MGMT2001 Small Business Planning Semester 1,...

Unit study package code: MGMT2001

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Seminar: 1 x 3 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: DrName: Paull WeberPhone: +618 9266 7413Email: [email protected]: Building: 408 - Room: 3012

Teaching Staff: Name: Andrew MauricePhone: 0410642660Email: [email protected]: Building: NA - Room: alternate email

[email protected]

Name: Loy NadalPhone: 04 1688 1326Email: [email protected]: Building: 408 - Room: Check

Administrative contact: Name: Cheryl TienPhone: +618 9266 7729Email: [email protected]: Building: 408 - Room: 3002

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

MGMT2001 Small Business Planning Semester 1, 2016

Curtin Business School (CBS)School of Management

MGMT2001 Small Business Planning Bentley Campus 15 Feb 2016 School of Management, Curtin Business School (CBS)

Page: 1 of 13CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus The unit examines Small and Medium Enterprises (SMEs) from a practical perspective and provides students with a "hands on approach" to the art of small business planning. This includes creating a business plan in teams that considers the main functional areas necessary for the establishment and continuous operation of a small business.

Introduction Welcome to Small Business Planning (MGMT 2001)!

This unit introduces you to the world of small business, its challenges and opportunities. Small and Medium Enterprises (SMEs) constitute the vast bulk of modern economies. In Australia for example, there were about 2.05 million small businesses in the private sector (ABS, 2013). Over 1.3 million of these businesses provide employment for the owners and a further 779,312 businesses provide employment for between 1 and 19 people. Small businesses play an extremely important role in sustaining the economy, yet most media outlets, significant public policy and indeed academic focus is centred on the minority of larger businesses! This unit goes some way to correcting that imbalance and helps you to understand how to plan for success in small business. Whilst we must (and do) cover the general characteristics and theories of small business and the people who own them, the course embeds this knowledge via a very real world approach, developing a new business idea and writing a business plan to potentially make it happen. This involves creating a document which considers the main functional areas necessary for the establishment and continuous operation of a small business, as well as conveying to stakeholders such as bankers, investors, partners and employees the reason(s) why the idea should be supported. To identify such an idea, your creative juices and research capabilities are honed as you conceive of and test the feasibility of your new business opportunity. The project leads you through a process of discovering gaps in markets, identifying opportunities and creating solutions to take advantage of those opportunities. You then create business plans that reflect the opportunity identified and set personal and business goals for growth and success. We encourage you to treat the business plan project as a pre-cursor to reality. It is a fact that students at Curtin have gone on to start businesses as student entrepreneurs! You will find recent examples of this in Blackboard in the "Start-up Legends" area.

There is no final exam in this unit because the assessed tasks during semester are of a significant size and sufficient complexity to indicate what level of achievement of the learning outcomes has occurred.

Curtin Business School (CBS) School of Management




Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

On successful completion of this unit students can: Graduate Attributes addressed

1 Synthesise a broad array of information from multiple sources using various data collection methods to formulate a business plan and strategy to a client

2 Examine the local and global external environmental context within which SMEs operate

3 Evaluate and critically review the proposed business plans of others from a variety of perspectives

4 Collaborate in teams that are designed for maximum diversity to deliver outcomes in a timely, effective and efficient manner

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Activities

Each faculty member and teaching assistant employed to deliver this unit has been carefully selected for their understanding of small business, as well as their academic capabilities. With such experienced leaders in the classroom you will find the content is customised to suit each experts delivery style, without compromise to the scope of material taught. Each week there will be one 3 hour seminar which is highly participative, containing a number of Team Based Learning exercises that are a formative part of your assessment. This means the class exercises are formally assessed (via the individual assessment) AND they also act as a practice round to help you understand how to write a winning business plan. There is a lot of knowledge to share with you, so pre-readings and some pre-records are necessary for you to participate in the assessed classroom exercises. Please be prepared or your grades will be negatively affected as will be your performance within your team.

