Michael Lee-Chin Appointed Chancellor of Wilfrid Laurier University
1. “Renowned businessman, investor and philanthropist Michael Lee-Chin has
been appointed chancellor of Wilfrid Laurier University.
Lee-Chin is chairman of Portland Holdings Inc., a privately held investment
company that manages public and private equity and has a direct ownership
interest in a collection of diversified businesses operating in sectors that
include telecommunications, financial services media, tourism, health care
and waste management. Portland is committed to “Building Strong
Indigenous Businesses.” Equally important, these businesses must also
seek to improve the social well-being of the communities in which they
operate. Lee-Chin formally established as the Portland mantra the phrase
“prosperitas cum caritate”, which in Latin speaks to his goal that businesses
must “not only do well, but also do good” – that is the measure of success.”
2. BU 111
“Renowned businessman, investor and philanthropist Michael Lee-Chin has
been appointed chancellor of Wilfrid Laurier University.
Lee-Chin is chairman of Portland Holdings Inc., a privately held investment
company that manages public and private equity and has a direct ownership
interest in a collection of diversified businesses operating in sectors that
include telecommunications, financial services media, tourism, health care
and waste management. Portland is committed to “Building Strong
Indigenous Businesses.” Equally important, these businesses must also
seek to improve the social well-being of the communities in which they
operate. Lee-Chin formally established as the Portland mantra the phrase
“prosperitas cum caritate”, which in Latin speaks to his goal that businesses
must “not only do well, but also do good” – that is the measure of success.”
3. BU 111
Introduction to
“Renowned businessman, investor and philanthropist Michael Lee-Chin has
been appointed chancellor of Wilfrid Laurier University.
Lee-Chin is chairman of Portland Holdings Inc., a privately held investment
company that manages public and private equity and has a direct ownership
interest in a collection of diversified businesses operating in sectors that
include telecommunications, financial services media, tourism, health care
and waste management. Portland is committed to “Building Strong
Indigenous Businesses.” Equally important, these businesses must also
seek to improve the social well-being of the communities in which they
operate. Lee-Chin formally established as the Portland mantra the phrase
“prosperitas cum caritate”, which in Latin speaks to his goal that businesses
must “not only do well, but also do good” – that is the measure of success.”
4. BU 111
Introduction to
Management and Business Organization
“Renowned businessman, investor and philanthropist Michael Lee-Chin has
been appointed chancellor of Wilfrid Laurier University.
Lee-Chin is chairman of Portland Holdings Inc., a privately held investment
company that manages public and private equity and has a direct ownership
interest in a collection of diversified businesses operating in sectors that
include telecommunications, financial services media, tourism, health care
and waste management. Portland is committed to “Building Strong
Indigenous Businesses.” Equally important, these businesses must also
seek to improve the social well-being of the communities in which they
operate. Lee-Chin formally established as the Portland mantra the phrase
“prosperitas cum caritate”, which in Latin speaks to his goal that businesses
must “not only do well, but also do good” – that is the measure of success.”
17. Learning Objectives
• Describe ethics, business ethics and categories of ethical behaviour
18. Learning Objectives
• Describe ethics, business ethics and categories of ethical behaviour
• Understand how to assess and manage ethical behaviour
19. Learning Objectives
• Describe ethics, business ethics and categories of ethical behaviour
• Understand how to assess and manage ethical behaviour
• Describe who stakeholders are, what their relationship and strategic
importance is to business, why and how they should be proactively
managed
20. Learning Objectives
• Describe ethics, business ethics and categories of ethical behaviour
• Understand how to assess and manage ethical behaviour
• Describe who stakeholders are, what their relationship and strategic
importance is to business, why and how they should be proactively
managed
• Understand corporate social responsibility (CSR) and describe its’
five areas of responsibility
21. Learning Objectives
• Describe ethics, business ethics and categories of ethical behaviour
• Understand how to assess and manage ethical behaviour
• Describe who stakeholders are, what their relationship and strategic
importance is to business, why and how they should be proactively
managed
• Understand corporate social responsibility (CSR) and describe its’
five areas of responsibility
• Explain the four approaches to CSR and describe how to implement
a CSR program
22. Learning Objectives
• Describe ethics, business ethics and categories of ethical behaviour
• Understand how to assess and manage ethical behaviour
• Describe who stakeholders are, what their relationship and strategic
importance is to business, why and how they should be proactively
managed
• Understand corporate social responsibility (CSR) and describe its’
five areas of responsibility
• Explain the four approaches to CSR and describe how to implement
a CSR program
• Explain why an understanding of demographics is important to
business
23. Learning Objectives
• Describe ethics, business ethics and categories of ethical behaviour
• Understand how to assess and manage ethical behaviour
• Describe who stakeholders are, what their relationship and strategic
importance is to business, why and how they should be proactively
managed
• Understand corporate social responsibility (CSR) and describe its’
five areas of responsibility
• Explain the four approaches to CSR and describe how to implement
a CSR program
• Explain why an understanding of demographics is important to
business
• Describe the cohorts in Canada, categorize them as big or small and
discuss the general advantage and disadvantage they face
24. Learning Objectives
• Describe ethics, business ethics and categories of ethical behaviour
• Understand how to assess and manage ethical behaviour
• Describe who stakeholders are, what their relationship and strategic
importance is to business, why and how they should be proactively
managed
• Understand corporate social responsibility (CSR) and describe its’
five areas of responsibility
• Explain the four approaches to CSR and describe how to implement
a CSR program
• Explain why an understanding of demographics is important to
business
• Describe the cohorts in Canada, categorize them as big or small and
discuss the general advantage and disadvantage they face
• Give examples of strategic business opportunities or threats that
arise from demographics
25. Planning Organizing
Critical Success Factors
Stakeholders
Economic Marketing
EX Top Management
L
TE
A
RN
RN Social Vision Operations Finance
Political AL
TE
IN
Mission Human
Technological Resources
Strategy
Middle Management
First-Line Management
Controlling Directing
27. Ethics
“Individual standards/beliefs regarding what is right and wrong or
good and bad”
“standards of behaviour that guide individual managers in their work”
28. Ethics
“Individual standards/beliefs regarding what is right and wrong or
good and bad”
“standards of behaviour that guide individual managers in their work”
29. Ethics
“Individual standards/beliefs regarding what is right and wrong or
good and bad”
“standards of behaviour that guide individual managers in their work”
30. Ethics
“Individual standards/beliefs regarding what is right and wrong or
good and bad”
Business or Managerial Ethics
“standards of behaviour that guide individual managers in their work”
34. Categories of Ethical Behaviour
• Behaviour Toward Employees
– hiring & firing, wages, working conditions, privacy and
respect
35. Categories of Ethical Behaviour
• Behaviour Toward Employees
– hiring & firing, wages, working conditions, privacy and
respect
• Behaviour Toward the Organization
36. Categories of Ethical Behaviour
• Behaviour Toward Employees
– hiring & firing, wages, working conditions, privacy and
respect
• Behaviour Toward the Organization
– conflict of interest, confidentiality and honesty
37. Categories of Ethical Behaviour
• Behaviour Toward Employees
– hiring & firing, wages, working conditions, privacy and
respect
• Behaviour Toward the Organization
– conflict of interest, confidentiality and honesty
• Behaviour Toward other Economic Agents
38. Categories of Ethical Behaviour
• Behaviour Toward Employees
– hiring & firing, wages, working conditions, privacy and
respect
• Behaviour Toward the Organization
– conflict of interest, confidentiality and honesty
• Behaviour Toward other Economic Agents
– relationship with customers, competitors, stockholders,
suppliers, dealers and unions
39. -utilitarian approach= greatest good for greatest number of people
-rights approach= rights cannot be taken away
fairness/justice approach= equitable distribution of burdens and
rewards
-caring approach= responsibilities to one another
40. Assessing Ethical Behaviour
-utilitarian approach= greatest good for greatest number of people
-rights approach= rights cannot be taken away
fairness/justice approach= equitable distribution of burdens and
rewards
-caring approach= responsibilities to one another
41. Assessing Ethical Behaviour
1. Gather facts
-utilitarian approach= greatest good for greatest number of people
-rights approach= rights cannot be taken away
fairness/justice approach= equitable distribution of burdens and
rewards
-caring approach= responsibilities to one another
42. Assessing Ethical Behaviour
1. Gather facts
2. Analyze situation
-utilitarian approach= greatest good for greatest number of people
-rights approach= rights cannot be taken away
fairness/justice approach= equitable distribution of burdens and
rewards
-caring approach= responsibilities to one another
43. Assessing Ethical Behaviour
1. Gather facts
2. Analyze situation
-utilitarian approach= greatest good for greatest number of people
-rights approach= rights cannot be taken away
fairness/justice approach= equitable distribution of burdens and
rewards
-caring approach= responsibilities to one another
44. Assessing Ethical Behaviour
1. Gather facts
2. Analyze situation
-utilitarian approach= greatest good for greatest number of people
-rights approach= rights cannot be taken away
fairness/justice approach= equitable distribution of burdens and
rewards
-caring approach= responsibilities to one another
45. Assessing Ethical Behaviour
1. Gather facts
2. Analyze situation
