Pedagogical science

Addis Ababa University
College of Education and Behavioral Studies
Post Graduate Program
Program:
Managements
of
professional
Vocational Education Business Education
Unit
Course:
Pedagogical
Science
in
Higher
Education Subject Area Methods Course:
Numbers CTPD 601
Individual
Assignment:
ON
Lesson
plan
preparation and teaching material in ENTOTO
Polytechnic
College
in
Managements
of
Business Department for level V students
Prepared by: Berhanu Tadesse
GSE/0514/11

Submitted to: Instructors
Associate Professor

Girma

Zewede

August, 2013
Addis Ababa

Acknowledgements
I would like to express my deepest appreciation. I take the
privilege of express my esteem and profound sense of gratitude
to

Instructors Girma Zewede Associate Professor

which

offer

this

opportunity

course of pedagogical sciences

to

prepare

lesson

plan

in

the

Subject Area Methods

the

purpose of the assignment is designed to enrich and evaluate
graduate

students

in

business

education

(MPVBE).

course

the

student

managements

not

After

only

of

professional

the

vocational

accomplishment

preparing

as

a

paper

of

this

but

also

presenting in the class we are obliged to properly performing in
future work place. objectives of assignment helps the students
to increase their potentials in terms of well prepare course
lesson

plan

that’ll

effective, efficient,

enable

for

the

future

(make

me)

qualities and being concerned for proper

planning of course lesson and course outline development as well
as

the

steps

and

fulfilment

of

course

lesson,

outline

and

enthusiastic presentation . The individual assignment embraces a
lot things.

Table of content



Introduction………………………………………………………………………………….............1
Basic
Course
Information………………………………….............................1
 How and What Students Learn……………………………………………...…2
 Course Participation and Evaluation Guidelines………………….…..…2
1. Development of Business (5 days)………………………………….….…3
2.
Feasibility
and
Business
Planning
(3
days)………………………….………….............................3
3.Market
Analysis
(5
days)…………………………..…..………………………….…..………….................…..…3
4.
What
is
E-commerce?
(10
days)……………………………..………………....……….………………….....…….3
5.
Legal
Environment
(3
days)……………………………………………….…………….………………….....………..3
6.
What
is
marketing
(5
days)……………………………………….…..…………..…………..…….….…………..…4
7.Selecting
the
Product…………………………………………………………………….……..……….…..…...……....4
8.
Pricing
the
Product……………………………………………………..………………..………………………....……..4
9.Customer
Services……………………………………………………………..……………..……..……………..…….….4
10.
Promoting
the
Product…………………………………………………………….………..…………………..….……4
11.
Delivering
the
Product…………………………………………………………………………..……..........………4
12.Career
Development………………………………………………………………..…………………….……...……….4
Entoto
polytechnic
Management………………..…..……...….…5

college

DEPARTMENT

of

BUSINESS

COURSE
OUTLINE
AND
TIMEFRAME……………………………………………………………..…..……….……..5
. Mode of Assessment…………………………………………………………………………………………….……………….…7
Entoto
polytechnic
college
DEPARTMENT
of
BUSINESS
Management……………………………………….8
OUTLINE OF INSTRUCTION: ………………………………………………………………………………………………………..9
REQUIRED TEXTBOOK AND MATERIALS: …………………………………………………………………………………..10
‘Business
Ethics
and
Responsibility’………………………………………………………………11

Corporate

Social

NOTE ON MAKE UP TEST:…………………………………………………………………………………………………….…..12
Business
Ethics
and
Corporate
3660)…………………….................13

Social

Responsibility

(AP/ADMS

Course Outline…………………………………………………………………………………………………………………..……18
Student
Assignments
Grading:…………………………………………………………………………………...………19

and

1) Mid-Term (40%)……………………………………………………………………………………………………….…...…….19
2)
Final
Case
Analysis
Assignment
(60%)
………………………………………………………………….….….........19
3) Class Participation ……………………………………………………………………………………………….……..………19
Bibliography………………………………………………………………………………………………………………..……......19
Entoto polytechnic
VOCATIONAL

college

DEPARTMENT

OF

BUSINESS

MANAGEMENT

OF

EDUCATION…………………………………………………………………………………………………………………………….20
34.
I
Course
Introduction………………………………………………………………………………………………..…...21
35.
Course
Objectives:…………………………………………………………………………………………………..…...21
II Cases in Management………………………………………………………………………………………………………..…22
Purposes of Cases …………………………………………………………………………………………………………….….…23
Structuring Case Analyses ……………………………………………………………………………………………….…..….23
Step One…………………………………………………………………………………………………………………………..…..…24
Step Two:……………………………………………………………………………………………………………………………..….24
Step Three………………………………………………………………………………………………………………………..…..….25
Step Four:………………………………………………………………………………………………………………………..….…..25
Conclusion……………………………………………………………………………………………………………………………....26
Reference……………………………………………………………………………………………………………………………..….27
Appendix

Introduction
Lesson planning means making decisions in advance about what to
teach, how to teach and the time assignment of every teaching
procedure. Teaching plan is necessary for both novice and
experienced teachers. Although preparation does not guarantee
successful lessons, walking into a classroom unprepared is often
the beginning of a disastrous lesson. Although the main teaching
contents may be the same, the students, the time and the mood
are all different.

