The potential recommended learning and educating techniques that follow present the opportunity look around the Understanding business learning activities subjects in more detail in order to boost knowledge and knowledge of this device of study.

1. Business ManagementBusiness Management
Learning and CoachingLearning and Coaching
Approaches – Guidance andApproaches – Guidance and
Advice for PractitionersAdvice for Practitioners
Understanding BusinessUnderstanding Business

2. Understanding BusinessUnderstanding Business
► Business activitiesBusiness activities
► Customer satisfactionCustomer satisfaction
► Business objectivesBusiness objectives
► Business stakeholdersBusiness stakeholders
► External/internal factorsExternal/internal factors
affecting businessesaffecting businesses
► Wealth creationWealth creation
► Corporate socialCorporate social
responsibility and ethicsresponsibility and ethics
► Business in societyBusiness in society
The potential recommended learning and educating
techniques that follow present the opportunity look around
the following subjects in more detail in order to boost
knowledge and knowledge of this device of study.
For most activities, a range of working methods and demonstration press
remain to practitioner/learner choice. Use of ICT for some actions is
suggested and web analysis will be a essential element of several
suggested techniques. These suggested student techniques can be
tailored to fit the needs of experts.

3. Starting UpStarting Up
► Adolescents may consider three options for theirAdolescents may consider three options for their
future: further knowledge, career or training.future: further knowledge, career or training.
► The often-forgotten 4th option is one we canThe often-forgotten 4th option is one we can
analyze here: business, i.e. starting your ownanalyze here: business, i.e. starting your own
business.business.
► Learners could use the given meaning of operatorLearners could use the given meaning of operator
and match it up to the information in the movie.and match it up to the information in the movie.
After viewing it video of Jonathan Levie,After viewing it video of Jonathan Levie,
conversation subjects are recommended in theconversation subjects are recommended in the
following slips for students to further discover thisfollowing slips for students to further discover this
subject.subject.

4. What is an Entrepreneur?What is an Entrepreneur?
Hint: Learners could use the
Jonathan Levie interview
transcript to help them with the
discussion topics
Students could use available sources to
recommend explanations and/or
explanations of an business owner. Key
styles in the video could aid their research
i.e. Knowledge, opportunist, qualifications,
assurance, drive etc.

5. Enterpreneurship - 1Enterpreneurship - 1
Jonathan Levie outlines several skills and qualitiesJonathan Levie outlines several skills and qualities
he thinks are important in an entrepreneurhe thinks are important in an entrepreneur
•Students could talk about whether they believe thisStudents could talk about whether they believe this
perspective and may build a team record of abilitiesperspective and may build a team record of abilities
and features which they think would be essential inand features which they think would be essential in
an business owner.an business owner.
•It may be useful for learners to differentiate what isIt may be useful for learners to differentiate what is
a ‘skill’ and what is a ‘quality’ during theira ‘skill’ and what is a ‘quality’ during their
conversation.conversation.
•Learners could be requested to consider whetherLearners could be requested to consider whether
they could be an business owner or head now… orthey could be an business owner or head now… or
in the upcoming.in the upcoming.

6. Enterpreneurship - 2Enterpreneurship - 2
It requests 'Why does Scotland need moreIt requests 'Why does Scotland need more
entrepreneurs?'entrepreneurs?'
Jonathan Levie describes his viewpoint here – howJonathan Levie describes his viewpoint here – how
could this immediate students to comprehend orcould this immediate students to comprehend or
discover where business ‘fits’ into Scotland’sdiscover where business ‘fits’ into Scotland’s
economy? How does advancement help Scotland toeconomy? How does advancement help Scotland to
flourish?flourish?
The plan given as exemplification in the Guidance andThe plan given as exemplification in the Guidance and
Assistance Notices could be used either as theAssistance Notices could be used either as the
groundwork for their conversation or students couldgroundwork for their conversation or students could
generate their own plan displaying the relationshipsgenerate their own plan displaying the relationships
between company and the different areas of Scotland’sbetween company and the different areas of Scotland’s
community impacted by businesscommunity impacted by business

