ACP merged_document

LONE STAR COLLEGE

Adjunct Certification
Portfolio

Business Administration

Cynthia De La Cruz

2015

15903 WEST LAKE HOUSTON PARKWAY HOUSTON, TEXAS 77044



Table of Contents
Bus 1301

I. Syllabus Snapshot
II. Student Preparation Strategy
III. BOPPPS Lesson plan and any supporting materials
IV. Test Questions
V. Rubric
VI. Showcase Presentation
VII. Reflective Essay



Business Principles – BUSI 1301

Instructor: Course Description: Course Objectives:
Cynthia De La Cruz Introduction to the role of business in modern
[email protected] society. Includes basic history of business, basic Identify major business functions
832-259-4092 economic systems, types of ownership, Describe the relationships of social
Online course management, marketing, finance, responsibility
manufacturing, law and other topics of Explain forms of ownership
business operations. Subject matter includes an Identify domestic and international today’s
analysis of the specialized fields within the business environment
business organization, career planning as Explain the role of government in business
related to the fields, starting your own Analyze the effects of ethical practices in
business, current trends in profit and nonprofit business
business activities and development of a Describe basic financial statements
business vocabulary Explain banking and financial systems
Explain the functions of leadership and
management.

Attendance Policy: Grade Distribution: Course Materials:
Exams
Participation will be graded based on the supplemental Video Case Studies Business, 12th edition
readings, lessons, assignments and articles that are Discussions
provided within D2L that will allow students to post Chapter Lessons William M. Pride, Robert J. Hughes, Jack R. Kapoor
and respond within the dates and times provided on a ISBN-10: 1133595855
weekly basis per each new topic that is presented ISBN-13: 9781133595854
throughout the course, so please check the discussion © 2014
tab weekly and often.
30%
25%
20%
25%

Students are responsible for knowing and adhering to due dates and changes for readings, essays, and other online
activities, so please check for announcements weekly. Any changes will be posted during scheduled class time on
the class website.

Important Note: Refer to the online course calendar for specific meeting dates and times. Activity and assignment
details will be explained in detail within each week's corresponding learning module. If you have any questions,
please contact your instructor. Each week for this course has:

 Learning objectives
 Lesson for each chapter
 Current Article post under discussion tab
 Video Cases
 Assignments
 Exam at the end of each week

Cynthia De La Cruz

BUSI 1301 Student Prep Strategy

Prior to class, read and review the Chapter 1 lesson and lecture found in D2L under the content
section labeled chapter 1 lesson.

Test your reading comprehension and knowledge of terms by clicking on the "quiz me" sections
or the other activities, such as crossword puzzles, matching, etc. found within the lecture at the
bottom of the lesson pages that are provided within the lesson. This chapter lesson and every
chapter lesson thereafter will be due by midnight the night before class the next day.

Useful tips: In addition to the lesson provided in D2L, I have also attached a glossary of chapter
terms for your convenience and an outline where you can take additional notes for studying
along with the lesson. These additional attachments are found under every chapter lesson.

In order for your grade for taking the chapter lesson to be submitted and scored, you must on
answer the questions or activities within the chapter lesson. You will be allowed to have
unlimited attempts to take the lesson within the time frame allotted in order to reach your
score of 100%. However, you will have to repeat the entire lesson each time and submit
your score in order to receive your updated grade.

By reaching the 100% grade, you will be more prepared with the knowledge of the content, be
prepared for class, and how to utilize and apply it for the remaining assignments as well as taking
the exams. These chapter assignments are worth 30% of the final grade. If you are not taking or
missing a chapter lesson assignment prior to class, I will visit individually with those students. I
expect my entire class to succeed and to be prepared in this class, and I am here to help you get
there.

Please make sure that at the end of the lesson that you put your first and last name into the name
identifier tab and click finish so that your score will be emailed to me at
[email protected].

