unit four social responsibility − it’s everyone’s job! corporate social responsibility ......

Unit Four Social Responsibility − It’s Everyone’s Job!

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ContentsUnit Overview 3

Learning and Teaching Activities within this Unit 5

Theme � Corporate Social Responsibility (CSR) 6

Theme 2 Social Responsibility − 8

Employers and Employees

Theme 3 Social Responsibility − The Environment 9

Theme 4 Quandaries 10

Theme 5 Social Enterprise 11

Theme 6 Business in the Community 12

Resources

Useful Websites

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AimIn this unit, pupils explore the increasing importance of Corporate Social Responsibility (CSR) in organisations. Pupils find out about the role of CSR in empowering and engaging them as employers and employees of the future.

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Mapped to the Statutory StatementsPupils should be enabled to:

- investigate the increasing social responsibility of businesses in the community; and - develop a personal career plan based on relevant information and guidance.

Learning IntentionsPupils learn that:

- CSR is an increasing priority for many organisations;- organisations can demonstrate their social responsibility in a variety of ways; - society can gain important benefits from organisations that are committed to continuous improvement; and- social enterprise has an increasing role in the Northern Ireland economy.

Success CriteriaAt the end of this unit, pupils will:

- understand the term Corporate Social Responsibility;- be able to give examples of how a business can be socially responsible; - recognise the ways in which employers and employees can be socially responsible; - know some of the benefits of being socially responsible;- identify how businesses contribute to the local community; and - understand the role of a social enterprise.

Opportunity

for Assessment

for Learning!

- Effective key

questions

Key QuestionsThroughout this unit, encourage pupils to consider the following questions:

- What is Corporate Social Responsibility (CSR)?- Why do organisations promote CSR?- In what ways can a business be socially responsible? - What are the benefits of working in an organisation that is socially responsible?- Will I have social responsibility as an employee?- How does a social enterprise differ from other enterprises?

Opportunity

for Assessment

for Learning!

- Sharing learning

intentions and

success criteria

Employability Skills Focus

This unit allows pupils to develop the skills that meet the statutory requirements of the revised curriculum at Key Stage 4. The focus within this unit is outlined in the table below:

Problem-Solving (including thinking, decision-making and being creative)

- Interpret information through comparing and classifying. - Analyse perspectives and synthesise information to meet the needs of a variety of workplace situations.

Unit Overview

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Theme 1 Corporate Social Responsibility (CSR)Pupils explore Corporate Social Responsibility (CSR) and how organisations are implementing CSR strategies and activities.

Theme 2Social Responsibility − Employers and Employees Pupils investigate the importance of being socially responsible employers and employees.

Theme 3

Social Responsibility − The Environment Pupils examine the role of organisations in protecting the environment.

Theme 4 QuandariesPupils explore the ethical issues faced in the workplace.

Theme 5Social EnterprisePupils are introduced to the concept of a social enterprise. They compare how working for a social enterprise differs from working for a private enterprise.

Theme 6Business in the Community Pupils explore how businesses contribute to the community.

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Learning and Teaching Activities within this Unit

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Pupils explore Corporate Social Responsibility (CSR) and how organisations are implementing CSR strategies and activities.

Support Materials for Activities- CSR Good Practice Cards (Resource 1)- CSR Discussion Cards (Resource 2)- CSR Case Study from the internet/newspaper- Flip chart

Activity �

Divide the class into groups of four or five individuals. Distribute the CSR Good Practice Cards to each group. Ask the groups to consider why organisations might try to meet these targets. Ask each group to sort the cards and to classify them into different categories. Next, ask the groups to re-classify the cards according to the three areas of sustainable development that CSR relates to:

- economic;- social; and - environmental responsibility.

Invite the groups to share their ideas with the rest of the class.

Initiate a class discussion. Encourage the pupils to talk about why organisations might choose to introduce CSR strategies. Invite them to pose questions about how CSR impacts on changing work practices, for example ‘How do CSR strategies affect office workers?’

Activity 2

Inform the pupils of the accepted government definition of CSR: ‘How business takes account of its economic, social and environmental impacts in the way it operates – maximising the benefits and minimising thedownsides.’

Organise the class into groups of four or five individuals. Ask the groups to generate ideas for how organisations can be socially responsible. Encourage them to think about how local organisations are socially responsible. Ask the groups to list their ideas under three headings:

- economic- social- environmental.

Theme �

Corporate Social Responsibility (CSR)

- Generating pupils’ questions

- Using prompt statements

Opportunity for

Assessment for Learning!