Lesson stricture:

the

stricture

of

a

lesson

can

vary

considerably depending on the subject matter, the age and
ability of the learners, the policies of the school, the
beliefs, preferred teaching styles, and strategies of the
teacher, the time, space, and material resources available, and
any requirements laid down by local or national government. This
entry discusses the ways in which lessons may be structured and
the factors influencing their shape and direction.

A Framework for Developing Lesson Plans

Objectives:

By the end of the session the student will be
able to: Explain the process of lesson planning, prepare a
lesson
plan
as
per
the
text
book,
Demonstrate
their
understanding of the skills enhanced through the use of the
lesson
plans.
Example,
on
business
communication
course
objectives: understanding the importance and the difference of
Business
Communication,
To
increase,
Listening,
Speaking,
Writing ability effectiveness in business communication. Basic
Communication Model Speaker-encoding-message decoding -listener
in successfull communication sent =received

Purpose of a lesson plan:
To, structure the lesson, organize its contents/materials,
determine method of its delivery, assess students’ learning, and
evaluate its application/effectiveness. 3 V of Communication,
Verbal: What you say:the message, Vocal: How you say: music of your
voice, Visual: How you seem&who are you, Most powerful element of
communication is:Visual! Give importance to visual self, as much as
the knowledge and experience.

Common Problem Areas, Sending: Lack of gestures, tone of voice,
ambigious words!: Convey the importance of the message.
Environment: Noise.Physical obstacles,
inadequency of the
channels, Receiving: Misinterpretion of any word or behaviour,
perceptual filter which reflect all our past experinces and
learning
Problems in Sending, using technical words for communication to
nontechnical people, forgetting that the visual and vocal
elements are the most important, words less. Ignoring the
situation, expectencies and interests of the listener according
to their expertise.
Noise in the environment, Noise creates distortions of the
message and prevents it from being understoood the way was
intended, Noises may be ringing telephones, honking horns,
messy, chaotic surroundings etc. Time, inapropriate time may be
an obstacle to give message clearly.Friday afternoon is not
proper for a heavy meeting.
Perception Problems, Listeners ability to understand. Lack of
attention, inattentive or bored listeners, Emotional
state,
stress,
fear,
anxiety,
anger,
Financial
pressures,
Prejudgements, Be sure that the receiver is “on”
The importance &difference of business communication, Time is
money&time
has
a
cost,
Time
is
limited
with
project
D/L,workhours, Businesspeople are not our family or friends,
Business is not a game or joke but serious, It is a halfdiplomatic environment, We may need any person in our career
path with the nice memories about us. Business Comm. must be,
brief, Well-designed, precise, specific, Short, Net&clear,
Understandable&comprehensive
Four Personal Types, Beside necessity of being briefly and
precise, There are different types of people in businessworld.
They seem different, behave different They expect to be
communicated differently, Described by Carl Jung in 1920.
The Relater I, Relaters are supporting and indirect. They are
the most people-oriented of all 4, Having close, friendly,
personal relations
with others is one of the their most
important
objectives,
and
dislike
conflict.
Have
good
counselling skills and supportive, Excellent listenners and like
good listeners
The Relater II, Concerned with stability, Think logically, Want
documentation and facts, Need personal involvement, Take action

and make decisions slowly, Need to know step by step sequence,
Avoid risks and changes
The Relater III, Work slowly with others, Try to accomodate
others,
Want
tranquility
and
peace,
Seek
security
and
belongingness, Enjoy teamwork, Want to know they are appreciated
The Relater IV, Have strong networks of people like them,
Unassertive, warm, reliable, soft-hearted, Compliant, slow in
taking action, avoid risk, Good trust builders, good team
players, Thet are irritated by pushy, agressive people.Ideal
occupations are counselling,teaching, social work, nursing,
human resources,
The Relater V, Primary strenghts of Relaters are caring for and
loving others, They like others to be friendly, courteous,
genuine, responsible and sensitive, For more balance need to
learn to say “no” , to be more task-oriented and less sensetive
for others, be willing to reach from comfort zone to set goals
and to delegate it to others.
The Four Style in Business Life, The Socializers like
otherpeople to be risk-takers and act quickly, and decisively, The
Directors like others to be decisive, efficient, receptive and
intelligent,
The
Thinkers
like
others
to
be
credible,
professional, sincere and courteous, The Relaters like others to
be courteous and friendly with sharing responsibilities
The Four Style in Social Life, The Socializers like others to be
unhibited, spontaneous and entertaining, The Directors like
others to be assertive, clever and has sense of humour, The
Thinker like others to be pleasant and sincere, The Relaters
like others to be with real personalities and friendly, The Four
Style At Glance, Relater, Relationship-oriented, Moves, act and
speaks slowly, Wants tranquility peace, Enjoys teamwork, Good
counselling
skills,
SocializerRelationship-oriented,
Moves,
acts, speak quickly, Risk- taker, Wants excitement &change,
Enjoy spotlight, Good persuasive skills
The Four Style At Glance, Thinker, Task-oriented, Moves, acts
and speaks slowly, Wants to be accurate, Enjoys solitary,
intellectual work, Cautious decision-makers, Good problemsolving skills
Director, Task-oriented, Moves, acts and speaks quickly, Wants
to be in charge, Gets results through others, Makes decisions
quickly, Good administrative skill, Adapting Yourself
I
If you are a Director Lower your emphasis on Control of other
people