The class structure each week includes a topic presentation, normally at the beginning of the session. These presentations will NOT always be iLectured and will vary somewhat from instructor to instructor and location to location to take account of local and class contexts. You will see why this is necessary when you attend but basically the flow of each class is customised to the teams and facilitator that make up each class to give you a personalised learning experience. The semester plan has three distinct but overlapping components. The early weeks are where your team identifies an opportunity for a new business. In the middle weeks you get to road test your idea in class and get feedback from your peers and your instructor that help you refine the idea so you can get on with writing your plan. Then for the second half of semester you will practice many of the concepts required to write a good plan in class (for assessment in the individual assignment) by applying them to a storyline that we follow in the final five weeks before you pitch your final busiess plan. The assessment processes in this unit are very student-centred and reflective. You will be assessing the performance of each other at times and of your group overall. We know from experience that the best results come from completing the business plan task in groups of 3-4 students. Do not be concerned about fair assessment of team work as we have proven process to ensure all team members are fairly rewarded for individual effort within their group.

We have a packed schedule so definitely form groups in week 1 and you will need to be already pre-reading for the first formative test that week. Therefore, missing week 1 puts you at a clear disadvantage. Week 2 late arrivals will not normally be permitted, but where they are you will NOT be allowed to join any existing groups. If the first time we see you is in week three you will be asked to withdraw from the unit.

Learning Resources Essential texts

The required textbook(s) for this unit are:

l Schaper, M., Volery, T., Weber, P. & Gibson, B. 2014, Entrepreneurship and Small Business: A Pacific RimPerspective , 4th edn, John Wiley & Sons, Milton, Australia.

(ISBN/ISSN: 9781118362549)





Assessment Assessment schedule

Detailed information on assessment tasks

1. Critical Review (you undertake an individual critique of a nominated group idea)

To develop a suitable idea, every team will independently research the external environment (environmental scan) to discern a number of trends in the Social, Technological Economic and Political environment (STEP aka PEST analysis). This research is then to be pooled in your group to propose a research driven opportunity that you can show is a viable business idea with an addressable market. You will then explain the idea in a short discussion, the time allocated is dependent upon tutorial size, and about 10 minutes per team will work for most tutorial classes. This idea discussion is a formative exercise for your group (i.e. no marks for your group) so that we can make pro-active suggestions to improve your idea, so you must give enough detail to allow the class to undertake a subsequent critical review over the next 7 days.

You will demonstrate your understanding of the content covered in weeks 1 to 4 by formally critiquing the idea of another group in writing and in person (you must do both). The emphasis is deliberately on assessing and rewarding your genuine efforts to support, critique and work with other groups to improve the idea you are critiquing. Each person will be required to individually (i.e. no sharing of your critique before it is submitted to Turnitin) review only one group. NOTE: Because the feedback loop is student-to-student and then assessed by us after you have given the feedback you must print out your feedback and provide a copy to the group you are reviewing. This MUST be identical to the one submitted to Turnitin before your class.

Assessment 1 Marking Criteria

This is a short assessment with a 500 word limit. It is to be submitted to Turnitin in the week after you listen to the discussions at the roundtable, word processed in the format specified. The critique must be all your own thoughts and words and requires no external references or research, although in a spirit of collegiality you may make suggestions of useful resources if you wish! Your peer reviews will be assessed on the usefulness, appropriate balance of positive and negative critique, evidence of understanding of the issues and clarity of

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Critical review 15 percent Week: Sessions 4 and 5 (4 to present and 5 to critique) Day: The day of your seminar in session 5 Time: Via Turnitin BEFORE your class start-time

2,3

2

Business Plan A 35 percent Week: Week 13 Day: Friday via Turnitin ONLY Time: 11pm

1,2,4

3

Business Plan B 15 percent Week: Week 14 Day: any day after you submit your business plan Time: before Friday 11pm

2,4

4

Individual report 35 percent Week: Build over 5 weeks and submit in week 12 Day: Friday Time: Before 11pm

2,3





your comments. Implied in this process is that your critique shows that you have a clear understanding of the content presented in weeks 1-4.

