Small Business Ownership & Management - CTE Online Model

by CTE Online Admin

This course is designed to teach individuals to perform marketing and management functions and tasks associated with owning and operating a small business. Students will develop a business plan, learn appropriate customer service and human relation skills and demonstrate positive work habits.

From CALPADS: Intermediate Business Management Technologies

This course provides an in-depth, hands-on introduction to business technologies used for business communication. Topics include communication through digital documents, presentations, data computation and presentation, as well as how to represent themselves through digital media to society. This course applies the principles of ethical and effective communication in the creation of business letters, memos, emails, as well as written and oral reports for a variety of business situations. Concepts taught in this course will satisfy local computer literacy requirements and prepares individuals to create business correspondence, reports, publications, and forms by using computer operating systems; word processing; database, spreadsheet, and desktop publishing software; hardware and peripherals. Related topics in this course include human relationships and effective communication, issue analysis, decision-making and problem-solving, leadership qualities and styles, and ensuring successful teamwork.

Program Information
CTE Certification Elements
California English Language Development Standards (1)
California English Common Core Standards (7)
California Math Common Core Standards (1)
California's 2013 CTE Standards (41)
California Academic Content Standards (38)
California's 2008 CTE Standards (102)
Competencies / Outcomes
  • adhere to safety procedures
  • analyze operational or management reports or records
  • analyze organizational operating practices or procedures
  • analyze technical data, designs, or preliminary specifications
  • demonstrate a willingness to learn.
  • participate actively as a member of a team
  • communicate professionally with others through verbal, non-verbal and/or written communication.
  • demonstrate the ability to seek, apply and/or interview for employment.

Pre-requisite: None

Completion of one or more of the following classes recommended:

  • Keyboarding l Marketing Principles
  • Business Skills l Fashion Merchandising
  • Cashiering l Economics

Abilities required:

  • Ability to understand & carry out required safety standards.
  • Ability to perform basic math skills.
  • Good manual dexterity & coordination.
  • Ability to use independent judgment in planning & carrying out a sequence of activities.
  • Ability to work with others.

Dress Requirement and Grooming as required by industry standards


Employment Portfolio

The lessons in this unit will consist of activities that teach the student how to write a portfolio for a student organization or for a future job.

10 Hours

Communication Skills

This unit is early in the school year to provide students an understanding of effective leadership styles, key concepts of group dynamics, team and individual decision making, the benefits of workforce diversity, and conflict resolution. Studnets will demonstrate responsibility and flexibility in school, workplace, and community settings:

2 Hours

Career Opportunities

This unit involves research, writing, student presentation and/or guest speakers as students explore a career of their choice.

8 Hours

Determining Potential as an Entrepreneur

In this unit students will explore opportunity recognition and potential business ideas and will develop skills needed to create their own business plan.

4 Hours

Economics Related to a Small Business

This unit will familiarize students with the 3 main types of economic systems in the world today and the political systems commonly associated with them. Students discuss the impact of a global economy on small business, analyze the economic components that are influenced by the law of supply and demand and discuss the financial needs of clients and how those needs change in a dynamic and competitive market. It culminates with an analysis of government and industry regulations and how they relate to consumer transactions.

6 Hours
Demand Lesson
55 Minutes

Developing a Business Plan

This unit begins with an observation process relating to the physical attribute of a business before addressing the purposes and parts of a business plan. These lessons provide guidance, ideas, and resources for the creation of a team-based business plan for use by high school students developing a mock single location, start-up business.

22 Hours

Choosing the Type of Ownership

This unit begins with the "multiple-entities" model of business structure. Students engage in the concept and value of owning a business in parts as they interact with each other through an problem analysis activity. They then review the three basic types of business organizational structures and consider the advantages and disadvantages of each. Finally, they analyse case studies, including real- life entrepreneurs who started businesses producing chocolate.

7 Hours

Marketing Fundamentals

In this unit students study how market segmentation allows companies to better serve the needs of their customers and see the importance of marketing mix strategy areas that combine to guide the marketing plan of a successful small business.

10 Hours

Business Ethics

In this unit students explore personal, social and global value systems connecting them to ethics systems, conduct on-line research and write a code of ethics for a fictitious company, relating to the four (4) components of social responsibility. Students will look at companies that have practiced unethical behavior.

3 Hours

Choosing Business Location

This unit includes factors to consider in choosing a business location.

2 Hours

Financing the Business

In this unit students will learn the steps and phases of equity investment for businesses as they become engaged with the concept and value of marketing to investors, borrowing from simple concepts of investing. As part of an experiential simulation, students create a virtual business, determine start-up costs, operating costs, and personal costs and present this information in a competition to a panel of "venture capital" judges.

14 Hours

Managing the Finances

In this unit students will learn about the types of invoice discounts suppliers use to get businesses to pay their bills in a more timely fashion. They will analyze financing options and relate it to buying equipment for a business to decide whether or not to take advantage of the cash disounts by analyzing the cost of credit.

6 Hours

Managing the Business

In this unit students see that business management is the skillful use and coordination of all the resources of a business as they investigate different management structures as well as individual skills and knowledge needed to be an effective manager and leader


4 Hours

Human Resources

The Human Resources organization supports departmental management by developing and supporting the Goal Setting process and the Performance Management process. In this unit students complete an exercise in individual goal setting which support larger organizational goals as developed in their business plan.