-utilitarian approach= greatest good for greatest number of people
-rights approach= rights cannot be taken away
fairness/justice approach= equitable distribution of burdens and
rewards
-caring approach= responsibilities to one another
46. Assessing Ethical Behaviour
1. Gather facts
2. Analyze situation
-utilitarian approach= greatest good for greatest number of people
-rights approach= rights cannot be taken away
fairness/justice approach= equitable distribution of burdens and
rewards
-caring approach= responsibilities to one another
47. Assessing Ethical Behaviour
1. Gather facts
2. Analyze situation
-utilitarian approach= greatest good for greatest number of people
-rights approach= rights cannot be taken away
fairness/justice approach= equitable distribution of burdens and
rewards
-caring approach= responsibilities to one another
3. Make judgement
48. mission statement/
managerial
hiring criteria core value
role modeling
statement
goals and ethics booklets & code of
evaluation criteria training conduct/ethics
employee
rewards systems protection
mechanisms
49. Managing Ethics
mission statement/
managerial
hiring criteria core value
role modeling
statement
goals and ethics booklets & code of
evaluation criteria training conduct/ethics
employee
rewards systems protection
mechanisms
50. Planning Organizing
Critical Success Factors
Stakeholders
Economic Marketing
EX Top Management
L
TE
A
RN
RN Social Vision Operations Finance
Political AL
TE
IN
Mission Human
Technological Resources
Strategy
Middle Management
First-Line Management
Controlling Directing
51. depends on situation and the issue- affect willingness and opportunity to act
stakeholders may have varying and conflicting expectations of an organization
52. Stakeholders
depends on situation and the issue- affect willingness and opportunity to act
stakeholders may have varying and conflicting expectations of an organization
53. Stakeholders
• “Individuals, groups and other organizations who have an
interest in the actions of an organization and who have
the ability to influence it” (Savage et al., 1991)
depends on situation and the issue- affect willingness and opportunity to act
stakeholders may have varying and conflicting expectations of an organization
54. Stakeholders
• “Individuals, groups and other organizations who have an
interest in the actions of an organization and who have
the ability to influence it” (Savage et al., 1991)
• “Groups or individuals who can significantly affect or are
significantly affected by an organization’s
activities” (Harrison & St. John, 1996)
depends on situation and the issue- affect willingness and opportunity to act
stakeholders may have varying and conflicting expectations of an organization
55. Stakeholders
• “Individuals, groups and other organizations who have an
interest in the actions of an organization and who have
the ability to influence it” (Savage et al., 1991)
• “Groups or individuals who can significantly affect or are
significantly affected by an organization’s
activities” (Harrison & St. John, 1996)
• Stakeholders’ importance
depends on situation and the issue- affect willingness and opportunity to act
stakeholders may have varying and conflicting expectations of an organization
56. Stakeholders
• “Individuals, groups and other organizations who have an
interest in the actions of an organization and who have
the ability to influence it” (Savage et al., 1991)
• “Groups or individuals who can significantly affect or are
significantly affected by an organization’s
activities” (Harrison & St. John, 1996)
• Stakeholders’ importance
depends on situation and the issue- affect willingness and opportunity to act
stakeholders may have varying and conflicting expectations of an organization
57. Stakeholders
• “Individuals, groups and other organizations who have an
interest in the actions of an organization and who have
the ability to influence it” (Savage et al., 1991)
• “Groups or individuals who can significantly affect or are
significantly affected by an organization’s
activities” (Harrison & St. John, 1996)
• Stakeholders’ importance
depends on situation and the issue- affect willingness and opportunity to act
• Challenge:
stakeholders may have varying and conflicting expectations of an organization
58. Examples of Stakeholders
owners/creditors
customers
employees (and their unions)
the natural environment
suppliers
community, society
board of directors
special interest groups
government
59. Examples of Stakeholders
Stakeholders owners/creditors
customers
employees (and their unions)
the natural environment
suppliers
community, society
board of directors
special interest groups
government
61. Business - Stakeholder Connection
Therefore business must recognize its stakeholder expectiations
62. Business - Stakeholder Connection
• Stakeholders have
expectations of the business…
Therefore business must recognize its stakeholder expectiations
63. Business - Stakeholder Connection
• Stakeholders have
expectations of the business…
– owners & creditors:
Therefore business must recognize its stakeholder expectiations
64. Business - Stakeholder Connection
• Stakeholders have
expectations of the business…
– owners & creditors:
– Customers: quality, choice, communication,
safety, respect
Therefore business must recognize its stakeholder expectiations
65. Business - Stakeholder Connection
• Stakeholders have
expectations of the business…
– owners & creditors:
– Customers: quality, choice, communication,
safety, respect
– Employees: fair pay, meaningful work, safety, fair
treatment, training
Therefore business must recognize its stakeholder expectiations
66. Business - Stakeholder Connection
• Stakeholders have
expectations of the business…
– owners & creditors:
– Customers: quality, choice, communication,
safety, respect
– Employees: fair pay, meaningful work, safety, fair
treatment, training
– BOD: responsible mgmt
Therefore business must recognize its stakeholder expectiations
67. Business - Stakeholder Connection
• Stakeholders have
expectations of the business…
– owners & creditors:
– Customers: quality, choice, communication,
safety, respect
– Employees: fair pay, meaningful work, safety, fair
treatment, training
– BOD: responsible mgmt
– natural environment:responsible stewardship
Therefore business must recognize its stakeholder expectiations
68. Business - Stakeholder Connection
• Stakeholders have
• Stakeholders provide expectations of the business…
business with the – owners & creditors:
capacity to operate… – Customers: quality, choice, communication,
safety, respect
– Employees: fair pay, meaningful work, safety, fair
treatment, training
– BOD: responsible mgmt
– natural environment:responsible stewardship
Therefore business must recognize its stakeholder expectiations
69. Business - Stakeholder Connection
• Stakeholders have
• Stakeholders provide expectations of the business…
business with the – owners & creditors:
capacity to operate… – Customers: quality, choice, communication,
safety, respect
• owners & creditors: capital – Employees: fair pay, meaningful work, safety, fair
treatment, training
– BOD: responsible mgmt
– natural environment:responsible stewardship
Therefore business must recognize its stakeholder expectiations
70. Business - Stakeholder Connection
• Stakeholders have
• Stakeholders provide expectations of the business…
business with the – owners & creditors:
capacity to operate… – Customers: quality, choice, communication,
safety, respect
• owners & creditors: capital – Employees: fair pay, meaningful work, safety, fair
treatment, training
• customers: purchases – BOD: responsible mgmt
– natural environment:responsible stewardship
Therefore business must recognize its stakeholder expectiations
71. Business - Stakeholder Connection
• Stakeholders have
• Stakeholders provide expectations of the business…
business with the – owners & creditors:
capacity to operate… – Customers: quality, choice, communication,
safety, respect
• owners & creditors: capital – Employees: fair pay, meaningful work, safety, fair
treatment, training
• customers: purchases – BOD: responsible mgmt
• employees: human resources – natural environment:responsible stewardship
Therefore business must recognize its stakeholder expectiations
72. Business - Stakeholder Connection
• Stakeholders have
• Stakeholders provide expectations of the business…
business with the – owners & creditors:
capacity to operate… – Customers: quality, choice, communication,
safety, respect
• owners & creditors: capital – Employees: fair pay, meaningful work, safety, fair
treatment, training
• customers: purchases – BOD: responsible mgmt
• employees: human resources – natural environment:responsible stewardship
• BOD: leadership
Therefore business must recognize its stakeholder expectiations
73. Business - Stakeholder Connection
• Stakeholders have
• Stakeholders provide expectations of the business…
business with the – owners & creditors:
capacity to operate… – Customers: quality, choice, communication,
safety, respect
• owners & creditors: capital – Employees: fair pay, meaningful work, safety, fair
treatment, training
• customers: purchases – BOD: responsible mgmt
• employees: human resources – natural environment:responsible stewardship
• BOD: leadership
• natural environment: natural
resources
Therefore business must recognize its stakeholder expectiations
74. Business - Stakeholder Connection
• Stakeholders have
• Stakeholders provide expectations of the business…
business with the – owners & creditors:
capacity to operate… – Customers: quality, choice, communication,
safety, respect
• owners & creditors: capital – Employees: fair pay, meaningful work, safety, fair
treatment, training
• customers: purchases – BOD: responsible mgmt
• employees: human resources – natural environment:responsible stewardship
• BOD: leadership
• natural environment: natural
resources
Therefore business must recognize its stakeholder expectiations
75. Business - Stakeholder Connection
• Stakeholders have
• Stakeholders provide expectations of the business…
business with the – owners & creditors:
capacity to operate… – Customers: quality, choice, communication,
safety, respect
• owners & creditors: capital – Employees: fair pay, meaningful work, safety, fair
treatment, training
• customers: purchases – BOD: responsible mgmt
• employees: human resources – natural environment:responsible stewardship
• BOD: leadership
• natural environment: natural
resources
Therefore business must recognize its stakeholder expectiations
76. Business - Stakeholder Connection
• Stakeholders have
• Stakeholders provide expectations of the business…
business with the – owners & creditors:
capacity to operate… – Customers: quality, choice, communication,
safety, respect
• owners & creditors: capital – Employees: fair pay, meaningful work, safety, fair
