Gabrielle A Rusignuolo understanding business learner activities for a smooth working business plans. Read for more business learning activities.

1. Business ManagementBusiness Management
Learning and TeachingLearning and Teaching
Approaches – Advice andApproaches – Advice and
Guidance for PractitionersGuidance for Practitioners
National 5National 5
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 suggested learning and teaching approaches
that follow present the opportunity to explore the following
topics in more depth in order to reinforce knowledge and
understanding of this unit of study.
For most activities, a range of working methods and presentation media
are left to practitioner/learner choice. Use of ICT for some activities is
recommended and web research will be an integral part of several
suggested approaches. These suggested learner approaches can be
adapted to suit the needs of practitioners.

3. Starting UpStarting Up
► Young people may consider three options for theirYoung people may consider three options for their
future: further education, employment or training.future: further education, employment or training.
► The often-forgotten fourth option is one we canThe often-forgotten fourth option is one we can
examine here: entrepreneurship, i.e. starting yourexamine here: entrepreneurship, i.e. starting your
own business.own business.
► Learners could use the given definition of anLearners could use the given definition of an
entrepreneur and compare this to the informationentrepreneur and compare this to the information
in the video clip. After watching the video ofin the video clip. After watching the video of
Jonathan Levie, discussion topics are suggestedJonathan Levie, discussion topics are suggested
in the following slides for learners to furtherin the following slides for learners to further
explore this topic.explore this topic.

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
Learners could use available resources to
suggest definitions and/or descriptions of
an entrepreneur. Key themes in the video
could aid their research i.e. Education,
opportunist, background, confidence, 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
•Learners could discuss whether they agree withLearners could discuss whether they agree with
this viewpoint and may create a group list of skillsthis viewpoint and may create a group list of skills
and qualities which they think would be important inand qualities which they think would be important in
an entrepreneur.an entrepreneur.
•It may be useful for learners to distinguish what is aIt may be useful for learners to distinguish what is a
‘skill’ and what is a ‘quality’ during their discussion.‘skill’ and what is a ‘quality’ during their discussion.
•Learners could be asked to consider whether theyLearners could be asked to consider whether they
could be an entrepreneur or innovator now… or incould be an entrepreneur or innovator now… or in
the future.the future.

6. Enterpreneurship - 2Enterpreneurship - 2
The video asks 'The video asks 'Why does Scotland need moreWhy does Scotland need more
entrepreneurs?'entrepreneurs?'
Jonathan Levie explains his opinion here – how couldJonathan Levie explains his opinion here – how could
this prompt learners to understand or explore wherethis prompt learners to understand or explore where
enterprise ‘fits’ into Scotland’s economy? How doesenterprise ‘fits’ into Scotland’s economy? How does
innovation help Scotland to flourish?innovation help Scotland to flourish?
►The diagram given as exemplification in the AdviceThe diagram given as exemplification in the Advice
and Guidance Notes could be used either as a basisand Guidance Notes could be used either as a basis
for their discussion or learners could produce their ownfor their discussion or learners could produce their own
diagram showing the connections between businessdiagram showing the connections between business
and the different parts of Scotland’s society affected byand the different parts of Scotland’s society affected by
businessbusiness

7. Enterpreneurship - 3Enterpreneurship - 3
''Being an entrepreneur isn’t necessarily aboutBeing an entrepreneur isn’t necessarily about
risk taking'risk taking'
The above quote from the video could be used forThe above quote from the video could be used for
learner discussion or debate or to prompt individuallearner discussion or debate or to prompt individual
responses from learners. In addition, learners couldresponses from learners. In addition, learners could
develop ideas on the range of risks that may bedevelop ideas on the range of risks that may be
involved in starting their own business enterprise.involved in starting their own business enterprise.
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 film profiles the life and work of Mick Jackson, one of
Scotland's most prominent and successful entrepreneurs.
It reviews Mick's ideas and beliefs about enterprise,
marketing, leadership and social responsibility in business.
Mick describes the growth and success of two of his major
enterprises - WildDay.com and the WildHearts Foundation, a
charitable enterprise – both demonstrating great innovation.
•Learners could use the interview with the discussion topics
worksheet which gives suggested topics for further research
or discussion.
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 video resources could be used to prompt learner discussion orThese video resources could be used to prompt learner discussion or
research on local or famous entrepreneurs or businesses. There couldresearch on local or famous entrepreneurs or businesses. There could
be particular emphasis on Scottish based business or entrepreneurs tobe particular emphasis on Scottish based business or entrepreneurs to
contextualise this learning to earlier discussion or investigation.contextualise this learning to earlier discussion or investigation.
•Learners could be guided in their research or discussion by theLearners could be guided in their research or discussion by the
following questions:following questions:
What inspired them? What risks did they run?What inspired them? What risks did they run?
How did they raise the finance they needed?How did they raise the finance they needed?
Did they succeed quickly or suffer setbacks?Did they succeed quickly or suffer setbacks?
Use these hyperlinks for some inspiring
stories from around the world!

