Short Case for
U Discussion individually
Organizations formal from
informal U or as a group. Students
organization will then write their
answers on a sheet of
Representation paper and let them
present their final work
Remembering
in the class.

Understanding Connections
CASE STUDY:
20. discuss the
nature of staffing U Ask the students to
1.Definition
work in groups. Ask
and nature of
21. explain the steps them to conduct their
staffing
in the recruitment own SWOT analysis for
The learners and an internet company
2.Recruitment shall be able selection process which they are familiar
to… 1. Discuss the with. Visit the
The process 3.Selection 22. recognize the concept and organizations website to
of conduct and different training nature of staffing learn as much as the
recruiting, 4. Training prepare job programs company as they can
Chapter 5. selecting, and analysis 2. Analyze the before stating their
Staffing and training development process of conclusions. Be as
23. identify the Understanding Connections
employee recruiting, specific as possible in
policy guidelines on
K selecting and identifying their
5.Compensati compensation/wages DECODING
training perception the
on/wages and and performance SUCCESS
Employees company's strengths,
performance evaluation/appraisal
weaknesses,
evaluation/ Understanding Reasoning and
opportunities and
appraisal 24. discuss the 3. Examine the Proof
threats.
importance of U functions and
6.Employee employee relations importance of
relations compensation,
wages and
25. differentiate Remembering Representation
7.Employee performance
various employee
movements evaluation,
movements
K appraisal, reward
system, employee K
8. Rewards 26. adopt effective relations and Representation
Systems rewards system Remembering
movement
K
7 |Organization and Management

27. discuss the U

nature of directing VISUAL
1. Definition REPRESENTATION
Understanding
2. Motivation 28. differentiate Group the students and
Representation
leading to managing then assign each with
K the elements. Instruct
3. Leadership U
theories 29. identify the the students to discuss
different theories of and brainstorm
motivation 1. Analyze Understanding Reasoning and examples that illustrate
4.Communica their assigned element.
U motivation, Proof
tion Let the students create
30. differentiate leadership, and
The learners visual representation of
styles of leadership communication
5.Managemen shall be able their assigned elements
work in
t of change to… using drawings etc.
31. appreciate the an organization
and Understanding Connections Remind participants to
Diversity role of include brief
U
How communication in descriptions or captions
motivation, directing people to enhance
6. Filipino and demonstrate
leadership, within the understanding.
foreign knowledge
and organization
Cultures in
communicat
Chapter 6. ion work in motivation,
32. explain the K Understanding Connections
Leading an leadership, LEADERSHIP
management of
organization and ROLE-PLAY
change and diversity
communicat
in the workplace MOTIVATIO
ion by
solving N,
business 33. recognize the LEADERSHIP Divide the students into
interrelationship of U Understanding Reasoning and pairs: one will act as a
cases , AND
Filipino from Proof leader, and the other as
COMMUNIC
foreign cultures ATION IN a team member. Provide
ACTION each pair with a
Representation leadership scenario.
Remembering Give them time to
K practice. Ask them to
perform in class. Allow
a brief discussion after
Reasoning and each role play.
U Understanding
Proof

Reasoning and
U U Understanding Proof
8 |Organization and Management

ESSAY

Engage students in a
comparative analysis of
34. discuss the
contorl methods and
nature of controlling
techniques in
accounting and
35. describe the link marketing, considering
K Representation
between planning similarities, differences.
and Understanding
Encourage students to
Controlling discuss examples where
1. Definition a control method used
and nature of 36. distinguish in one field could be
management control methods and Representation adapted or applied in
STEPPING
control systems the other.
K Remembering INTO
DIFFERENT
2. The link 37. apply SHOES
between management control
planning in accounting and
and marketing concepts
controlling and techniques
The learners
shall be able 1. Apply the
3. Control to… 38. prepare a budget
concept and
methods and plan
nature of
Systems
apply different control
appropriate methods
4. Application control and techniques in
of measures accounting and
Different
management for a marketing
controlling
control in specific
methods
accounting business
and
and situation
techniques
marketing
concepts and
techniques Representation
Chapter 7.
Controlling Understanding
5. Role of
K
budgets in
GROUP ACTIVITY
planning
COMPARATI Representation
and control
U VE
Remembering
ANALYSIS
K Divide the students into
39. explain the small groups. Assign
nature and role in each group with 1
Representation
the firm of the functional areas of
a. Human following functional management, or
Resource areas of K Remembering financial management.
9 |Organization and Management

