Course Profile Entrepreneurial Studies: Venture Planning, (BDV4C), Grade 12, College Preparation, Catholic
Unit 2: Venture Conception
Time: 21 hours
Activity 2.1 | Activity 2.2 | Activity 2.3
| Activity 2.4 | Activity
2.5 | Activity 2.6
Unit
Description
Unit
2 initiates the venture planning process. Students analyse their own
communities and develop a list of problems, needs, wants and potential areas of
improvement. During this process, students should be encouraged to think
socially as well as economically. Community needs that protect the dignity of the
human person, promote the common good of a community or offer a preferential
option for the poor and vulnerable are just some examples of not-for-profit
services that communities need. Students evaluate the opportunities and
determine which is the most promising for their student venture.
Once
a venture opportunity has been selected, students use creativity exercises to
develop ideas for the opportunity. Students will be exposed to market research
and strategies for profiling a target market. A final idea will be developed
using established criteria for assessing ideas.
Students
then begin the venture plan by determining the type of venture, e.g., service
vs. retail, the type of ownership, e.g., sole proprietorship vs. corporation,
venture name and by developing a mission statement.
Many of
the concepts in this unit were covered in the BDI3C course. The challenge for
the teacher is to briefly review these general concepts and to narrow the focus
of the students to the specific task at hand – developing their own detailed
venture plan. Concepts such as opportunity, idea and business ownership should
be narrowed from the general perspective that was used in BDI3C to a much more
specific and personal view for this course. Students are developing a venture
that is of interest to them and, as a result, their personal goals and values
have a great deal to do with the final product. Profit, therefore, may not be a
strong motivating factor when evaluating opportunities and ideas. Students may,
for example, have a strong desire to help the poor and vulnerable of their
community. Teachers must encourage students to apply the general skills and
knowledge acquired in BDI3C to a specific venture.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
2.1 |
5 hours |
CGE 1d,
1g, 1i, 2b, 2c, 3b, 4d, 5a, 5b, 5c, 4f, 5f, 5g, 7e |
K/U; C; |
Students
recognize opportunities in their communities and perform a needs assessment. |
|
2.2 |
2 hours |
CGE 1b,
1g, 3c, 4a, 5b, 5c, 5d, 5h, 7e, 7i, 7j |
K/U; C; |
Students
evaluate perceived opportunities using various methods. Students identify an
opportunity for their venture plan. |
|
2.3 |
4 hours |
CGE 1c, 1d, 1i, 2e, 3b, 3e, 3f, 4b, 4d, 5c,
5g, 7e, 7i, 7j |
K/U; C; |
Students generate ideas through various
creativity exercises. Appendix 2.3.1. |
|
2.4 |
5 hours |
CGE 1c,
1i, 3b, 3c, 3d, 3e, 3f, 4b, 5g, 7e, 7i, 7j, VCV.04, VPV.01, VC4.01, VC4.02,
VC4.03, VC4.04, VC4.05, VP1.01 |
C; K/U; A |
Using
established guidelines, students evaluate generated ideas and develop one for
their venture plan. |
|
2.5 |
4 hours |
CGE 2c,
3b, 3c, 3d, 4f |
T/I; A; C |
Students
determine the type of venture they will organize and investigate the best
form of ownership. |
|
2.6 |
1 hour |
CGE 1d,
3b, 3c, 3d, 7e |
A; T/I |
Students
develop a mission statement for their venture. |
K/U =
Knowledge/Understanding C =
Communication T/I = Thinking/Inquiry A = Application
Time: 5 hours
This
activity is designed to help students begin the challenging process of
selecting a specific venture concept. This activity encourages students to
identify perceived problems, needs, and wants in their community and recognize
that problems could become entrepreneurial opportunities. Students will build
on concepts learned in BDI3C about the value of studying social, economic,
political, global, environmental, demographic, and technological trends to
forecast areas of opportunity. By understanding that change occurs globally,
nationally, provincially, and locally, but impacts each individual and
community uniquely, students determine how change leads to distinctive problems
resulting in unmet needs and wants in their local area. Various methods of
research and inquiry are used to identify local problems and subsequent
community needs and wants. Students are encouraged to develop “needs
assessments” for a variety of areas essential to a healthy community. Through
sharing in presentations, students develop a summary of all aspects of need in
the community. Students can refer to the summary of community needs for future
reference. Through the process, students gain an understanding of how
identifying opportunities can help solve local problems and improve the quality
of life for people in their community. Information from presentations will help
students recognize many opportunities for profit and not-for-profit ventures.
Strand(s):
Ideas
and Opportunities, Developing a Venture Plan
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE1g -
understands that one’s purpose or call in life comes from God and strives to
discern and live out this call throughout life’s journey;
CGE1i -
integrates faith with life;
CGE5b -
thinks critically about the meaning and purpose of work;
CGE2b -
reads, understands, and uses written materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE4d -
responds to, manages, and constructively influences change in a discerning manner;
CGE4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills;
CGE5a -
works effectively as an interdependent team member;
CGE5c -
develops one’s God-given potential and makes a meaningful contribution to
society;
CGE5f -
exercises Christian leadership in the achievement of individual and group
goals;
CGE5g -
achieves excellence, originality, and integrity in one’s work and supports
these qualities in the work of others;
CGE7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful and compassionate society.
Overall
Expectations
VCV.01 -
summarize entrepreneurial opportunities in their community;
VCV.02 -
evaluate entrepreneurial opportunities in their community in order to select
one well-suited to their interests, experience and capabilities;
VPV.01 -
produce the production plan, marketing plan, human resources plan, management
plan, and financial plan that are most appropriate for a proposed venture.
Specific
Expectations
VC1.01 -
identify perceived problems in their communities;
VC1.02 -
summarize what many people in their community might need or want;
VC1.03 -
explain how things in their community could be improved;
VC1.04 -
identify community needs, wants, and problems that they think could best be
addressed by a not-for-profit venture, and explain why they think so;
VC2.03 -
assess the size of the potential target market for the new venture;
VP1.01 -
determine the components of their venture plan.