Develop and
demonstrate more
Supportive skills and actions
such as listening, questioning, and positive reinforcement.
Adapting Yourself
II If you are a Socializer Lower your
emphasis on Need for approval from other people or groups,
Directive skills and actions such as self-assertion, conflictresolution,
negotiations.
Adapting
Yourself
III
If you are a Relater Lower your emphasis on Resistance to try
new or different opportunities
Develop and demonstrate more,Directive skills and actions such
as negotiation and divergent think Adapting Yourself
IV If
you
are
a
Thinker
Lower
your
emphasis
on
Unnecessary
perfectionism and the tendency to focus on weakness, Supportive
skills and actions such as emphatic listening, positive
reinforcement
of
others,
involvement
with
others
with
complementary strengths

The Six Step Lesson Plan Step 1

Goal and Objectives:
What are the essential questions that will be covered in this
lesson? What are the skills or knowledge conveyed? What are the
inferences drawn from facts? Refer to your Unit backward design
and add the specific goals and objectives for this lesson

Step 2 Motivations:

Set the Stage: The Motivation activities
will provide a necessary plan toward a basic understanding of
the issues involved in lesson plan. Before beginning a unit of
material, ascertain what the student knows about the subject
matter to be covered. This should be done in a non-graded, nonjudgmental, non-threatening manner. After determining what the
student knows, introduce the major concepts that will be
covered.

Step

3

The

Presentation:

Presentation activities are
designed to further enhance understanding. In addition to
lecturing, the teacher contributes by utilizing manipulative,
visuals, graphic organizers, and various modes of interaction
between students. In addition to reading the text and listening
to the teacher's lecture, the student takes responsibility for
his learning by participating in group-work and sharing his
understanding with others.

Step

4 Application: Application activities will lead the
students to appreciate the overall themes and ideas in lesson.
In order to create further understanding, the student must go
beyond rote memorization and demonstrate real-world application
of the newly-learned information. This process requires "higherlevel critical-thinking skills" which result in ideas generated

by the student rather than ideas presented by the teacher or by
the text.

Step 5 Evaluation: Good instruction includes checking for
student learning. This can be informal--questions that ask
students to tell you what they know about the subject now--or
formal--tests,
worksheets,
project
presentations,
oral
reporting, etc.

Step

6

Closure: This gives students the opportunity to

reflect on what they have learned, which is important for
retention. Summarize what has been learned. Relate it to
previous learning. Tell them what they will learn next. Give
homework assignments.
Getting Students Motivated: In the first stage of the lesson,
students' prior knowledge about a concept is probed.
Typical into activities include: Review what they already know,
The
use
of
content-related
visuals,
Reaction
journals,
Vocabulary
previews.
Free
association
or
visualization
exercises,
The end goal of this stage is for students to gain an entree
into the topic, recognize the depth of their own prior
knowledge, and be better prepared for the new content materials
they are about to encounter.
More Set Up, Do you need to build more project work? Do you need
to more vocabulary? Should you stimulate curiosity or empathy?
Is there some background information you can give about the
ideas or people in the reading? Should you talk through the
article in advance and overview or highlight key concepts? Can
you relate material from previous assignments to the new
material?
Presentation & more….In the second step, students encounter the
new content, relating it to their discussions of the concepts
during the set up stage. This may entail expanding their
knowledge base with new facts, ideas, or opinions. Activities
that are typically found in this lesson stage include:
Demonstrations, Project work vocabulary expansion, Examples &
samples, text completion exercises, information gap tasks (such
as jigsaw reading). The end goal of this stage is for students
to practice new skills while demonstrating their comprehension
of the basic concepts. Ask yourself the question: How will your
presentation help your students experience and interpret the
material? Relate story/text to personal experiences, Record
questions to discuss with the group (individual or groups/teams

can create questions), Record examples of special or pleasing
uses of language, imagery, or character/story development,
Dramatization, Visualization, Illustrations, Discussion

Keys to Application:

In the final stage of the framework,
students further demonstrate their comprehension by creatively
applying their new knowledge. Such application may take several
forms: Application of the knowledge to personal experience, to
an example, to a real life problem, The end goal of this stage
is for students to demonstrate both conceptual and skill
mastery, and to provide a forum for practice. Can they share any
new insights or thoughts they’ve had about the material?
(Individual or group/team) Can students work in groups or teams
to think beyond the material, and take further actions? (Any
applications for new knowledge in the class environment, and/or
in the school or community?)Are there extra credit opportunities
to offer as enrichment that can meet individual interests or
needs?

Motivation Checklist, How are you introducing the material?,
Is your anticipatory set engaging?,

Does it create interest?,

Have you posted an agenda for the day?,

Have you stated the

objectives of the lesson/unit?, Have you given an outline of the
unit?, Have you stated how you will assess their learning?