treatment, training
• customers: purchases – BOD: responsible mgmt
• employees: human resources – natural environment:responsible stewardship
• BOD: leadership
• natural environment: natural
resources
Therefore business must recognize its stakeholder expectiations
77. to cope with to keep pace with to avoid adverse to improve ability
environmental societal change actions by to predict/control
turbulence and in which stakeholders the external
to promote to promote more to promote higher to improve the
higher entry favourable levels of percentage of
barriers leading legislation/ operating successful new
to potentially to align company
to promote higher to increase media
improve values with
levels of trust power
profitability societal values
78. Why Manage Stakeholders?
to cope with to keep pace with to avoid adverse to improve ability
environmental societal change actions by to predict/control
turbulence and in which stakeholders the external
to promote to promote more to promote higher to improve the
higher entry favourable levels of percentage of
barriers leading legislation/ operating successful new
to potentially to align company
to promote higher to increase media
improve values with
levels of trust power
profitability societal values
82. How are Stakeholders best managed?
• Savage et al’s approach:
1. Identify key organizational stakeholders
83. How are Stakeholders best managed?
• Savage et al’s approach:
1. Identify key organizational stakeholders
2. Diagnose them along two critical dimensions of
potential for threat for threat potential for
cooperation
84. How are Stakeholders best managed?
• Savage et al’s approach:
1. Identify key organizational stakeholders
2. Diagnose them along two critical dimensions of
potential for threat for threat potential for
cooperation
3. Formulate appropriate strategies both to enhance
or change current relationships with those key
stakeholders and to improve the organization’s
overall situation
85. How are Stakeholders best managed?
• Savage et al’s approach:
1. Identify key organizational stakeholders
2. Diagnose them along two critical dimensions of
potential for threat for threat potential for
cooperation
3. Formulate appropriate strategies both to enhance
or change current relationships with those key
stakeholders and to improve the organization’s
overall situation
4. Effectively implement these strategies
86. Potential for Threat
High Low
Potential Cooperation
High MIXED BLESSING SUPPORTIVE
Strategy: Strategy: Involve
Collaborate
Low
NONSUPPORTIVE MARGINAL
Strategy: Defend Strategy: Monitor
87. How are stakeholders best managed?
Potential for Threat
High Low
Potential Cooperation
High MIXED BLESSING SUPPORTIVE
Strategy: Strategy: Involve
Collaborate
Low
NONSUPPORTIVE MARGINAL
Strategy: Defend Strategy: Monitor
91. When/which should you manage?
• Importance of stakeholder varies by issue
• Stakeholders affect uncertainty faced by
firm
92. When/which should you manage?
• Importance of stakeholder varies by issue
• Stakeholders affect uncertainty faced by
firm
– Threatening= increase it
93. When/which should you manage?
• Importance of stakeholder varies by issue
• Stakeholders affect uncertainty faced by
firm
– Threatening= increase it
– determined by relative power, and capacity
and willingness act
94. When/which should you manage?
• Importance of stakeholder varies by issue
• Stakeholders affect uncertainty faced by
firm
– Threatening= increase it
– determined by relative power, and capacity
and willingness act
– Cooperative: decrease it
95. When/which should you manage?
• Importance of stakeholder varies by issue
• Stakeholders affect uncertainty faced by
firm
– Threatening= increase it
– determined by relative power, and capacity
and willingness act
– Cooperative: decrease it
– determined by dependence on organization,
and capacity to expand interdependence
96. Effect of of HIGH
stakeholder on use stragtegic
firm’s parterning
environmental
uncertainty Strategic
importance of
stakeholder
(priority) LOW
use traditional
Firm’s stakeholder
strategic management
choice techniques
97. Strategic importance of stakeholder
Effect of of HIGH
stakeholder on use stragtegic
firm’s parterning
environmental
uncertainty Strategic
importance of
stakeholder
(priority) LOW
use traditional
Firm’s stakeholder
strategic management
choice techniques
102. Strategic importance and management
LOW
• use traditional strategic management techniques
– Buffering – satisfy needs and/or demands of
stakeholders
103. Strategic importance and management
LOW
• use traditional strategic management techniques
– Buffering – satisfy needs and/or demands of
stakeholders
HIGH
104. Strategic importance and management
LOW
• use traditional strategic management techniques
– Buffering – satisfy needs and/or demands of
stakeholders
HIGH
• Use strategic partnering and other techniques described
in Savage et al., 1991, and Table 2 of Harrison and St.
John, 1996. Examples:
105. Strategic importance and management
LOW
• use traditional strategic management techniques
– Buffering – satisfy needs and/or demands of
stakeholders
HIGH
• Use strategic partnering and other techniques described
in Savage et al., 1991, and Table 2 of Harrison and St.
John, 1996. Examples:
– Customers & suppliers - Competitors
106. Strategic importance and management
LOW
• use traditional strategic management techniques
– Buffering – satisfy needs and/or demands of
stakeholders
HIGH
• Use strategic partnering and other techniques described
in Savage et al., 1991, and Table 2 of Harrison and St.
John, 1996. Examples:
– Customers & suppliers - Competitors
– Government - Community
107. Strategic importance and management
LOW
• use traditional strategic management techniques
– Buffering – satisfy needs and/or demands of
stakeholders
HIGH
• Use strategic partnering and other techniques described
in Savage et al., 1991, and Table 2 of Harrison and St.
John, 1996. Examples:
– Customers & suppliers - Competitors
– Government - Community
– Activist groups - Unions
111. Corporate Social Responsibility
• way in which a business tries to balance its commitments
to its organizational stakeholders
• how a business addresses ethical conduct at the
organizational level
112. Corporate Social Responsibility
• way in which a business tries to balance its commitments
to its organizational stakeholders
• how a business addresses ethical conduct at the
organizational level
– “collective code”
113. Corporate Social Responsibility
• way in which a business tries to balance its commitments
to its organizational stakeholders
• how a business addresses ethical conduct at the
organizational level
– “collective code”
• what does the organization do to scoeity, and what does
it do for society
114. Corporate Social Responsibility
• way in which a business tries to balance its commitments
to its organizational stakeholders
• how a business addresses ethical conduct at the
organizational level
– “collective code”
• what does the organization do to scoeity, and what does
it do for society
115. Corporate Social Responsibility
• way in which a business tries to balance its commitments
to its organizational stakeholders
• how a business addresses ethical conduct at the
organizational level
– “collective code”
• what does the organization do to scoeity, and what does
it do for society
• two opposing views- focus only on profile (investors) vs.
actively consider the other stakeholders
116. Corporate Social Responsibility
• way in which a business tries to balance its commitments
to its organizational stakeholders
• how a business addresses ethical conduct at the
organizational level
– “collective code”
• what does the organization do to scoeity, and what does
it do for society
• two opposing views- focus only on profile (investors) vs.
actively consider the other stakeholders
117. Corporate Social Responsibility
• way in which a business tries to balance its commitments
to its organizational stakeholders
• how a business addresses ethical conduct at the
organizational level
– “collective code”
• what does the organization do to scoeity, and what does
it do for society
• two opposing views- focus only on profile (investors) vs.