Students
need to have mastered concepts from BDI3C on generating ideas and
opportunities. Students should understand the relationship between perceived
problems (unmet needs and wants) and opportunities. Students must be able to
use Internet and library research skills to find magazines, books, and
newspaper articles on specific topics. Students need to be able to apply
research skills to forecast areas of opportunity. Students need to understand
how to collect primary research, construct effective surveys, and demonstrate
functional interpersonal skills to be able to interview and survey members of
the community.
·
Book
the school or local public library and, if possible, ask the librarian or
researcher at a local small business centre for assistance.
·
Ask
the teacher/librarian to teach students how to access community data on
population, demographics, income, occupations, social and economic trends.
·
Reserve
books containing community statistics and information about agencies serving
the local community.
·
Obtain
chart paper and prepare overhead.
·
Ensure
students have access to computers with an Internet connection for additional
research.
·
Start
a file of newspaper editorials and articles about community issues and save
local papers and magazines for student use.
1. Begin the activity by reviewing how change
presents problems. Emphasize that perceived problems (unmet needs and wants)
become opportunities, and the solutions to the problems are ideas for possible
ventures. Using Appendix 2.1.1, demonstrate with examples how change gives rise
to new opportunities. Illustrate, using examples, how problems become
opportunities, and how solutions become venture ideas that ultimately improve
the quality of life.
2. Encourage students to do a self-assessment of
their “entrepreneurial opportunity awareness quotient.” Facilitate discussions
to encourage students to discuss how they can improve their ability to
recognize opportunities. (Appendix 2.1.2)
3. Break students into small groups to scan
local magazine and newspaper articles and editorials to discover perceived
problems in the community. Encourage each group to list five unmet needs or
wants or “opportunities.” Groups should record ideas on overhead transparencies
or chart paper and present results to the class.
4. Using the results from the brainstorming
activity in strategy 3 above, many perceived problems and unmet needs and wants
will be identified. As a class, categorize each concern under subjects listed
below.
5. Place students in small groups and instruct
each group to research one of the topics listed.
· Medical and Health Care;
· Education (elementary, secondary and postsecondary);
· Families;
· Elderly (living independently and those in care);
· Youth in the community;
· Concerns of the Disabled, the Homeless, and the Mentally Ill;
· Issues arising from the development of new technologies;
· Economic and Global Trends affecting the local community;
· Demographic Shifts and Trends;
· Community Art and Culture;
· Tourism and Hospitality;
· Transportation;
· Housing;
· The Environment;
· Any local issue, for example; revitalization of the downtown.
Students use a variety of methods to conduct primary and secondary
research to develop a local “needs assessment” pertaining to their topic.
Students use secondary research to determine the characteristics and size of
the potential market. Remind students to take advantage of this opportunity to
investigate and research the needs of all members of our local community. Our
Catholic social teaching encourages each of us to be witnesses of Christ by
promoting equality, democracy, and solidarity for a just, peaceful, and
compassionate society – in essence, to be committed to the common good. Each
person in our community deserves to be heard. The seeds of positive change can
only be sown if there is a willingness to stand in solidarity with the poor and
the marginalized in our communities. The teacher may modify topics or add
additional topics to reflect timely local concerns in the community.
6. Organize a tour of the local library or small
business centre to review secondary research skills required for determining
the potential size of the market. Students can estimate potential market size
by researching statistics found in databases, books, the Internet, magazines,
and newspaper articles.
7. By comparing well-constructed, non-biased
surveys and poorly constructed biased surveys, review standards of effective
surveys. Review interview skills to help students develop strong interview
skills to collect meaningful primary data.
8. Using various media (chart paper, overhead
sheets, bulletin board, or presentation software), each group presents to the
class their findings about perceived problems, needs and wants related to their
specific topic. The “needs assessment” related to their topic should include:
· the perceived problems in the community and unmet needs and wants;
· the results and analysis of secondary research including an estimate of potential market size;
· a summary of the results and analysis of primary research including survey and interview results;
· suggestions for profit and not-for-profit ventures to fulfill community needs;
· an explanation of how the quality of life in the community will improve by fulfilling these needs;
· an explanation of how fulfilling these needs can promote the creation of a just, peaceful and compassionate community illustrating social responsibility, human solidarity and working toward the common good.
9. Students summarize the findings of each group
by taking notes during presentations. A worksheet assists in creating a bank of
possible opportunities to consider for entrepreneurial ideas. See Appendix
2.1.3.
Diagnostic assessment can be performed during
the brainstorming activity (strategy 3). Teachers can determine if students
fully understand the concept of recognizing opportunities. Formative
assessment can be performed in Knowledge/Understanding, Application,
Communication, and Thinking/Inquiry through the observation of participation,
self-assessment, group work, class discussion, and evaluation of student
presentations and reports. Presentations must be individual if they are to be
used for summative evaluation.
Access to
computers with an Internet connection.
Appendices
Appendix
2.1.1 – Finding Opportunities
Appendix
2.1.2 – Rate Your Entrepreneurial Opportunity Awareness Quotient
Appendix
2.1.3 – Needs Assessment Summary Worksheet
Time:
2 hours
This
activity is designed to help students evaluate entrepreneurial opportunities in
their community and to assist students in selecting the opportunity most suited
to their individual interests, experience and capabilities. Students use a
variety of methods to evaluate the merit of an opportunity. Students discuss
their own familiarity with the needs, wants, and problems identified in their
community and relate these to their own experiences, knowledge, and their abilities
to solve or satisfy them. By analysing their own interests, skills, talents,
hobbies, experiences and capabilities, students determine the entrepreneurial
opportunity that is best suited to their specific entrepreneurial skills and
abilities. This activity encourages students to evaluate and select an
opportunity that is well suited to their unique interests, talents, and
abilities.
