Professional Documents
Culture Documents
AGRO-FOOD
PROCESSING LEVEL 3
&
ENTREPRENEURSHIP ACTIVITIES
Preface
This unit deals with the skills and knowledge required to Craft an Entrepreneurial Strategy that
fits with entrepreneur’s attitudes, behaviours, management competencies and experience
necessary to meet the requirements and demands of a specific opportunity.
As one of the related subjects, the successful completion of the Entrepreneurship course will
allow the learner to receive a Certificate of Competency in the respective core skill area. The
program also garners trainees competence in the use of technology through the facilitation of
presentations through the use of information technology components such as, laptops,
projectors, emailing and DVDs.
Element 1
1. Concepts associated with entrepreneurship are clearly defined.
2. Marketing Mix
Overview
This cluster will enlighten learners of the jargons that are used in business, the marketing
strategies that business persons use to promote their businesses and identify consumer motives
in purchasing.
Objectives:
After completing this element, learners should be able to perform the following tasks:
Cost – According to Lauterborn, price is not the only cost incurred when purchasing a
product. Cost of conscience or opportunity cost is also part of the cost of product
ownership.
Consumer Wants and Needs – A company should only sell a product that addresses
consumer demand. So, marketers and business researchers should carefully study the
consumer wants and needs.
Major Assignment
Create a product and develop marketing strategies (digital marketing, logo, direct marketing,
personal selling, public relations, sales promotion, advertising) and identify consumer
motives (emotional, rational, patronage) in purchasing.
The learners will create forms of advertising media, such as (but not limited to) business
cards, posters, magazine ads, brochures, blogs, or websites in small groups.
Supplementary Assignments
Assignment 1
Assignment 2
Outline the registration process of a business
Explain the type of licences or permits that are to be obtained prior to starting a
business
Create a certificate of ownership, tax compliant certificate, GCT compliant
certificate
Research at least five business support organizations that can assist
entrepreneurs to start a business, to get advice, borrow a loan, or review their
business plans.
Assignment 3
Develop a five (5) minute powerpoint introducing your product to stakeholders at your launch.
Materials Quantity
Cartridge Papers 3
Permanent Markers 4 – assorted
Flip Chart 5 Sheets
Masking Tape 1 Roll
Office Glue 1
Scrap Book 1
Scissors 1
Overview
This element is geared towards setting SMART Goals, this should create verifiable trajectories
towards a certain objective, with clear milestones and an estimation of the goal's attainabililty.
Every goal or objective, from intermediary step to overarching objective, can be made
S.M.A.R.T. and as such, brought closer to reality.
In corporate life, SMART goal setting is one of the most effective and yet least used tools for
achieving goals.
Objectives:
2. Develop guidelines to obtain feedback to solicit honest, straightforward, and helpful but
not all positive or negative and in writing to facilitate reviews.
3. Develop distinct steps which are involved in the goal setting process are included.
4. Develop goals that are specific and concrete, measurable, relate to time, realistic and
attainable.
5. Determine priorities, and identify conflicts and trade- offs and establish how these may
be resolved.
6. Identify potential problems and obstacles that could prevent goals from being attained.
Material / Resources
Note: Photos may be placed in small, clear, “zippered” bags and the bags glued to the
collage if individuals do not want glue on their photos.
17. Resource room
18. Eazel
Supplementary Assignments
Create a collage to illustrate your life story, past influences and struggles,
present happenings and future aspirations.
• Part 1 is working individually (with materials provided and anything you wish to add
(personal photos, etc.) to create your personal collage folder.
Ground Rules. It is important to establish Ground Rules before starting this activity. As a
group, discuss and agree upon issues related to emotional safety and this activity (the option to
choose how much to share or not to share at all; active listening; respect; confidentiality; “I”
messages; etc.) This activity sometimes taps into emotional material from past and present life
and work experiences. It is important for participants to feel emotionally safe, respected, and in
control of what and how much they choose to share.
Step 1. Reflection Think about yourself and your life. Consider the following: What stands out
for you? What do you think are significant things that have occurred in your life? What are
some of the past influences, joys, struggles, and accomplishments? What is happening in your
life currently? What is important to you? What are your future aspirations, hopes, goals, plans?
Step 2: Representation Use the front of the folder for the past; the inside of the folder for the
present; and the back of the folder for the future. Use any of the materials available to you
(provided and/or your own) to create a collage of your life story. (You do not have to include
anything you wish to leave out, or it’s okay to make a separate page of things too tender for
you to share with others.)
Step 1: Share your story Pair with a partner. Each partner shares personal collage and story,
respecting the established ground rules.
