Most Essential Topics

Organization and Management

Term Most Essential Topics Learning Competencies

Explain the meaning, functions, types and theories of
MET #1: Nature and Concept of
management
Management
Explain the functions, roles and skills of a manager
Analyze various forces/elements influencing local and
PRELIM international business environment using PEST and SWOT
MET #2: The Firm and its strategies
Environment Analyze the forms and economic roles of business organizations
Differentiate the phases of economic development and its
impact to business environment
Discuss the nature and levels of planning and types of plans
MET #3: Planning Apply appropriate planning techniques and tools in business
decision-making
MIDTER
Analyze the nature of organizations and types of organization
M
structures
MET #4: Organizing
Apply organization theories for effective business management
Discuss the concept and nature of staffing
Analyze the process of recruiting, selecting and training
employees Examine the functions and importance of
compensation, wages and performance evaluation, appraisal,
PREFINA
MET #5: Staffing reward system, employee relations and movement
LS
Examine the functions and importance of compensation, wages
and performance evaluation, appraisal, reward system,
employee relations and movement
Analyze motivation, leadership, and communication work in an
MET #6: Leading and Control organization Apply the concept and nature of different control
methods and techniques in accounting and marketing
Explain the nature and role in the firm of the following
functional areas of management:
a. Human Resource Management
FINALS
MET #7: Introduction to the b. Marketing Management
Different Functional Areas of c. Operations Management
Management d. Financial Management
e. Material and Procurement Management
f. Office Management
g. Information & Communication Technology Management

Source:
https://www.deped.gov.ph/wp-content/uploads/2019/01/Organization-and-Management.pdf
https://pdfcoffee.com/melcs-organizations-and-management-pdf-free.html

Adaptive Teaching Guide

Subject Organization and Management

Semester First Semester
Most Essential Topic # 2 Topic The Firm and its Environment

Prerequisite Content-Knowledge

 Nature and Concept of Management

 Function, Roles and Skills of a Manager
Prerequisite Skill

 The student can explain the meaning, functions, types and theories of management.
 The student can explain the functions, roles and skills of a manager.

Prerequisite Assessment

Activity: Case Crunch Challenge (Prompting Connections to Prior Knowledge)

Instructions: In this activity, you will analyze three short case scenarios to identify the management theory applied, the
type of management involved, and the specific skills important for solving each case. This exercise will help you
understand and apply management concepts in real-world situations.

Case 1: LaCoconuts Manufacturing has been experiencing a decline in production efficiency. The new operations
manager, Jane, decides to implement time-motion studies to understand how workers are performing their tasks. She
analyzes the data and redesigns the workflow to minimize unnecessary movements and reduce fatigue.

Answer:
Management Theory: Scientific Management Theory
Type of Management: Operations Management
Specific Skills: Analytical skills, technical skills, problem-solving skills, and attention to detail

Case 2: Fil-O Tech noticed that employee morale was low and turnover was high. The HR manager, Sam, decided to
conduct surveys to understand employee needs and implemented regular team-building activities and recognition
programs to improve the work environment.

Answer:
Management Theory: Human Relations Theory
Type of Management: Human Resource Management
Specific Skills: Interpersonal skills, communication skills, empathy, and motivational skills.

Case 3: Global Reach Inc. aims to expand into new international markets. The strategic manager, Laura, conducts a
SWOT analysis to evaluate the company’s strengths, weaknesses, opportunities, and threats. She develops a strategic
plan that includes market research, competitive analysis, and a detailed entry strategy.

Answer:
Management Theory: Strategic Management Theory
Type of Management: Strategic Management
Specific Skills: Strategic thinking, analytical skills, research skills, and decision-making skills

Rubric:
Criteria Insufficient (0-1 points) Fairly Sufficient (2-3 points)
 Incorrectly identifies the type of management.  Correctly identifies the type of management
Type of  Shows little to no understanding of the type. with minor inaccuracies.
Management  Explanation is missing or unclear.  Demonstrates a basic understanding of the
Identification type.
 Provides a somewhat clear explanation.
 Incorrectly identifies or omits key skills.  Correctly identifies key skills with minor
 Shows little to no understanding of the inaccuracies.
Identification of
necessary skills.  Demonstrates a basic understanding of the
Specific Skills
 Explanation is missing or unclear. necessary skills.
 Provides a somewhat clear explanation.