Strand(s): Ideas and Opportunities, Developing a Venture Plan
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE1g -
understands that one’s purpose or call in life comes from God and strives to
discern and live out this call throughout life’s journey;
CGE1i -
integrates faith with life;
CGE2b -
reads, understands, and uses written materials effectively;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE4b -
demonstrates flexibility and adaptability;
CGE4c -
takes initiative and demonstrates Christian leadership;
CGE4d -
responds to, manages, and constructively influences change in a discerning
manner;
CGE4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills;
CGE5b -
thinks critically about the meaning and purpose of work;
CGE5c -
develops one’s God-given potential and makes a meaningful contribution to
society;
CGE5d -
finds meaning, dignity, fulfillment, and vocation in work that contributes to
the common good;
CGE5h -
applies skills for employability, self-employment, and entrepreneurship relative
to Christian vocation;
CGE7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful and compassionate society;
CGE7i -
respects the environment and uses resources wisely;
CGE7j -
contributes to the common good.
Overall
Expectations
VCV.02 -
evaluate entrepreneurial opportunities in their community in order to select
one well-suited to their interests, experience and capabilities;
VPV.01 -
produce the production plan, marketing plan, human resources plan, management
plan, and financial plan that are most appropriate for a proposed venture.
Specific
Expectations
VC2.01 -
relate needs, wants, and problems identified in their community to their own
experience, knowledge, and abilities to solve or satisfy them;
VC2.02 -
analyse the opportunities for creating a new venture that are most suited to
their particular entrepreneurial abilities;
VC2.04 -
determine the most promising opportunity for the student venture;
VP1.01 -
determine the components of their venture plan.
·
Students
have completed a self-assessment of their own entrepreneurial potential in
BDI3C.
·
Students
should be able to identify the entrepreneurial characteristics and skills they
possess, and be able to recognize opportunities for the development of their
entrepreneurial skills and abilities.
·
Students
need to have an interest in developing their potential in an entrepreneurial
career.
·
Ensure
students have access to computers with an Internet connection and career
planning software for additional research.
·
Review
evaluation techniques such as Von Oech’s “Four Roles,” SWOT (Strengths,
Weaknesses, Opportunities, Threats) and de Bono’s “Six Hats.” (see Resources, Entrepreneurship:
Creating a Venture. Cranson, Lori and Madeline Dennis.)
·
Provide
a list of perceived opportunities from Activity 2.1 on overhead.
1. To evaluate opportunities, the teacher
defines and differentiates “market-pulled” entrepreneurship from “product or
service driven” entrepreneurship. Given a list of opportunities identified by
the class through community ‘needs assessments,’ students evaluate
opportunities using some of the following methods:
a) Roger
Von Oech’s “Four Roles” of Explorer, Artist, Judge, and Warrior to evaluate
opportunities.
b) Applying
SWOT, meaning opportunities are evaluated by assessing strengths, weaknesses,
opportunities and threats.
c) Edward
de Bono’s “Six Hats” to evaluate opportunities by allowing each student in the
group a chance to assume a role related to the colour of a hat.
d) Criteria listed in Appendix
2.2.1 – Evaluating Opportunities.
2. Students determine their own familiarity with
problems identified in their community, by making an inventory of their
experience, interests, and capabilities to determine their areas of strength
and expertise. Students match abilities and experience with the entrepreneurial
opportunity requiring these specific skills and abilities. Inventories of
interests and skills can be surveyed using “career planning” software available
in most schools and public libraries. Further self-assessment could include
workshops on multiple intelligence and more in-depth testing using tools like
Myers-Briggs Inventory of Skills and Aptitudes. Students make a summary sheet
listing all work and volunteer experience, interests, special knowledge,
skills, hobbies and talents to match the student’s unique capabilities with an
entrepreneurial opportunity. Students look for entrepreneurial opportunities
that best match their skills and abilities to maximize their potential for
satisfaction and contentment in their chosen venture. Encourage students to
apply their skills and abilities for entrepreneurship relative to Christian
vocation and Catholic Social Teaching and thereby the student will find
meaning, dignity, fulfillment, and vocation in work that contributes to the
common good.
3. Have students complete a suitability
assessment by classifying opportunities according to the student’s degree of
interest, experience, knowledge, or capability in the opportunity. See Appendix
2.2.2. Teachers should have the list of perceived opportunities on overhead for
this exercise. By completing the exercise, students will have a general idea of
what opportunities are best suited to their unique interests, talents, and
skills.
The
student inventory of personal experiences allows an excellent opportunity for
diagnostic assessment in the Communication and Thinking/Inquiry areas.
Formative assessment in the Knowledge/Understanding, Application,
Communication, and Thinking/Inquiry areas can be performed through the
observation of group work, class discussion. Summative evaluation can be based
on individual students’ presentations and reports.
Teachers
should become familiar with Von Oech’s “Four Roles,” SWOT and de Bono’s “Six
hats.”
Appendix
2.2.1 – Evaluating Opportunities
Appendix
2.2.2 – Suitability Assessment of Entrepreneurial Opportunity
Time: 4 hours
This
activity is designed to demonstrate to students the conditions needed in order
for them to be most creative. Students learn about creative thinking and assess
when and how they have been creative in their own lives. Students engage in
activities that encourage them to be creative, and then use their new
understanding of creative thinking to generate ideas that are well-suited to
the venture opportunities that they have previously identified.
Strand(s): Generating Ideas, Developing a Venture Plan
Ontario
Catholic School Graduate Expectations
CGE1c -
actively reflects on God’s Word as communicated through the Hebrew and
Christian scriptures;
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE1i -
integrates faith with life;
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology, and information systems to enhance the quality of
life;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE3e -
adopts a holistic approach to life by integrating learning from various subject
areas and experience;
CGE3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic and ecological) for the development of a
just and compassionate society;
CGE4b -
demonstrates flexibility and adaptability;
CGE4d -
responds to, manages, and constructively influences change in a discerning
manner;
CGE5c -
develops one’s God given potential and makes a meaningful contribution to
society;
CGE5g -
achieves excellence, originality, and integrity in one’s own work and supports
these qualities in the work of others;
CGE7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful and compassionate society;
CGE7i -
respects the environment and uses resources wisely;
CGE7j -
contributes to the common good.
Overall
Expectations
VCV.03 -
generate ideas that match their selected entrepreneurial opportunity;
VPV.01 -
produce the production plan, marketing plan, human resources plan, management
plan, and financial plan that are most appropriate for a proposed venture.