Management management: Ask the students to

research and gather
b. Marketing a. Human Resource information about their
Connections
Management Management assigned functional area
Applying and make a visual
U representation. Allow
c. Operations b. Marketing
students to compare and
Management Management
contrast the roles and
functions of different
d. Financial c. Operations areas of management.
Management Management Conclude the activity
e. Information with a summary
& d. Financial Connections discussion.
Communicati Management U Applying
on
Technology
e. Material and
Management The learners Explain the
Procurement
shall be able Management nature and role in
to… the firm of the
following
f. Office
select one’s functional areas
Management
area of of management:
interest
g. Information &
The for future a. Human
Communication
different career path Resource
Technology
functional Management
areas of Management
managemen b. Marketing VISUAL
t Management REPRESENTATION

Chapter 8. c. Operations Instruct the students to

Introduction Management create a visual
to the Representation representation, such as a
Different 1. Small U d. Financial Understanding flowchart or timeline of
Functional Business Management the steps involved in
Areas of Management starting a family
Managemen and business. Use arrows,
e. Material and
t Entrepreneurs 40. explain how to K DISCOVERIN boxes, or other symbols
Procurement
hip 2. Family start a small-family G to depict sequence of
Management
Business business. FUNCTIONS steps.
Enterprise 3.
f. Office
Starting a 41. identify the
Management
Business: business legal forms
g. Information &
Legal Forms and
Communication
and Requirements
Technology
Requirements
Management
42. appreciate the
10 |Organization and Management

role of small-family
business in an
improving economic
status

1. Explain the
steps and
importance of
5. Integrate values: starting a family
The learners business
shall be able a. Fruits of
to… Normalization
Aug: Friendliness
Sept: Cleanliness &
initiate an Orderliness
appropriate
small family
business b. Beatitude of the
Month

The basic August &

concepts of September:
small- “Blessed are they
family who mourn, for they
business shall be comforted.”
Chapter
9.Special c. PVMGO
Topics in
Managemen d. 21st Century
t Skills:
K Representation
Understanding
Aug: Curiosity
Sept: Curiosity

K MAPPING Representation
Remembering THE STEPS
OF
STARTING A
FAMILY
U
BUSINESS
Reasoning and
5.
Evaluating Proof
PVMGO/
Core K
11 |Organization and Management

Values
Integra
tion

ORGANIZATION AND MANAGEMENT ACTIVITIES WITH INSTRUCTIONS

Title: THE BIZWIZ

Introduction:

In this Q&A activity, we will explore popular companies and the products they offer in two countries: the Philippines and the United States. This activity aims to enhance your knowledge about well-
known companies and the range of products they provide. Follow the instructions below to participate.

Instructions:  Divide the participants into small groups of 3-5 members each.
 Ensure each group has access to a writing surface, such as a whiteboard or paper.

2. Select a company:
1. Form groups:
12 |Organization and Management

 When a group is asked a question, they should discuss and provide an answer
collectively.
 Each group will select one popular company from either the Philippines or the United
 Encourage group members to contribute their knowledge and share their insights.
States.
 If the group is unsure about an answer, they can request a limited amount of time for
 Consider well-known companies that have a significant presence in their respective
research or ask for hints from the question-asking group.
countries.
7. Scoring:
3. Research the company:

 Assign one point for each correct answer.

 Using online resources or prior knowledge, research the selected company.
 Keep track of each group's score on a separate sheet of paper or on the whiteboard.
 Gather information about the company's history, key products, services, and notable
achievements. 8. Rotate question-asking groups:
 Note down important details that will help you answer questions about the company and
its offerings.
 After each question is answered, rotate the group asking the questions.
4. Prepare questions:
 This will allow all groups to have an opportunity to ask and answer questions.