The rubric for assessment is part of the feedback template so you should have no doubt about how your work will be assessed. This rubric and template is available in Blackboard, use ONLY the document provided. Handwritten feedback or last minute in-class additions to your work will NOT be assessed. You must submit to Turnitin BEFORE coming to class to provide your feedback. Because you have to give the feedback in class in the week following the roundtable no extensions are possible.

2. Assessment 2: Business Plan Part A

Required word count and reference volumes in different group configurations: 4 Team members = 6000 to 7000 words, minimum 20 relevant references 3 Team members = 4000 to 7000 words, minimum 15 relevant references 1 or 2 Team members = 3000 to 7000 words, minimum 10 relevant references (teams of one or two will only be approved where groups of 4 disband during semester) This word count does not include the financial spreadsheets, any text within diagrams, reference list or appendix exhibits of a supporting nature not written by the team. Your report MUST also contain Primary Data in the form of discussions with experts in the industry you are focussed upon. These experts might be industry consultants, bankers, lawyers, agents, brokers, owners, advisors, associations, government people, researchers, academics, service providers and even lead customers in the industry. These experts will provide information to fill gaps in your knowledge that is not available from secondary resources. The reference count stipulated above is quite low for such a big project, but do not be fooled into complacency. The references will be the core influential resources that define your market, customer, industry, segment, business model, resources and processes required. This list must include a balance of primary data (discussions with real people) that you have had. This issue of how to gather and display primary information in your business plan is discussed more during class, but suffice to say, if you are not making contact with key people to identify desired information specific to your plan your mark will undoubtedly suffer. The Business Idea Your business idea should fulfil an unmet need that was identified by multiple trends that have surfaced during your teams’ research. Your idea cannot rely on any invention of a product that requires research and development, but you can incrementally innovate via different uses of existing products or services. Most good ideas will come from a comprehensive level of secondary research that identifies unmet needs (market demand). The business plan/model you create will be driven by Bygrave’s entrepreneurial process perspective (see textbook Fig. 6.1 p. 128) and take into account an uncertainty premium, risk premium, liquidity premium and opportunity cost perspectives (Figure 2.4, p. 42). In addition, it is expected that your business will display evidence and attributes of societal, social and environmental responsibility (i.e. the Triple Bottom Line: People, Planet, Profit.). These are general concepts for the creation of a good base idea, to more precisely work out how the plan is marked, consult the assessment rubric available in Blackboard under the assessments/rubrics tab. Read it early and read it often! Students who don't read the assessment rubric often do poorly. NOTE: The plan must be submitted to Turnitin (only ONE person per group does this Turnitin submission) but the scoring rubric is NOT linked to this Turnitin/gradebook submission. The Scenario & Rules

You've won a substantial business planning prize of A$10,000 for each member in your group who you decide will be an owner of the business (international campuses will make an agreed and publicised currency conversion). This sum of money does not represent the maximum amount you may invest in your idea, just your start-up capital. If you need more money you must borrow any additional funds required at the applicable current unsecured business loan rate for a high risk loan. The plan must include two years of proposed sales forecasts and cashflow forecasts on a month by month basis, using ONLY the templates provided in Blackboard. These forecasts and templates





will also be used to estimate likely gross and net profit.

To begin with, you should conduct an audit of the social capital in your group, who and what do you know, how could this be leveraged in your idea or in writing your plan? You are permitted to create a business that centres around your own skills or degree, but you do not have to. It is important that your idea is based upon sound research on future trends. You must create a service-based business, not one that manufactures or exports. This includes no restaurants or cafes please!. Purely online businesses are also not permitted. To do justice to the content of this unit the business must employ at least two people (that is, two (2) people on a full time basis or an equivalent number of hours of part-time or casual workers) apart from the partners/owners, which means your ambition must be big enough to support their wages as well as your own. You must plan for the business to commence trading as soon as practical. That said, you should include at least a two month (more in some scenarios) setup/promotional period before the opening which has it's own separate budget and timeline. Within six months of commencement you must start drawing a salary to pay the owner(s) a wage, equating to at least A$50,000 per owner, per annum (again local conversions and decisions apply for offshore campuses). Not all team members need to be ongoing owners (but only owners get a prize), some team members could simply leave the scene after 6 months, and others might become employees, the exact configuration is often determined by the business model developed and its inherent potential to generate income.