Specific
Expectations
VC3.01 -
identify ways in which creative ideas can be generated (e.g., mind mapping,
brainstorming);
VC3.02 -
describe the situations and conditions in which they tend to be most creative;
VC3.03 -
list possible ideas for the identified opportunity;
VP1.01 -
determine the components of their venture plan.
·
Students
must have identified a venture opportunity that exists in their local
community.
·
Students
must have an understanding of the mechanics of market-pulled and product
service driven entrepreneurship.
·
Students
should have word processing skills.
·
Students
maintain a reflective journal to log thoughts and experiences during the
planning process and a portfolio where they keep a record of the tangible
activities that they have completed throughout their venture planning process.
·
Prepare
an overhead of Appendix 2.3.1.
·
Review
mind mapping.
·
Teachers
ensure student access to computers for the end of Activity 3 when some word
processing is required.
1. To open the discussion about creativity and
idea generation, begin with some brainteasers and creativity exercises. The
goal in this opening lesson is to provide students with an opportunity to be
creative, and to start thinking in a divergent manner. If teachers do not have
a suitable activity, try this one (adapted from T. B. Ward et al. – see
Resources):
a) Explain to students that they
are going to draw something in their journals.
b) Tell
the class to “Imagine a planet somewhere else in the universe that is very
different from Earth. Now imagine a life-form that might live on the planet.”
c) Instruct
students to draw what they think the life form looks like. Also, invite
students to write a brief description about how their life form behaves. It is
important that students do not look at one another’s work. They must not be
influenced by the creativity of the person next to them.
d) After
everyone has finished the exercise, invite four volunteers to draw their
picture on their board or on the overhead. It is most likely that the creatures
have similar features such as limbs, heads, eyes, and other characteristics
that we often associate with aliens. At this point, the teacher could lead a
discussion about how many of the students did not exhibit creative thinking,
but rather, used preconceived ideas about what an alien might look like to
generate their drawing.
2. Lead students in a discussion about creative
thinking. What is required to be a creative thinker? How can individuals be
more creative? To encourage discussion and debate, the teacher may wish to read
selected passages with the class from Roger von Oech’s “A Whack On the Side
of the Head”. The introductory pages on creative thinking provide an ideal
stimulus for such a discussion. At the completion of the discussion, have
students reflect on when they feel they were last creative. Students can record
their thoughts in their journal. Highlight the relationship that creative
thinking is vital to the success of any business venture. Ask students to show
how the creative venture idea has a better chance of success in the
marketplace. The students’ next step is to use their own creativity to generate
ideas that suit the venture opportunities that they have previously identified.
As a warm-up activity, provide students with examples of word clusters, mind
maps, and the concept of “group-think” (some web sites for this concept are
listed in Resources). Ask them how these devices could be useful to an entrepreneur
in the conceptualizing stages of the planning process. Divide the class into
groups of three or four students. Give each group an overhead transparency and
some non-permanent coloured pens. Have each group create either a word cluster
or mind map around a certain theme. Their topic could be one of the venture
opportunities identified by one of the group’s members, or the teacher could
assign each group a topic. Suitable topics might be: baby boomers, increase
in technology, environmental concerns, adventure vacations, health and fitness.
In any event, each group appoints one person as the scribe, and everyone
contributes to the generating of ideas relating to their topic. Encourage all
individuals to be relaxed and freewheeling as they suggest ideas. Before
students begin, you may wish to use an overhead of Appendix 2.3.1 to highlight
some guidelines to follow when creating mind maps. When the groups have
finished creating their mind map or word cluster, have them share their example
on the overhead. Students from the rest of the class should be encouraged to
add any new ideas at this time.
Next, students are to use the venture opportunity that they have
previously identified to become the focus of a mind map or word cluster. The
goal is to generate as many ideas as possible related to their opportunity.
When they have exhausted their own creative ideas, show their illustration to
others in the room for further input and informal feedback.
3. Once an idea or concept has been selected, it
is time to create a name. Students should be advised that the consumer
marketplace will evaluate both the venture concept and the business name in the
next activity of this unit. Begin by having students generate a list in their
notebooks of their favourite business names from the local community. They
should to generate as long a list as possible. Have students share their
suggestions with the class. Use the overhead projector to make a master list of
favourite business names. Discuss the merits of each name. Why is the venture
name so important to a business? What makes a name effective? Develop some
guidelines that could be followed when creating a venture name for their
concept. The list could include:
· Keep the name short and simple.
· Use humour in the name.
· Use literary devices such as rhyme or alliteration.
· Use the 3 Ms – Mellow, Mass Appeal, Memorable.
· The name should reflect or communicate a message about the venture, its product, and the overall organization.
Students should use these guidelines to assist them in creating their
own venture name. They do not need to come up with a name immediately, but if
they want to have others assess it, they do have a relatively short timeline.
Have them re-examine their mind maps to assist with the development of a name.
4. Once students have developed a venture
concept and an effective venture name, they can prepare a formal written
proposal outlining:
· What they feel the opportunity is
· What their venture idea and business name is
· Who they predict will represent their target market
· Why they are personally interested in pursuing this idea.
Venture proposals should be no more than one page, double-spaced.
This
activity is ideally suited to assess all four of the learning categories. For the
most part, the activity assessment should be formative in nature because
students are in the early planning stages of their ventures. Summative
assessment in the Knowledge/Understanding category can come in the form of a
quiz about important factors to consider when creating mind maps. Formative Thinking/Inquiry
can be assessed through the actual completion of a mind map. The teacher can
assess the number of ideas generated, and evidence of divergent thinking.
Application can be assessed in the naming of the venture portion of the
activity. This could involve peer assessment, whereby students rate each
other’s venture ideas and names on a scale of 1 to 5. 1 being not very well
liked, and 5 being let’s open for business right away, and provide
reasons for rating and suggestions for improvement. The written proposal could
be used for summative evaluation placed in the Communication category.
To ensure that all components of the venture proposal have been covered, a
checklist may be all that is necessary.
Buzan, T. and B. Buzan. The Mind Map Book, Revised ed. London: BBC Worldwide Publishing, 1995.
Von Oech, R. A Whack on the Side of The Head, Revised ed. New York: Warner Books Inc., 1990.