7. Enterpreneurship - 3Enterpreneurship - 3
''Being an entrepreneur isn’t necessarily aboutBeing an entrepreneur isn’t necessarily about
risk taking'risk taking'
The above quotation from the video could be usedThe above quotation from the video could be used
for student conversation or conversation or tofor student conversation or conversation or to
immediate individual reactions from students. Inimmediate individual reactions from students. In
addition, students could create what it really theaddition, students could create what it really the
range of threats that may participate in startingrange of threats that may participate in starting
their own corporation.their own corporation.
Could learners be guided toCould learners be guided to
consider personal risks,consider personal risks,
economical risks and socialeconomical risks and social
risks in this context?risks in this context?

8. This movie information the life and work of Mick Fitzgibbons,
one of Scotland's most popular and effective business
owners.
It opinions Mick's concepts and values about business,
marketing, management and public liability in business.
Mick explains the development and achievements of two of
his significant businesses - WildDay.com and the WildHearts
Base, a non-profit business – both indicating great
advancement.
•Students could use the meeting with the conversation
subjects worksheet which gives recommended subjects for
further analysis or conversation.
Enterpreneurship – 4
Mick Jackson – An Inspiring Entrepreneur?

9. Entrepreneurship – 5 : To boldlyEntrepreneurship – 5 : To boldly
go…..go…..
Entrepreneurs may do 1 of 2 things to start a businessEntrepreneurs may do 1 of 2 things to start a business
enterprise:enterprise:
1.1.Create a new product to fill a gap in the market ORCreate a new product to fill a gap in the market OR
2.2.Improve an existing product in a new wayImprove an existing product in a new way
•These movie sources could be used to immediate studentThese movie sources could be used to immediate student
conversation or research on local or popular business owners orconversation or research on local or popular business owners or
companies. There could be particular focus on Scottish basedcompanies. There could be particular focus on Scottish based
business or business owners to contextualise this studying tobusiness or business owners to contextualise this studying to
previously conversation or research.previously conversation or research.
•Students could be advised in their analysis or conversation by theStudents could be advised in their analysis or conversation by the
following questions:following questions:
• What motivated them? What threats did they run?What motivated them? What threats did they run?
• How did they increase the fund they needed?How did they increase the fund they needed?
• Did they be successful easily or experience setbacks?Did they be successful easily or experience setbacks?
Use these hyperlinks for some inspiring
stories from around the world!

10. Entrepreneurship - 6Entrepreneurship - 6
► Jonathan Levie describes that while benefit isJonathan Levie describes that while benefit is
significant, his viewpoint is that additionalsignificant, his viewpoint is that additional
aspects are equally essential to Scottishaspects are equally essential to Scottish
business owners, such as customer care,business owners, such as customer care,
creating new products, and ‘giving back’ tocreating new products, and ‘giving back’ to
Scotland as their country and community.Scotland as their country and community.
► The following strategy indicates how studentsThe following strategy indicates how students
could take consideration of these aspects intocould take consideration of these aspects into
consideration and is described further in theconsideration and is described further in the
next slide:next slide:

11. Students could be required to recognize aStudents could be required to recognize a
Scottish business (local or national) andScottish business (local or national) and
analyze their strategy to:analyze their strategy to:
• ProfitProfit
• Customer SatisfactionCustomer Satisfaction
• Innovation and Product DevelopmentInnovation and Product Development
• Social ResponsibilitySocial Responsibility
Further conversation or analysis byFurther conversation or analysis by
students may examine the effect each ofstudents may examine the effect each of
these aspects would have on thethese aspects would have on the
company, its’ neighborhood, and Scotlandcompany, its’ neighborhood, and Scotland
as a whole.as a whole.