9. Concluding the activity:

 Each group should prepare a list of 5-10 questions about the selected company and its
products.
 Questions can cover various aspects such as company history, product features, market  After a predetermined number of rounds or a specified time, conclude the Q&A session.
reach, etc.  Calculate the final scores for each group based on the number of correct answers.
 Aim for a good mix of easy, medium, and challenging questions to keep the activity  Declare the group with the highest score as the winner.
engaging.
10. Discuss and share insights:
5. Q&A session:

 After announcing the winner, encourage a discussion among the participants.

 Once the groups have prepared their questions, arrange a Q&A session.  Allow groups to share interesting facts or insights they discovered during the activity.
 Each group will take turns asking their questions to other groups.  Discuss any surprising information or comparisons between companies in the two
 The group asking the question should mention the name of the company they countries.
researched.
11. Conclusion:
6. Answering questions:
13 |Organization and Management

The Q&A activity provides an interactive and engaging way to learn about popular companies their contributions to the respective markets. Enjoy the activity and have fun exploring the world
and the products they offer in the Philippines and the United States. By researching and of business!
answering questions, participants will gain valuable knowledge about renowned companies and

Title: UNLEASH YOUR CURIOUSITY

Introduction: In this group report activity, students will delve into the life and work of Henri Fayol, a prominent figure in the field of management. The focus will be on understanding Fayol's 14 Principles
of Management, which have significantly influenced modern management practices. This activity aims to foster research skills, critical thinking, and collaborative learning. Follow the instructions below to
participate.

Instructions:

1. Form groups:  Based on the research and discussions, each group should compile a
comprehensive report on Henri Fayol and the 14 Principles of Management.
 Divide the students into small groups of 3-5 members each.
 The report should include an introduction to Fayol, an explanation of each
 Ensure each group has access to research materials, such as textbooks, articles,
principle, relevant examples, and a conclusion summarizing the group's key
and online resources.
findings.
2. Research Henri Fayol:
 Encourage creativity in presenting the information, such as using visuals,
 In their groups, students should research and gather information about Henri diagrams, or case studies to enhance the report.
Fayol's background, contributions to management theory, and notable
achievements.
5. Presentation and Discussion:
 Encourage students to explore various sources to gain a comprehensive
understanding of Fayol's life and work.  Once the group reports are complete, allocate time for each group to present
their findings to the rest of the class.
3. Understand the 14 Principles of Management:
 During the presentations, encourage active participation and note-taking by the
 Each group should study and analyze Fayol's 14 Principles of Management.
students.
 Discuss and define each principle, its significance, and how it can be applied in a
 After each presentation, facilitate a discussion to clarify any doubts, ask
modern organizational context.
questions, and encourage cross-group learning.
 Encourage critical thinking and discussions within the group to ensure a deeper
6. Reflection and Conclusion:
understanding of each principle.
 Conclude the activity by facilitating a reflective discussion.
4. Compile the group report:
14 |Organization and Management

 Ask students to share their thoughts, insights, and any newfound understanding  Encourage students to reflect on the applicability of the 14 Principles of
about Henri Fayol's contributions to management theory. Management in their own lives and future careers.

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TITLE: TEST YOUR PERCEPTION

Step 1: Research and Gather Information Research and gather information about the forces/elements that influence the local and international business environment. Focus on four key areas: Political,
Economic, Social, and Technological (PEST). Additionally, explore the internal strengths, weaknesses, opportunities, and threats (SWOT) of businesses.

Step 2: Identify Examples Identify specific examples or case studies that highlight the impact of each force/element. Look for real-life situations or trends that demonstrate how political, economic, social,
and technological factors influence businesses. Similarly, find examples that illustrate the strengths, weaknesses, opportunities, and threats faced by businesses.

Step 3: Organize Your Findings Organize your findings into a structured presentation. Create clear sections for each force/element and discuss its impact on the business environment. Within each
section, present examples that support your points and provide a deeper understanding of the topic.

Step 4: Prepare Visual Aids Enhance your presentation by preparing visual aids. Use charts, graphs, or images to visually represent the PEST and SWOT analysis. These visual aids will help your audience
understand the information better and make your presentation more engaging.

Step 5: Deliver Your Presentation Finally, deliver your presentation to your classmates or an audience of your choice. Speak clearly, maintain eye contact, and use confident body language. Explain each
force/element using your examples and visual aids. Encourage participation by inviting questions or discussion at the end.