Ward,
T.B., R.A. Finke, and S.M. Smith. Creativity and the mind: Discovering the
genius within. New York: Plenum, 1995.
“Group-think” Websites
http://www.jpb.com/creative/brainstorming.html
http://pblmm.k12.ca.us/PBLGuide/Activities/brainstorm.html
http://projects.edtech.sandi.net/staffdev/tpss99/processguides/brainstorming.html
Appendix
2.3.1 – Summary of Mind Map Laws
Time: 5 hours
Students
act as judges and evaluate all of their possible ideas in order to determine
which one has the potential to be most successful. Students conduct informal
and formal market research to decide the overall acceptance of their intended
idea. If modifications are required to the selected venture idea, it is
appropriate that they be made at this stage of the planning process. Once
students have confirmed acceptance of their venture idea, they develop a
profile of their target market that includes market size, demographic, and
socio-economic and psychographic data.
Strand(s): Assessing Ideas, Developing a Venture Plan
Ontario
Catholic School Graduate Expectations
CGE1c -
actively reflects on God’s Word as communicated through the Hebrew and
Christian scriptures;
CGE1i -
integrates faith with life;
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology, and information systems to enhance the quality of
life;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE3e -
adopts a holistic approach to life by integrating learning from various subject
areas and experience;
CGE3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic and ecological) for the development of a
just and compassionate society;
CGE4b -
demonstrates flexibility and adaptability;
CGE5c -
develops one’s God-given potential and makes a meaningful contribution to
society;
CGE5g -
achieves excellence, originality, and integrity in one’s own work and supports
these qualities in the work of others;
CGE7e -
witnesses Catholic social teaching by promoting equality, democracy, and solidarity
for a just, peaceful and compassionate society;
CGE7i -
respects the environment and uses resources wisely;
CGE7j -
contributes to the common good.
Overall
Expectations
VCV.04 -
assess the ideas that match their selected entrepreneurial opportunity;
VPV.01 -
produce the production plan, marketing plan, human resources plan, management
plan, and financial plan that are most appropriate for a proposed venture.
Specific
Expectations
VC4.01 -
select one idea for a venture that they believe best addresses the identified
opportunity;
VC4.02 -
summarize what others think of their ideas;
VC4.03 -
determine whether others have tried this idea and evaluate the success of those
attempts;
VC4.04 -
describe the potential market for their idea (e.g., composition, size, degree
of acceptance of the product or service);
VC4.05 -
decide whether their idea is feasible, is the best among the alternatives, and
is consistent with their interests and experience;
VP1.01 -
determine the components of their venture plan.
·
Students
must know the difference between primary and secondary research.
·
Students
must know the variety of primary research tools that could be used to evaluate
their business idea.
·
Students
must know where they can access secondary data sources.
·
Students
must know the different ways in which a market population can be segmented.
·
This
activity continues from concepts taught in the previous activities (looking for
opportunities and generating ideas).
·
Students
continue to work on their venture plans, with their main focus being to
determine the merits of their specific venture idea.
·
Prepare
overheads of Appendices 2.4.1a, and 2.1.4b and make copies of Appendix 2.4.2.
·
Compile
a collection of market research surveys for examination by students.
·
Ensure
students have access to computers, as it is needed for the design and
development of a market research tool. Part of this activity requires students
to work in class, however, a large portion of the activity, primarily the conducting
of market research, requires students to work on their own time.
1. In Activity 2.3, students sported the Green
Hat of the artist from de Bono’s “Six Hats.” Now comes the time to put on the
Black Hat of the judge. This first lesson in Activity 4 reviews concepts
related to marketing research. Students begin with an informal evaluation of
their venture idea before they set out to conduct more formalized marketing
research.
a) Review
with students the two types of “Black Hat” thinking (judgment/negative,
logic/positive). Before proceeding with marketing research, students
distinguish the difference between conducting primary research and secondary
research. Review with students when each research method is used.
b) Students
describe the variety of primary research techniques that are available to use.
Teachers could use Appendix 2.4.1a as an overhead, and students copy the ideas
in their notes or on a similar handout. Discuss with students the advantages
and disadvantages of each of these types of research tools. In addition,
discuss with students the problems facing young entrepreneurs when it comes to
conducting primary research, e.g., lack of money to conduct extensive primary
research, lack of expertise in designing an effective research tool, time
limits. Due to these problems, students should design a market research
strategy that combines both primary and secondary research, and that also takes
into account their budget, expertise, and time requirements.
c) As a
preliminary form of evaluation of the venture idea, have students complete the
Feasibility of Venture Idea Worksheet (Appendix 2.4.2). (The textbook, Entrepreneurship:
Creating A Venture, 2nd ed, has a 10-step approach that could be used – see
pg. 134). Once the worksheet is completed, students share their results with
other students to see if their classmates feel the same way about their venture
ideas as they do. In order for this type of sharing activity to occur, students
communicate to their classmates what their venture idea is.
2. Indicate to students that for the purposes of
evaluating their own venture plans, primary research is conducted using the
in-person questionnaire method. (If a student wishes to utilize another method,
they should confirm it with the teacher first.) In this lesson, students
examine market research questionnaires so that they can formulate a set of
guidelines to use when creating their own research surveys.
Note: Students must be instructed to accept “no
comment” as a valid answer to any questions, and to respect that people may
choose not to respond at all.
a) Distribute
copies of market research surveys from your own collection. In groups, students
read through the surveys, keeping an eye out for the way in which the survey is
formatted, and types of questions asked. (If you have a class set of Entrepreneurship:
Creating A Venture, 2nd Edition, have students read pages 130 – 131). Each
group prepares a list of tips or guidelines that should be used when designing
an in-person questionnaire. After about 15 minutes, student groups share their
guidelines with the rest of the class. The teacher could create a master list
on an overhead or on the chalkboard. (See Appendix 2.4.3) The discussion should
focus on why a guideline should be used.
b) Using
word processing software, students begin designing their own market research
surveys. As part of their market evaluation, students administer the survey to
twenty consumers who they feel best represent their target market. The results
from their research should be included in the market analysis section of their
venture plans. The focus of their research should be to confirm that there is a
genuine need for their proposed good/service, and to determine the composition
of their target market. (The design of the survey may take 1.5 lessons).