12. So – What IS anSo – What IS an
Entrepreneur?Entrepreneur?► This link provides a number of claims given byThis link provides a number of claims given by
entrepreneurs about what they think operator is.entrepreneurs about what they think operator is.
► Suggested methods for this source could be:Suggested methods for this source could be:
► Learners building their own concepts using keyLearners building their own concepts using key
styles from the claims given.styles from the claims given.
• Using the variety of claims to allow students toUsing the variety of claims to allow students to
pick the one they recognize most and justifyingpick the one they recognize most and justifying
their option.their option.
• Learners choosing one declaration andLearners choosing one declaration and
implementing it to operator (local or well-knownimplementing it to operator (local or well-known
nationally) that they think it based on.nationally) that they think it based on.
Education
Scotland

13. Over to you……Over to you……
It’s time to put thoughts into action.It’s time to put thoughts into action.
►The circulation plan offered reveals a step-by-step way ofThe circulation plan offered reveals a step-by-step way of
building an business from an idea. This could be used tobuilding an business from an idea. This could be used to
assist students through the process of developing their ownassist students through the process of developing their own
business.business.
►Learners could concentrate on making a remedy for anLearners could concentrate on making a remedy for an
current problem impacting their team, university, team or acurrent problem impacting their team, university, team or a
worldwide issue; or could concentrate on stuffing a gap in aworldwide issue; or could concentrate on stuffing a gap in a
market with a new product.market with a new product.
►Learners could work in several ways single, categories orLearners could work in several ways single, categories or
sets according to their particular concepts.sets according to their particular concepts.
►The Business Plan could be used to help frameworkThe Business Plan could be used to help framework
students concepts.students concepts.
Business
PlanningUse the hyperlink to build a Business Plan!

14. Role of Business inRole of Business in
SocietySociety
► What goes on in a company organisation?What goes on in a company organisation?
► What type of actions do companies and otherWhat type of actions do companies and other
organizations do?organizations do?
► How does company play a role, and effect on,How does company play a role, and effect on,
society?society?
► Let’s look at an example of a company companyLet’s look at an example of a company company
and discover how students can examineand discover how students can examine
solutions to the above questions…solutions to the above questions…

15. From small beginnings in 2003, Oban Chocolate Co has
grown steadily to become an established business with
a range of products, new premises and increased
number of employees.
The beginning and growth of the company is described
here by Helen McKechnie who set up the business with
husband Stuart – both from Oban.
They feel the business is an inspiration to young people
and hope to open up more shops in the future.

16. Theory into PracticeTheory into Practice
► Students could be forwarded to earlier workStudents could be forwarded to earlier work
on abilities and features to explain operatoron abilities and features to explain operator
giving more importance to this researchgiving more importance to this research
research.research.
► Learners could sum up their thoughts onLearners could sum up their thoughts on
the skill-sets and features shown by thethe skill-sets and features shown by the
research research entrepreneurs perhapsresearch research entrepreneurs perhaps
being asked to use illustrations from thebeing asked to use illustrations from the
video to emphasize their points.video to emphasize their points.
► This could be done using ICT through aThis could be done using ICT through a
Podcast, demonstration software or similar.Podcast, demonstration software or similar.

17. Business Activity – 1Business Activity – 1
Learners could use the case study to:Learners could use the case study to:
• Choose whether the presentedChoose whether the presented
company functions in the Main,company functions in the Main,
Additional or Tertiary areas of industryAdditional or Tertiary areas of industry
• Discuss whether this companyDiscuss whether this company
functions in more than one sectorfunctions in more than one sector
• Discuss/research and recommendDiscuss/research and recommend
explanation why they may do this?explanation why they may do this?