actively consider the other stakeholders
http://www.youtube.com/watch?v=GggyVO21hw8&feature=related
120. Areas of Social Responsibility
• responsibility towards the natural
environment
121. Areas of Social Responsibility
• responsibility towards the natural
environment
• responsibility towards society
122. Areas of Social Responsibility
• responsibility towards the natural
environment
• responsibility towards society
• responsibility towards customers
123. Areas of Social Responsibility
• responsibility towards the natural
environment
• responsibility towards society
• responsibility towards customers
• responsibility towards employees
124. Areas of Social Responsibility
• responsibility towards the natural
environment
• responsibility towards society
• responsibility towards customers
• responsibility towards employees
• responsibility towards investors
128. Responsibility towards Natural Environment
• History of Business & Sustainability
• 1987: Bruntland definition of sustainable development:
“development that meets the needs of the present without
compromising the ability of future generations to meet their
own needs”
129. Responsibility towards Natural Environment
• History of Business & Sustainability
• 1987: Bruntland definition of sustainable development:
“development that meets the needs of the present without
compromising the ability of future generations to meet their
own needs”
130. Responsibility towards Natural Environment
• History of Business & Sustainability
• 1987: Bruntland definition of sustainable development:
“development that meets the needs of the present without
compromising the ability of future generations to meet their
own needs”
• 1994: J. Elkington extended concept of ‘sustainable
development’ to ‘Triple Bottom Line’
131. Responsibility towards Natural Environment
• History of Business & Sustainability
• 1987: Bruntland definition of sustainable development:
“development that meets the needs of the present without
compromising the ability of future generations to meet their
own needs”
• 1994: J. Elkington extended concept of ‘sustainable
development’ to ‘Triple Bottom Line’
– equity, environment and economy
132. Responsibility towards Natural Environment
• History of Business & Sustainability
• 1987: Bruntland definition of sustainable development:
“development that meets the needs of the present without
compromising the ability of future generations to meet their
own needs”
• 1994: J. Elkington extended concept of ‘sustainable
development’ to ‘Triple Bottom Line’
– equity, environment and economy
– people, planet and profit
133. Responsibility towards Natural Environment
• History of Business & Sustainability
• 1987: Bruntland definition of sustainable development:
“development that meets the needs of the present without
compromising the ability of future generations to meet their
own needs”
• 1994: J. Elkington extended concept of ‘sustainable
development’ to ‘Triple Bottom Line’
– equity, environment and economy
– people, planet and profit
134. Responsibility towards Natural Environment
• History of Business & Sustainability
• 1987: Bruntland definition of sustainable development:
“development that meets the needs of the present without
compromising the ability of future generations to meet their
own needs”
• 1994: J. Elkington extended concept of ‘sustainable
development’ to ‘Triple Bottom Line’
– equity, environment and economy
– people, planet and profit
• government regulations and social pressures increased
leading to ‘corporate greening’ measures
137. History of Business & Sustainability cont’d
• 2000: K. Annan initiated United Nations Global Compact
138. History of Business & Sustainability cont’d
• 2000: K. Annan initiated United Nations Global Compact
139. History of Business & Sustainability cont’d
• 2000: K. Annan initiated United Nations Global Compact
• 2006: executives agreed that there are numerous financial
justifications for businesses to solve social and environmental
challenges, and that there should be no contradiction between societal
issues and building long-term value
140. History of Business & Sustainability cont’d
• 2000: K. Annan initiated United Nations Global Compact
• 2006: executives agreed that there are numerous financial
justifications for businesses to solve social and environmental
challenges, and that there should be no contradiction between societal
issues and building long-term value
141. History of Business & Sustainability cont’d
• 2000: K. Annan initiated United Nations Global Compact
• 2006: executives agreed that there are numerous financial
justifications for businesses to solve social and environmental
challenges, and that there should be no contradiction between societal
issues and building long-term value
• 2009: Accenture and the World Business Council for Sustainable
Development reported that three major waves of concern that impact
business with respect to environmental and social issues:
142. History of Business & Sustainability cont’d
• 2000: K. Annan initiated United Nations Global Compact
• 2006: executives agreed that there are numerous financial
justifications for businesses to solve social and environmental
challenges, and that there should be no contradiction between societal
issues and building long-term value
• 2009: Accenture and the World Business Council for Sustainable
Development reported that three major waves of concern that impact
business with respect to environmental and social issues:
(1) regulatory pressures, (2) market demands, and (3) global
integration
143. History of Business & Sustainability cont’d
• 2000: K. Annan initiated United Nations Global Compact
• 2006: executives agreed that there are numerous financial
justifications for businesses to solve social and environmental
challenges, and that there should be no contradiction between societal
issues and building long-term value
• 2009: Accenture and the World Business Council for Sustainable
Development reported that three major waves of concern that impact
business with respect to environmental and social issues:
(1) regulatory pressures, (2) market demands, and (3) global
integration
144. History of Business & Sustainability cont’d
• 2000: K. Annan initiated United Nations Global Compact
• 2006: executives agreed that there are numerous financial
justifications for businesses to solve social and environmental
challenges, and that there should be no contradiction between societal
issues and building long-term value
• 2009: Accenture and the World Business Council for Sustainable
Development reported that three major waves of concern that impact
business with respect to environmental and social issues:
(1) regulatory pressures, (2) market demands, and (3) global
integration
• Next: corporations need to generate ‘value’ from their commitments
and responsibilities
145. Definition of Sustainable Development
Environment - Society - Economy Holarchy, United Nations
Environment
Society
Economy
http://www.youtube.com/watch?v=oagmlbhobnY
153. Sustainability Challenge, Dr. David Bell
• must learn to
• 2 billion to 9 billion
• dominant paradigm = take, make, waste
154. Sustainability Challenge, Dr. David Bell
• must learn to
• 2 billion to 9 billion
• dominant paradigm = take, make, waste
• model of the 1st industrial revolution is not sustainable
155. Sustainability Challenge, Dr. David Bell
• must learn to
• 2 billion to 9 billion
• dominant paradigm = take, make, waste
• model of the 1st industrial revolution is not sustainable
• 99% of goods produced in U.S. are in waste stream in 6
months!
156. Sustainability Challenge, Dr. David Bell
• must learn to
• 2 billion to 9 billion
• dominant paradigm = take, make, waste
• model of the 1st industrial revolution is not sustainable
• 99% of goods produced in U.S. are in waste stream in 6
months!
• need “closed loop, cradle to cradle” approach
157. Sustainability Challenge, Dr. David Bell
• must learn to
• 2 billion to 9 billion
• dominant paradigm = take, make, waste
• model of the 1st industrial revolution is not sustainable
• 99% of goods produced in U.S. are in waste stream in 6
months!
• need “closed loop, cradle to cradle” approach
• business may be the primary cause of the problem but it
will also likely be the solution
158. Sustainability Challenge, Dr. David Bell
• must learn to
• 2 billion to 9 billion
• dominant paradigm = take, make, waste
• model of the 1st industrial revolution is not sustainable
• 99% of goods produced in U.S. are in waste stream in 6
months!
• need “closed loop, cradle to cradle” approach
• business may be the primary cause of the problem but it
will also likely be the solution
159. Sustainability Challenge, Dr. David Bell
• must learn to
• 2 billion to 9 billion
• dominant paradigm = take, make, waste
• model of the 1st industrial revolution is not sustainable
• 99% of goods produced in U.S. are in waste stream in 6
months!
• need “closed loop, cradle to cradle” approach
• business may be the primary cause of the problem but it
will also likely be the solution
• http://www.lsf-lst.ca/en/what-is-esd/esd-radio-series
172. Responsibility to Society
• Analyzing economic growth – does everyone benefit?
– looking beyond aggregate figures
173. Responsibility to Society
• Analyzing economic growth – does everyone benefit?
– looking beyond aggregate figures
– growth is not always ‘good’ for the poor
174. Responsibility to Society
• Analyzing economic growth – does everyone benefit?
– looking beyond aggregate figures
– growth is not always ‘good’ for the poor
– considering income inequality, education & health
175. Responsibility to Society
• Analyzing economic growth – does everyone benefit?