Conducting the research and tabulating the results should be done out of class
time.
3. The final stage of evaluating the venture
idea involves examining secondary sources of information. Guest speakers from
the community could be helpful. For example, a representative from City Hall
could come in and discuss local licensing. Students should answer such
questions as:
i. What is the potential size of
your target market?
Once students know who their target
market is, they can find this answer by going to the Statistics Canada web
site, and follow the links to their community. There should be demographic data
that highlights the total size of the population by age and gender.
ii. What regulations apply to
your venture? What licenses are needed?
Students find answers to these
questions by visiting their local municipal offices. Business by-laws are
available for use, and most likely available on the web. As well, students
could visit the nearest small business or entrepreneurship centre for answers
to questions about any federal/provincial licenses, or permits that may be
needed. Students could contact their local office of the Ontario Ministry of
Finance to inquire about the need for a Vendor’s Permit. Students should
contact the Canada-Ontario Business Service Centre.
iii. What does the economic
future look like? See Resources.
The
teacher may wish to preview with students some of the relevant web sites before
setting them to work on their own. The answers to the above questions should
also be included in the market analysis section of their venture plan.
Assessment
of this activity should include diagnostic, formative, and summative
approaches. For diagnostic assessment, the teacher should lead a
discussion to determine what students can recall from the Grade 11 course. A
test or quiz about market research tools and questionnaire design is
appropriate for the Knowledge/Understanding category. The actual design of the
market research tool should be part of summative evaluation for the
unit, and is also well suited for inclusion in Thinking/Inquiry, Communication,
and Application. The written evaluation of the venture idea, found in the
market analysis section of their business plan, should also be included in the
final evaluation. This section is ideally suited for evaluation of its
Communication merits, and the student’s ability to Think/Inquire.
Cranson, L. and M. Dennis. Entrepreneurship: Creating A Venture, 2nd ed. Scarborough, Ontario: Nelson Thomson Learning, 2001.
Canada-Ontario Business Service Centre – http://www.cbsc.org/ontario
Statistics Canada – http://www.statcan.ca/start.html
Economic/business journals. e.g., Canadian Business, The Economist, Profit.
Guest
speakers from the community.
Appendix
2.4.1a – Market Research Tools
Appendix
2.4.1b – Market Research Tools Answer Key
Appendix
2.4.2 – Feasibility of Venture Idea – Planning Worksheet
Appendix
2.4.3 – Guidelines To Use When Designing a Market Research Questionnaire
Time: 4 hours
Throughout
the previous four activities, students have identified an opportunity and idea
for their venture plan. In this activity, students review the advantages and
disadvantages of the different types of ownership, visit a local business that
is similar to their idea, and assess and determine which type of venture and
business ownership best suits their needs.
Strand(s): Venture Conception, Developing a Venture Plan
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE2c -
presents information and ideas clearly and honestly with sensitivity to others;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE4f -
applies effective communication, decision making, problem solving, time and
resource management skills.
Overall Expectations
VCV.05 - analyse the factors that would
influence their selection of a specific venture concept;
VPV.01 -
produce the production plan, marketing plan, human resources plan, management
plan, and financial plan that are most appropriate for a proposed venture.
Specific
Expectations
VC5.01 -
compare the various types of ventures (e.g., offering a service compared with
producing a good, selling retail compared with selling wholesale);
VC5.02 -
compare the various forms of business ownership (e.g., sole proprietorship,
partnership, corporation, cooperative, franchise);
VC5.03 -
determine the type of venture and form of business ownership most appropriate
to their selected opportunity and idea;
VP1.01 -
determine the components of their venture plan.
·
An
understanding of the concepts of opportunities and ideas
·
Selected
opportunity from Activity 2.2
·
Selected
idea from Activity 2.4
·
Knowledge
of types of ventures from BDI3C
·
Knowledge
of types of business ownership from BDI3C
·
The
concepts covered in this activity (types of ventures – service, retail,
wholesale, etc. and business ownership – sole proprietorship, partnership,
etc.) were covered in BDI3C. Teachers must decide individually the extent to
which review of these concepts is needed.
·
The
goal of this activity is to have students access whether the types of business
and ownership they initially think is best for their venture are adequate and
complete.
·
Students
survey businesses. This activity can also be completed over the Internet or
using newspapers if it is not practical for students to visit businesses.
·
Students
should review proper interview techniques and safety guidelines.
1. Review types of businesses and business
ownership with the students. Students select the type most appropriate to their
venture and provide a rationale for their choice.
2. Students visit a business similar to the one
they plan to create. Using Appendix 2.5.1 the students develop a profile of the
business (Note: Questions to reflect the local business feature may be
added). In areas where a visit is not possible, students may choose to find a
similar business on the Internet or simple visit any business (e.g., a gas
station). Teachers should point out to the students that this is also an
opportunity to evaluate potential competition for their venture. Individual
students give a brief report about the business visited. The teacher records
this information under types of businesses. — Use the discussion to demonstrate
to students the dual purposes of most businesses are of provide client service
and generate profit. The teacher lists advantages and disadvantages of each
type of business ownership identified by the students on chart paper. This can
be posted for future reference when the students start to prepare their venture
plan.
3. Have
each students give a brief report of the business visit they developed. The
teacher should keep a tally on the board of businesses that are just service
based, just retail based, just wholesale based and those that offer a
combination of these types. Students soon see that most businesses use a
combination of retail types to serve the consumer and generate profit. The
teacher should also list advantages and disadvantages of each type of business
ownership type that the students come up with on chart paper. This can be
posted for future reference when the students start to prepare their venture
plan.
4. Students’ original reports are returned to
them with teacher feedback. They can now begin to add products or services to
their original plan, and to examine the advantages and disadvantages of their
original choice.
The
original report will have been a useful opportunity for formative assessment by
the teacher. When students present their business visit reports to the class,
teachers can assess the presenters summatively using a rubric in the
area of Communication and Thinking/Inquiry and individual students in the area
of Communication. Students’ final reports can be assessed in either formative
or summative manner in the area of Application using a rubric.