10. Entrepreneurship - 6Entrepreneurship - 6
► Jonathan Levie explains that while profit isJonathan Levie explains that while profit is
important, his opinion is that other factors areimportant, his opinion is that other factors are
also important to Scottish entrepreneurs, suchalso important to Scottish entrepreneurs, such
as customer satisfaction, developing newas customer satisfaction, developing new
products, and ‘giving back’ to Scotland as theirproducts, and ‘giving back’ to Scotland as their
country and society.country and society.
► The following approach suggests how learnersThe following approach suggests how learners
could take account of these factors intocould take account of these factors into
account and is explained further in the nextaccount and is explained further in the next
slide:slide:

11. Learners could be asked to identify aLearners could be asked to identify a
Scottish business (local or national) andScottish business (local or national) and
examine their approach to:examine their approach to:
• ProfitProfit
• Customer SatisfactionCustomer Satisfaction
• Innovation and Product DevelopmentInnovation and Product Development
• Social ResponsibilitySocial Responsibility
Further discussion or research by learnersFurther discussion or research by learners
may investigate the impact each of thesemay investigate the impact each of these
factors would have on the business, its’factors would have on the business, its’
local community, and Scotland as alocal community, and Scotland as a
whole.whole.

12. So – What IS anSo – What IS an
Entrepreneur?Entrepreneur?► This link provides a series of statements given byThis link provides a series of statements given by
business owners about what they think anbusiness owners about what they think an
entrepreneur is.entrepreneur is.
► Suggested approaches for this resource could be:Suggested approaches for this resource could be:
• Learners assembling their own ideas using keyLearners assembling their own ideas using key
themes from the statements given.themes from the statements given.
• Using the range of statements to allow learners toUsing the range of statements to allow learners to
select the one they identify with most and justifyingselect the one they identify with most and justifying
their choice.their choice.
• Learners selecting one statement and applying itLearners selecting one statement and applying it
to an entrepreneur (local or well-known nationally)to an entrepreneur (local or well-known nationally)
that they think it relevant to.that they think it relevant to.
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 flow diagram provided shows a step-by-step approachThe flow diagram provided shows a step-by-step approach
to building an enterprise from an idea. This could be used toto building an enterprise from an idea. This could be used to
guide learners through the process of creating their ownguide learners through the process of creating their own
enterprise.enterprise.
►Learners could focus on creating a solution for an existingLearners could focus on creating a solution for an existing
problem affecting their group, school, community or a globalproblem affecting their group, school, community or a global
issue; or could focus on filling a gap in a market with a newissue; or could focus on filling a gap in a market with a new
product.product.
►Learners could work in several ways solo, groups or pairsLearners could work in several ways solo, groups or pairs
according to their specific ideas.according to their specific ideas.
The Business Plan could be used to help structureThe Business Plan could be used to help structure
learners thoughts.learners thoughts.
Business
PlanningUse the hyperlink to build a Business Plan!

14. Role of Business inRole of Business in
SocietySociety
► What goes on in a business organisation?What goes on in a business organisation?
► What type of activities do businesses and otherWhat type of activities do businesses and other
organisations do?organisations do?
► How does business contribute, and have anHow does business contribute, and have an
impact on, society?impact on, society?
Let’s look at an example of a business organisationLet’s look at an example of a business organisation
and explore how learners can investigateand explore how learners can investigate
answers to the above questions…answers 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
► Learners could be directed to earlier workLearners could be directed to earlier work
on skills and qualities to describe anon skills and qualities to describe an
entrepreneur giving more relevance to thisentrepreneur giving more relevance to this
case study.case study.
► Learners could summarise their thoughtsLearners could summarise their thoughts
on the skills and qualities shown by theon the skills and qualities shown by the
case study business owners perhaps beingcase study business owners perhaps being
encouraged to use examples from theencouraged to use examples from the
video to highlight their points.video to highlight their points.
• This could be done using ICT through aThis could be done using ICT through a
Podcast, presentation software or similar.Podcast, presentation software or similar.