PAPER submissions of the business plan will not be accepted under any circumstance, you must submit the business plan as one combined Microsoft Word document into Turnitin in Blackboard, please learn in advance how to display spreadsheets into your document (not as inserted links) and how to change the page layout to landscape for these pages. It is VERY important that you test out your business plan document in the "revision" submission not only to ensure there is no plagiarism but also to ensure you have the pages setup correctly, otherwise we will not be able to read or assess your financials and other appendices.

In addition to a group mark (Part A) for the business plan you will also get a separate (individual) mark (called PART B) from your group members, based upon their considered opinion of your contribution made to the plan development.

3. Assessment 3: Business Plan Part B (a peer evaluation of individual contribution to Part A)

The business plan is a group project, but there is a degree of individual responsibility in any group project. You are required to assess each of your individual group members' performance. Sometimes individuals will put in different levels of effort and/or have differing levels of capability, so there needs to be a way to recognise this. There are two significant checkpoints that exist during semester which will feed into your part B score for the final plan. These are the roundtable (idea generation) and the practice cashflow and salesmix forecasts.

Key Milestones for Assessing Team Cohesion

An important indicator of a cohesive contribution during semester is the preparation and complexity of the practice cashflow and salesmix forecasts that each group must prepare for class discussion (see the program calendar in the outline for the tutorial timing). Therefore ALL students are required to contribute to and confirm in class they were involved in the creation of the trial cashflow and salesmix that we discuss in tutorial. If any group member does not contribute to the creation of the document they will receive an automatic zero score for Businesss Plan part B score and will usually be removed from their group. Only by building a cashflow document EARLY and as a TEAM will a solid business plan backbone emerge. The class tutor has the right to override the group assessment decision here if they are aware of factors either beyond the control of the group or of a personal nature that may have affected performance. However, on most occasions the decision of the group will be respected.

The other milestone is the idea roundtable fortnight (see program calendar for timing). This is a far less structured part of the semester and as such it is difficult to provide evidence of good or bad team performance. The sorts of evidence you should consider are: Attendance at idea generation team meetings, attendance in class, timely replies to communication outside of class and good research provided for the





STEP analysis. Any person who is not present for the idea roundtable without a valid absence approved by their class facilitator tutor and team would receive an automatic zero for Part B.

To facilitate the awarding of this mark we ask you to complete an individual confidential peer review (questionnaire) online after you have submitted your team business plan (not before). You are required to advise your team members of your independent decision.

The principle of the peer review formula is there cannot be a person who gets a higher mark than the group without another group member getting a lower mark, this is referred to as a zero-sum game.

Example: the group gets 28/35 for the team score (Part A) = 80%. However, there was one member of the group who just did not put in enough effort and his work needed too much correction at the last moment because he also missed two agreed group deadlines. To cover for this annoying disappointment two of the group re-wrote his work and did a great deal of extra research at the last minute to bring his work up to standard. So in the end the scores for the 15 mark individual assessment business plan Part B that were recorded online were 90%, 90% 80% and 60% (note the average score is still 80%). This meant that the marks out of 15 for individual peer adjusted performance were:13.5, 13.5, 12 and 9 (still an average of 12/15 (80%)). The group discussed these scores before submitting their marks, except for the lazy one who...you guessed it, missed the team meeting to discuss peer performance! The rest of the team were all required to record specific examples online (there is a space for you to do this in the peer assessment online) of where when and how they had been let down by him and what extra work was done by others in the group to cover for this. Their lecturer agreed with the proposed differential marks awarded as it also fit with observations in class.

NOTE: In circumstances beyond our control where a person is working solo on a business plan (not in a group) then obviously peer assessment is not valid, in that situation the mark for the business plan will be a 50% (A&B combined). If a solo business plan student does not produce a trial cashflow and salesmix forecast in the appropriate class they will receive an automatic zero for this assessment meaning the maximum score for the business plan is reduced to 35/50.