Teams create an Employee Manual based on the link found at ( and role-play 10 employment issue scenarios based on policies developed in their Employee Handbook.

Students will experience a workplace coaching and performance evaluation, gain greater clarity on successful job performance, and how an employee can improve their performance after a review, leading to a "healthy" organizational culture.

18 Hours
2 Hours

Promoting the Business

Students will investigate the costs, design, and layout specifications associated with creating a newspaper advertisement for their business before creating the layout and text aspects of an advertisement. This unit shows the power of advertising and how it affects consumer decision making. Students demonstrate the power of creating a promotional plan when starting a business through role play and research.

9 Hours

Professional Selling

Students study Abraham Maslow's Hierarchy of Needs before being introduced to the concept of Customer Service and its important for a business. They examine how to create customer loyalty, how to determine the needs and wants of customers, and how to deal with difficult customer personalities. Students will role play both in-person and telephone customer service scenarios and distinguish between differing concepts for product quality (from producer, manufacturers and consumers' perspective) and actively promote sustainability through advocacy and actual choices.

17 Hours

Dealing with Legal Issues

The lessons in this unit will help students understand the legal issues important to a small business.

5 Hours

Risk Management

Students will understand the role an employer holds to make sure sexual harassment in the workplace does not take place. Discussion of policy and risk for both employer and employee will follow with a culminating test. This subject contains risky and uncomfortable content and discussion. Students may experience emotional reaction to this material.

3 Hours

Technical Assistance and Support

This is a list of public, private, non-profit, and professional resources CTE teachers can use to support their business instruction. It is organized by Business Function, and editable by any member of the " Small Business Ownership & Management " work group.

5 Hours
Lesson Plans

Leadership Skills Development

Students will investigate the advantages and disadvantages of the four main styles of leadership: Autocratic, Democratic, Free-Rein and Self-Managed Teams, find common characteristics of leaders and determine which type(s) are best suited for each individual students.

4 Hours
Lesson Plans

Storytelling Your Website Design

In Storytelling Your Career... by Design, the students will be introduced to webpage design and development along with career exploration. The students will research careers using the occupational groups provided by the government. They will use HTML programming language and utilize this career information as content for a webpage.

Once the students have selected a career, they will research that career and develop a budget for the lifestyle they imagine within that position. They will manage their money by opening bank accounts and create charts. During this time the students are learning CSS to format the information for the webpage and insert graphics. The culminating activity will be the completed webpage showcasing their digital career portfolio.

Marketing the Zombie Apocalypse

Just when you thought things couldn't get any crazier...

If you teach information technology, journalism, business or math, have we got some great lessons for you. Explore topics timely issues such as media credibility, marketing...and of course, designing a survival structure!

The lessons in this project can be taught together, individually, or in the series of 4 for each subject.

Business Technology: Modeling and marketing a survival structure: This is a series 4 business and finance lessons in which students will create a marketing plan, a sales presentation selling your zombie structure, a personal budget for zombie survival, and creating a 3D image of the zombie structure.

Information Tech: This is a series of 4 lessons that explore various concepts related to disaster survival. Lessons will include the learning what voice-over technology is, the importance of authentic media credibility, exploring the possibilities of careers that will “survive” a zombie apocalypse, and creating a digital poster to promote their surviving career.

Math: Specifications and design of a survival structure: This is a series of four math lessons that explore various concepts related to disaster survival. The initial lesson will discuss exponential growth using a "zombie virus" as an example, leading students to consider how to survive a zombie apocalypse. In subsequent lessons students will use triangulation to determine how far away an object (zombie) is, determine volume and surface area of 3D structures and design a personal "survival" structure. In the final lesson students will learn how scale factor effects surface area and volume and draw a scale model of the structure they previously designed.

Ellie The Entrepreneur - How to Start Your Own Business STEM Integrated Project

"Ellie" has realized that she wants to become an entrepreneur and has decided to start her own business called the "Grizzly Grind." This project explores this idea through the lens of ITC, Business and Finance and English Language-Arts.These lessons can be taught together or as stand alone. 

Business and Finance: Ellie is increasing her personal assets by learning about her credit as well as investing, exploring stocks and bonds, and going to the bank for a loan. 

Information and Technologies: Ellie will be using Microsoft Office to complete a letterhead, design excel spreadsheets and a database, and wrap it all up with a WIX Website. 

English and Literature: Ellie will explore the concept of a "Hedgehog," discover her leadership style, research different strategies you need to know before starting a business, and write a business letter to a bank for a loan. 

The Business and Science of Fidget Spinners! STEM Integrated Project

This project gives students the opportunity to go through the engineering design process and build a fidget spinner of their own design! It also explores the creation of various parts of a business plan, the math behind the manufacturing process, and the physics found in fidget spinners.

Business: Building a Fidget Business 
These lessons will provide opportunities to participate in the building of a business plan, through the exploration of certain business plan basics, including the mission statement, the design and creation of the logo, and perform a break-even-point analysis as part of a financial plan.