Scoring Guide:

0-2 points: Insufficient knowledge – The student demonstrates a lack of understanding and application of
management concepts. Responses are mostly incorrect or unclear.
4-6 points: Fairly sufficient knowledge – The student demonstrates a basic but incomplete understanding and
application of management concepts. Responses are generally correct but may contain minor inaccuracies and lack
depth.

Pre-Lesson Remediation Activity

1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
a. Reading Activities (books from the Library)
b. Audio Visual Materials:
i. Types of Management: https://youtu.be/GZ2dmbDmB5I?si=rY_8eXQ3IOwfER7z
ii. Nature and Concepts of Management: https://youtu.be/R1KLGRGXBMo?si=O-
VtW09H0NYKKa0v
c. Article Review: https://studylib.net/doc/25643892/chapter-1-nature-and-concept-of-management
d. Short Quiz: https://quizizz.com/admin/quiz/5f40572526fba500218796c5/nature-and-concepts-of-
management
2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):
a. reading activities (limited access to digital resources)
b. open-ended responses
INTRODUCTION
1. time frame a student is expected to finish learning the lesson (and where to contact the teacher when
concerns arise)
The first one hour will be spent on the presentation and discussion of the key concepts of the topic
 Online and Distance (Online + Offline remote): The teacher-trainees can communicate with their trainer via
text or call, LMS, or social media messenger.
 Blended (Online + In-person On-campus): The teacher-trainees can communicate with their trainer during the
on-campus meeting and utilize the channels for Distance Learning during off-campus days.
2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
 Analyze various forces/elements influencing local and international business environment using PEST and
SWOT strategies.
 Analyze the forms and economic roles of business organizations.
 Differentiate the phases of economic development and its impact to business environment.
3. Context where the student is going to apply their learning (In what PAA/EFAA and personal use?)
 PAA/EFAA: Event Organizing (Seminar)
 Analyzing internal and external forces that will understand the need for seminar and topic identification.

OVERVIEW OF THE LESSON

This topic discusses the internal and external environment of a firm. The external environment includes factors like
customers, suppliers, shareholders, media, competitors, and the political, economic, social, technological, legal, and
environmental conditions. The internal environment comprises of elements within the organization like its mission
statement, products, machinery, organizational structure, and culture. Environmental scanning involves gathering and
analyzing information about the business environment for strategic decision making.
STUDENTS’ EXPERIENTIAL LEARNING

Chunk 1: The PEST and SWOT Analysis

Formative Question: What are the various forces/elements influencing local and international business environments
using PEST and SWOT strategies?

Activity: Strategic Insight Sprint (Prompting for Effortful Thinking)

Instructions: You are a strategic analyst at a global consulting firm tasked with analyzing the business environment for
a client who is considering expanding their operations both locally and internationally. Your task is to conduct a
comprehensive analysis using PEST and SWOT strategies to identify and evaluate the various forces and elements
influencing the business environment.

PEST Analysis:
 Conduct a PEST analysis to examine the political, economic, social, and technological factors impacting the
business environment.
 Identify and briefly explain key factors in each category that are relevant to the client's business expansion
plans.

SWOT Analysis:
 Perform a SWOT analysis to assess the internal strengths and weaknesses of the client's company, as well as the
external opportunities and threats in the business environment.
  Identify and analyze at least two internal strengths and two internal weaknesses of the company.
 Identify and analyze at least two external opportunities and two external threats in the business environment.