Ask the groups to share their ideas with the rest of the class. Record these onto the whiteboard or a flip chart.

Distribute a CSR case study to each group. You can find case studies on the internet or in local newspapers. Ask the groups to read and discuss the case study and to prepare a short report about the organisation featured. The report should include:

- a brief outline of the organisation;- a description of how the organisation is socially responsible; and - an outline that explains in what ways being socially responsible benefits:

− the company or organisation; − the employees; and − the local community.

Activity 3

Organise the class into small groups. Divide the CSR Discussion Cards among the groups. Ask the groups to read and discuss the cards and to answer the following questions:- Why has this occurred?- What are the consequences for the workplace?

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Pupils investigate the importance of being socially responsible employers and employees.

Activity �

Invite the pupils to respond to the following statement: ‘Job seekers think it is important that companies are committed to Corporate Social Responsibility.’ As a class, discuss why the statement might be true. Make a list of the reasons on a board or flip chart.

Ask the pupils to work in pairs. Ask the pairs to suggest ways in which employers can be socially responsible to their employees. If pupils have problems generating answers, give them the following examples:- flexible working hours;- stress management;- coaching and mentoring; and- bonuses.

Invite the pairs to present their ideas to the rest of the class. As a class, agree on the top five ways employers can be socially responsible to their employees.

Activity 2

Explain to the class that it’s not just employers who need to be socially responsible. Employees must be socially responsible too.

Divide the class into four groups. Ask each group to pretend they work for a well-known company, for example:- Coca Cola; - BMW; - Tesco; and/or - Sony.

Ask the groups to imagine that they have been nominated for the following award: Socially Responsible Employees 2007. Challenge the groups to prepare a short presentation on why their company should win the award. Encourage the pupils to research how the organisation they have chosen is socially responsible. Give them time to carry out their research and to prepare their presentation. Make sure they have access to the internet to carry out research.

Invite the groups to make their presentations to the rest of the class. If possible, invite local employers to judge the award. Afterwards, invite local employers to talk about new and exciting job opportunities that are emerging because of the increasing importance of CSR.

Activity 3 − Extension opportunity Potential links with Citizenship

Initiate a class discussion. Encourage the pupils to identify:- factors that contribute to a positive working environment in the school;- factors that contribute to good relationships between pupils and teachers;- factors that contribute to a positive school environment; and - how your school is socially responsible.

As a class, decide on three new ways of improving CSR within your school. Invite the pupils to present their ideas in a format that is accessible to all pupils, staff, governors and parents.

Theme 2

Social Responsibility − Employers and Employees

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Theme 3

Social Responsibility − The EnvironmentPupils examine the role of organisations in protecting the environment.

Support Materials for Activities- Cost/Benefit Analysis Template (Resource 3)

Activity �

Initiate a class discussion about the importance of being environmentally friendly. Invite pupils to suggest why it is important to be environmentally friendly. List their ideas on the board or a flip chart.

Split the class into two groups: Group 1 and Group 2. Present the following statement to Group 1: ‘To cause the most damage to the environment, organisations should...’ Ask the pupils to work in pairs and to use the statement to identify how organisations could damage the environment.

Present the following statement to Group 2: ‘To be environmentally friendly, organisations should...’ Ask the pupils to work in pairs and to use the statement to identify how organisations can be environmentally friendly.

Invite pairs from Group 1 to present their ideas to the rest of the class. List their ideas on the board or a flip chart. Ask the class to vote on the five

most damaging things organisations can do to the environment.

Next, invite pairs from Group 2 to present theirideas to the rest of the class. List their ideas on the board or a flip chart. Ask the class to vote on the five most effective ways organisations can be environmentally friendly.

Activity 2

Divide the class into groups of three or four individuals. Ask each group to imagine that they are a team of environmental consultants. Each group must write a report or create a mind-map on how an organisation of their choice could improve its environmental practices. Distribute the Cost/Benefit Analysis Template to each group, and ask them to complete this as part of their report.

Alternatively, allocate one of the following organisations to each group: - a local fish and chip shop;- a local shop;- a multinational company;- a local community centre; or- a local leisure centre.

Ask each team to prepare a presentation outlining their recommendations to the chosen organisation.

Activity 3 − Extension opportunity

Organise the class into groups of three or four individuals. Ask the groups to create a poster or leaflet to encourage either an employer or an employee to become more environmentally responsible. Generate and agree the success criteria in advance, for example:- present views clearly;- keep a clear focus on the intended audience; and - use a range of strategies to engage and persuade, such as language and visuals.