Chapter lesson instructions found through this link:

https://d2l.lonestar.edu/d2l/le/content/317048/Home

Here’s the link to the chapter lesson as well:

https://d2l.lonestar.edu/d2l/le/content/333169/viewContent/3879954/View

BOPPPS LESSON PLAN

COURSE: Bus 1301
Lesson Title: Chapter 2 Social Responsibility

Bridge: Talk about my personal social responsibility I performed within the corporate world, open it up for discussion

Estimated time: 5 mins
Course Student Learning Outcome:
Describe the relationships of social responsibility, ethics, and law in business.
Learning Objectives:
By the end of this session, the student will be able to define and demonstrate through reading comprehension and understanding the knowledge
about what is meant by business ethics and identify ethical concerns that arise in the business world.
1. Prior to class, students will be required to complete the chapter 2 Lesson in D2L, along with answering the quiz questions or activities
2. In class, the students will be able to critically analyze good or bad social responsibility and business ethics
3. In class, the students will break out into groups to discuss other companies applying social responsibility and good business ethics

Pre-Assessment: “Take it or Not to take it” Exercise (see attachment handout below)

Estimated time: 10 mins
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions – see attachment below
 New Technology – Bingo see in lesson below
 At least one classroom assessment technique (CAT)- one minute paper for reflection and assessment

Time Instructor Activities Learner Activities Lesson Materials

10 min Condensed Lecture on Chapter 2 – social Condensed Lecture – There will be a chapter lesson in D2L Separate attachment of PPT
20 min responsibility that has to be take prior to class
Case Study 2 – small groups Scholfield Honda—Going Green with Honda Provided on DVD, see
attachment of questions
20 min Discussion – small groups Students bring in an article that shows an example of a company or executive Students bring article
that has operated in a particularly ethical or socially responsible way or a example
particularly unethical way. You may further ask them to locate the company’s
code of ethics (if it has one).

10 min Bonus Bingo game – New technology Technology – bonus points for chapter exam Prepare before class
See file file:///C:/Users/Jay%20and%20Cindy/Desktop/FLASH%20CARDS.htm

Summary: (CAT) One Minute Reflective Essay - common themes and ideas are likely to be reflected in most corporate codes of ethics.

Estimated time: 1 min

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)
Power point is a separate attachment for chapter lesson

“TO TAKE OR NOT TO TAKE THE GIFT”

You are the distribution manager for a major consumer products firm. Your company is about to release a very large
shipment of products. As manager, you must choose among several transportation companies that are competing for
your business. Sales representatives from railroad and trucking companies often make calls to your office. Your
decision will mean the loss or gain of millions of dollars of revenue for these companies.

1. Which of the following gifts would you be willing to accept from sales representatives of the transportation
companies?
• Pen and pencil set (with the company’s logo)
• Five-year supply of scratch pads (with logo)
• Dinner for four at an exclusive restaurant
• Season tickets to a professional football game
• Fruits and nuts delivered to you each Christmas
• Three-day, all-expense-paid golfing vacation
• $500 in cash

• Bag of groceries delivered to your home each week
• Lavish trip to the Cayman Islands
2. What role would top management, superiors, and peers play in your decision on accepting these gifts?
3. If you had the chance to take some of the gifts on the list without anyone knowing, would you?
4. Would a code of ethics or an ethical corporate culture help you in making your decision?

“To Take or Not to Take the Gift” Instructor Notes

Question 1. You might ask students which of the listed gifts ―crosses the line‖ with regard to their perception of what is ethical. Students might
change their minds about acceptable gifts if asked, ―What if everyone did it?‖ A distribution manager who accepts a gift of any magnitude may make
a decision that is not necessarily in the best interest of the company (e.g., selecting a higher-cost trucking company because it provides box seats to
ball games).
Question 2. You might ask students if they know of instances in their own jobs where organizational relationships have had a negative or positive
effect on ethical decision making. For instance, how does seeing a boss file inaccurate expense reports (to cover unauthorized expenditures) affect
others in the firm? How might people react when peers take supplies or merchandise home?
Question 3. The role of opportunity may determine whether a person will behave ethically. You might also want to ask, ―What if I gave an exam and
left the classroom for the hour—would you be more likely to cheat?‖ Opportunity may be a better predictor of unethical activities than personal
values.
Question 4. An effective code of ethics should let employees know both what is expected of them and the punishment for violating the rules. For
instance, a firm may have a policy against accepting any gifts valued over $25. The penalty for accepting anything over that amount may be
dismissal. However, simply having a policy or code will be ineffective if top management and superiors do not support and enforce it.