– looking beyond aggregate figures
– growth is not always ‘good’ for the poor
– considering income inequality, education & health
• Human Development Index (HDI) & Poverty Eradication
177. Responsibility to Society
• Innovative business models can alleviate billions across
the world out of income poverty, contributing to social
development
178. Responsibility to Society
• Innovative business models can alleviate billions across
the world out of income poverty, contributing to social
development
• The Centre For Social Innovation (CSI) in Toronto
supports up and coming businesses:
179. Responsibility to Society
• Innovative business models can alleviate billions across
the world out of income poverty, contributing to social
development
• The Centre For Social Innovation (CSI) in Toronto
supports up and coming businesses:
– http://socialinnovation.ca/community/members
180. Responsibility to Society
• Innovative business models can alleviate billions across
the world out of income poverty, contributing to social
development
• The Centre For Social Innovation (CSI) in Toronto
supports up and coming businesses:
– http://socialinnovation.ca/community/members
• Bigger business and community partnerships:
181. Responsibility to Society
• Innovative business models can alleviate billions across
the world out of income poverty, contributing to social
development
• The Centre For Social Innovation (CSI) in Toronto
supports up and coming businesses:
– http://socialinnovation.ca/community/members
• Bigger business and community partnerships:
– http://www.kraftfoodscompany.com/About/community-
involvement/community-involvement.aspx
182. Responsibility to Society
• Innovative business models can alleviate billions across
the world out of income poverty, contributing to social
development
• The Centre For Social Innovation (CSI) in Toronto
supports up and coming businesses:
– http://socialinnovation.ca/community/members
• Bigger business and community partnerships:
– http://www.kraftfoodscompany.com/About/community-
involvement/community-involvement.aspx
– http://www.habitat.org/newsroom/2008archive/
01_08_2008_coldwell_partnership.aspx
186. Responsibility to Society:
Opportunity of Social Entrepreneurship
• business model that leverages
entrepreneurial skills to generate innovative
responses to societal issues
187. Responsibility to Society:
Opportunity of Social Entrepreneurship
• business model that leverages
entrepreneurial skills to generate innovative
responses to societal issues
– Students Offering Support (SOS)
188. Responsibility to Society:
Opportunity of Social Entrepreneurship
• business model that leverages
entrepreneurial skills to generate innovative
responses to societal issues
– Students Offering Support (SOS)
– Microfinance
189. Responsibility to Society:
Opportunity of Social Entrepreneurship
• business model that leverages
entrepreneurial skills to generate innovative
responses to societal issues
– Students Offering Support (SOS)
– Microfinance
– Kiva: http://www.kiva.org/about/microfinance
190. Responsibility to Society:
Opportunity of Social Entrepreneurship
• business model that leverages
entrepreneurial skills to generate innovative
responses to societal issues
– Students Offering Support (SOS)
– Microfinance
– Kiva: http://www.kiva.org/about/microfinance
• Must create value, be unique and self-sustaining
191. Responsibility to Society:
Opportunity of Social Entrepreneurship
• business model that leverages
entrepreneurial skills to generate innovative
responses to societal issues
– Students Offering Support (SOS)
– Microfinance
– Kiva: http://www.kiva.org/about/microfinance
• Must create value, be unique and self-sustaining
• Value =social value
200. Responsibility to Customers
Why?
– affects profits
– avoids regulation
– establishes/protects reputation
Key areas:
• Consumerism
• right to safety
201. Responsibility to Customers
Why?
– affects profits
– avoids regulation
– establishes/protects reputation
Key areas:
• Consumerism
• right to safety
• right to be informed
202. Responsibility to Customers
Why?
– affects profits
– avoids regulation
– establishes/protects reputation
Key areas:
• Consumerism
• right to safety
• right to be informed
• right to be heard
203. Responsibility to Customers
Why?
– affects profits
– avoids regulation
– establishes/protects reputation
Key areas:
• Consumerism
• right to safety
• right to be informed
• right to be heard
• right to choose
204. Responsibility to Customers
Why?
– affects profits
– avoids regulation
– establishes/protects reputation
Key areas:
• Consumerism
• right to safety
• right to be informed
• right to be heard
• right to choose
• right to courtesy
205. Responsibility to Customers
Why?
– affects profits
– avoids regulation
– establishes/protects reputation
Key areas:
• Consumerism
• right to safety
• right to be informed
• right to be heard
• right to choose
• right to courtesy
• right to education
213. Responsibility toward Employees
Why?
• hire and keep the best
• reduce costs- hiring/retention/legal
• increase productivity
Key areas:
• Responsible hiring and promotion
214. Responsibility toward Employees
Why?
• hire and keep the best
• reduce costs- hiring/retention/legal
• increase productivity
Key areas:
• Responsible hiring and promotion
• Safety
215. Responsibility toward Employees
Why?
• hire and keep the best
• reduce costs- hiring/retention/legal
• increase productivity
Key areas:
• Responsible hiring and promotion
• Safety
• Opportunities for advancement
216. Responsibility toward Employees
Why?
• hire and keep the best
• reduce costs- hiring/retention/legal
• increase productivity
Key areas:
• Responsible hiring and promotion
• Safety
• Opportunities for advancement
• Respect
217. Responsibility toward Employees
Why?
• hire and keep the best
• reduce costs- hiring/retention/legal
• increase productivity
Key areas:
• Responsible hiring and promotion
• Safety
• Opportunities for advancement
• Respect
• Protection of whistleblowers
222. Responsibility to Investors
- Corporate Governance
• 10 years since the collapse of Enron Corp.
• “agency problem”
• new regulations for boards and new expectations from
investors
223. Responsibility to Investors
- Corporate Governance
• 10 years since the collapse of Enron Corp.
• “agency problem”
• new regulations for boards and new expectations from
investors
• trends:
224. Responsibility to Investors
- Corporate Governance
• 10 years since the collapse of Enron Corp.
• “agency problem”
• new regulations for boards and new expectations from
investors
• trends:
– more independence
225. Responsibility to Investors
- Corporate Governance
• 10 years since the collapse of Enron Corp.
• “agency problem”
• new regulations for boards and new expectations from
investors
• trends:
– more independence
– new practices
226. Responsibility to Investors
- Corporate Governance
• 10 years since the collapse of Enron Corp.
• “agency problem”
• new regulations for boards and new expectations from
investors
• trends:
– more independence
– new practices
– new disclosure rules
227. Responsibility to Investors
- Corporate Governance
• 10 years since the collapse of Enron Corp.
• “agency problem”
• new regulations for boards and new expectations from
investors
• trends:
– more independence
– new practices
– new disclosure rules
– different attitude- directors and investors
228. Responsibility to Investors
- Corporate Governance
• 10 years since the collapse of Enron Corp.
• “agency problem”
• new regulations for boards and new expectations from
investors
• trends:
– more independence
– new practices
– new disclosure rules
– different attitude- directors and investors
• Canadian Coalition for Good Governance
229. Responsibility to Investors
- Corporate Governance
• 10 years since the collapse of Enron Corp.
• “agency problem”
• new regulations for boards and new expectations from
investors
• trends:
– more independence
– new practices
– new disclosure rules
– different attitude- directors and investors
• Canadian Coalition for Good Governance
– www.ccgg.ca
242. Implementing a Social Responsibility Program
• commitment of top executives
• planning by committee of managers
243. Implementing a Social Responsibility Program
• commitment of top executives
• planning by committee of managers
• implementation directed by top level executive
244. Implementing a Social Responsibility Program
• commitment of top executives
• planning by committee of managers
• implementation directed by top level executive
• follow up- social audit at regular intervals
249. Impact of Demographics
• based on David Foot’s book ‘Boom, Bust &
Echo’
• what is demography?
– study of human populations or people’s vital
statistics (age,income,race,etc)
250. Impact of Demographics
• based on David Foot’s book ‘Boom, Bust &
Echo’
• what is demography?
– study of human populations or people’s vital
statistics (age,income,race,etc)
251. Impact of Demographics
• based on David Foot’s book ‘Boom, Bust &
Echo’
• what is demography?
– study of human populations or people’s vital
statistics (age,income,race,etc)
• why is it important to business?
252. Impact of Demographics
• based on David Foot’s book ‘Boom, Bust &
Echo’
• what is demography?
– study of human populations or people’s vital
statistics (age,income,race,etc)
• why is it important to business?
– basis for any market is people
253. Impact of Demographics
• based on David Foot’s book ‘Boom, Bust &
Echo’
• what is demography?
– study of human populations or people’s vital
statistics (age,income,race,etc)
• why is it important to business?
– basis for any market is people
– powerful predictor of human behaviour
254. Impact of Demographics
• based on David Foot’s book ‘Boom, Bust &
Echo’
• what is demography?
– study of human populations or people’s vital
statistics (age,income,race,etc)
• why is it important to business?