4. Assessment 4 Individual Assignment: The Storyline Weeks

In the second half of semester we have designed a storyline about a group of four students, referred to as The Uncommon Guys who take their business plan and try to turn it into a real business to seek investors. This task entails them re-writing the plan from scratch on the basis of what they learned in Small Business Planning. We follow their journey over several "chapters" of the story with each chapter including a range of potential challenges they must consider and solve. In your seminar your team will discuss all of the identified challenges in that chapter and then be tasked with working through some of these challenges in what we refer to as Application Exercises, where you will rely on your textbook and lecture notes to apply your newly acquired small business planning knowledge and then present your solutions to the class in a friendly yet competitive setting.

In some of the application exercises you will be required to preview a pre-recorded podcast, an iLecture or an internet based game or resource. In others there will be in-class handouts for you to view (such as a set of cash flow forecasts for the business). This effectively allows you to practice many of the more significant parts of the business plan process before you do so for real on your own plan.

Each week your facilitator will give you a formative score out of 7 marks for your solutions (verbal formative feedback only). Across the 5 chapters that adds up to a team score out of 35 as a formative result. In parallel with this, each week as an individual you are required to write reflective notes on the challenges of the chapter (20% focus) and on the application exercises undertaken (80% focus). We ask you to reflect upon how you will implement what you discovered within your own plan. You will share what you think your team did wrong and right each week to get the score you got from your facilitator. The aim is to practice key components of the plan and improve your understanding of how to build the various parts of the plan, using the material provided in the textbook and the lecture other content supplied and maybe even a few relevant external resources if you are keen to do very well.

This journal needs to be completed weekly and YOUR journal will be reviewed by your facilitator on a random selection basis at least once over the 5 weeks (you can bring in an electronic copy or a paper copy to class, whichever you prefer). It is submitted via Turnitin at the end of the storyline weeks.





Note: Because this is a reflective journal you do NOT need to share it with your team. In fact sharing it with your team is a bit risky since anyone who copies any of your journal at all (more than 3 words!) would be guilty of academic misconduct and you may also be found guilty for supplying the copied material.

There is a template for the reflective journal in Blackboard which MUST be used (no other format will be assessed) and a copy of the rubric is available with a detailed explanation of the marking criteria.

Pass requirements Students must obtain an overall mark of 50/100 (50%) and submit all assessments to pass this unit Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Some assessments in this unit are timed to flow into the next learning outcome. Therefore extensions are NOT possible.

Example: A student absent on either of the two weeks where the business plan ideas are presented or critiqued is NOT eligible for an extension. Therefore, if you know you will be unavoidably absent and your reason is approved by your team and by your facilitator 48 hours IN ADVANCE there are ways around this practical challenge, but if you do not make prior approved arrangements you will likely get a zero for the critical review.

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 08/02/2016 and 19/02/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check your OASIS email for details.

Referencing style

The referencing style for this unit is Chicago.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information Assessment of individual grades in group work, how does it work? Effective group work will require many and varied contributions. Some of the more important facets and tasks to be considered will include:

l Writing the report, on time and on target. l Analysis and problem solving, and obtaining group agreement. l Co-ordinating contributions, chasing up outstanding work and synthesising the work of the group into a

collective l outcome. l Making suggestions and innovating. l Keeping enthusiastic and focussed, handling disputes and harnessing diversity. l Encouraging teamwork and a participative environment. l Acknowledging the good work of others and confronting performance concerns.

You will be required to assess all of your team members on these qualities when you do the online peer evaluation after you submit your business plan, so please discuss this openly and honestly throughout semester. How does your online peer assessment affect your individual grades? The various components of the project will attract a total score that represents 50% of your grade in this unit. To avoid the risk of allowing a student to pass who does not contribute adequately to this important work and to reward star performers the peer assessment will result in changes to individual grades. The process is as follows:

1. Your business plan will be given a raw score for the group by the assessor. 2. You will already have allocated scores from a finite pool of $100 based upon the total contribution of every

member of your team (including yourself) in your peer reviews. 3. The average of all scores for each group will be used to award a maximum of 15 marks based upon a

starting point of your group score for the plan but then adjusted by your peer reviews 4. Adjustments may be made by the unit co-ordinator to this method due to circumstances outside of the team

members control.