Some
students may need additional review of business types and ownership - concepts
that were taught in BDI3C. Teachers may choose to allow some students to work
in pairs or groups when preparing the venture plan. If the Internet is used,
students with weak computer skills should be paired up with students with
stronger skills.
Access to
computers with word processing and an Internet connection
Appendix
2.5.1 – Business Visit
Time: 1 hour
Students
use the Internet or consult local businesses and community organizations to
find examples of mission statements. From these examples, students understand
the purpose of a mission statement in order to develop a mission statement for
their venture.
Strand(s): Venture Conception, Developing a Venture Plan
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful and compassionate society.
Overall
Expectations
VCV.05 -
analyse the factors that would influence their selection of a specific venture
concept;
VPV.01 -
produce the production plan, marketing plan, human resources plan, management
plan, and financial plan that are most appropriate for a proposed venture.
Specific
Expectations
VC5.04 -
describe the elements of a mission statement (e.g., business philosophy,
vision, goals, objectives);
VP1.01 -
determine the components of their venture plan.
·
Students
should have selected opportunity from Activity 2.2.
·
Students
should have selected idea from Activity 2.4.
·
Students
should have selected business type from Activity 2.5.
·
Make
an overhead transparency of their school board’s mission statement.
·
Collect
mission statements and be familiar with how to write a mission statement.
1. The teacher provides a copy of the school
board’s (or your school’s) mission statement on an overhead. Students review it
and describe the type of elements it contains. Students record these answers on
the board. As a class, students develop a definition of an effective mission
statement.
2. Using the Internet, have the students find a
mission statement for:
· a service company
· a manufacturing company
· a charitable organization
· a retail company
· a service organization (e.g., union, teacher federation)
· a religious organization (e.g., St. Vincent de Paul)
Students list the name of the organization and the mission statement. A graphic
organizer can be developed to
assist students in this task. Using these examples, students develop a mission
statement for their venture. Refer to websites listed in Resources in the
Course Overview.
3. Students develop a mission statement for
their venture.
If the
Internet research work is collected, teachers could formatively assess
in the Application and Thinking/Inquiry areas. The mission statement can be
assessed formatively in the Application area if it is submitted. The
teacher can provide suggestions for improvements for the final venture plan.
School or
Board Mission Statement
(Other changes could be developed in a class brainstorm activity.)
|
Change |
Problem Arising |
Identify Need or Want |
Benefit of Meeting Need or Want |
|
Local
plant employing 750 people has relocated to Mexico |
·
Unemployment ·
Reduced
family income ·
Fewer
taxes for the city |
·
Need
for retraining facilities ·
Need
for family support ·
Want
economic development for area |
·
More
skilled workforce ·
New
jobs ·
More
vibrant local economy |
|
Building
a “super jail” in our community |
·
Not
enough skilled labourers ·
Concerns
about safety and rehabilitation for inmates |
·
Need
skilled trades people ·
Want
extra security ·
More
rehabilitation |
·
More
skilled trades people ·
Safer
community |
|
City
trims budget to hold rising municipal taxes and decides to reduce money to
maintain sidewalks |
·
Too
many elderly falling on uneven sidewalks and breaking bones ·
Many
elderly becoming dependent on others for mobility |
·
Sidewalks
that last longer and heave less ·
Need
to have cracks and pits highlighted so elderly can easily see them and not
fall |
·
Creation
of better engineered longer lasting sidewalks ·
Fluorescent
markings on all sidewalk cracks and pits |
|
More
biker gangs moving into area |
|
|
|
|
Advanced
technology wired into new homes |
|
|
|
|
Increase
in the number of pets |
|
|
|
|
New
laser technology to remove unwanted hair permanently |
|
|
|
|
New law
to legalize 60-hour work week |
|
|
|
|
|
|
|
|
|
|
|
|
|
Rate Your “Entrepreneurial Opportunity Awareness Quotient"
Read each
of the following statements and rate your “Entrepreneurial Opportunity
Awareness Quotient” by evaluating your awareness habits. Use the scoring grid
below to guide your self-assessment.
|
Always (or Yes) |
Mostly |
Often |
Sometimes |
Rarely |
Never (or No) |
|
5 |
4 |
3 |
2 |
1 |
0 |
|
Statement |
My Rating |
|
I read
a lot. I read at least two daily newspapers and a variety of magazines. I
also take note of what is posted on community bulletin boards. |
|
|
I have
a wide network of contacts like a cross-section of the community. |
|
|
I can
remember a person’s face or name, their occupation, affiliation, and details
about their family, personal interests and roles in the community |
|
|
I surf
the Internet with my entrepreneurial mind always activated. I relate new
information to the impact this information may have on my community. |
|
|
I have
a strong knowledge of the agencies, groups, and clubs that exist in my
community. I am actively involved in two volunteer organizations and have
taken a leadership role in a project of interest to me. |
|
|
I stay
informed of shifting social, economic, political, global, environmental,
demographic, and technological trends and I can envision the impact of these
changes locally. |
|
|
I
listen to what people are complaining about and analyse the “problems of the
day.” |
|
|
I
question people about their perceived problems, and their unfulfilled needs
and wants. |
|
|
I am an
avid “people watcher.” I like observing (and overhearing) people. |
|
|
I like
to seek out recognized leaders in areas that interest me and I feel confident
enough to consult with them for their advice or reactions to my ideas. |
|
|
I
understand demographics and I can predict the impact of demographic shifts on
business. |
|
|
I keep
an eye out for stories of unexpected business outcomes covered in the local
media. |
|
|
I
understand the importance of research. I know how to estimate the number of
people who are (or will be) affected by a particular problem in the
community. I know that the larger the number of people who need my product or
service, the larger the size of the potential target market. |
|
|
I like
to study the competition and I have developed a keen “market intelligence.” |
|
|
I make
inquiries throughout my extended infrastructure. I routinely ask all kinds of
questions to acquaintances or friends who are professionals (lawyers,
bankers, etc.), academics, suppliers, government agencies, and specialists.. |
|
|
Total
Score |
|
What
is your “Entrepreneurial Opportunity Awareness Quotient”?
|
55 – 70 |
Excellent!