17. Business Activity – 1Business Activity – 1
Learners could use the case study to:Learners could use the case study to:
• Decide whether the featured businessDecide whether the featured business
operates in the Primary, Secondary oroperates in the Primary, Secondary or
Tertiary sectors of industryTertiary sectors of industry
• Discuss whether this businessDiscuss whether this business
operates in more than one sectoroperates in more than one sector
• Discuss/research and suggestDiscuss/research and suggest
reasons why they may do this?reasons why they may do this?

18. Business Activity – 2Business Activity – 2
Learners could use the website for the businessLearners could use the website for the business
featured in the case study to:featured in the case study to:
• Summarise/discuss all of the activities that thisSummarise/discuss all of the activities that this
business is involved in. This could be an oralbusiness is involved in. This could be an oral
summary or be produced in writing, as asummary or be produced in writing, as a
presentation, or using a Podcast or videopresentation, or using a Podcast or video
• For each activity learners could explain whatFor each activity learners could explain what
sector of industry the business is operating insector of industry the business is operating in
and how this activity benefits the business.and how this activity benefits the business.
Oban Chocolate CoOban Chocolate Co

19. Business Activity – 3Business Activity – 3
Learners could research local businesses or businessLearners could research local businesses or business
people that may be familiar to them using the followingpeople that may be familiar to them using the following
suggested methods:suggested 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 gain from this research,Using the information they gain from this research,
learners could compare how the local business waslearners could compare how the local business was
started with their own business plan created earlier –started with their own business plan created earlier –
what lessons could be learned from this real, localwhat lessons could be learned from this real, local
business?business?

20. The Aim of the Game:The Aim of the Game:
Business Objectives – 1Business Objectives – 1
► The following link could be used to give learnersThe following link could be used to give learners
initial information on business objectivesinitial information on business objectives
► Business Activity & ObjectivesBusiness Activity & Objectives
Learners could be directed to discuss theLearners could be directed to discuss the
information on Private Sector businessinformation on Private Sector business
objectives in relation to either:objectives in relation to either:
• The case study businessThe case study business
• A local or national businessA local or national business
► Learners could produce their own diagram toLearners could produce their own diagram to
illustrate their findings here.illustrate their findings 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 approach may be to Use the Internet to research aOne approach may be to Use the Internet to research a
business from the Public Sector and one from the Thirdbusiness from the Public Sector and one from the Third
Sector and investigate the possible objectives of each.Sector and investigate the possible objectives of each.
► Learners could then create a diagram or mind map of theLearners could then create a diagram or mind map of the
objectives for each of the researched businesses.objectives for each of the researched businesses.
► A local focus could be applied to the businesses used inA local focus could be applied to the businesses used in
this approach as in previous research by learners.this approach as in previous research by learners.

22. How does BusinessHow does Business
affect people? – 1affect people? – 1
Learners could be introduced to the topic ofLearners could be introduced to the topic of
stakeholders using the following diagram whichstakeholders using the following diagram which
suggests three possible stakeholders of the case studysuggests three possible stakeholders of the case study
business – Oban Chocolate Cobusiness – Oban Chocolate Co
►Learners could use the diagram to investigate andLearners could use the diagram to investigate and
discuss:discuss:
•Who additional stakeholders may beWho additional stakeholders may be
•WhyWhy each stakeholder may have an interest in theeach stakeholder may have an interest in the
business, andbusiness, and
•HowHow they could influence the businessthey could influence 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 approach could be to ask learners to createOne approach could be to ask learners to create
a stakeholder diagram for their own businessa stakeholder diagram for their own business
idea perhaps using suitable ICT.idea perhaps using suitable ICT.

25. How does Business contributeHow does Business contribute
to society? – 1to society? – 1
► Learners could be asked to watch the video caseLearners could be asked to watch the video case
study and to consider what the business isstudy and to consider what the business is
contributing to different parts of society and whatcontributing to different parts of society and what
benefits may be seen by the economy, communitybenefits may be seen by the economy, community
and individual stakeholders.and individual stakeholders.
► Learners could relate this back to earlier discussionLearners could relate this back to earlier discussion
on how enterprise and business ‘fits’ into Scotland –on how enterprise and business ‘fits’ into Scotland –
at both local and national levels – and how theyat both local and national levels – and how they
might impact on society inmight impact on society in
different ways.different ways.
Learners could also use the company
web site to help their research
and/or discussion of findings.

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 Internet and/or other resources to find aUse the Internet and/or other resources to find a
simple definition of ‘Wealth Creation’ in businesssimple definition of ‘Wealth Creation’ in business
terms.terms.
► This could be a timed exercise – perhapsThis could be a timed exercise – perhaps
allowing 5 – 10 minutes to complete.allowing 5 – 10 minutes to complete.
Tip : Make sure learners understand theirTip : Make sure learners understand their
definition and can explain it!definition and can explain it!