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TITLE: CASE IN POINT

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15 |Organization and Management

TITLE: THINK TANK

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TITLE: BEYOND THE SURFACE

1. Introduction: Explain to the students that they will be participating in a panel discussion 3. Presentation Preparation: Ask the students to gather information about the chosen
about local success stories of companies. companies and prepare a brief presentation summarizing their success stories. They
should focus on key achievements, strategies, and the impact of these companies on the
2. Research Task: Instruct the students to individually search the internet for success stories
local community or industry.
of local companies. Encourage them to explore various industries and sectors. They
should focus on companies that have achieved significant growth, innovation, or
community impact.

4. Panel Discussion Setup: Arrange a panel discussion session where each student will 6. Audience Engagement: Encourage other students in the class to actively listen and
present their researched success story. Assign a moderator (can be the teacher or a engage with the panelists by asking questions or sharing their thoughts on the presented
student) to guide the discussion and allocate time for each presentation. success stories. This interaction will foster a dynamic and inclusive discussion.

5. Panel Discussion: During the panel discussion, each student should present their chosen 7. Reflection: Conclude the panel discussion by allowing time for reflection. Encourage the
local company's success story, highlighting the key aspects and impact. The moderator students to reflect on the insights gained from the success stories and discuss the
can encourage questions and facilitate a discussion among the panelists to explore broader implications for entrepreneurship, business growth, or community
common themes, challenges, or lessons learned. development.

TITLE: WALL OF KNOWLEDGE

Objective: The objective of this project is to inform students about the Barangay Micro Business Enterprise Act of 2002 (BMBE) and encourage them to explore the process of registering a business under
this law. Through research, students will gain knowledge about the BMBE law and the steps involved in starting up their own businesses.
16 |Organization and Management

Instructions:

1. Introduction: a. Provide an overview of the project and its objectives. b. Explain the significance of the BMBE law in promoting entrepreneurship and supporting micro and small businesses.

2. Research the BMBE Law: a. Instruct students to conduct research on the Barangay Micro Business Enterprise Act of 2002. b. Encourage them to explore reliable sources, such as government
websites, official publications, or reputable articles, to understand the key provisions and benefits of the BMBE law. c. Emphasize the importance of comprehending the eligibility criteria, tax
incentives, and other advantages provided by the law.

3. Explore the Process of Business Registration: a. Instruct students to research and identify the steps involved in registering a business under the BMBE law. b. Encourage them to focus on essential
aspects such as business name registration, securing necessary permits and licenses, and complying with tax requirements. c. Emphasize the significance of understanding the local regulations
and procedures specific to their respective areas.

4. Compile Findings: a. Instruct students to compile their research findings in an organized manner. b. Encourage them to create a concise and easy-to-understand summary of the BMBE law and the
process of registering a business under it. c. Emphasize the importance of proper citation and referencing of sources to acknowledge the information used.

5. Presentation: a. Provide students with the opportunity to present their findings to the class. b. Instruct them to deliver a brief presentation summarizing the key points about the BMBE law and
the steps involved in registering a business. c. Encourage them to use visual aids, such as slides or posters, to enhance their presentations and engage the audience.

6. Q&A and Discussion: a. Facilitate a question-and-answer session following each presentation. b. Encourage students to ask clarifying questions and engage in a discussion about the potential
benefits and challenges of starting a micro business under the BMBE law. c. Foster a supportive and encouraging environment for sharing ideas and insights.

7. Reflection: a. Conclude the project with a reflection session. b. Ask students to share their thoughts on the project and discuss the impact of the BMBE law on entrepreneurship. c. Encourage
them to reflect on their personal aspirations and consider the potential opportunities that starting a micro business can offer.

By following these instructions, students will gain knowledge about the BMBE law and the process of registering a business, empowering them with valuable insights and encouraging entrepreneurial
thinking.

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17 |Organization and Management

TITLE: ENGANGING MINDS

Instruction for Discussion Activity: Role of the Business Sector in Economic Development

1. Introduction:

 Explain the topic: Discussing how the business sector contributes to the development of a country's economy.