Cynthia De La Cruz
Formal Assessment Questions
Lesson Objective 1:

By the end of this session, the student will be able to define and demonstrate through reading comprehension and understanding the knowledge
about what is meant by business ethics and identify ethical concerns that arise in the business world.

In order to achieve this objective, the student will take the chapter 2 interactive lesson provided in D2L where the student will take various activities
provide within the lesson, such as quiz me questions, crossword puzzles, flash cards, and sorting terminology examples, to apply and identify what
they have learned.

The bloom’s taxonomy levels that this objective address is knowledge and comprehension. Some useful questions stems that arise are given in
example format where the student will be given an example of the terminology and then the student must chose which term applies through reading
comprehension.

4 Assessment questions:

1. Why are conflicts of interest and organizational relationships in business important ethical concerns? Give examples. (Evaluation)

2. How do the working conditions and social responsibility today differ from those of the 1920s? (Analysis)

3. When faced with an ethical conflict, a manager should always

a. ask the boss what to do, then do it without question.
b. consider only what is best for the company.
c. look at which decision will make the stockholder the most money today.
d. worry only about what the law has to say, then take legal action because it will produce

the least public outcry.
e. think about his or her own ethics; the company’s ethics; and the interest of employees,

stockholders, and customers.

4. Which of the following examples least represents the definition of social responsibility?

a. Home Depot provides resources and volunteers for Habitat for Humanity.
b. GE supports food banks and helps renovate homeless shelters.
c. Military members pledge a portion of their salary to the United Way.
d. Avon donates a portion of its profits to breast cancer research.
e. AT&T supports education, health, and the environment through donations and volunteers.

Discussion Talking Points

Find an article that shows an example of a company or executive that has operated in a particularly ethical or socially responsible way or a
particularly unethical way. Locate the company’s code of ethics (if it has one) from their website. Create a hyperlink for the article that you have
found so that we can click on in it to read and see the article

Address these questions about the article:

 Tell us in detail about the article: Who is the company or executive that has operated ethically or unethically?
 Describe in detail the causes as to why the company or executive behaved the way that they did, either ethically or unethically.
 What happened to the company or executive after the incident?
 In your opinion, do you agree or disagree with situation and outcome, and why?
 How would you have handle the situation differently?
 Locate the company’s code of ethics from their website, create a hyperlink for us to see it.

Assessment Rubic:

Criteria Level 3 Level 2 Level 1
Timeliness 2 points 1 point 0 points
Provides substantive
response Posted during assignment period. Not posted during assignment period. Not posted.
Does not address the question or does not
Replies Thoroughly addresses question in a way that clearly demonstrates reflection, critical thinking, and Adequately addresses the question. post at all.
analysis of the topic.
Overall Score Adequately replies to one or two other Did not reply to other participants.
Substantively replies to two or more participants AND engages in in-depth, multi-post discussions. participants.
Level 1
Level 3 Level 2
0 points
2 points 1 point Met 0 or more of Criteria
Met 4 or more Criteria Met 3 or more Criteria

Case Study Chapter 2

Apply what you learned from Chapter 2 by reading the case study found on page 65 in the textbook, Business 12th ed. as well as watch the provided
video, it is a separate attachment, found within this activity. Upon completion of reading the case and watching the provided video, answer the
questions at the end of the case, found on p. 31. Make sure your answers are in paragraph form with 4 to 5 sentences. Submit your answers as
separate attachment through this drop box.

Use this format that is provided below when submitting your attachments by typing the title of the video case, along with the question, and then your
typed answer.

Bus 1301

Scholfield Honda—Going Green with Honda

Your Name

1. How would you rate Scholfield Honda’s sense of social responsibility? Does the dealership meet all the criteria for a socially responsible
company?

Your Answer (in 4 to 5 sentences)

2. What is Scholfield Honda’s primary ethical responsibility in situations where a proposed green initiative is cost-prohibitive or even detrimental
to the company’s bottom line?

