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External Influences 2: Technology and Changing Social Attitudes - Lesson Plan: 1 x 1 hour lesson plus homework or 2 x 1 hour lessons
A series of 'off the shelf' lesson plans and resources for use in the classroom. These lessons deal with External Influences 2: Technology and Changing Social Attitudes and are relevant to the following specifications:
- AQA: Module 3, 12.3
- Edexcel: Unit 1, Section 4
- OCR: Module 2871
Aim
The aim of this lesson is to look at three examples of how changing circumstances, linked to technology and social attitudes, can affect a business. The three examples have all been widely reported so students should not have any problems in getting hold of further information about them if necessary. The use of Sony is intended to highlight how even very large and successful companies can be caught out - the CEO recently commented that they had become complacent!
The second example raises the issue of how technology can be a huge aid to some businesses - Internet banking and the like - but can also lead to huge problems in terms of maintaining security. There is a market in knowledge transfer - as soon as someone finds out how easy it is to construct a Web site, it is only a matter of time before some unscrupulous characters use it to exploit vulnerable people! The cost to a business of ensuring its information and its customers are protected, often go unnoticed by students and this example demonstrates another side of business investment that students may not be fully aware of, thus giving them a more complete picture.
The third example was covered in one of Biz/ed's In the News features and charts the influence of the Atkins Diet on sales of a variety of products.
Learning Objectives
At the end of the lessons, students be able to:
- Understand a range of different external effects on a business from a technological and social attitudes perspective
- Demonstrate higher order skills in written answers
- Apply relevant business concepts to a business problem
- Develop a coherent argument showing the ability to demonstrate appropriate strategies to solve business problems
Resources
Lesson Structure
- Students are given a copy of the Activity - the articles should be read and the main issues raised and discussed. (15 minutes)
- A discussion can be held about the expectations of the answers to the questions - the guide below gives the authors' interpretation of some of the expected responses. The learning objectives and the higher order skills being assessed should be stressed to the students. (15 minutes)
- Students should be given some time to do some additional research - using textbooks to ensure that understanding of SWOT analysis and Boston Matrix is clear as well as business strategies to deal with external shocks. (30 minutes)
- The task can then be set as homework or as a task to write up in the next lesson. Feedback on the written report should relate clearly to the learning objectives.
Assessment Guide
Below is the authors' guide to possible interpretations of the questions set - there will be other interpretations and educators should refer to the learning objectives when making their assessment in addition to the guide here.
- Question 1
The intention is to get students to think 'it depends'. On the face of it, the threat to businesses by external shocks can be severe - the impact on Sony's profitability is one example, but students who are thinking at a high level will recognise that for such very large companies these external shocks can serve as reminders - they are invariably going to be in a position to be able to respond and deal with the problems faced - they have risk bearing economies of scale.
For other businesses, the extent of the problem will depend on whether the threat is long term or not - how far is the Atkins diet a fad, for example? If companies respond to external events with knee-jerk reactions, they may get caught out! To introduce new Atkins meals, for example, Tesco would have to be sure that the investment would reap rewards in terms of long term sales. If the diet is popular for only a few years, the investment may well be wasted. The key, therefore, is for students to be able to react to the 'to what extent' command in the question.
- Question 2
Again, the emphasis is on students making judgements about the value of using tools like SWOT analysis and the Boston Matrix to be able to respond to external threats. In the examples given, how easy would it have been for companies to be able to predict the success of the Atkins diet - even if they had known about it? Should Sony have foreseen the growth in sales in flat screen TVs and in DVD technology? After all, they did get their hands burnt when investing large amounts of money on mini-cds and digital audio tapes! How likely is it that companies like NatWest and Barclays can build fraudulent acts into their business planning?
The Boston Matrix may be a useful tool in the example of Sony and for businesses like Tesco in looking at products like potatoes and CRT (Cathode Ray Tube) TVs. If so, where do they fit in the Matrix? Are they problem children or dogs? Again, the emphasis should be on students constructing a coherent argument and being able to assess clearly the appropriateness of the strategies in relation to the case study.
- Question 3
There are a range of strategies that could be applied - any could be acceptable. In terms of the technological effects, investment in R & D will be important, as will continued market research to identify new markets. Consumer relationships will be important in this respect; some companies have regular feedback from customers about products, their lifestyle and so on. The essence, therefore, will be on ensuring it has sufficient knowledge about the markets it is working in to be able to respond to changes effectively and quickly.
Developing the culture of the business to be flexible, responsive to change and prepared to see change as a challenge that will leverage the company rather than something to knock it back will also be relevant. In some cases, cost cutting and productivity will be important in helping to maintain a competitive advantage over rivals. Look for the ability to be able to apply the strategy to the situation identified as a key discriminator.
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