You have a well developed awareness of opportunity |
|
40 – 54 |
Good!
You have a good awareness of opportunity |
|
25 – 39 |
Fair.
You need to boost your opportunity awareness |
|
24 or
less |
Poor.
You need to work on doing some of the actions above |
Identifying Local Opportunities
|
Community Area |
Perceived Problems |
Research Analysis ·
Size of Market ·
Characteristics |
Needs or Wants |
Community Benefit of having Needs
Fulfilled |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Name _____________________
Select
the opportunity you believe has the most potential. Evaluate the opportunity
according to the 10 criteria set out below.
1. Is this opportunity “market-pulled,” or product or service-driven?
2. Is the opportunity short-lived? Is the product/service a “one-time” occurrence? Is the opportunity seasonal?
3. Is this opportunity recession-proof?
4. Are many people in the community aware of this opportunity?
5. What is the size of the potential market for this product or service? Are the numbers generated through research reliable?
6. What are the advantages of pursuing this opportunity?
7. What are the disadvantages of pursuing this opportunity?
8. Is reliable information available about this opportunity?
9. Is the timing right? How big is the window of opportunity?
10. Will this opportunity meet a specific need better than any other product or service? Will this opportunity, if fulfilled, improve the quality of life in the community?
Complete
the following assessment to determine the opportunities most suited to your
abilities and need for satisfaction and fulfillment. From the list of
entrepreneurial opportunities identified in class, place each opportunity in
the space provided under one of the three levels listed under the INTEREST,
EXPERIENCE, and CAPABILITY categories.
|
Assessment of Entrepreneurial
Opportunity’s Suitability to My Abilities |
||
|
Degree of Interest in Opportunity |
||
|
Very Interested |
Somewhat Interested |
Uninterested |
|
|
|
|
|
Degree of Work or Volunteer
Experience with Opportunity |
||
|
High Level of Experience |
Moderate Level of Experience |
Little Experience |
|
|
|
|
|
Degree of Knowledge, Skill and
Capability with Opportunity |
||
|
High Capability |
Moderate Capability |
Low Capability |
|
|
|
|
|
Opportunity Fulfills My Christian
Vocation and Promotes the Common Good |
||
|
High Fulfillment |
Moderate Fulfillment |
Very Little Fulfillment |
|
|
|
|
What
opportunities were consistently listed on the left side of the chart (highly
desirable)?
List
three opportunities most suited to your interests, experience and capabilities
and your need to fulfill your Christian Vocation
|
A. Techniques 1. Use
Emphasis · Always use a central image. · Use images throughout your Mind Map. · Use three or more colours per central image. · Use dimension in images and around words. · Use variations of size of printing, line, and image. · Use organized spacing. · Use appropriate spacing. |
3. Be Clear · Use only one key word per line. · Print all words. · Make line length equal to word length. · Make major branches connect to central image. · Connect lines to other lines. · Make the central lines thicker. · Make your boundaries ‘embrace’ your branch outline. · Make your images as clear as possible. · Keep your paper placed horizontally in front of you. · Keep your printing as upright as possible. |
|
2. Use
Association · Use arrows when you want to make connections within and across the branch pattern. · Use colours. · Use codes. |
4. Develop a
Personal Style B. Layout 1. Use a hierarchical order. 2. Use numerical order. |
|
Type
of Research Method |
Description
of Activity |
|
Survey/Questionnaire |
|
|
Focus
Groups |
|
|
Observation |
|
|
Experimentation |
|
|
Type
of Research Method |
Description
of Activity |
|
Survey/Questionnaire |
A
series of questions directed to potential target consumers by phone, in
person, by mail, or using the Internet. Demographic, and psychographic
information can be obtained about your potential consumers. Ideally used when
quantitative results are needed. |
|
Focus
Groups |
Research
conducted on small groups (6 – 8 people). The session could last 1-2 hours,
and respondents are asked in depth about their feelings and perceptions
toward the product/service or organization. |
|
Observation |
The
process of watching the behaviour of consumers. Ideal for detecting patterns
that exist in the marketplace. |
|
Experimentation |
Often
used once the other market research techniques have been exhausted. The final
step in the marketing research process, whereby consumers try the product or
service in test market situations. Changes could be made based on how well
the product/service was received by the test market. |
|
Feasibility of Venture Idea – Planning
Worksheet 1. Where on the product life cycle is your venture idea? Provide reasons for your answer. 2. What specialized skills are needed by the owner/operator of such a venture? Do you possess any of these special skills? 3. What are the market indications that this idea has the potential to grow in the future? 4. What is the current state of the economy? Is it suitable for business start-up? 5. How strong is your competition? Describe some of your main competitors and their strengths. 6. What are the opportunity costs for you personally associated with starting up your venture? Are you willing to accept these costs? |
|
Guidelines
To Use When Designing a Market Research Questionnaire ·
Include
an introductory paragraph that includes who you are, what your purpose is,
and any special instructions for the respondent. ·
Keep
your survey to a maximum length of 1-2 pages. ·
Place
easy-to-answer questions at the beginning of the survey. ·
Use
multiple choice or rating scale questions. ·
Do
not bias questions with your personal feelings about the subject matter. ·
Use
ranges when trying to solicit demographic information ·
Open-ended
questions should be placed toward the end of the survey. ·
Close
with a simple “thank-you.” |
Note: Students must be instructed to
accept “no comment” as a valid answer to any questions, and to respect people’s
choice to not respond.
Business
Visit
Name of
Business and Contact Person ______________________________________________
Date of
Visit ___________________________________________
1. Describe the main purpose of the business.
2. Does this business offer products or services other than what is listed above? What are they?
3. Check off all of the appropriate boxes. Does this business:
o Sell products. What are they? _________________________________________
o Perform services? What? _____________________________________________
o Offer guarantees? What kind? __________________________________________
o Make repairs? What kind? _____________________________________________
o Sell to other businesses? What? ________________________________________
4. What kind of ownership structure do you think this business has?
5. What would be the advantages and disadvantages of choosing this type of ownership?
6. What good qualities of this business that you can identify?
7. List improvements you think might enhance this business.
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