Your Answer (in 4 to 5 sentences)

3. Should the government regulate companies’ claims that their products are green? Should official classifications for environmental friendliness be
defined?

Your Answer (in 4 to 5 sentences)



Being Ethical
and Socially
Responsible

2

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Business Ethics

Business Ethics is the
application of moral standards
to business situations.

What is more important – a © DUNDANIM/SHUTTERSTOCK
business’s responsibility to
society, its employees, or to

its stockholders?
Who determines to what
moral standard businesses

should be held?

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 2

Ethical Issues

 Fairness and honesty

• Businesspeople are expected to refrain from knowingly
deceiving, misrepresenting, or intimidating others.

 Organizational relationships

• A businessperson should put the welfare of others and that of
the organization above his or her own personal welfare.

 Conflict of interest

• Issues arise when a businessperson takes advantage of a
situation for personal gain rather than for the employer’s
interest.

 Communications

• Business communications that are false, misleading, or
deceptive are both illegal and unethical.

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 3

Factors Affecting Ethical Behavior (cont’d)

Three general sets of factors appear to influence the 4
standards of behavior in an organization.

• Individual factors

- Individual knowledge of an issue
- Personal values
- Personal goals

• Social factors

- Cultural norms
- Coworkers
- Significant others
- Use of the Internet

• Opportunity

- Presence of opportunity
- Ethical codes
- Enforcement

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Encouraging Ethical Behavior

 External to a specific organization

• Governmental legislation and regulations
• Trade association guidelines

 Within an organization

• Code of ethics

- A written guide to acceptable and ethical behavior as defined
by an organization; it outlines policies, standards, and
punishments for violations

• Organizational environment

- Management direction

- Employee training

- Ethics officer

 Whistle-blowing

• Informing the press or government officials about unethical
practices within one’s organization

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 5

Social Responsibility

Social Responsibility – The recognition that business
activities have an impact on society and the
consideration of that impact in business decision making

• Social responsibility costs money but is also
good business.

• How socially responsible a firm acts may affect the
decisions of customers to do or continue to do
business with the firm.

Does a company’s social 6
responsibility affect your decision to

do business with them?

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Guidelines for Making Ethical Decisions

1. Listen and learn. Recognize the problem or opportunity; be
sure you understand others.
2. Identify the ethical
issues. Examine how others are affected by the
situation; understand the viewpoint of those
involved in the decision or its consequences.

3. Create and analyze Put aside strong feelings; come up with
options. alternatives; assess which options offer the
best results.

4. Identify the best option Consider and test it against criteria such as
from your point of view. respect, understanding, caring, fairness,

honesty, and openness.

5. Explain your decision May involve arbitration or additional
and resolve any proposals.
differences that arise.

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 7

Special Areas of Concern for
Managerial Ethics

Areas of Concern Sample Issues

Relationship of the firm to Hiring and firing
the employee Wages and working conditions
Privacy

Relationship of the employee Conflict of interest

to the firm Secrecy

Honesty and expense accounts

Relationship of the firm Fairness of pricing
to customers Honesty in advertising
Product safety
Right of privacy

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8

The Evolution of Social
Responsibility in Business

In the first quarter
of the 20th century,
there were very
few government
protections for
workers or
consumers.

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 9

The Evolution of Social
Responsibility in Business

Early 1900s:
Caveat Emptor – “Buyer Beware”
• What you see is what you get, and if it’s not
what you expected, too bad.
• Most people believed that competition and
the marketplace would correct abuses.
• The government became involved only in
cases of obvious abuse.

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10

Early Government Regulations

FIGURE 2-2

Insert Table 2.2 from 9e, p.52

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 11

The Great Depression and Beyond

 Pressure mounted for the
government to help with
the economy and social
conditions.

