DE LA SALLE LIPA
Integrated School | Senior High School
Accountancy, Business, and Management Department
Business Ethics and Social Responsibility
4th Quarter Subject Integrated Activity (SIA)
School Year 2018-2019
Instructions:
1. Using the CAPSTONE Group, each team will select one (1) Grade 12 DLSL Social
Enterprise from other class sections.
2. The team will conduct an interview among the members of the chosen Social Enterprise.
3. You’re not allowed to interview a Social Enterprise who were already interviewed by the
other team.
4. The interview should be documented in video format.
5. Provide a report and reflection about the chosen Social Enterprise’s strengths,
weaknesses, and business operations (your top priority is to assess if the enterprise is
operating ethically) based from the interview to be conducted. Create your own interview
questions.
6. Required questions to be asked:
4.1. What type of industry your company is involve?
4.2. What are reasons why you chose to engage into that industry?
4.3. What inspire you to establish this social enterprise?
4.4. What are the mission and the vision of your social enterprise?
4.5. Do you really consider your enterprise a “real” social enterprise? Why?
4.6. Considering that your Social Enterprise is on its start-up stage, do you think that its
already putting into reality its mission and vision statement? Provide evidences.
4.7. Do you have any standard business ethics here in your enterprise? Please tell us
more about it.
4.8. Does your company have prominent culture? Please discuss to us the business
culture you have.
4.9. Granting the fact that you have associates (or employees), how do you treat them?
what do you think are the characteristics of a good employee?
4.10. How does your social enterprise affect your employees? the society in general?
4.11. What are the SE successful social programs, activities, and achievements that your
social enterprise can be proud of?
4.12. What are the different ethical dilemmas / ethical problems that your Social
Enterprise faced and how the SE overcome it?
4.13. Undeniably, graduation is near and we want to know what will be plan of the
incorporators of your Social Enterprise after graduation?
4.14. How will you encourage people, specially Millennials, to put up a social enterprise?
What are the tips you can give to them?
7. Please be guided by the attached rubric presented on the next page.
8. Include necessary supporting documentation, files, and other evidences.
9. Deadline of the team’s output is on or before May 10, 2019, 4:30 PM.
Rubric
POINTS
Approaching
CATEGORY Above Expec tations Meet Expec tations Below Expectations
Expectations
8 6 4 2
The reflection is an The reflec tion is an The reflec tion The reflec tion does
in-depth analysis analysis of the attempts to not move beyond a
of the learning learning analyze the description of the
experienc e, the experienc e and the learning learning
value of the value of the experienc e but the experienc e.
derived learning to derived learning to value of the
self or others, and self or others. learning to the
the enhanc ement student or others is
of the student’s vague and/or
appreciation for unc lear.
the discipline.
Response Response Response Response
Depth of demonstrates an in- demonstrates a demonstrates a demonstrates a lac k
Reflection and depth reflection on, general reflec tion on,
minimal reflec tion on, of reflection on, or
Analysis and personalization of, and personalization of,
and personalization of, personalization of, the
the theories, the theories, the theories, theories, concepts,
c oncepts, and/or c oncepts, and/or concepts, and/or and/or strategies
strategies presented strategies presented strategies presented presented in the
in the c ourse materials in the c ourse materials
in the course materials course materials to
to date. Viewpoints to date. Viewpoints to date. Viewpoints date. Viewpoints and
and interpretations and interpretations and interpretations interpretations are
are insightful and well are supported. are unsupported or missing, inappropriate,
supported. Clear, Appropriate examples supported with flawed and/or unsupported.
detailed examples are are provided, as arguments. Examples, Examples, when
provided, as applicable. when applic able, are applic able, are not
applicable. not provided or are provided.
irrelevant to the task.
Video inc ludes all Video inc ludes all Video is missing some Video exc ludes
c omponents and c omponents and components and/or essential components
meets or exceeds all meets all requirements does not fully meet and/or does not
requirements indicated indicated in the the requirements address the
in the instructions. instructions. Each indicated in the requirements indic ated
Each requirement of requirement or part of instructions. Some in the instruc tions.
Required the task is addressed the task is addressed. requirements or parts Many parts of the
Components thoroughly. All All attachments of the task are not task are addressed
attachments and/or and/or additional addressed. Some minimally,
additional doc uments documents are attac hments and inadequately, and/or
are included, as included, as required. additional doc uments, not at all.
required. if required, are missing
or unsuitable for the
purpose of the task.
The video is high, The video is good The video is fair (i.e., The video is poor (i.e.,
meeting the following (i.e., meets 5 of 6 meets 4 of the 6 meets 3 or fewer
c riteria: a) has a quality criteria) quality criteria) criteria).
c lear, steady pic ture,
b) subjects are
c entered in the shot
(i.e. not too far away
Video Quality
or heads cut off) c )
and Creativity
audible sound, d)
c oncise subtitle, and
e) c reative shots,
animations, effec ts,
and transitions, and f)
c lear transitions
between edits.