Presentation:
 Prepare a concise presentation summarizing your analysis and recommendations.
 Present your findings to the client, highlighting the key insights and strategic recommendations derived from
the PEST and SWOT analyses.

Activity: PEST It! (Using Examples and Non-Examples)

Instructions: Identify whether it is a Political, Economic, Social, or Technological factor stated in the following
scenario, and explain your choice to the class.

1. The government of a country passes new regulations requiring all businesses to adhere to stricter environmental
standards and emission controls.
2. A significant increase in inflation rates causes a rise in the cost of raw materials for manufacturing companies,
leading to higher production costs.
3. A shift in consumer preferences towards healthier lifestyles and organic products prompts food companies to
introduce new organic product lines.
4. Advancements in artificial intelligence technology enable businesses to automate routine tasks, leading to
increased efficiency and cost savings.

Answer key:
Scenario 1:
Factor: Political
Reason: The scenario involves government regulations, which are political actions that influence businesses.

Scenario 2:
Factor: Economic
Reason: The scenario describes an increase in inflation rates and its impact on the cost of raw materials, which is an
economic factor affecting businesses.

Scenario 3:
Factor: Social
Reason: The scenario highlights a shift in consumer preferences towards healthier lifestyles, indicating a social trend
that impacts businesses.

Scenario 4:
Factor: Technological
Reason: The scenario involves advancements in artificial intelligence technology, which is a technological factor
affecting business operations.

Chunk 2: Forms and Economic Roles of Business Organizations

Formative Question: What are the common forms of Business Organization and what is the role of those businesses in
relation to the economy?

Activity: Business Brainwaves (Prompting Connections to Prior Knowledge)

Instructions: Students will use their prior knowledge and experiences to identify and define different forms of business
organizations. Ask students to think about businesses they are familiar with in their community, such as family-owned
shops, restaurants, local cooperatives, or large corporations. Provide each student with a sticky note or index card. Have
students write down the name of a business they know and what type of business organization they think it is (e.g., sole
proprietorship, partnership, corporation, LLC, cooperative).

Divide students into small groups of 3-4. In their groups, students share the businesses they thought of and discuss why
they categorized them as they did. Encourage students to use specific examples and prior knowledge in their
discussions.
Ask each group to select one example to share with the class. Have each group briefly present their example, explaining
the type of business organization and the reasoning behind their classification. Write the examples and their
corresponding business types on the board.

Activity: Business Bingo! (Using Examples and Non-Examples)

Instructions: Distribute Bingo cards to each student. Each card should have a mix of the five business organization
types. Explain the rules: you will read out a business scenario, and students must determine if it fits the business type
on their Bingo card. If it does, they mark the square. The first to get a line (horizontal, vertical, or diagonal) yells
"Business Bingo!"

Read out each business scenario one by one. Allow students a few seconds to decide and mark their cards.
Example Scenarios:
"A local coffee shop owned by one person who makes all the decisions."
"A law firm where two attorneys share ownership and responsibility."
"A large multinational company that sells products worldwide and has shareholders."
"A small tech startup that offers limited liability to its owners and has a flexible tax structure."
"A grocery store owned by a group of local farmers who share profits equally."

After a student wins, review the winning card and discuss the examples used.
Confirm whether the marked squares correctly match the scenarios given.

Chunk 3: Phases of Economic Development

Formative Question: What are the different phases of economic development and its impact to business
environment?

Activity: EconoPhase Match-Up (Drawing Attention to Meaning)

Instructions: Students will understand the different phases of economic development and how each phase impacts the
business environment by connecting theoretical knowledge to real-world examples.

Divide the class into small groups and provide each group with a set of description cards for the phases of economic
development. Provide a corresponding set of impact cards detailing various effects on the business environment (e.g.,
market size, regulatory environment, consumer behavior, technological infrastructure). Ask groups to read each
description card and match it to the appropriate impact cards. Encourage groups to discuss the reasoning behind their
choices and how each phase affects the business environment.