– basis for any market is people
– powerful predictor of human behaviour
– certainty and simplicity of age data
261. Understanding Demographics
• Key factors in predicting behaviour
– # people in each age group
– “activity participation rate”
• Factors affecting size of cohorts
262. Understanding Demographics
• Key factors in predicting behaviour
– # people in each age group
– “activity participation rate”
• Factors affecting size of cohorts
– fertility rate - avg. # children/women
263. Understanding Demographics
• Key factors in predicting behaviour
– # people in each age group
– “activity participation rate”
• Factors affecting size of cohorts
– fertility rate - avg. # children/women
– birth rate - total # births/size of population
264. Advantage of being
in a small cohort?
Disadvantage of
being in a small
cohort?
Advantage of being
in a big cohort?
Disadvantage of
being in a big
cohort?
265. “Cohorts”
small vs. large
Advantage of being
in a small cohort?
Disadvantage of
being in a small
cohort?
Advantage of being
in a big cohort?
Disadvantage of
being in a big
cohort?
266. “Cohorts”
small vs. large
Advantage of being
in a small cohort?
Disadvantage of
being in a small
cohort?
Advantage of being
in a big cohort?
Disadvantage of
being in a big
1914/15 cohort?
267. “Cohorts”
small vs. large
Advantage of being
in a small cohort?
Disadvantage of
being in a small
cohort?
Advantage of being
in a big cohort?
Disadvantage of
being in a big
1914/15 cohort?
‘Pre WWI’
268. “Cohorts”
small vs. large
Advantage of being
in a small cohort?
Disadvantage of
being in a small
cohort?
Advantage of being
in a big cohort?
1919/20 Disadvantage of
being in a big
1914/15 cohort?
‘Pre WWI’
269. “Cohorts”
small vs. large
Advantage of being
in a small cohort?
Disadvantage of
being in a small
cohort?
Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
270. “Cohorts”
small vs. large
Advantage of being
in a small cohort?
Disadvantage of
being in a small
1929/30 cohort?
Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
271. “Cohorts”
small vs. large
Advantage of being
in a small cohort?
Disadvantage of
being in a small
1929/30 cohort?
‘Roaring Twenties’ Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
272. “Cohorts”
small vs. large
Advantage of being
1939/40 in a small cohort?
Disadvantage of
being in a small
1929/30 cohort?
‘Roaring Twenties’ Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
273. “Cohorts”
small vs. large
Advantage of being
1939/40 in a small cohort?
Disadvantage of
‘Depression Babies’ being in a small
1929/30 cohort?
‘Roaring Twenties’ Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
274. “Cohorts”
small vs. large
1946/47
Advantage of being
1939/40 in a small cohort?
Disadvantage of
‘Depression Babies’ being in a small
1929/30 cohort?
‘Roaring Twenties’ Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
275. “Cohorts”
small vs. large
1946/47
1939/40 ‘WWII’ Advantage of being
in a small cohort?
Disadvantage of
‘Depression Babies’ being in a small
1929/30 cohort?
‘Roaring Twenties’ Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
276. “Cohorts”
small vs. large 1966/67
1946/47
1939/40 ‘WWII’ Advantage of being
in a small cohort?
Disadvantage of
‘Depression Babies’ being in a small
1929/30 cohort?
‘Roaring Twenties’ Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
277. “Cohorts”
small vs. large 1966/67
1946/47 ‘Baby Boom’
1939/40 ‘WWII’ Advantage of being
in a small cohort?
Disadvantage of
‘Depression Babies’ being in a small
1929/30 cohort?
‘Roaring Twenties’ Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
278. “Cohorts” 1979/80
small vs. large 1966/67
1946/47 ‘Baby Boom’
1939/40 ‘WWII’ Advantage of being
in a small cohort?
Disadvantage of
‘Depression Babies’ being in a small
1929/30 cohort?
‘Roaring Twenties’ Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
279. “Cohorts” 1979/80
small vs. large 1966/67 ‘Baby Bust’
1946/47 ‘Baby Boom’
1939/40 ‘WWII’ Advantage of being
in a small cohort?
Disadvantage of
‘Depression Babies’ being in a small
1929/30 cohort?
‘Roaring Twenties’ Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
280. 1995/96
“Cohorts” 1979/80
small vs. large 1966/67 ‘Baby Bust’
1946/47 ‘Baby Boom’
1939/40 ‘WWII’ Advantage of being
in a small cohort?
Disadvantage of
‘Depression Babies’ being in a small
1929/30 cohort?
‘Roaring Twenties’ Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
281. 1995/96
‘Baby Boom Echo’
“Cohorts” 1979/80
small vs. large 1966/67 ‘Baby Bust’
1946/47 ‘Baby Boom’
1939/40 ‘WWII’ Advantage of being
in a small cohort?
Disadvantage of
‘Depression Babies’ being in a small
1929/30 cohort?
‘Roaring Twenties’ Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
282. 2010
1995/96
‘Baby Boom Echo’
“Cohorts” 1979/80
small vs. large 1966/67 ‘Baby Bust’
1946/47 ‘Baby Boom’
1939/40 ‘WWII’ Advantage of being
in a small cohort?
Disadvantage of
‘Depression Babies’ being in a small
1929/30 cohort?
‘Roaring Twenties’ Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
283. 2010
1995/96
‘Millenium
‘Baby Boom Echo’
“Cohorts” 1979/80
Busters’
small vs. large 1966/67 ‘Baby Bust’
1946/47 ‘Baby Boom’
1939/40 ‘WWII’ Advantage of being
in a small cohort?
Disadvantage of
‘Depression Babies’ being in a small
1929/30 cohort?
‘Roaring Twenties’ Advantage of being
in a big cohort?
1919/20 Disadvantage of
‘WWI’ being in a big
1914/15 cohort?
‘Pre WWI’
286. ‘The Boomer Effect’
Financial Post – September 30, 2006
• 2011 – year the first baby boomer cohort reaches
age 65
287. ‘The Boomer Effect’
Financial Post – September 30, 2006
• 2011 – year the first baby boomer cohort reaches
age 65
• 2015 – estimated year when seniors (65+) will
outnumber children (<16)
288. ‘The Boomer Effect’
Financial Post – September 30, 2006
• 2011 – year the first baby boomer cohort reaches
age 65
• 2015 – estimated year when seniors (65+) will
outnumber children (<16)
• 13% – of population that were 65 or older in 2005
289. ‘The Boomer Effect’
Financial Post – September 30, 2006
• 2011 – year the first baby boomer cohort reaches
age 65
• 2015 – estimated year when seniors (65+) will
outnumber children (<16)
• 13% – of population that were 65 or older in 2005
• 25-30% – of population that will be seniors in 2056
290. ‘The Boomer Effect’
Financial Post – September 30, 2006
• 2011 – year the first baby boomer cohort reaches
age 65
• 2015 – estimated year when seniors (65+) will
outnumber children (<16)
• 13% – of population that were 65 or older in 2005
• 25-30% – of population that will be seniors in 2056
• 50% – of population that will be older than 47 in 2056
293. Demographic Trends:
What are the opportunities and threats for
Canadian businesses?
- companies should strategically pursue business
opportunities that meet present and future
demand from large demographic cohorts
294. Demographic Trends:
What are the opportunities and threats for
Canadian businesses?
