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About the course

This course helps students prepare for managerial positions in their future careers. Students will focus on the development of core skills required to become a successful manager, including operations management, inventory control, marketing, financial planning, scheduling, and communication. Students will also explore the management challenges of hiring, training, and motivating employees, and complying with legal requirements.

Business Leadership: Becoming a Manager

Course Credit


Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)


Course Code

Department Head & Contact Information


Course Type

Workplace Preparation

Grade Level

Grade 12

Course Development Date

June 10th, 2021

Course Outline

Course Outline
Unit Titles and Descriptions
Time Allocated in hours
The Role of the Manager

In this unit, students will explore the roles of the manager. They will look at the levels and types of managers in a typical organization and explore their skills, activities, functiona, and responsibilities. They will look at ways in which the actions of the managers may lead to waste reduction, environmental protection, improved productivity, and develop a positive and inclusive corporate culture. Students will be introduced to the need for ethical and responsible behavior, both at work or not. They will be made offete to the types of businesses found in Canada (large, small, franchise, chain, service, manufacturing). They will investigate the impact that e-business has on businesses in Canada. They will explore business issues with the local community. They will look at problem-solving strategies and apply them to specific situations. They will generate solutions and test them. Students will explore current intrapreneurial practices in businesses (employee initiative, new ways to improve productivity, gain sharing). Students will be introduced to professional writing to meet business standards.

Operations Management

In this unit students will explore how to identify the key indicators used to determine how much of a particular product to carry (cost, rate of usage, reliability of deliveries, storage considerations, economies of scale) and look at the important steps of the purchasing procedure (quoting, requisitioning, ordering, receiving). They will explore the relationship between a business and its suppliers or subcontractors (e.g., in terms of legal considerations, negotiations, contracts, financial considerations, methods for locating suppliers). They will look at the components of the marketing mix (the four Ps – product, price, place, promotion) and evaluate their associated costs. Students will explore the impact that customer service can have in the success of a product and look at the different ways of selling. They will assess marketing strategies for the local market.

Students will be introduced to the procedures used to handle and control cash transactions in a business (e.g., use a point-of-sale terminal, manage petty cash, issue receipts) and examine those used in dealing with financial institutions involved in the daily activities and short-term financing of a business (e.g., procedures concerning current account activities, night deposits, automatic payroll deposits, bank reconciliation). Students will be introduced to the elements of an operating budget (e.g., sales, inventory, supplies, wages, insurance, rent). They will be introduced to using both manual and computerized systems, the basic elements of bookkeeping as they relate to business (e.g., forms and procedures).

Students will explore job-design alternatives (e.g., job simplification, job rotation, job enrichment). They will look at alternative work arrangements (e.g., flex-time, part-time work, job sharing) and the components considered in developing a work schedule (e.g., statutory holidays, rest and lunch breaks, overtime). They will examine a weekly or monthly work schedule for a department or small business (e.g., restaurant, convenience store)

In this unit students will examine and analyze how a person’s personality, attitude, professionalism, absenteeism, productivity, and overall persona is affected by job satisfaction. They look at how job satisfaction affects someone’s behavior in the light of racism, prejudice, homophobia, and other biases and the effect all of the above have on workplace behavior.

Students will explore the different personality traits and their effects on job satisfaction tied to various styles of management. They will examine the role that management, leadership styles, and ‘“teamness'' play in shaping a workers attitude and wellbeing, both physically and metnally. They will examine and analyse factors that impact the stages of group development and how they contribute to the success of a team. Students will examine how personality traits can be evaluated, including personality traits assessment instruments. They will evaluate the effectiveness of these tools.
Human Resource Management

Students will be introduced to the elements of human resource planning (e.g., job analysis, job description, job specification, identification of skill requirements) and the recruiting process (e.g., advertising, preliminary contact, screening, checking references). They will be introduced to techniques to carry out job-interviews and a variety of types of job training (e.g., orientation, training in equity issues, on-the-job and off-the-job training, apprenticeship, additional education). Students will be introduced to the laws that govern employment practices in Ontario (e.g., Canada Labour Code) and the legal and ethical requirements regarding employment (e.g., under the Ontario Human Rights Code; with respect to equal pay for work of equal value, fair hiring practices, hours, deductions, minimum wage). They will be made offete with the legal requirements related to employee health and safety in a variety of workplaces (e.g.,WHMIS, First Aid Certificate). Students will be introduced to the ethical, legal, and the financial consequences of unionized and nonunionized business environments.
Final Exam (30% of course)
This may be a proctored exam worth 30% of your final grade or a major project that involves the development, marketing, management, and evaluation of a company and its employees. All elements discussed in the course must be included. More marks will be granted for a real life product.
2 hours
110 hours


The course material (class notes and necessary handouts) will be provided by the teacher.

The students will be required to have:
Access to a library or the Internet to do research
Access to internet as well as electronic devices for note taking and communication for those taking the class online

Overall Curriculum Expectations

Overall Curriculum Expectations
Foundations of Management
By the end of this course, students will:
• assess the role of management within an organization;
• demonstrate the use of appropriate communication techniques related to business management;
• evaluate the impact of issues related to ethics and social responsibility on the management of organizations.
By the end of this course, students will:
• apply an understanding of human behaviour to explain how individuals and groups function in the workplace;
• demonstrate an understanding of group dynamics;
• demonstrate an understanding of proper leadership techniques in a variety of situations.
Management Challenges
By the end of this course, students will:
• demonstrate an understanding of the communication process within the workplace;
• evaluate the strategies used by individuals and organizations to manage stress and conflict;
• compare theories of how to motivate individuals and teams in a productive work environment.

Planning and Controlling
By the end of this course, students will:
• analyse the importance of planning to the success of an organization;
• demonstrate an understanding of appropriate planning tools and techniques in a variety of situations;
• analyse the relationship between strategic planning and the success of an organization;
• analyse how companies respond to internal and external pressures for change;
• assess the importance of control in management.
By the end of this course, students will:
• demonstrate an understanding of the various organizational structures used to manage the workforce effectively;
• assess the ways in which organizational structures have changed to adapt to the changing nature of work;
• evaluate the role of human resources within an organization.

Special Accommodations

"Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.

The three types of accommodations that are going to be used are:

i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).

For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.

* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007; (Pg: 28-30) Date of extraction: Sunday, March 14, 2021"

Program Considerations For English Language Learners

Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English-language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.

Teaching/Learning Strategy

The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.

This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.

This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and having each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this. The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.

Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill."

Assessment And Evaluation

At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.

Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.

Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:

● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course

Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%"

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