18. Business Activity – 2Business Activity – 2
Students could use the website for the companyStudents could use the website for the company
presented in the research research to:presented in the research research to:
Summarise/discuss all of the actions that thisSummarise/discuss all of the actions that this
company is associated with. This could be acompany is associated with. This could be a
dental conclusion or be created composing, asdental conclusion or be created composing, as
an exhibition, or using a Podcast or videoan exhibition, or using a Podcast or video
For each action learners could describe whatFor each action learners could describe what
market of market the company is working in andmarket of market the company is working in and
how this action advantages the company.how this action advantages the company.
Oban Chocolate CoOban Chocolate Co

19. Business Activity – 3Business Activity – 3
Students could research small business owners orStudents could research small business owners or
entrepreneurs that may be familiar to them using theentrepreneurs that may be familiar to them using the
following recommended methods:following recommended methods:
•Interviews with businessesInterviews with businesses
•Inviting a business to speak to the groupInviting a business to speak to the group
•Internet ResearchInternet Research
•Local media articles on businessesLocal media articles on businesses
•Personal knowledge/experiencePersonal knowledge/experience
Using the information they take advantage of thisUsing the information they take advantage of this
analysis, learners could assess how the smallanalysis, learners could assess how the small
enterprise was began with their own organizationenterprise was began with their own organization
technique plan developed formerly – what coachingtechnique plan developed formerly – what coaching
could be found from this real, local business?could be found from this real, local business?

20. The Aim of the Game:The Aim of the Game:
Business Objectives – 1Business Objectives – 1
► The following link could be used to giveThe following link could be used to give
students initial details about company objectivesstudents initial details about company objectives
► Business Activity & ObjectivesBusiness Activity & Objectives
► Learners could be forwarded to discuss theLearners could be forwarded to discuss the
details about Private Sector company goals indetails about Private Sector company goals in
relation to either:relation to either:
► The case study businessThe case study business
• A local or national businessA local or national business
► Students could produce their own plan as anStudents could produce their own plan as an
instance their results here.instance their results here.

21. The Aim of the Game:The Aim of the Game:
Business Objectives – 2Business Objectives – 2
Learners could discuss whether business objectives in theLearners could discuss whether business objectives in the
Private Sector of the economy may be different fromPrivate Sector of the economy may be different from
those in the Public and/or Voluntary Sectors.those in the Public and/or Voluntary Sectors.
► One strategy may be to Use the Online to analysis aOne strategy may be to Use the Online to analysis a
company from the Community Industry and one from thecompany from the Community Industry and one from the
Third Industry and examine the possible goals of each.Third Industry and examine the possible goals of each.
► Learners could then make a plan or thoughts map of theLearners could then make a plan or thoughts map of the
goals for each of the investigated companies.goals for each of the investigated companies.
► A regional concentrate could be used on the companiesA regional concentrate could be used on the companies
used in this strategy as over the analysis by students.used in this strategy as over the analysis by students.

22. How does BusinessHow does Business
affect people? – 1affect people? – 1
Students could be shown the main topic of stakeholdersStudents could be shown the main topic of stakeholders
using the following plan which signifies three possibleusing the following plan which signifies three possible
stakeholders of the research study business – Obanstakeholders of the research study business – Oban
Chocolate CoChocolate Co
Learners could use the diagram to investigate andLearners could use the diagram to investigate and
discuss:discuss:
•Who extra stakeholders may beWho extra stakeholders may be
•Why each stakeholder may have a desire for theWhy each stakeholder may have a desire for the
company, and How they could impact the businesscompany, and How they could impact the business

23. Suppliers
Any Others?
Employees
Scottish
Government

24. How does Business affectHow does Business affect
people? – 2people? – 2
Learners could be focused on thinking aboutLearners could be focused on thinking about
their own business idea or plan and considering:their own business idea or plan and considering:
• Who the stakeholders areWho the stakeholders are
• What influence they could haveWhat influence they could have
• What conflicts may ariseWhat conflicts may arise
One strategy could be to ask students to develop aOne strategy could be to ask students to develop a
stakeholder plan for their own company conceptstakeholder plan for their own company concept
perhaps using appropriate ICT.perhaps using appropriate ICT.