- companies should strategically pursue business
opportunities that meet present and future
demand from large demographic cohorts
- examples:
The first part of our social environment discussion will be centred around the managers in the organization.\n
Ethics\n&#x201C;Individual standards/beliefs regarding what is right and wrong or good and bad&#x201D; -not one of us has the same match of making ethical decisions&#x201D;\n\nBusiness or Managerial Ethics\n&#x201C;&#x201C;standards of behaviour that guide individual managers in their work&#x201D;\n
Ethics\n&#x201C;Individual standards/beliefs regarding what is right and wrong or good and bad&#x201D; -not one of us has the same match of making ethical decisions&#x201D;\n\nBusiness or Managerial Ethics\n&#x201C;&#x201C;standards of behaviour that guide individual managers in their work&#x201D;\n
Ethics\n&#x201C;Individual standards/beliefs regarding what is right and wrong or good and bad&#x201D; -not one of us has the same match of making ethical decisions&#x201D;\n\nBusiness or Managerial Ethics\n&#x201C;&#x201C;standards of behaviour that guide individual managers in their work&#x201D;\n
Ethics\n&#x201C;Individual standards/beliefs regarding what is right and wrong or good and bad&#x201D; -not one of us has the same match of making ethical decisions&#x201D;\n\nBusiness or Managerial Ethics\n&#x201C;&#x201C;standards of behaviour that guide individual managers in their work&#x201D;\n
conflict of interest- if an activity benefits the worker\nwhat if your employee talks to competition?\nhonesty- are you using the office materials for your own benefit? \n
conflict of interest- if an activity benefits the worker\nwhat if your employee talks to competition?\nhonesty- are you using the office materials for your own benefit? \n
conflict of interest- if an activity benefits the worker\nwhat if your employee talks to competition?\nhonesty- are you using the office materials for your own benefit? \n
conflict of interest- if an activity benefits the worker\nwhat if your employee talks to competition?\nhonesty- are you using the office materials for your own benefit? \n
conflict of interest- if an activity benefits the worker\nwhat if your employee talks to competition?\nhonesty- are you using the office materials for your own benefit? \n
conflict of interest- if an activity benefits the worker\nwhat if your employee talks to competition?\nhonesty- are you using the office materials for your own benefit? \n
conflict of interest- if an activity benefits the worker\nwhat if your employee talks to competition?\nhonesty- are you using the office materials for your own benefit? \n
Gathering facts\n-aware of all applicable laws \n-codes of conduct \n\nAnalyze situation\n-utilitarian approach= greatest good for greatest number of people\n-rights approach= rights cannot be taken away- whatever decision I make has to be respectful and maintain the rights of anybody granted those rights in the first place \nfairness/justice approach= equitable distribution of burdens and rewards- contrasts utilitarian- share pain and rewards equally \n-caring approach= responsibilities to one another- issues with emotion in them- basic principle of how we should treat one another\n
Gathering facts\n-aware of all applicable laws \n-codes of conduct \n\nAnalyze situation\n-utilitarian approach= greatest good for greatest number of people\n-rights approach= rights cannot be taken away- whatever decision I make has to be respectful and maintain the rights of anybody granted those rights in the first place \nfairness/justice approach= equitable distribution of burdens and rewards- contrasts utilitarian- share pain and rewards equally \n-caring approach= responsibilities to one another- issues with emotion in them- basic principle of how we should treat one another\n
Gathering facts\n-aware of all applicable laws \n-codes of conduct \n\nAnalyze situation\n-utilitarian approach= greatest good for greatest number of people\n-rights approach= rights cannot be taken away- whatever decision I make has to be respectful and maintain the rights of anybody granted those rights in the first place \nfairness/justice approach= equitable distribution of burdens and rewards- contrasts utilitarian- share pain and rewards equally \n-caring approach= responsibilities to one another- issues with emotion in them- basic principle of how we should treat one another\n
Gathering facts\n-aware of all applicable laws \n-codes of conduct \n\nAnalyze situation\n-utilitarian approach= greatest good for greatest number of people\n-rights approach= rights cannot be taken away- whatever decision I make has to be respectful and maintain the rights of anybody granted those rights in the first place \nfairness/justice approach= equitable distribution of burdens and rewards- contrasts utilitarian- share pain and rewards equally \n-caring approach= responsibilities to one another- issues with emotion in them- basic principle of how we should treat one another\n
Gathering facts\n-aware of all applicable laws \n-codes of conduct \n\nAnalyze situation\n-utilitarian approach= greatest good for greatest number of people\n-rights approach= rights cannot be taken away- whatever decision I make has to be respectful and maintain the rights of anybody granted those rights in the first place \nfairness/justice approach= equitable distribution of burdens and rewards- contrasts utilitarian- share pain and rewards equally \n-caring approach= responsibilities to one another- issues with emotion in them- basic principle of how we should treat one another\n
Gathering facts\n-aware of all applicable laws \n-codes of conduct \n\nAnalyze situation\n-utilitarian approach= greatest good for greatest number of people\n-rights approach= rights cannot be taken away- whatever decision I make has to be respectful and maintain the rights of anybody granted those rights in the first place \nfairness/justice approach= equitable distribution of burdens and rewards- contrasts utilitarian- share pain and rewards equally \n-caring approach= responsibilities to one another- issues with emotion in them- basic principle of how we should treat one another\n
Gathering facts\n-aware of all applicable laws \n-codes of conduct \n\nAnalyze situation\n-utilitarian approach= greatest good for greatest number of people\n-rights approach= rights cannot be taken away- whatever decision I make has to be respectful and maintain the rights of anybody granted those rights in the first place \nfairness/justice approach= equitable distribution of burdens and rewards- contrasts utilitarian- share pain and rewards equally \n-caring approach= responsibilities to one another- issues with emotion in them- basic principle of how we should treat one another\n
Gathering facts\n-aware of all applicable laws \n-codes of conduct \n\nAnalyze situation\n-utilitarian approach= greatest good for greatest number of people\n-rights approach= rights cannot be taken away- whatever decision I make has to be respectful and maintain the rights of anybody granted those rights in the first place \nfairness/justice approach= equitable distribution of burdens and rewards- contrasts utilitarian- share pain and rewards equally \n-caring approach= responsibilities to one another- issues with emotion in them- basic principle of how we should treat one another\n
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Stakeholders importance \n-depends on situation and the issue- affect willingness and opportunity to act\n\nChallenge\nstakeholders may have varying and conflicting expectations of an organization\n\n
Stakeholders importance \n-depends on situation and the issue- affect willingness and opportunity to act\n\nChallenge\nstakeholders may have varying and conflicting expectations of an organization\n\n
Stakeholders importance \n-depends on situation and the issue- affect willingness and opportunity to act\n\nChallenge\nstakeholders may have varying and conflicting expectations of an organization\n\n
Stakeholders importance \n-depends on situation and the issue- affect willingness and opportunity to act\n\nChallenge\nstakeholders may have varying and conflicting expectations of an organization\n\n
Stakeholders importance \n-depends on situation and the issue- affect willingness and opportunity to act\n\nChallenge\nstakeholders may have varying and conflicting expectations of an organization\n\n
Stakeholders importance \n-depends on situation and the issue- affect willingness and opportunity to act\n\nChallenge\nstakeholders may have varying and conflicting expectations of an organization\n\n
examples of stakeholders\n -owners/creditors\n -employees (and their unions)\n -the natural environment\n -suppliers\n -community. society\n -board of directors\n -special interest groups\n -government\n
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-shareholder allocate decision making authority to the managers \n-not practical\n-many shareholder do not have the time or incentive\n-many share holders are not qualified\n\n-conflict of interest may arise\n-having the short term control of the firm&#x2019;s assets, managers might be tempted to act in the manager&#x2019;s short term best interest instead of the shareholder&#x2019;s long term best interest \n
-shareholder allocate decision making authority to the managers \n-not practical\n-many shareholder do not have the time or incentive\n-many share holders are not qualified\n\n-conflict of interest may arise\n-having the short term control of the firm&#x2019;s assets, managers might be tempted to act in the manager&#x2019;s short term best interest instead of the shareholder&#x2019;s long term best interest \n
-shareholder allocate decision making authority to the managers \n-not practical\n-many shareholder do not have the time or incentive\n-many share holders are not qualified\n\n-conflict of interest may arise\n-having the short term control of the firm&#x2019;s assets, managers might be tempted to act in the manager&#x2019;s short term best interest instead of the shareholder&#x2019;s long term best interest \n
-shareholder allocate decision making authority to the managers \n-not practical\n-many shareholder do not have the time or incentive\n-many share holders are not qualified\n\n-conflict of interest may arise\n-having the short term control of the firm&#x2019;s assets, managers might be tempted to act in the manager&#x2019;s short term best interest instead of the shareholder&#x2019;s long term best interest \n
-shareholder allocate decision making authority to the managers \n-not practical\n-many shareholder do not have the time or incentive\n-many share holders are not qualified\n\n-conflict of interest may arise\n-having the short term control of the firm&#x2019;s assets, managers might be tempted to act in the manager&#x2019;s short term best interest instead of the shareholder&#x2019;s long term best interest \n