Presentation

Checklist,

Are

you

reviewing

the

previous

lesson before you begin a new one, Have you repeated your
expectations? , Are processes clearly outlined? , Are you
reinforcing key ideas? Are students practicing new material as
they learn it? , Do students understand common mistakes and
misconceptions about the material?,
Can
learning in context with previous learning?

Application

students

put

new

Checklist,

Do students see the practical
application of the material?, Have students completed homework
that requires all the material?, Have students received feedback
that guides them in clarifying their understanding?,
students meet expectations on an assessment?

Tools

for

Presenting,

Can

real
objects
and
materials,
manipulative (drawings, posters, brainstorming-clusters, graphs,
tables, maps, props, multimedia presentations, storyboards,
story maps), visuals (study-prints, text
book-illustrations,
overhead-projected prints, reproductions of paintings, and

documents), graphic organizers (matrices, Venn diagrams, and
webs), opportunities for interaction between all individuals in
the classroom (creating a skit and acting it out, co-operative
learning, collaborative learning, and student-generated stories
based on personal experiences)

Summary,

Where are they going? How will they get there? How
will they know when they get there?

Academic years 2013

Entoto
polytechnic
BUSINESS Management

college

DEPARTMENT

of

ADDIS ABABA TECHNICAL VOCATIONAL EDUCATION

COURSE NUMBER: IM202
TITLE:

BUSINESS PROCESSES

DEPARTMENT / PROGRAM:
Department

INFORMATION MANAGEMENT
…. In the department of Information

Management

Credit hours: - 3
SEMESTER AND SCHOOL YEAR:

I, and II,

INSTRUCTOR:
+251911086066

Tadesse

Berhanut

Educational background:
management

number

+251111140875

or

Bachelor of art in Educational planning and

E-mail- berhanutat@yahoo.com
COURSE DESCRIPTION

phone

For Level V trainee

The course is designed for information management students who need
to have an overview of generic business processes. They will learn
how to describe, analyze, and redesign a business process through
the use of tools and methodologies.
COURSE OBJECTIVES (DESIRABLE outcomes)
1. Define the content, availability, and strategies to access
information external to the organization;
2. Discuss how individuals make decisions and set and achieve
goals;
3. Explain physical systems and work flow and how information
systems relate to organizational systems;
4. Demonstrate specific classes of application systems including
TPS and DSS;
5. Introduce the requirements for interoperability and systems
integration;
6. Show students how to analyze organizational systems to determine
how the systems might be improved;
7. Present organizational value and supply chain concepts, and
distinguishing characteristics of traditional versus evolving
organizations utilizing internet technologies;
8. Present and distinguish between types of e-commerce business
relationship types including B2B, B2C, B2G, C2C, C2G, G2G;
9. Present and explain value and supply chain concepts and examples
with respect to evolving e-commerce business relationships;
10. Present consumer issues that are frequently solved in e-commerce
systems; and
11. Present
concepts
and
specific
examples
of
e-commerce
functionality found in common business relationships
COURSE OUTLINE AND TIMEFRAME
TOPICS AND READINGS
1. Rationalization for Business Processes/ Business Drivers
a. Streamlining business processes.
b. Flattening organizational hierarchies.
c. Introducing complex technologies at a rapid rate.
2. Business Cycles
a. Revenue Cycle
b. Expenditure Cycle
c. Conversion Cycle
d. Treasury Cycle
3. Transaction Systems (ERP, SCM)
4. Financial Management
a. Accounts Receivable
b. Accounts Payable
c. General Ledger
d. Fixed Assets
e. Cash Management

DATE
6

5

4
10

5. Distribution and Logistics
a. Procurement Management
b. Sales Order Management
c. Inventory Management
6. Manufacturing Systems
a. Product Data Management
b. Shop Floor Management
c. Quality Management
d. Advanced Planning Management
e. Cost Accounting Management
7. Collaboration and Integration
a. B2B
b. B2E
c. B2C
d. B2G
e. E-commerce options and issues
8. CRM
a. Demand Chain Management
b. Service, Support, Warranty Management
c. Contact Center Management (Inbound/Outbound)
9. SRM
a. Product Life Cycle Management
b. Collaborative Product Design
c. Product Data Management
d. Co-managed Inventory, Billing, Purchasing
e. Supplier Compliance
10. Sample Business Process Applications
(Oracle Apps, JD Edwards, PeopleSoft, SAP, Siebel, eNGAS
. Mode of Assessment, Group Presentation = 25%
assessment - I = 10%, Project work - II = 25%

5

10

5

5

5

Practical
Final exam = 40%

REQUIRED READINGS
Adel, E.K, and Oscar E.K (1973). Social Marketing, vol. 37, july,pp
1-7
Ohandike, Patrick. O (1998). Development in Africa: A Social
Economical and demographic perspective. RIPS, Logan.pp.
United nation(2004) population division Development of Economic and
social affairs,WORLD CONTRACEPTIVE USE
SUGGESTED READINGS EBooks , COURSE REQUIREMENTS,
Academic years 2013