25. How does Business contributeHow does Business contribute
to society? – 1to society? – 1
► Students could be required to discover the shockingStudents could be required to discover the shocking
truth research research and to consider what thetruth research research and to consider what the
company is leading to various areas of group andcompany is leading to various areas of group and
what benefits may be seen by the economic system,what benefits may be seen by the economic system,
group and individual stakeholders.group and individual stakeholders.
► Learners could associate this back to previouslyLearners could associate this back to previously
conversation on how business and company ‘fits’ intoconversation on how business and company ‘fits’ into
Scotland – at both local and nationwide levels – andScotland – at both local and nationwide levels – and
how they might effect on group in different ways.how they might effect on group in different ways.

26. How does Business contribute toHow does Business contribute to
society? – 2:society? – 2: Creating WealthCreating Wealth
Learners could be asked to:Learners could be asked to:
► Use the Online and/or other sources to get aUse the Online and/or other sources to get a
easy purpose of ‘Wealth Creation’ in businesseasy purpose of ‘Wealth Creation’ in business
conditions.conditions.
► This could be a timed work out – perhapsThis could be a timed work out – perhaps
enabling 5 – 10 moments to finish.enabling 5 – 10 moments to finish.
Tip : Make sure learners understand theirTip : Make sure learners understand their
definition and can explain it!definition and can explain it!

27. ► Students could be given an example of howStudents could be given an example of how
prosperity can be allocated from one company to theprosperity can be allocated from one company to the
next perhaps using a acquainted excellent tonext perhaps using a acquainted excellent to
demonstrate this concept e.g. a lf of breads – severaldemonstrate this concept e.g. a lf of breads – several
providers will be able to promote products to oneproviders will be able to promote products to one
another and so make revenues for their company.another and so make revenues for their company.
► Learners could need to make a plan whichLearners could need to make a plan which
demonstrates this submission of prosperity ordemonstrates this submission of prosperity or
prosperity creation? Use an excellent or support thatprosperity creation? Use an excellent or support that
you are acquainted with to do this.you are acquainted with to do this.
An example of a diagram is provided in Advice andAn example of a diagram is provided in Advice and
Guidance Notes for practitioners.Guidance Notes for practitioners.
How does Business contribute toHow does Business contribute to
society? – 3: Creating Wealthsociety? – 3: Creating Wealth

28. How does SocietyHow does Society
affect Business? – 1affect Business? – 1
A suggested approach to introduce this area ofA suggested approach to introduce this area of
study could be:study could be:
►Students are requested to think of as manyStudents are requested to think of as many
aspects in community which may customize theaspects in community which may customize the
research research company.research research company.
►This could be a timed exercise enabling up to 10This could be a timed exercise enabling up to 10
minutes to finish.minutes to finish.
►Learners could be requested to list the standardsLearners could be requested to list the standards
and how they may customize the company.and how they may customize the company.

29. Students could get requested to team their solutionsStudents could get requested to team their solutions
under primary titles where they consider there tounder primary titles where they consider there to
be resemblances in aspects.be resemblances in aspects.
Main titles could be established throughMain titles could be established through
conversation with the team as to the mostconversation with the team as to the most
common aspects happening between multiplecommon aspects happening between multiple
learners e.g. financial, stylish, legal, career etclearners e.g. financial, stylish, legal, career etc
Students could then get requested to useStudents could then get requested to use
Websites to research aspects impacting ScottishWebsites to research aspects impacting Scottish
business and evaluate these to their own results.business and evaluate these to their own results.
How does Society affectHow does Society affect
Business? – 2Business? – 2

30. Internal & External FactorsInternal & External Factors
► Students could be shown this subject by developingStudents could be shown this subject by developing
through conversation the difference between Innerthrough conversation the difference between Inner
and Exterior factors which change the businessand Exterior factors which change the business
► Learners could use the perspective of either their ownLearners could use the perspective of either their own
company offer, the research study company, or ancompany offer, the research study company, or an
organization acquainted to them to evaluate:organization acquainted to them to evaluate:
• Which aspects they have recognized are inner andWhich aspects they have recognized are inner and
which are externalwhich are external
• How these aspects could have an effect on aHow these aspects could have an effect on a
companycompany
• How they could make sure the business’sHow they could make sure the business’s
achievements against these factorsachievements against these factors

