Chapter 1 Introduction

Chapter 1
Learning Objectives:
1. Integrate the competencies, skills, and learning acquired
by the student from the ABM Strand courses
2. Begin Business Enterprise Simulation activities
3. Utilize the ABM Incubation Laboratory (ABMIL)
facilities
Scope and Limitations
The Organization and Management course stated that businessmen usually
start from scratch (Garalde-Orjalo and Frias 2016). For this course, the students
also create a new business from zero and are considered ‘start-ups’.
Consultations with parents, business mentors, and teachers help shorten and
focus product idea list for and with the learner-entrepreneurs.
Engagement in social entrepreneurship ventures is an exercise in business
ethics.
Religious and non-government organizations (NGOs) also have
entrepreneurship projects for their respective communities.
Classroom contact hours may be reduced by business mentors to aid the
enterprise groups in completing the course requirements. Consultation hours with
business mentors may also be established to assist the enterprise groups.
The critical course and limitations for the
course include:
1. Geographic Scope – ‘Where is the target market located and/or
where are the services or merchandising facilities located?’
2. Period Scope – or the most recent three years, for historical
data, on the sector and target market population.
3. Functional Scope – ‘Which business functions are covered by
the Enterprise Business Plan?’
Definitions of service and merchandising
businesses:
Merchandising – type of business is the ‘buy and sell’ business.
Firms under this category purchase products and sell the same at a
higher price without changing the form of the product.
Example: Unitop, Novo
Retailing - is the sale of goods in small quantities.
Example: Sari-Sari Store
Wholesaling – is the sale of goods in large volumes.
Example – Faith Farms (meat wholesaler)
Service – type of business that offers merchandise whit no
physical form like skills, field of expertise, and consultancy.
Service business examples include beauty parlors, repair shops,
and transportation vehicles. Medical, dental, accounting, legal,
architectural design and other professional services are also
service business examples.
Example: O’Fisher Spa, Affinity Dental Clinic
Most enterprise groups may opt to consider their school
and/or residential area communities as their geographic scope,
due to time and implementation constraints. The period scope is
a given variable, due to 80 contact hours of the Business
Enterprise Simulation course. Finally, the functional scope is
limited only to the management, marketing, operations, and
finance functions.
Note that the production or manufacturing function is not
covered by the Business Enterprise Plan, only as merchandising
and service sectors are considered for the course.
The Operations Study in the Business Enterprise Plan only
includes cost related to the delivery of the service or the
purchase of products for merchandising activities.
Methodology
Research date require for the course may be draw from both
secondary and primary data sources.
Secondary data – include public documents, books, journals,
magazines, the internet, and the internal database of the
enterprise.
Primary data – includes surveys, experiment, and observational
research.
Simulation Activity 1: Introduction
1. Students are assigned to submit at least two product, ideas, one under
the service sector, and one under the trading/merchandising sector.
2. The enterprise groups support their choices with research on
a. Economic impact (GDP contribution and growth rates of the chosen
service or merchandising sector), and
b. Population of the target market in the specified geographic area
3. Similar product ideas are put together and voted upon by the students.
4. The enterprise grouping for the course may be determined by the
business mentor. An enterprise group may be composed of nine to
eleven students
5. The enterprise groups complete the checklist in Simulation Activity 1:
Introduction of this textbook

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