27. ► Learners could be given an example of how wealthLearners could be given an example of how wealth
can be distributed from one business to the nextcan be distributed from one business to the next
perhaps using a familiar good to illustrate this ideaperhaps using a familiar good to illustrate this idea
e.g. a loaf of bread – several suppliers will be able toe.g. a loaf of bread – several suppliers will be able to
sell goods to one another and so create turnover forsell goods to one another and so create turnover for
their organisation.their organisation.
► Learners could be asked to produce a diagram whichLearners could be asked to produce a diagram which
illustrates this distribution of wealth or wealthillustrates this distribution of wealth or wealth
creation? Use a good or service that you are familiarcreation? Use a good or service that you are familiar
with to do this.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:
►Learners are asked to think of as many factors inLearners are asked to think of as many factors in
society which may affect the case study business.society which may affect the case study business.
►This could be a timed exercise allowing up to 10This could be a timed exercise allowing up to 10
minutes for completion.minutes for completion.
►Learners could be asked to list the factorsLearners could be asked to list the factors andand
how they may affect the business.how they may affect the business.

29. Learners could be asked to group their answersLearners could be asked to group their answers
under main headings where they consider there tounder main headings where they consider there to
be similarities in factors.be similarities in factors.
Main headings could be established throughMain headings could be established through
discussion with the group as to the most commondiscussion with the group as to the most common
factors occurring between groups of learners e.g.factors occurring between groups of learners e.g.
financial, fashionable, legal, employment etcfinancial, fashionable, legal, employment etc
Learners could then be asked to use InternetLearners could then be asked to use Internet
resources to research factors affecting Scottishresources to research factors affecting Scottish
business and compare these to their own findings.business and compare these to their own findings.
How does Society affectHow does Society affect
Business? – 2Business? – 2

30. Internal & External FactorsInternal & External Factors
► Learners could be introduced to this topic byLearners could be introduced to this topic by
establishing through discussion the differenceestablishing through discussion the difference
between Internal and External factors which affect thebetween Internal and External factors which affect the
businessbusiness
► Learners could use the context of either their ownLearners could use the context of either their own
business proposal, the case study business, or abusiness proposal, the case study business, or a
business familiar to them to evaluate:business familiar to them to evaluate:
• Which factors they have identified are internal andWhich factors they have identified are internal and
which are externalwhich are external
• How these factors could have an impact on a businessHow these factors could have an impact on a business
• How they could ensure the business’s success againstHow they could ensure the business’s success against
these factorsthese factors

31. Customer Satisfaction – 1Customer Satisfaction – 1
The Customer is King!The Customer is King!
Customer Satisfaction isn’t highlighted specifically inCustomer Satisfaction isn’t highlighted specifically in
the Oban Chocolate video – but this doesn’t mean it’sthe Oban Chocolate video – but this doesn’t mean it’s
not important to this business.not important to this business.
Learners could use the following approach to further exploreLearners could use the following approach to further explore
the issue of Customer Satisfaction.the issue of Customer Satisfaction.
►Learners could work with a partner or in small groups andLearners could work with a partner or in small groups and
use the exemplified Customer Satisfaction exercise given inuse the exemplified Customer Satisfaction exercise given in
the support files provided.the support files provided.

32. Customer Satisfaction – 2Customer Satisfaction – 2
Following the previous slide, learners couldFollowing the previous slide, learners could
discuss their results as a group and what keydiscuss their results as a group and what key
points have resulted from their work.points have resulted from their work.
Examples of discussion points might be:Examples of discussion points might be:
► Was it easy to suggest a response to the customer issueWas it easy to suggest a response to the customer issue
learners were given in the worksheet? Why/why not?learners were given in the worksheet? Why/why not?
► What effect could it have on the business if the customerWhat effect could it have on the business if the customer
was not satisfied with the response given?was not satisfied with the response given?
► Learners could then create a flow diagram to show theLearners could then create a flow diagram to show the
possible effects of poor customer care on the business –possible effects of poor customer care on the business –
an example of this is given in the Advice and Guidancean example of this is given in the Advice and Guidance
notes.notes.