CONSULTATION HOURS

Entoto polytechnic COLLEG DEPARTMENT of BUSINESS
Management
DEPARTMENT of BUSINESS Management
ADDIS ABABA TECHNICAL VOCATIONAL EDUCATION
COURSE NUMBER: BUS 205
TITLE:

BUSINESS PROCESSES

BUS 240:
June 2013
BUSINESS ETHICS
COURSE DESCRIPTION:
Prerequisite: ENG 090 and RED 090 or DRE 098; or satisfactory score on
placement test
Co requisite: None
This course introduces contemporary and controversial ethical issues
facing the business community. Topics include moral reasoning, moral
dilemmas, law and morality, equity, justice and fairness, ethical
standards, and moral development. Upon completion, students should be
able to demonstrate an understanding of their moral responsibilities
and obligations as members of the workforce and society. Course Hours
per Week: Class, 3. Semester Hours Credit, 3.
LEARNING OUTCOMES:
At the completion of the course requirements, the student will be able
to:
a. Define business ethics.
b. Describe the evolution of business ethics.
c. Describe major ethical perspectives.
d. Understand and apply an ethical decision-making framework.
e. Understand social responsibility from several dimensions.
f. Understand how the organization influences ethical decision-making.
g. Examine how significant others influence ethical decision-making.
h. Examine opportunity and conflict.
i. Develop an effective ethics program.
j. Understand international business ethics.
OUTLINE OF INSTRUCTION: the following are the topic we are going to
cover the entire lesson,
I. An Overview of Business Ethics

A.
B.
C.
D.
E.

Business Ethics Defined
Social Responsibility and Business Ethics
The Development of Business Ethics
Why study Business Ethics?
Framework for Studying Business Ethics

II. Ethical issues in Business
A. Foundation of Ethical Conflict
B. Classifications of Ethical Issues
C. Ethical Issues Related to Participants and Functional Areas of
Business
D. Recognizing an Ethical Issue
III. Applying Moral Philosophies to Business Ethics
A. Moral Philosophy Defined
B. Moral Philosophy Perspective
IV. Social Responsibility
A. The Economic Dimension
B. The legal Dimension
C. The Ethical Dimension
D. The Philanthropic Dimension
V. An Ethical Decision-Making Framework
A. Ethical Issue Intensity
B. Individual Factors: Stages of Cognitive Moral Development
C. Corporate Culture
D. Significant others
E. Opportunity
F. Business Ethics Evaluations and Intentions
G. Using the Ethical Decision-Making Framework to Improve Ethical
Decisions
VI. How the Organization Influences Ethical Decision Making
A. Organizational Structure and Business Ethics
B. The role of Corporate Culture in Ethical Decision-Making
C. Group Dimensions of Organizational Structure and Culture
D. Implications of Organizational Relationships for Ethical Decisions
VII. The Influence of Significant Others in the Organization
A. Interpersonal Relationships in organizations
B. Organizational Pressures and Significant Others
C. Leadership
D. Significant others and Ethical Behavior in Business
VIII. The Role of Opportunity and Conflict
A. Opportunity
B. Conflict

IX. Development of an Effective Ethics Program
A. An Effective Ethical Compliance Program
B. Codes of Ethics and Compliance Standards
C. High-Level Manager’s Responsibility for Ethical Compliance Programs
and the Delegation of Authority
D. Effective Communication of Ethical Standards
E. Establishing Systems to Monitor, Audit, and Enforce Ethical
Standards
F. Continuous Improvement of the Ethical Compliance Program
G. The Influence of Personal Values in Business Ethics Programs
H. The Ethical Compliance Audit
X.
A.
B.
C.
D.
E.
F.

International Business Ethics
Ethical Perceptions and International Business
Culture as a Factor in Business
Adapting Ethical Systems to a Global Framework: Cultural Relativism
The Multinational Corporation
A Universal Set of Ethics
Ethical Issues around the Globe

REQUIRED TEXTBOOK AND MATERIALS: The textbook and other instructional
materials will be determined by the instructor to insure that current
and relevant concepts and theories are present.
STATEMENT FOR STUDENTS WITH DISABILITIES: Students who require
academic accommodations due to any physical, psychological, or
learning disability are encouraged to request assistance from a
disability services counselor within the first two weeks of class.
Likewise, students who potentially require emergency medical attention
due to any chronic health condition are encouraged to disclose this
information to a disability services counselor within the first two
weeks of class. Consultation hour week days at 8am to 10am in
instructor office
Assessment, Group Presentation = 25%, Practical assessment
-

I

BUS

=

10%Project

240:

June 2013

work

-

II

=

25%,

Final

exam

=

40%

‘Business
Ethics
and
Responsibility’
(AP/ADMS 3660)
year 2011

Corporate

Entoto polytechnic college DEPARTMENT
MANAGEMENT OF VOCATIONAL EDUCATION

MODULE TITLE:

OF

Social

BUSINESS

Business and Society: Ethics and Stakeholder

Management

Course Director: Berhanu Tadesse
Office:

Bld. 2 fl. No.213

Phone:
E-mail:

+251911086066
berhanutat@yahoo.com

Required Text: Business and Society: Ethics and Stakeholder
Management, Karakowsky, L., Carroll, A.B., and Buchholtz, A.K.,
First Canadian Edition (2005), Toronto, Ontario:
ITP Nelson
Publisher. Ethiopian government (MoE) proclamation on TVET
(391/2004) etc.
There may also be supplemental readings posted on the course
website throughout the semester.
Important Dates:
august 23th: Last date to enroll in Term SU
courses without instructor’s permission;
receiving a

July 5th: Last date to drop the course without
grade.