31. Customer Satisfaction – 1Customer Satisfaction – 1
The Customer is King!The Customer is King!
Client Fulfillment isn’t outlined particularly in the ObanClient Fulfillment isn’t outlined particularly in the Oban
Candy movie – but this doesn’t mean it’s not essentialCandy movie – but this doesn’t mean it’s not essential
to this business.to this business.
Learners could use the following strategy to furtherLearners could use the following strategy to further
discover the problem of Client Fulfillment.discover the problem of Client Fulfillment.
►Students could work with a associate or in smallStudents could work with a associate or in small
categories and use the shown Client Fulfillment exercisecategories and use the shown Client Fulfillment exercise
given in the support information offered.given in the support information offered.

32. Customer Satisfaction – 2Customer Satisfaction – 2
Following the past glide, students could talk aboutFollowing the past glide, students could talk about
their results as a team and what tips have leadtheir results as a team and what tips have lead
from their work.from their work.
Examples of discussion points might be:Examples of discussion points might be:
► Was it simple to point out a reaction to the client problemWas it simple to point out a reaction to the client problem
students were given in the worksheet? Why/why not?students were given in the worksheet? Why/why not?
► What impact could it have on the company if the clientWhat impact could it have on the company if the client
was not pleased with the reaction given?was not pleased with the reaction given?
► Learners could then build a circulation plan to display theLearners could then build a circulation plan to display the
possible results of inadequate client support on thepossible results of inadequate client support on the
company – an example of this is given in the Guidancecompany – an example of this is given in the Guidance
and Assistance notices.and Assistance notices.

33. Customer Satisfaction – 3Customer Satisfaction – 3
Students could use Websites to check out a companyStudents could use Websites to check out a company
acquainted to them – regional or nationwide – and theiracquainted to them – regional or nationwide – and their
way of Client Fulfillment to focus on the differentway of Client Fulfillment to focus on the different
concern given to this across company.concern given to this across company.
Learners could be advised using the following keyLearners could be advised using the following key
points:points:
What features do they have to connect with theirWhat features do they have to connect with their
clients, to obtain problems and feedback?clients, to obtain problems and feedback?
Do they have a Client Proper care Plan or statement?Do they have a Client Proper care Plan or statement?
Learners could select to summarize their results eitherLearners could select to summarize their results either
through conversation, demonstration or using anotherthrough conversation, demonstration or using another
appropriate press.appropriate press.

34. Customer Satisfaction – 4Customer Satisfaction – 4
Learners could aim to further understand CustomerLearners could aim to further understand Customer
Satisfaction in business through developing their ownSatisfaction in business through developing their own
Customer Satisfaction Statement or policy.Customer Satisfaction Statement or policy.
This could be approached in several ways:This could be approached in several ways:
•Using the learners’ own company concept or enterpriseUsing the learners’ own company concept or enterprise
•Using the research research company and the companyUsing the research research company and the company
web source to help them do thisweb source to help them do this
•Selecting a small company acquainted to students andSelecting a small company acquainted to students and
information available on this company – perhaps adding toinformation available on this company – perhaps adding to
with discussions or a associate from the company conversingwith discussions or a associate from the company conversing
with students on this topic.with students on this topic.
A link to a short Mission Statement is given to help support learners.
Novatech

35. Socially ResponsibleSocially Responsible
Business: What does it mean?Business: What does it mean?
Learners could undertake timed research to investigateLearners could undertake timed research to investigate
whatwhat corporate social responsibility is.corporate social responsibility is.
This could support further discussion on:This could support further discussion on:
•Types of public liability in well-known companiesTypes of public liability in well-known companies
•Examples from regional businessExamples from regional business
•How students might implement this to their ownHow students might implement this to their own
company enterprisecompany enterprise