 Franklin D. Roosevelt

instituted economic and

social programs like the

Works Progress

Administration and the © BORIS15/SHUTTERSTOCK
Civilian Conservation
Corps. Civilian Conservation Corps, c.1933

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 12

Two Views of Social Responsibility (cont’d)

Economic Model Emphasisn Socioeconomic Emphasis
Production
Exploitation of natural resources Quality of life
Internal, market-based decisions
Conservation of natural resources
Economic return
Market-based decisions with some
Firm’s or manager’s interest community controls
Minor role for government
Balance of economic return and
social return
Firm’s and community’s interests

Active government

Is there a middle ground? 13

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Consumerism

Consumer Bill of Rights
 Right to Safety
 Right to be Informed
 Right to Choose
 Right to be Heard
 Right to Consumer

Education
 Right to Service

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 14

Employment Practices

 A number of
anti-discrimination
laws were passed in
the 1960s and 1970s
but abuses still exist.

© YURI ARCURS/SHUTTERSTOCK

 Equal Employment Opportunity Commission
(EEOC) is the federal agency empowered to
investigate complaints of employment
discrimination and to sue firms that practice
it.

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 15

Employment Practices (cont’d)

Affirmative Action Programs

 Designed to increase the number of minority
employees at all levels of an organization.

 Written plans are required for employers with
federal contracts of more than $50,000 per year.

 Problems arise from the use of quotas and
charges of reverse discrimination.

Do you think there is still a need for
Affirmative Action policies?

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 16

Employment Practices (cont’d)

Training programs for the hard-core
unemployed
 Hard-core unemployed

• Workers with little education or vocational
training and a long history of unemployment

 National Alliance of Business (NAB)
• A joint business-government program to
train the hard-core unemployed

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 17

Concern for the Environment

© M. SHCHERBYNA/SHUTTERSTOCK © SIMONALVINGE/SHUTTERSTOCK

Safeguarding the environment requires

Environmental legislation

Voluntary compliance

EPA enforcement actions

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 18

Concern for the Environment

Water pollution © SPIRITOFAMERICA/SHUTTERSTOCK

 Water quality has improved in recent
years, but high levels of toxic pollutants
are still found in some waters.

 Pollutants threaten the health of both
people and wildlife.

 Cleanup is complicated and costly
because of runoff and toxic
contamination.

 Acid rain from sulfur emissions of
industrial smokestacks is contributing
to the deterioration of coastal waters,
lakes, and marine life.

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 19

Concern for the Environment (cont’d)

Air pollution © M. SHCHERBYNA/SHUTTERSTOCK

 Carbon dioxide emissions in the
upper atmosphere are contributing
to global warming.

 Carbon monoxide and hydrocarbons
emitted by motor vehicles and
smoke and other pollutants emitted
by manufacturing plants can be
partially eliminated through
pollution-control devices.

 Weather and geography can
contribute to air pollution.

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 20

Concern for the Environment (cont’d)

Land pollution

 How do we restore damaged or
contaminated land and how
do we protect unpolluted land
from future damage?

 Technology produces
chemical and radioactive waste.

 Shortage of landfill space for
waste disposal and incinerators produce toxic ash.

 Other causes of land pollution include strip-mining,
nonselective cutting of forests, development of agriculture
land for housing and industry.

 The EPA has been criticized for its handling of the $1.6
billion Superfund created in 1980 by Congress.

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 21

Concern for the Environment (cont’d)

Noise pollution

 Excessive noise can
do physical harm.

 Noise levels can be © TOMAS SEREDA/SHUTTERSTOCK
reduced by isolating
the source of the
noise or modifying
machinery and equipment.

 Noise Control Act of 1972 established noise 22
emission standards for aircraft, railroads,
and interstate motor carriers.

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Implementing a Program of
Social Responsibility

 Developing a program of social responsibility

• Secure the commitment of top executives.
• Plan the program.
• Appoint top-level executive as director to implement

the plan.
• Prepare a social audit--

- A comprehensive report of what the organization has done and
is doing with regard to social issues that affect it.

 Funding the program

• Pass program costs on to consumers as higher prices.
• Absorb the program costs as a business expense.
• Seek tax reductions or other incentives.

Copyright ©2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 23

Cynthia De La Cruz

Formal Assessment Questions

Lesson Objective 1:

By the end of this session, the student will be able to define and demonstrate through reading
comprehension and understanding the knowledge about what is meant by business ethics and
identify ethical concerns that arise in the business world.