Display the work around the classroom. Invite the pupils to evaluate each other’s work based on the agreed success criteria.

Opportunity for

Assessment for Learning!

- Using prompt statements

- Assessing own and others’

work using agreed

success criteria

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Pupils explore the ethical issues faced in the workplace.

Support Materials for Activity- Workplace Quandaries Cards (Resource 4)

Activity �

Initiate a class discussion about a range of personal ethical quandaries, for example ‘study for exams or lose your part-time job’ or ‘tell the truth and risk losing a friend’.

Explain to the pupils that employers and employees are continuously faced with ethical quandaries in the workplace. Ask the pupils to suggest some examples of workplace ethical quandaries. Examples might include:- using recycled packaging at a higher cost;

- using local suppliers at a higher cost; and/or- making staff redundant. Remind pupils that business decisions can be complex and that they can have a negative impact on employees, customers and/or the environment.

Activity 2

Divide the class into groups of four or five individuals. Distribute one of the Workplace Quandaries Cards to each group. Ask each group to:- consider the quandary and the range of options the company has;- evaluate the pros and cons of each option;- decide what the company should do; and- explain how the decision complies with CSR and what the benefits/costs will be.Ask each group to write a report to describe the quandary faced by their company and justify the decision made. Invite the groups to present their report to the rest of the class.

Ask pupils to consider the following questions: - What really made you think during this activity?- Why and how?


Organise the class into small groups. Ask the groups to imagine they are planning a team day for an organisation of 20 employees. The purpose of the team day is to promote teamwork and CSR. Ask the groups to create an itinerary for the day. Inform them that they will be asked to present their ideas to the rest of the class and should be able to explain and justify them.

Invite the groups to present their itinerary to the rest of the class. Ask them to explain how each activity benefits the organisation and employees.

Theme 4

Quandaries

Opportunity

for Assessment

for Learning!

- Effective questioning

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Theme 5

Social Enterprise

Pupils are introduced to the concept of a social enterprise. They compare how working for a social enterprise differs from working for a private enterprise.

Activity �

Write the following list on the board or a flip chart:- charity shops;- credit unions;- local enterprise agencies;- community businesses; and- housing trusts.

Ask the pupils to thought shower what they already know about these organisations. Explain that these organisations are examples of social enterprises.

Ask the pupils to work in pairs. Challenge the pairs to define a social enterprise. Next, ask them to compare their definition with the following: ‘an organisation that trades in goods or services for a social purpose.’

Invite pupils to identify the social purpose of the organisations listed on the board. Next, ask them to consider how a social enterprise might differ from a private enterprise, for example:- exists for a social purpose;- has volunteers working for it;- not profit orientated; and/or- bigger focus on social responsibility.

Activity 2 - Extension opportunity

Ask the pupils to work in pairs. Each pair must choose a social enterprise and prepare a leaflet to encourage people to work or volunteer for that organisation. Encourage the pupils to use the internet and/or local newspapers to research their chosen social enterprise. Give them time to carry out their research and prepare their leaflet.

Ask each pair to join another pair and to present their leaflets and thoughts to each other. Encourage the pupils to consider the benefits of working in a social enterprise.

- Providing think time

Opportunity for

Assessment

for Learning!

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Pupils explore how businesses contribute to the community.

Support Materials for Activity- Cost/Benefit Analysis Template (Resource 3)- Pupil Reflection Record (Resource 5)

Activity �

Initiate a class discussion. Invite the pupils to identify the social benefits and social costs of businesses in the local community. Use the Cost/Benefit Analysis Template to record their answers on the board or a flip chart. Examples of social benefits and costs are listed below:

Social benefits- Providing jobs- Providing goods and services- Investing in the area- Sponsoring local football teams- Donating to local charities

Theme 6

Business in theCommunity

Opportunity

for Assessment

for Learning!

- Assessing

own learning

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Social costs- Polluting the environment- Buildings take up living space - Buildings are located on potential park areas- Displacement of other businesses

Activity 2

Ask the pupils to work in pairs and to choose a local business or organisation.Ask each pair to write a newspaper article on the impact that business has had on the local community. Remind each pair to write about both the positive and negative impacts.

Invite the pairs to share their newspaper articles with the whole class.


Organise the class into groups of three or four individuals. Ask the groups to research an organisation that supports the promotion of Corporate Social Responsibility.