-shareholder allocate decision making authority to the managers \n-not practical\n-many shareholder do not have the time or incentive\n-many share holders are not qualified\n\n-conflict of interest may arise\n-having the short term control of the firm&#x2019;s assets, managers might be tempted to act in the manager&#x2019;s short term best interest instead of the shareholder&#x2019;s long term best interest \n
-shareholder allocate decision making authority to the managers \n-not practical\n-many shareholder do not have the time or incentive\n-many share holders are not qualified\n\n-conflict of interest may arise\n-having the short term control of the firm&#x2019;s assets, managers might be tempted to act in the manager&#x2019;s short term best interest instead of the shareholder&#x2019;s long term best interest \n
-shareholder allocate decision making authority to the managers \n-not practical\n-many shareholder do not have the time or incentive\n-many share holders are not qualified\n\n-conflict of interest may arise\n-having the short term control of the firm&#x2019;s assets, managers might be tempted to act in the manager&#x2019;s short term best interest instead of the shareholder&#x2019;s long term best interest \n
-shareholder allocate decision making authority to the managers \n-not practical\n-many shareholder do not have the time or incentive\n-many share holders are not qualified\n\n-conflict of interest may arise\n-having the short term control of the firm&#x2019;s assets, managers might be tempted to act in the manager&#x2019;s short term best interest instead of the shareholder&#x2019;s long term best interest \n
-shareholder allocate decision making authority to the managers \n-not practical\n-many shareholder do not have the time or incentive\n-many share holders are not qualified\n\n-conflict of interest may arise\n-having the short term control of the firm&#x2019;s assets, managers might be tempted to act in the manager&#x2019;s short term best interest instead of the shareholder&#x2019;s long term best interest \n
-shareholder allocate decision making authority to the managers \n-not practical\n-many shareholder do not have the time or incentive\n-many share holders are not qualified\n\n-conflict of interest may arise\n-having the short term control of the firm&#x2019;s assets, managers might be tempted to act in the manager&#x2019;s short term best interest instead of the shareholder&#x2019;s long term best interest \n
obstructionist stance\n-does as little as possible to meet any of their legal, and ethical needs- if they get caught might try to cover up/point the finger at someone else\n-does not do whats expected of them!\ndefensive stance\n-does not meet legal requirements well- but does meet them- does not go above and beyond\n-tobacco company\naccommodative stance\n-meets all legal and ethical requirements and goes above and beyond when asked-did not think to go above and beyond by themselves\n-example: tuna industry- \nproactive\n-above !\n
obstructionist stance\n-does as little as possible to meet any of their legal, and ethical needs- if they get caught might try to cover up/point the finger at someone else\n-does not do whats expected of them!\ndefensive stance\n-does not meet legal requirements well- but does meet them- does not go above and beyond\n-tobacco company\naccommodative stance\n-meets all legal and ethical requirements and goes above and beyond when asked-did not think to go above and beyond by themselves\n-example: tuna industry- \nproactive\n-above !\n
obstructionist stance\n-does as little as possible to meet any of their legal, and ethical needs- if they get caught might try to cover up/point the finger at someone else\n-does not do whats expected of them!\ndefensive stance\n-does not meet legal requirements well- but does meet them- does not go above and beyond\n-tobacco company\naccommodative stance\n-meets all legal and ethical requirements and goes above and beyond when asked-did not think to go above and beyond by themselves\n-example: tuna industry- \nproactive\n-above !\n
obstructionist stance\n-does as little as possible to meet any of their legal, and ethical needs- if they get caught might try to cover up/point the finger at someone else\n-does not do whats expected of them!\ndefensive stance\n-does not meet legal requirements well- but does meet them- does not go above and beyond\n-tobacco company\naccommodative stance\n-meets all legal and ethical requirements and goes above and beyond when asked-did not think to go above and beyond by themselves\n-example: tuna industry- \nproactive\n-above !\n
obstructionist stance\n-does as little as possible to meet any of their legal, and ethical needs- if they get caught might try to cover up/point the finger at someone else\n-does not do whats expected of them!\ndefensive stance\n-does not meet legal requirements well- but does meet them- does not go above and beyond\n-tobacco company\naccommodative stance\n-meets all legal and ethical requirements and goes above and beyond when asked-did not think to go above and beyond by themselves\n-example: tuna industry- \nproactive\n-above !\n
obstructionist stance\n-does as little as possible to meet any of their legal, and ethical needs- if they get caught might try to cover up/point the finger at someone else\n-does not do whats expected of them!\ndefensive stance\n-does not meet legal requirements well- but does meet them- does not go above and beyond\n-tobacco company\naccommodative stance\n-meets all legal and ethical requirements and goes above and beyond when asked-did not think to go above and beyond by themselves\n-example: tuna industry- \nproactive\n-above !\n
obstructionist stance\n-does as little as possible to meet any of their legal, and ethical needs- if they get caught might try to cover up/point the finger at someone else\n-does not do whats expected of them!\ndefensive stance\n-does not meet legal requirements well- but does meet them- does not go above and beyond\n-tobacco company\naccommodative stance\n-meets all legal and ethical requirements and goes above and beyond when asked-did not think to go above and beyond by themselves\n-example: tuna industry- \nproactive\n-above !\n
obstructionist stance\n-does as little as possible to meet any of their legal, and ethical needs- if they get caught might try to cover up/point the finger at someone else\n-does not do whats expected of them!\ndefensive stance\n-does not meet legal requirements well- but does meet them- does not go above and beyond\n-tobacco company\naccommodative stance\n-meets all legal and ethical requirements and goes above and beyond when asked-did not think to go above and beyond by themselves\n-example: tuna industry- \nproactive\n-above !\n
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(articles of book in lab manual) \n-to meet customer needs you must meet people\n-age is a strong predictor of our behaviour \n-for example ages 18-22 are usually in school- this influences our purchases \n\n
(articles of book in lab manual) \n-to meet customer needs you must meet people\n-age is a strong predictor of our behaviour \n-for example ages 18-22 are usually in school- this influences our purchases \n\n
(articles of book in lab manual) \n-to meet customer needs you must meet people\n-age is a strong predictor of our behaviour \n-for example ages 18-22 are usually in school- this influences our purchases \n\n
(articles of book in lab manual) \n-to meet customer needs you must meet people\n-age is a strong predictor of our behaviour \n-for example ages 18-22 are usually in school- this influences our purchases \n\n
(articles of book in lab manual) \n-to meet customer needs you must meet people\n-age is a strong predictor of our behaviour \n-for example ages 18-22 are usually in school- this influences our purchases \n\n
(articles of book in lab manual) \n-to meet customer needs you must meet people\n-age is a strong predictor of our behaviour \n-for example ages 18-22 are usually in school- this influences our purchases \n\n
(articles of book in lab manual) \n-to meet customer needs you must meet people\n-age is a strong predictor of our behaviour \n-for example ages 18-22 are usually in school- this influences our purchases \n\n
(articles of book in lab manual) \n-to meet customer needs you must meet people\n-age is a strong predictor of our behaviour \n-for example ages 18-22 are usually in school- this influences our purchases \n\n
(articles of book in lab manual) \n-to meet customer needs you must meet people\n-age is a strong predictor of our behaviour \n-for example ages 18-22 are usually in school- this influences our purchases \n\n
-get to know people of the competition\n-different sizes of groups are effected by fertility rate and birth rate \n
-get to know people of the competition\n-different sizes of groups are effected by fertility rate and birth rate \n
-get to know people of the competition\n-different sizes of groups are effected by fertility rate and birth rate \n
-get to know people of the competition\n-different sizes of groups are effected by fertility rate and birth rate \n
-get to know people of the competition\n-different sizes of groups are effected by fertility rate and birth rate \n
-get to know people of the competition\n-different sizes of groups are effected by fertility rate and birth rate \n
-get to know people of the competition\n-different sizes of groups are effected by fertility rate and birth rate \n
-get to know people of the competition\n-different sizes of groups are effected by fertility rate and birth rate \n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
small green\nlarge red \nadvantage of small- less competition disadvantage- no one cares much in perspective to the large group- less attention\n(reverse this for large) \n \n (likely question- describe a couple small cohort (or large) and what are the adv. and disadvantages)\n\nPre WW1- very few of them left- age 97 and older- small because theres almost no one left (at the time they were large)\nWW1- men are off at war- fewer babies- trying to enter workforce there was depression\nRoaring 20&#x2019;s- came back from war and made babies \nDepression babies- (bolded because it was the very smallest in Canada) people couldn&#x2019;t afford to have children- no jobs\nWW11- some people waited to have babies\nBaby Boom- war ended- everyones happy- economy is growing- everyone had kids \nBaby Bust- small group- the pill and women going into post secondary education made baby making settle \nBaby Boom Echo- us! our parents had lots of kids so there is lots of us \n\n\n\n
looks like seniors will outnumber children in 2015\n-this population looks very different\n
looks like seniors will outnumber children in 2015\n-this population looks very different\n
looks like seniors will outnumber children in 2015\n-this population looks very different\n
looks like seniors will outnumber children in 2015\n-this population looks very different\n
looks like seniors will outnumber children in 2015\n-this population looks very different\n
looks like seniors will outnumber children in 2015\n-this population looks very different\n