36. ebay – Business with aebay – Business with a
Conscience?Conscience?
► eBay has been known as one of the world's mosteBay has been known as one of the world's most
moral organizations in the Sales classification basedmoral organizations in the Sales classification based
on its values and conformity applications by theon its values and conformity applications by the
Ethisphere Institution, a think container. CompaniesEthisphere Institution, a think container. Companies
on the list in other groups consist of Best Buy Co.,on the list in other groups consist of Best Buy Co.,
Zappos, UPS, Search engines, United states Show,Zappos, UPS, Search engines, United states Show,
and Honda Engine Company, Wi Energyand Honda Engine Company, Wi Energy
OrganizationOrganization
► EcommerceBytes-NewsFlash, Number 2501 - March 17, 2011 - ISSN 1539-5065EcommerceBytes-NewsFlash, Number 2501 - March 17, 2011 - ISSN 1539-5065
Students could use the web sources at trader.ebay.com
to find some useful details to back up the above content
e.g. eBay Providing Performs and to further comprehend
how this kind of action may conserve the business.

37. And the Winner is…And the Winner is…
► It source reveals a meeting with Bob Keiller – knownIt source reveals a meeting with Bob Keiller – known
as Company owner of the Season in 2006. 2007 andas Company owner of the Season in 2006. 2007 and
20082008
► Bob’s business, PSN, has roughly 8,500 workersBob’s business, PSN, has roughly 8,500 workers
doing everything from high- level technologicaldoing everything from high- level technological
innovation company to development and servicing forinnovation company to development and servicing for
oil providers in more than 20 nations around the world.oil providers in more than 20 nations around the world.
► As well as his Company owner of the SeasonAs well as his Company owner of the Season
achievements, Bob has been granted the Nationwideachievements, Bob has been granted the Nationwide
Company Award’s business public liability prize forCompany Award’s business public liability prize for
Scotland in 2007Scotland in 2007
► See the following slips for recommended techniquesSee the following slips for recommended techniques
to using this source.to using this source.

38. Bob Keiller – Suggested Learning andBob Keiller – Suggested Learning and
Teaching ApproachesTeaching Approaches
Students could be motivated to gather their information from
across the Knowing Business Device to build a short
research of Bob Keiller as a Scottish business owner and to
notify and motivate prospective business owners.
Learners could use the meeting details and the PSN website
to find out more to help with their research.
Wood Group PSN
Learners could use the following key areas within their research
Approach to Customer Care Business Activities
Business Objectives What is an Entrepreneur
Skills & Qualities of an Entrepreneur Why Scotland needs Entrepreneurs
Role of Business in Society Wealth
Creation

39. Entrepreneurial ExchangeEntrepreneurial Exchange
Micro-TycoMicro-Tyco
Using the Online, students could examine the sources
above to find out what each company provides and how
they function.
One strategy may be to ask students to illustrate how
one or both sources will help assistance business
action in Scotland/UK
Learners could also analysis the possible efficiency of
these projects and what they could promote Scotland’s
business upcoming.

40. Over to You….Over to You….
Students could use the Business owners CommunityStudents could use the Business owners Community
web page to perspective a variety of discussionsweb page to perspective a variety of discussions
with entrepreneurs. This source could be used towith entrepreneurs. This source could be used to
ask learners:ask learners:
Which business owner motivates them and why?Which business owner motivates them and why?
•Learners could generate their own review of why theyLearners could generate their own review of why they
find this business owner motivational and what guidancefind this business owner motivational and what guidance
they may give to Scotland’s upcoming business owners.they may give to Scotland’s upcoming business owners.
•This conclusion could be designed to be dental,This conclusion could be designed to be dental,
published or provided digitally.published or provided digitally.
Entrepreneurs ForumEntrepreneurs Forum