Examples of organisations pupils might choose include:- local councils;- Business in the Community;- Health and Safety Executive; and/or - Labour Relations Agency.

Give groups time to carry out their research and write up their findings. Pupils will need access to the internet to carry out their research.

Invite each group to present their findings to the rest of the class.

Activity 4

Distribute a copy of the Pupil Reflection Record to each pupil. Encourage them to read the Pupil Reflection Record and think about their learning to date. Ask the pupils to complete the Pupil Reflection Record. Finally, invite them to take part in a group discussion to share their learning with each other.

It might be useful to record feedback from individual pupils in their Progress File.

Education for Employability - Year �2 ResourceThe WOW Factor - Unit 4: Social Responsibility − It’s Everyone’s Job! Resource 1

CSR Good Practice Cards

Recycle printer and toner cartridges.

Replace all lighting with low energy light bulbs.

Turn the office heating system down a few degrees and have it checked regularly.

Encourage staff to car share, walk or use public transport

to get to work.

Implement a customer care policy.

Encourage a positive working environment.

Support local businesses and/or industries.

Install low energy systems or equipment where possible.


Make sure lights, computers and other equipment are switched off at the mains,

when appropriate.

Buy, use and sell environmentally

friendly goods.

Allow staff to use their expertise to guest speak

at local schools. Use recycled products.

Set up and promote flexible working hours.

Deal with suppliers and customers responsibly.

Only print when necessary. Provide measures to reduce

stress in the workplace.


CSR Good Practice Cards (continued)

Conduct a green audit.

Buy and use fairly traded goods, products and services

where available.

Provide a safe working environment for staff

and customers. Donate to charitable causes.

Offer work placements to pupils at local schools.

Treat employees fairly.


CSR Discussion Cards

More and more consumers believe it is important that a

company shows a high degree of social responsibility.

Many people believe that businesses should donate

a percentage of their profits to charity.

Research shows there is apositive relationship between

business success and Corporate Social Responsibility.

The vast majority of employees think it is important that their

employer is responsible to society and the environment.

Environmental campaignersbelieve a charge should be

placed on carrier bags.

Many offices and businesses do not switch off non-essential

equipment overnight.

The general public arebecoming more aware of fair

and ethical trading.

More people are boycotting company products on

ethical grounds.

It is becoming increasingly more important to buy

products that are linked to charitable organisations.


Cost/Benefit Analysis Template

Cost Benefit


Workplace Quandaries Cards

Profit Redistribution

You have been an entrepreneur for 10 years and have loyal staff. You made £4,000 more profit this year than you expected.

What should you do with the profits?

Sourcing Fair Trade Goods

Fermont Chocolates’ cocoa bean supplier does not operate under Fairtrade rules. The supplier provides high quality cocoa beans at a low cost.

If Fermont sourced a new Fairtrade supplier their costs will increase.

What should they do?

Breakeven PointYou have been operating a small manufacturing business for 20 years.

In the past five years, you have only been breaking even. You do not think that this situation will change in the foreseeable future.

You employ seven people from the local community and three members of your family.

What should you do?

Recycled Packaging

Claire runs a small business from home making ceramic vases and pots.

Her packaging sales representative has offered her recycled packaging at £175 per 1000 boxes or non-recycled boxes at £125 per 1000.

What should Claire do?

Staff Training

ABC Ltd has some extra money left over in the staff-training budget.

The Personnel Manager must decide whether to provide training in work-based skills (for example computer training) or spend the money on stress management sessions for the staff (for example reflexology).

What should s/he do?

Environmentally Friendly

Hi Tech Limited needs to purchase a new machine.

Model X will cost £15,000 but is more environmentally friendly than Model Y, which only costs £11,000.

Which machine should Hi Tech Limited buy?

Education for Employability - Year �2 ResourceThe WOW Factor - Unit 4: Social Responsibility − It’s Everyone’s Job!

Pupil Reflection Record

What benefits will you gain by choosing to work for an organisation that views CSR as a priority?

How can you contribute to CSR as an employee?

Describe the career planning activities you have taken part in during this unit. (Examples might include reading, watching videos, carrying out research, giving presentations and/or learning from others.)

List one or two areas of work you want to learn more about or gain exposure to.

Signed:

Teacher:

Parent:

Resource 5

Education for Employability - Year �2 ResourceThe WOW Factor - Unit 4: Social Responsibility − It’s Everyone’s Job!

Useful Websites

To access the most up-to-date support materials for Education for Employability, log on to www.ccea.org.uk/employability

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