Have each group share a few of their matches with the class. Discuss the reasoning behind each match, drawing
attention to the key characteristics and significance of each economic phase.
Highlight how these impacts influence business strategies, operations, and opportunities.

SYNTHESIS
Synthesis Activity: "Global Business Navigator: Integrating Forces, Forms, and Phases"
Objective: Students will integrate their understanding of PEST and SWOT analyses, the forms and economic roles of
business organizations, and the phases of economic development to analyze a business scenario comprehensively.

Distribute the case study of a fictional business that operates in both local and international markets. Provide each
group with PEST and SWOT analysis templates, and handouts summarizing the forms and economic roles of business
organizations and the phases of economic development.

Instruct each group to conduct a PEST analysis on the fictional business, considering both the local and international
contexts. Ask groups to identify political, economic, social, and technological factors affecting the business.

Have each group conduct a SWOT analysis of the fictional business. Ask groups to identify strengths, weaknesses,
opportunities, and threats based on the PEST analysis and additional information from the case study.

Instruct groups to identify the form of business organization of the fictional business (e.g., sole proprietorship,
partnership, corporation, LLC, cooperative) and discuss its economic roles. Ask groups to consider how the form of the
business impacts its operations and strategy in both local and international markets.

Have each group identify the phase(s) of economic development of the countries where the business operates. Discuss
how these phases impact the business environment and the business’s strategy.

Ask each group to present their findings to the class. Encourage other groups to ask questions and provide feedback.
 Facilitate a discussion on the interconnectedness of PEST and SWOT analyses, business forms and roles, and phases of
economic development.

Example Case:
TechGlobal Inc. is a technology company that designs and manufactures consumer electronics. Founded in the USA, it
has expanded its operations to several countries, including emerging markets and developed economies. TechGlobal
Inc. operates as a corporation and has a significant presence in the global market.

RUA OF STUDENT’S LEARNING

Seminar Needs Assessment: Students will conduct a needs assessment to determine the most suitable seminar topics
for Grade 11 students by applying SWOT and PEST analyses.

Divide students into small groups. Assign roles within each group (e.g., facilitator, note-taker, presenter). Instruct each
group to create a survey designed to gather information from their peers about their interests, needs, and preferences for
seminar topics. Ensure the survey includes questions that will help identify strengths, weaknesses, opportunities, and
threats (SWOT) as well as political, economic, social, and technological (PEST) factors relevant to the seminar.

Allow groups to conduct a quick poll or use the survey among their peers in the classroom or through a quick online
survey tool if possible. Collect responses to analyze the data for the next steps.

Have each group analyze the survey results using the PEST and SWOT frameworks. Fill out the PEST analysis
template to identify broader contextual factors. Use the SWOT analysis template to pinpoint internal strengths and
weaknesses, as well as external opportunities and threats.

Ask groups to prepare a brief presentation summarizing their findings from the SWOT and PEST analyses. Each group
should propose 2-3 seminar topics based on their analysis that they believe would be most beneficial and engaging for
Grade 11 students.

Have each group present their analysis and proposed seminar topics to the class. Encourage questions and feedback
from other groups to foster a collaborative discussion.

Post-Lesson Remediation Activity

 Supplementary reading and video materials: Based on the performance of the teacher-learners on the RUA,
identify which of the chunks or objectives the learners lack. Provide them with necessary supplementary
reading or audio-visual materials (depending on the modality) to ensure their understanding of the lesson.
 group discussion (sharing their understanding of the topic): Summarize the key findings and proposed
seminar topics. Discuss how using SWOT and PEST analyses helped in making informed decisions about
seminar planning. Highlight the importance of needs assessment in organizing effective and relevant
educational events.

Prepared By:

Mr. Christian Jorge G. Lenox

Subject Teacher

Noted By:

Mr. Christian Jorge G. Lenox Mr. Edzel E. Lapitan

SHS Academic Coordinator SHS Academic Coordinator

Checked by:

Mr. Lolito P. Cejero Jr.

School Principal