MID-TERM EXAM: Sunday, June 12th (12:00-3:00 pm); Room TBA
MAKE UP TEST:

Sunday, June 19th (12:00-3:00 pm); Room TBA

NOTE ON MAKE UP TEST:
This test is ONLY for students who missed the mid-term for an
urgent and valid reason.
Students must advise me by email of
having missed the mid-term exam and the reasons for missing the
mid-term by 4:00 pm on Monday, June 13th. Failure to inform me by
4:00 pm on Monday, June 13th could result in permission not being
given to write the make-up mid-term leading to a grade of 0 for
the mid-term. Students must also submit to the School of
Administrative Studies office (room 282 Atkinson) by 4:00 pm on
Thursday,
June
16th
a
completed
and
original
“Attending
Physician’s Statement”
(http://www.yorku.ca/laps/council/students/documents/APS.pdf)
which must include the name and phone number of a contact person
who can verify the reason for absence. Students who fail to take
either the mid-term or the make-up mid-term test will receive a
grade of 0 on the mid-term test, with no exceptions (including
documented medical/health related absences).
Business Ethics and Corporate Social Responsibility
3660)
Course Teacher Guide and session summary

(AP/ADMS

Course Description:
This course introduces students to the
relevance and importance of ethics and social responsibility in
business.
Important learning objectives are to increase
students’ awareness and understanding of ethical issues in
business, and to provide students with useful conceptual tools
to guide analysis and decisions.
The ultimate intent of the
course is to leave students better equipped to identify, think
critically
about,
and
resolve
ethical
issues
that
are
encountered
in
one’s
working
life
at
the
individual,
organizational, and societal levels.
Some of the conceptual tools and frameworks to be discussed
throughout the course include:





Ethics versus the Law
Moral Responsibility
Moral Theory, Reasoning, and Development
Ethical Decision-Making

 Corporate Social Responsibility Theory
The course will apply these conceptual tools and frameworks to
the treatment by business of their various stakeholder groups
including: shareholders; employees; consumers; suppliers, the
natural environment, communities, and governments.
The course
concludes with a discussion of how companies can better
establish ethical corporate cultures (e.g., compliance and
ethics programs).
Learning Objectives:
a. To enhance awareness and increase understanding of the nature
of business ethics in the Canadian as well as global business
environment.
b. To examine the ethical implications of business practices
from a stakeholder perspective.
c. To increase awareness of the challenges of business social
responsibility.
d. To develop critical thinking skills via the application of
concepts and theories to business cases.
Class Schedule
Date

Topic

Readings/Cases

Session 1
Week of
May 2nd

Introduction
to
Business
Ethics
and
Social
Responsibility



Readings:
1



Video
Parable
Sadhu




What is business
ethics?

Chapter

of

Case:
the

What is social
responsibility?
 Ethics
versus
the law
Session Summary: The goal of the introductory session is
to familiarize students with the subjects of business
ethics and corporate social responsibility. In order to
do this, basic definitions of key concepts are provided
and discussed, as well as myths regarding business ethics
debunked. For example, is ‘ethics’ the same thing as the
law, religion, and etiquette?
Is business ethics an
oxymoron? Is business ethics important? If so, how? The
session concludes with the ‘Parable of the Sadhu’ case
and a discussion how it might relate to a typical
business ethics dilemma.
In this case, an investment

banker must decide whether to save a sadhu (i.e., an
Indian holy man) or continue with his life-long dream of
climbing in the Himalayan mountains.
Session 2
Week
of
May 9th

Ethical Frameworks


Moral
responsibility





Readings: Chapters
6 & 7

Moral
development

 Moral theory
Session Summary:
During this session, the basic tools
are provided for engaging in ethical analysis and
decision making. A number of topics are covered such as
the stages of moral development, moral responsibility,
and the moral reasoning process. The question of who is
or should be a stakeholder is discussed.
The session
then begins to introduce several of the moral standards
one can use to engage in ethical decision-making, which
forms the central building block or tool of analysis for
the course.
The moral standards initially covered will
include: core values; relativism; and egoism.
Session 3
 Readings: Chapters
Ethical Frameworks
6 & 7
 Moral
reasoning
Week
of
 Case 8: IBM and
process
May 16th
The
Final
 Moral theory
Solution
Session Summary: This session continues to outline the
remaining key moral standards one can use for ethical
decision making, including: utilitarianism; Kantianism;
moral rights; and justice/fairness.
The session
concludes with a discussion of the ‘IBM and the Final
Solution’ case, involving IBM’s sale of equipment used
by the Nazis during WWII.
Students will be asked to
apply all of the moral standards in analyzing the case
and determining whether the firm acted in an ethical
manner.