 Briefly mention the phases of economic development and demographic transition.

2. Short Case for Discussion:

 Instruct students to individually or as a group, select a short case related to the role of the business sector in economic development.

 Encourage them to choose a real-life example, such as a specific industry, company, or entrepreneurial initiative.

3. Research and Analysis:

 Ask students to conduct research on their chosen case, considering factors such as the sector's contribution to GDP, employment generation, technological advancements, and social
impact.

 Instruct them to analyze the case in the context of the different phases of economic development and post a demographic transition.

4. Written Responses:

 Have students write their answers on a sheet of paper, summarizing their findings and insights from the case study.

 Emphasize the importance of clear and concise writing, including supporting evidence or examples.

5. Presentation:

 Provide students with the opportunity to present their final work in class.

 Each student or group should deliver a brief presentation, highlighting the key points from their written responses and sharing their understanding of the business sector's role in
economic development.

6. Discussion and Feedback:

18 |Organization and Management

 Facilitate a discussion session after each presentation.

 Encourage students to engage in an open dialogue, asking questions, providing feedback, and sharing additional examples or perspectives.

7. Reflection:

 Conclude the activity with a reflection segment.

 Ask students to reflect on the insights gained from the case studies and the overall significance of the business sector in the country's economic development.

 Encourage them to consider the potential challenges and opportunities in this context.

TITLE: DECODING SUCCESS

Step 1: Group Formation  Instruct each group to conduct their own SWOT analysis specifically for the chosen
internet company, based on their perception and the information gathered from the
 Divide students into small groups, ensuring each group has at least three members.
website.
 Ask them to choose an internet company they are familiar with.
Step 4: Identify Specifics
Step 2: Research
 Encourage students to be specific in identifying the company's strengths, weaknesses,
 Instruct each group to visit the chosen internet company's website. opportunities, and threats.

 Ask them to explore the website to gather information about the company's background,  Ask them to provide examples or evidence to support their conclusions, based on the
products/services, target audience, and market presence. information obtained from the company's website.

Step 3: SWOT Analysis Step 5: Group Presentation

 Explain the concept of a SWOT analysis, which involves identifying the company's  Provide an opportunity for each group to present their SWOT analysis to the class.
strengths, weaknesses, opportunities, and threats.
 Each group should highlight the company's strengths, weaknesses, opportunities, and
threats, and share their specific findings and conclusions with the class.

TITLE: MOTIVATION, LEADERSHIP, AND COMMUNICATION IN ACTION

19 |Organization and Management

Step 1: Group Formation  Remind them to be clear and concise in their visuals, making sure they capture the
essence of the element.
 Divide students into small groups, ensuring each group has at least three members.
Step 4: Captions or Descriptions
 Assign each group with one of the elements: Strengths, Weaknesses, Opportunities, or
Threats.  Remind participants to include brief descriptions or captions alongside their visual
representation.
Step 2: Discussion and Brainstorming
 These descriptions should enhance understanding and provide context for the examples
 Instruct each group to discuss and brainstorm examples that illustrate their assigned
or concepts portrayed.
element.
Step 5: Group Presentation
 Encourage them to think creatively and come up with specific examples related to a
chosen company or industry.  Provide an opportunity for each group to present their visual representation and discuss
the examples they have chosen.
Step 3: Visual Representation
 Each group should explain their assigned element, share the visuals they have created,
 Ask each group to create a visual representation of their assigned element using
and provide a brief description or caption to enhance understanding.
drawings, diagrams, or other visual aids.

TITLE: STEPPING INTO DIFFERENT SHOES

Instruction for Simple Case Study Activity: Leadership Role Play

1. Introduction: Explain the activity to the students, which involves role-playing leadership 3. Leadership Scenarios: Provide each pair with a leadership scenario to work on, such as
scenarios in pairs. resolving a conflict, making a difficult decision, or motivating a team.

