Advice for teachers -
Industry and Enterprise

Unit 2 – Area of Study 2: Enterprise and innovation in industry

Outcome 2:

Explain what innovation is, describe the characteristics of a selected industry, evaluate the extent to which enterprising behaviour is applied in selected work settings within the selected industry, and explain the role of work-related skills in supporting innovation in the selected industry.

Examples of learning activities

Research and prepare a statistical profile of an industry and present this to the class.
Complete structured workplace learning and write a report about personal development of work-related skills during the work placement.
Use the internet to locate two industry case studies about recent business innovations. For each one, summarise and describe the innovation, costs and benefits of its introduction and changes that will occur as a result of its introduction.
Investigate innovation in a selected industry and make an annotated poster and photographic display of your findings. Highlight the ways the industry, its work processes, products and types of employees have changed as a result of the selected innovation.
Undertake a student enterprise activity that will assist in the development of work-related skills.
Watch one or more of the following films about entrepreneurship, innovation, leadership and work skills in general:
- The Social Network: Tells the story of Mark Zuckerberg as he begins work on a new concept that eventually becomes the global social network known as Facebook. What skills and qualities did Zuckerberg require in order to be so successful?
- Moneyball: Look carefully at the innovative thinking required as the manager generates unique ways for a basketball team to compete, even though they cannot afford to pay for new players.
- Devil Wears Prada: What skills and qualities were required to be successful in the Vogue office?
- Made in Dagenham: Rita O’Grady becomes a leader unexpectedly. What skills does she need to develop? Why was she so successful?
- The Founder: Ray Kroc was the driving force behind McDonald's. What skills and qualities assisted him? What innovations did he come up with?

Detailed example 1

Case study: CSIRO

Students use the CSIRO website to research and prepare responses to the following tasks.

Tasks

Research what CSIRO stands for, by whom it is funded, and the work it does.
Identify the industry to which the CSIRO belongs and classify it according to the ANZSIC grouping system.
Provide a basic statistical profile of the CSIRO: its size, contribution to the economy, number of people employed, types of work done and organisational structure.
Select an occupation within the CSIRO. Identify the work-related skills required by employees in this occupation. Discuss the enterprising skills required by these employees.
Explain the relationship between innovation and work-related skills at the CSIRO.
The CSIRO is credited with having developed Wi-Fi. Explain how this happened.

Detailed example 2

Student enterprise activity

Students complete a 35-hour enterprise activity to assist in the development of work-related skills.

An enterprise activity need not be a moneymaking venture. It can be any initiative that assists in the development of specific skills.

Working in groups, students organise and run an activity that will help develop enterprise skills. The activity may operate either within or outside the school.

Examples of enterprise activities could include: a pop-up business venture such as a food stall, a school formal, a fundraising activity, production of a community magazine or running a talent competition such as a ‘battle-of-the-bands’.

Task 1: Prepare a proposal for the enterprise activity

Record the names of the people in the group.
Assign roles within the group, making sure each group member is aware of their individual responsibilities. Work should be distributed evenly.
Appoint a group leader.
Discuss ideas for the enterprise activity. Look for original ideas.
The enterprise activity can be a fundraising activity or a not-for-profit activity.
Devise a list of viable options and select the most appropriate one.
Write a statement detailing the enterprise activity.
Ensure that approval is obtained from appropriate authorities beforehand.
If the activity involves the sale of food, ensure all food-handling regulations are met.

Task 2: Getting down to business

Decide on the location and hours of operation.
Determine the cost of packaging and include this when calculating the final selling price.
Prepare a flow chart depicting the production process.
Make a sample product or poster of the product.

Task 3: Marketing the activity

Aim: Establish a marketing plan; prepare examples of marketing materials such as flyers, illustrated posters, newsletter inserts, and bulletin-board notices.

Describe the target market for the product.
Explain how the enterprise will be marketed.
Prepare copies of marketing material.

Task 4: Pitching the concept

Aim: Prepare a digital presentation outlining the enterprise activity. This should cover:

the nature of the enterprise
reasons why it will be successful
an explanation of what is needed to create and sell the product.

Task 5: Getting organised

Aim: Prepare to sell the product.

Ensure all required equipment is available.
Arrange supplies to produce the product or run the activity.
Ensure each group member is clear about individual responsibilities.

Task 6: Running the enterprise activity

Consult the teacher if there are any concerns.
All cash received must be processed according to the school money handling policy.

Task 7: The report

Prepare a detailed report about the running of the enterprise activity based on guidelines provided by the teacher.

Advice for teachers -Industry and Enterprise

Unit 2 – Area of Study 2​: Enterprise and innovation in industry