Session 4
Week
of
May 23rd

Corporate
Social
Responsibility
 Social
responsibility
theory




Readings: Chapters
2 & 3



Additional Handout
(on
course
website):
Milton
Friedman’s
“The
Social
Responsibility of
Business
is
to
Increase
its
Profits”

Stakeholder
theory



Case 16: The Body
Shop International
Session Summary: This session moves the discussion from
moral standards to the debate over the proper extent of a
business firm’s obligations towards society.
The
preliminary issue asked is as follows: Are firms even
capable of being held morally responsible, or only their
agents?
Following this question, the key issue to be
debated follows: Is business merely obligated to maximize
profit for its shareholders while obeying the law, or are
there additional ethical and/or philanthropic obligations
as well, as reflected by The Body Shop?
By the end of
the session students should not only understand CSR
theory, but formulate their own position on the CSR
debate.
Two cases help assess appropriate CSR.
In the
first case, the public drug firm Merck must decide
whether to develop a drug that can cure millions of
people
of
river
blindness,
even
when
prospective
customers are too poor to pay for the medicine.
In the
second (video) case, CEO Aaron Feuerstein must decide
whether
to
relocate
his
textile
firm’s
factories
following a devastating fire.
Session 5
Week
30th

of

May



Employees:
Obligations






Greed
conflicts
interest

and
of

Insider trading
Theft and fraud
Whistle-blowing

Readings: Chapter
15 (pp.479-493)



Case
1:
Stewart



Case
5:
The
Whistle-blower at
Canadian Marconi

Martha

Session Summary: The following sessions involve more of
a practical application of the previous frameworks
initially discussed (i.e., moral standards and CSR
theory) to a variety of topics, typically focusing on
particular stakeholders.
The first stakeholder group
involves employees, and the challenge of behaving
ethically in the workplace.
We begin by discussing the
notion of greed versus self-interest, and ask ‘Is greed
good?’
We then refer to the topic of conflicts of
interest including giving and receiving gifts and
entertainment, insider trading, and theft and fraud. The
Martha Stewart case examines the issue of possible
insider trading.
The session concludes with a debate
over when it is permissible or even obligatory to blow
the whistle on one’s colleagues or employer due to legal
or ethical misconduct, and includes an examination of
‘The Whistle-blower at Canadian Marconi’ case.

Session 6

Mid-Term Exam

Sunday
June 12th
12:00-3:00
pm
Session 7

Employees: Rights

Week of



June

20th



Discrimination
and harassment



Readings: Chapters
16, & 17



Case
4:
Nova
Scotia’s
Westray
Mine Tragedy

Privacy



Health
and
safety
Session Summary: This session deals with the rights of
employees from an ethical perspective.
The issue of
discrimination and sexual harassment is discussed, as
well as the right to health and safety of employees. In
terms of safety, we examine the ‘Nova Scotia’s Westray
Mine Tragedy’ case, and ask who should be held
accountable.
The right to privacy of employees versus
the rights of employers to monitor their employees is
also discussed.
Session 8
Week of
June 27th

Consumers:
Protection



Readings:
12





Case
Tacos

Consumer
protection

19:

Chapter
Toxic

 Product recalls
Session Summary:
This session moves the discussion to
the obligation firms have towards their customers or
clients.
Various
positions
on
manufacturer’s
obligations are presented, including the contract view
(i.e., buyer beware), due care (i.e., seller take care),
or social cost (i.e., seller beware).
The case ‘Toxic
Tacos’ asks the question whether genetically modified
foods should be sold before they are proven to be safe.
Session 9
Week of
July 4th

Consumers:
Marketing
 Marketing
ethics
 Pricing,
quality,




Readings:
11

Chapter

Case
10:
Child
Sponsorship
and
the
‘Future
of
Basketball’

labeling



Case 11: Assurance
Magnum of Quebec
Session Summary: The ethical issues involved in marketing
products and services to consumers are discussed. Special
attention to marketing to vulnerable groups such as
children, or ethical concerns due to the marketing of
certain products (e.g., cigarettes or alcohol), are
covered. The case ‘Child Sponsorship and the Future of
Basketball’ explores whether it is appropriate for Reebok
to sponsor a child at such an early age. The case
‘Assurance Magnum of Quebec’ explores ethical obligations
when selling an insurance product.

Session 10
Week of
July 11th

Global
Ethics



Bribery
Repressive
Regimes



Readings:
9



Business

Case 3: Acres in
Oakville
and
Bribery in Lesotho

Chapter

 Case 20: Nike Inc.
Overseas
Suppliers
Session Summary: This session focuses on doing business
abroad, when one’s home country’s legal or ethical
standards may conflict with those where one is doing
business. Students will be expected to develop their own
personal position on the debate: When in Rome, should one
‘do as the Romans do’? Or should one do what one does at
home?’
The Union Carbide in Bhopal India case will be
discussed in relation to this issue. Several issues will
be discussed as part of this debate including bribery
(‘Acres in Oakville and Bribery in Lesotho’ case), doing
business in countries with repressive regimes, and
dealing with overseas suppliers (‘Nike Inc.’ case).