2. Pairing: Divide the students into pairs, with one student acting as a leader and the other 4. Practice: Give the pairs time to practice their role plays, allowing them to rehearse and
as a team member. familiarize themselves with their assigned scenarios.
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5. Perform: Ask each pair to perform their role play in front of the class, taking turns to
showcase their leadership skills and teamwork.
6. Discussion: Facilitate a brief discussion after each role play, allowing the class to provide
feedback, share insights, and discuss effective leadership approaches demonstrated.
7. Rotate Roles: After each role play, instruct the students to switch roles, so the team
member becomes the leader, and vice versa, allowing both students to experience
different perspectives.
TITLE: COMPARATIVE ANALYSIS
Introduction: Explain the activity to the students, which involves a comparative analysis of control methods and techniques in accounting and marketing.
1. Topic: Instruct students to compare control methods used in accounting and marketing,
focusing on similarities and differences.
2. Research: Ask students to research and identify common control methods and
techniques used in both accounting and marketing practices.
3. Similarities: Encourage students to identify and discuss similarities between control
methods in accounting and marketing, such as budgeting, performance measurement, or
risk assessment.
4. Differences: Instruct students to identify and discuss key differences between control
methods in accounting and marketing, such as the use of financial data in accounting
versus consumer behavior analysis in marketing.
8. Repeat Steps 4-7: Repeat steps 4 to 7 for the second round of role plays, giving the
students an opportunity to practice and perform again with the new scenarios.
By following these eight easy steps, students will engage in a simple case study activity that
involves role-playing leadership scenarios. Through practice, performance, and discussions, they
will develop their leadership skills, teamwork abilities, and gain insights into effective leadership
approaches in different situations.
5. Essay Writing: Assign students to write an essay summarizing their comparative analysis
of control methods in accounting and marketing.
6. Cross-Application: Guide students to discuss and provide examples where a control
method used in one field could be adapted or applied in the other, considering the
potential benefits and challenges.
7. Case Studies: Encourage students to include relevant case studies or scenarios in their
essays, showcasing the practical applications of control methods between accounting
and marketing.
8. Discussion: Allow time for students to share and discuss their essays in small groups or as
a whole class, fostering deeper understanding and exchange of ideas.
21 |Organization and Management

9. Reflection and Conclusion: Conclude the activity with a reflection session, asking and the potential impact of cross-application.
students to reflect on their findings, the significance of control methods in both fields,

TITLE: DISCOVERING FUNCTIONS

Group Formation: Divide students into small groups.

1. Assignment: Assign each group with one functional area of management, such as
marketing, operations, human resources, or financial management.
2. Research and Information Gathering: Instruct students to research and gather
information about their assigned functional area, focusing on its roles, functions, and key
responsibilities.
3. Visual Representation: Ask each group to create a visual representation (e.g., diagram,
chart, or infographic) showcasing their assigned functional area's roles and functions.
4. Compare and Contrast: Allow students to compare and contrast the roles and functions
of different areas of management, discussing similarities and differences among the
assigned functional areas.
5. Summary Discussion: Conclude the activity with a summary discussion, where each group
presents their visual representation and shares their findings about their assigned
functional area.
6. Reflection: Facilitate a reflection session, encouraging students to reflect on the
importance of understanding and integrating different functional areas of management
for overall organizational success.

TITLE: MAPPING THE STEPS OF STARTING A FAMILY BUSINESS

Instruction for Simple Case Study Activity: Visualizing Steps to Start a Family Business

Introduction: Explain the activity to the students, which involves creating a visual representation of the steps involved in starting a family business.
22 |Organization and Management

1. Topic: Instruct the students to focus on the process of starting a family business, emphasizing the unique dynamics and considerations involved.

2. Visual Representation: Ask students to choose a visual format, such as a flowchart or timeline, to depict the sequence of steps in starting a family business.

3. Identify Steps: Instruct students to identify the key steps involved in starting a family business, such as conducting market research, developing a business plan, securing funding, legal
considerations, and launching the business.

4. Arrange Sequence: Guide students to arrange the identified steps in a logical sequence, ensuring they understand the flow and dependencies between each step.

5. Design and Symbols: Encourage students to use arrows, boxes, or other symbols to represent the steps and connections in their visual representation, making it easy to follow the process.

6. Present and Discuss: Provide an opportunity for students to present their visual representations to the class, explaining their chosen format, steps, and the rationale behind their design choices,
followed by a discussion on the commonalities and differences among the visual representations.
23 |Organization and Management