In order to achieve this objective, the student will take the chapter 2 interactive lesson provided
in D2L where the student will take various activities provide within the lesson, such as quiz me
questions, crossword puzzles, flash cards, and sorting terminology examples, to apply and
identify what they have learned.

The bloom’s taxonomy levels that this objective address is knowledge and comprehension.
Some useful questions stems that arise are given in example format where the student will be
given an example of the terminology and then the student must chose which term applies through
reading comprehension.

4 Assessment questions:

1. Why are conflicts of interest and organizational relationships in business important ethical concerns?
Give examples. (Evaluation)

2. How do the working conditions and social responsibility today differ from those of the 1920s? (Analysis)

3. When faced with an ethical conflict, a manager should always

a. ask the boss what to do, then do it without question.
b. consider only what is best for the company.
c. look at which decision will make the stockholder the most money today.
d. worry only about what the law has to say, then take legal action because it will produce

the least public outcry.
e. think about his or her own ethics; the company’s ethics; and the interest of employees,

stockholders, and customers.

4. Which of the following examples least represents the definition of social responsibility?

a. Home Depot provides resources and volunteers for Habitat for Humanity.
b. GE supports food banks and helps renovate homeless shelters.
c. Military members pledge a portion of their salary to the United Way.
d. Avon donates a portion of its profits to breast cancer research.
e. AT&T supports education, health, and the environment through donations and volunteers.

Assessment Method: Overall Rubric Score

Required Performance Minimum to receive credit: Level 2

Criteria Level 3 Level 2 Level 1
2 points each 1 point each 0 points

Timeliness Posted during assignment period. Not posted during assignment Not posted.
period.
Does not address the question or
Provides substantive response Thoroughly addresses question in Adequately addresses the does not post at all.
Replies a way that clearly demonstrates question.
reflection, critical thinking, and Did not reply to other participants.
Overall Score analysis of the topic.
Level 1
Substantively replies to two or Adequately replies to one or two 0 points
more participants AND engages in other participants. Met 0 or more of Criteria
in-depth, multi-post discussions.

Level 3 Level 2
6 points 3 points
Met 4 or more Criteria Met 3 or more Criteria





Cynthia De La Cruz
Business Administration

11/18/15

Table of Contents

 Student Preparation Strategy
 BOPPPS lesson
 Reflection



BOPPPS – OBJECTI

Course Student Learning Outcome

 Describe relationships of social respon

 Learning Objectives:

 Define and demonstrate business et

 Prior to class, students required to com

 In class, critically analyze social respo

 In class, discuss companies applying s

IVES

e:

nsibility and ethics

thics and identify ethical concerns
mplete the chapter 2 Lesson in D2L
onsibility and business ethics
social responsibility and ethics

Student preparation s

○ Chapter 2 lesson provide in

 due by midnight the night before clas
 Test reading comprehension and kno
 Click and answer "quiz me" sections/
 Take as many times as needed to rea

strategy

D2L

ss the next day
owledge of terms
/other activities
ach 100%

BOPPPS – Chapter 2

Social Responsibility

 “To Take or Not to Take the Gift”
 Condensed Lecture
 Case Study
 Meaningful Discussion
 Reflection

2

Activity

BOPPPS- PRE-ASSES

“Take it or not to take it” exercise

You are the distribution manager for a major consumer products firm. Your comp
shipment of products. As manager, you must choose among several transportati
business. Sales representatives from railroad and trucking companies often mak
mean the loss or gain of millions of dollars of revenue for these companies.

Which of the following gifts would you be willing to accept from sales representa

• Pen and pencil set (with the company’s logo)
• Five-year supply of scratch pads (with logo)
• Dinner for four at an exclusive restaurant
• Season tickets to a professional football game
• Fruits and nuts delivered to you each Christmas
• Three-day, all-expense-paid golfing vacation
• $500 in cash
• Bag of groceries delivered to your home each week
• Lavish trip to the Cayman Islands

What role would top management, superiors, and peers play in your decision on
If you had the chance to take some of the gifts on the list without anyone knowin
Would a code of ethics or an ethical corporate culture help you in making your de