Session 11
Review
Week of
July 18th
Posted
Online
on
CASE
July 18th
ASSIGNMENT
Due:
Tuesday,
August 2nd by
3:00 pm



No readings

ANALYSIS

Student Assignments and Grading:
Assignment

Grade
Weight

Due Date

1) Mid-Term Exam

40%

Sunday, June 12th

2) Case Analysis 60%
Assignment

Posted online July 18th
Due: Tuesday, August 2nd (by

3:00 pm)
TOTAL

100%

1) Mid-Term (40%)
The mid-term exam will be closed-book and cover all of the
material from the beginning of the course, including readings,
cases, videos, and lecture material. The mid-term will consist
of multiple choice, short answer, and short essay questions.
The heavy focus of the mid-term will be on the material
presented in the video lectures as well as the accompanying
slides.
2) Final Case Analysis Assignment (60%)
The major assignment will cover all of the material in the
course.
No additional materials beyond the course will be
required. The assignment will involve the ethical analysis of a
case as well as possibly a few short essay questions. Late
assignments will be subject to a grade deduction of 5% for each
24 hour period for any reason.
You will submit the assignment
directly on the Moodle course website in Word format.
Please
follow the instructions that will be included with the final
assignment carefully. Final assignments should only be emailed
to me (schwartz@yorku.ca) if you are unable to submit the
assignment on the Moodle course website (make sure to do so
before the due date and time if this happens).
3) Class Participation
While there is no formal class participation grade, you are
still expected to contribute to online discussions as well as
answer survey questions.
The instructor reserves the right to
verify the extent to which students have visited the Moodle
course website in order to access the course material.
Note,
past experience suggests that students who fail to access the
site and engage with the material (e.g., all of the video
lectures and slides) tend to perform more poorly than those who
do fully engage with the material.

Before learning this course the trainee should
fulfill the prerequisite courses are as follows

be

Management courses including human resource, entrepreneurships,
marketing management, store management and material managements
know about business and among other courses

conclusion
What is a lesson? Originally, a lesson a piece of reading, from
the Latin lectio. Today, however, reading is but one of a
multitude of possible lesson components. The contemporary
concept of lesson is very elastic. It can embrace exactly 40
minutes of time, devoted exclusively to the teaching of
chemistry to 14 years old in a laboratory, signaled by the
sounding of a bell at the beginning and end it might equally be
a 1½ hours session, between the start of the school day and
morning break, between the start of the school day and morning
break, during which 7-years engage in a variety of activities in
an open school, with no formal indication formal indication,
other than a signal from the teacher, as to when it should begin
or end. Writhing the material can be discussed by taking to
account the three major stages, namely. Arranging the topics,
preparing course outlines and writing the material.
preparing
course outline preparation puts some various types of course
outline preparation observed in the above hence, preparing
outlines
once
the
topics
to
come
under
each
of
the
modules/units/sections are
identified and arranged, the writer
is required to develop some outlines to determine what should
come under each section and sub-sections. Developing good
outline
is
not
an
easy
matter.
It
requires
adequate
understanding of the field of study, the learner, the location
of the particular course within the program of study and many
more. Such outlines, if properly done, would help much in
determining the breadth and depth of the material as well as in
locating relevant resources. It is also very crucial to receive
inputs from relevant persons. There are several ways by which
material developers go about preparing outlines. Here are some
steps which may be useful. i.e.





consider the trainees background, needs, etc,
Review relevant literature about the area of study
Prepare a draft out line.
Conduct a group review and assessment of the draft
outline,
 Improve
the
draft
outline
incorporating
any
suggestions/amendments,
 Review the second draft and finalize it.

Curriculum outline do vary in terms of the details involved.
Where some outlines only focus on contents, others do include
all the necessary items such as where to insert tasks, where to
break and the like. This may depend on the nature of the
material. Normally, an outline of a curriculum material is
expected to clearly show the structure of the curriculum
material to serve as a guide to material writers. And also we
can use with the combination of the above outline is mandatory
for the clarification of the subject for the student.

Biblography
African Press Organization (December, 18th 2008). Kenya / US$ 37
million AfDB
Loan in Support of Technical, Industrial,
Vocational and
Entrepreneurship

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Nairobi,

Kenya

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Altinyelkien K, H. (2004) Technical and Vocational Training in
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Atchoerena, D. Delluc,
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A.

(2001)

Revisiting

Technical

and

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Atchoarena,D.

(1994).

Policy

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Planning

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Zaltman,

G.

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and Issues Alert, 29. Eric
Bank.Bambrick, J (1962) “developing workable policies.” In R.
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management

Association Inc.
Castetter, W. (1981) The Personnel Function in Education
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Company Inc.

Hunsacker, L.et al. (1980). The Art of Managing people. New
York: Simon and Schuster Inc Clearing House on
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Doughert, C. (1989). The Cost Effectiveness of National Training
Systems in Developing Countries. Washington. D.C.: The
World
Mondy, R.H and M.N Robert (1990). Human Resource Management.
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Text:

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Norlin,

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M.,

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Learning and business plans: National
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pearson

Travis,T.

(2008).

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and international case

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Career Minded Consulting Services. All rights

Pedagogical science

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