33. Customer Satisfaction – 3Customer Satisfaction – 3
Learners could use Internet resources to research aLearners could use Internet resources to research a
business familiar to them – local or national – and theirbusiness familiar to them – local or national – and their
approach to Customer Satisfaction to highlight theapproach to Customer Satisfaction to highlight the
different priority given to this across business.different priority given to this across business.
Learners could be guided using the following keyLearners could be guided using the following key
points:points:
•What facilities do they have to communicate with theirWhat facilities do they have to communicate with their
customers, to receive complaints and feedback?customers, to receive complaints and feedback?
•Do they have a Customer Care Policy or statement?Do they have a Customer Care Policy or statement?
Learners could choose to summarise their findingsLearners could choose to summarise their findings
either through discussion, presentation or usingeither through discussion, presentation or using
another appropriate media.another appropriate media.

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 business idea or enterpriseUsing the learners’ own business idea or enterprise
•Using the case study business and the company webUsing the case study business and the company web
resource to help them do thisresource to help them do this
•Selecting a local business familiar to learners andSelecting a local business familiar to learners and
information available on this business – perhapsinformation available on this business – perhaps
supplementing with interviews or a representative from thesupplementing with interviews or a representative from the
business speaking with learners on this subject.business speaking with learners on this subject.
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:
•Examples of social responsibility in well-knownExamples of social responsibility in well-known
businessesbusinesses
•Examples from local businessExamples from local business
•How learners might apply this to their own businessHow learners might apply this to their own business
enterpriseenterprise

36. ebay – Business with aebay – Business with a
Conscience?Conscience?
► eBay has been named one of the world's mosteBay has been named one of the world's most
ethical companies in the Auctions category based onethical companies in the Auctions category based on
its ethics and compliance programs by theits ethics and compliance programs by the
Ethisphere InstituteEthisphere Institute, a think tank. Companies on, a think tank. Companies on
the list in other categories include Best Buy Co.,the list in other categories include Best Buy Co.,
Zappos, UPS, Google, American Express, and FordZappos, UPS, Google, American Express, and Ford
Motor Company, Wisconsin Energy CorporationMotor Company, Wisconsin Energy Corporation
EcommerceBytes-NewsFlash, Number 2501 - March 17, 2011 - ISSN 1539-5065EcommerceBytes-NewsFlash, Number 2501 - March 17, 2011 - ISSN 1539-5065
Learners could use the web resources at
investor.ebay.com to find some useful information to
support the above article e.g. eBay Giving Works and to
further understand how this type of activity may benefit
the business.

37. And the Winner is…And the Winner is…
► The video resource shows an interview withThe video resource shows an interview with BobBob
KeillerKeiller – named Entrepreneur of the Year in 2006.– named Entrepreneur of the Year in 2006.
2007 and 20082007 and 2008
► Bob’s business, PSN, has approximately 8,500Bob’s business, PSN, has approximately 8,500
employees doing everything from high- levelemployees doing everything from high- level
engineering consultancy to construction andengineering consultancy to construction and
maintenance for oil operators in more than 20maintenance for oil operators in more than 20
countries around the world.countries around the world.
► As well as his Entrepreneur of the Year successes,As well as his Entrepreneur of the Year successes,
Bob has been awarded the National Business Award’sBob has been awarded the National Business Award’s
corporate social responsibility award for Scotland incorporate social responsibility award for Scotland in
20072007
► See the following slides for suggested approaches toSee the following slides for suggested approaches to
using this resource.using this resource.

38. Bob Keiller – Suggested Learning andBob Keiller – Suggested Learning and
Teaching ApproachesTeaching Approaches
Learners could be encouraged to bring together their
knowledge from across the Understanding Business Unit to
produce a short study of Bob Keiller as a Scottish
entrepreneur and to inform and inspire potential
entrepreneurs.
Learners could use the interview information and the PSN
website for further information 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 Internet, learners could investigate the
resources above to discover what each organisation
offers and how they operate.
One approach may be to ask learners to demonstrate
how one or both resources will help support
entrepreneurial activity in Scotland/UK
Learners could also research the possible effectiveness
of these initiatives and what they could contribute to
Scotland’s entrepreneurial future.

40. Over to You….Over to You….
Learners could use the Entrepreneurs ForumLearners could use the Entrepreneurs Forum
website to view a range of interviews withwebsite to view a range of interviews with
entrepreneurs. This resource could be used to askentrepreneurs. This resource could be used to ask
learners:learners:
•Which entrepreneur inspires them and why?Which entrepreneur inspires them and why?
•Learners could produce their own summary of why theyLearners could produce their own summary of why they
find this entrepreneur inspirational and what helpfulfind this entrepreneur inspirational and what helpful
advice they may give to Scotland’s future entrepreneurs.advice they may give to Scotland’s future entrepreneurs.
•This summary could be created to be oral, written orThis summary could be created to be oral, written or
presented electronically.presented electronically.
►Entrepreneurs ForumEntrepreneurs Forum