Hypothetical Example: Jenny’s group received a score of 30 for the project (30 out of a possible maximum of 40).

* Where all other team members score a participant low then they will normally score only the midpoint for their self rating

These scores were confirmed by the observations of the lecturer who said that John was the driving force in the group and that Wayne was always late for meetings and seemed disinterested in the project. He was a little surprised by Jenny’s lower score from her peers but trusted the reviews after checking some details. It seems that Bill and John carried the load for work that Wayne failed to deliver at one point.

Team member peer scores (inc self) Jenny Bill John Wayne Row Total must = 100%

Jennys vote 30 20 30 20 100

Bills vote 22 30 32 16 100

Johns vote 26 34 25 15 100

Waynes vote 25 25 25 25* 100

Average Peer Score 25.75 27.25 28 19.00

Score Adjustment 25.75/25 x 30 27.25/25 x30 28/25 x 30 19/25 x 30

Final score 30.90 32.70 33.6 22.8





Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

Quite a few students wanted more formal encouragement to get the whole group to complete important parts of the plan earlier, so 15 marks have been tied to completion of trial cashflow and salesmix to establish the backbone of the plan.

We have introduced the storyline weeks and associated reflective journal as students wanted more opportunities to practice concepts from teh presentations and textbook before they had to use them in the business plan.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Wk Begin Date

Seminar Preparation (Text Chapters)

Activities Assessments

1. 29 Feb 1: Team Based Learning & Small Business Characteristics

Maximise Your Grade (MYG). Ch. 4

MYG Quiz, Diversity Challenge

Team Based Learning, Form Teams

2. 7 Mar 2: Business Models, Plans, Industry &

STEP Analysis

Locate useful STEP Trends

Read sample plan pp. 194-218 & Ch. 6,7 & 8

Critique the sample plan

3. 14 Mar 3: Marketing Research, Strategy & Tactics (Intro 7Ps)

Locate & Share STEP trends

Read Ch. 7 & 12

INGOT game (STEP)

4. 21 Mar 4: Price & Promotion plus the Idea Roundtable

Prepare your STEP analysis and idea discussion

Idea Roundtable #1

5. 28 Mar Tuition Free Week Good Friday 25 Mar

6. 4 Apr 5: Financial Issues + Critical Reviews

Submit critique before class

Review iLecture financial template basics Read Ch. 14

Critical review process

Financial template basics Quiz (TBL)

*1

7. 11 Apr 6: The Storyline Weeks, Intro and Q&A

Storyline iLecture BEFORE CLASS

Prepare your trial financials

Financial Template Workshop +

Storyline Week 1 (TBL) #4#3

8. 18 Apr Tuition Free Week Anzac Day 25 Apr

9. 25 Apr 7: ICT, Triple Bottom Line & SB Advice

Ch. 11 & 16 Storyline Week 2 (TBL) #4

10. 2 May 8: Operations PT1 Ch. 13 Storyline Week 3 (TBL) #4

11. 9 May 9: Operations PT2 Ch. 14 Storyline Week 4 (TBL) #4

12. 16 May

10: Legal, Risk & IP Ch. 9. Test your teams internet device before class

Storyline Week 5 (TBL) + Web based challenge

*4

13. 23 May

11: Business Plan Checklist Q&A

Submit trial business plan to Turnitin before class

Team 1:1 sessions *2

14. 30 May

12: Dragons Den Practice your Pitch to then deliver it with passion!

Gump Awards (your Pitch may be recorded)

*3 #2

#1/2/3/4 Activities this week contribute to your score for assessment number 1/2/3/4

TBL = Team Based Learning Activity

* 1/2/3/4 Assessment DUE this week





MGMT2001 Small Business Planning Semester 1,...

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Transcript of MGMT2001 Small Business Planning Semester 1,...