Step 2: Reflect Consider the following for reflection and discussion: How did it feel to create
my collage? How did it feel to share it? How did it feel to hear and see another person’s story?
Was there anything in any part of this experience that surprised me? Was there anything in this
experience that was helpful in any way? How can knowing more about my co-workers help
me? Did I learn anything about myself? How can that help me? What is something I really like
about where I am in my life right now?
Step 3: Share & Reflect as a Whole Group (Level 2: Recognize/Understand & Level 3: Apply)
Variation: If the whole group is very large, the sharing in Step 3 could be done in
several smaller groups. These groups could continue to work together over time to build
relationships and strategies for working together.
Figure 1: Collage
Fears
Assignment 2
Conflict Awareness
Team leaders must stay attuned to the evolving network of relationships that make
up teams. It is inevitable that a team will experience a wide array of tensions as the
relationships are tested with pressure resulting from factors like turn over, new
hires, external demands, internal disputes, production changes, etc. It is important
then that leaders stay sensitive to team dynamics and manage team conflict before it
escalates.
Discussion Questions: What strategies do you use to stay on top of potential team
conflicts? In your experience, what are some of the main causes of team conflicts?
When a conflict arises, what are some strategies that you employ to first understand
the conflict and then subsequently neutralize the conflict?
Managing conflict takes considerable diligence and skill. Below are seven tactics
that leaders can use to manage conflict:
5. Regularly check with team members to take a “litmus” test of team participation
Group Activity Instruction: Use the discussion question along with the strategies to
present the information creatively. For example:
Panel Discussion
Dub Poem
Powerpoint Presentation
Create a story board
Television program
1. Element of A Business
2. Develop A Business Plan
Overview
Objectives:
After completing this element, learners should be able to create revolutionary business plans:
1. discuss the purpose of writing a business plan
3. research customer needs, resources and legal requirements which include health and
safety issues, in accordance with business goals and objectives.
1. Prepare cash flow statement, Sales forecast, start-up cost and operating cost for a
business.
Major Assignment:
Trainees will:
identify, then start a small partnership business venture which is suitable to operate on
the campus.
work as partners and access the necessary funding for the business.
carefully complete and submit the business registration document prior to the start of
the business.
Material / Resources
DVD/CD - store business plans on
Projector
Laptop
Speakers – urgently needed to watch videos
Flip Chart – to do Macro & Micro Screening
Markers
Camera – record the students business launch
Overview
This unit deals with the skills and knowledge required by the supervisor to identify, acquire,
analyse and use appropriate information so as to carry out his or her part in the effectiveness of
the organisation’s performance.
Objectives:
3. Collect information relevant to the needs of teams in an adequate and timely manner
5.
Major Assignment:
Trainees will:
provide information about a management information system used in an organisation to
store, retrieve and review data for decision making purposes.
1. For the system selected, learners are required to provide evidence which shows how to
access and use the information system described.
I. A general screen shot or picture of the information system (e.g., system start page / start
menu)*
II. An excerpt from the procedures for operating the system (if they exist)
III. An example / screen shot showing how data is input into the system.
IV. An example showing that you are able to extract information from the system
Supplementary Assignment
You are required to create a manual filing system and an electronic filing system
Before creating the structure it is a good idea to discuss amongst your team what
functions and activities you carry out, the different users and the records created.
Determine how the records within each folder should be arranged (e.g. by date,
alphabetically, by order number etc.). This should support retrieval requirements and
the retention and removal of out-of date records, where possible.
Discuss the security measures and storage for manual and electronic filing
There are some general common sense practices which should be followed when creating
structures for an e-filing system for a university. These are:
The top level of the structure should not include too many folders. No more than nine
(9) folders are recommended but there may be times when it is practical to exceed this
Try not to have a mix of folders and documents on the same level; all documents should
be assigned a folder
Avoid creating folders for one or two files as this creates too many layers of
information which slows down the retrieval process
Once a structure at the top level has been decided upon, extra folders should not be
added to this level unless absolutely necessary and should be done by a nominated
member of the team.
It is important to have clear titling conventions which all staff using the folder structure
can use and adhere to.
Folder titles should be clear, consistent and reflect the contents. Personal names and
generic terms (e.g. General, Miscellaneous) must not be used
All related records and versions should follow the same naming structure with the
same elements being used in the same order.
Dates should follow the international date format of YYYY-MM-DD (e.g. 2005-11-05
for 5th November 2005) as this will file documents in date order.
Acronyms can be used only if they are familiar to the user group, e.g. HEART
The file plan needs to be implemented properly if it is to be adopted and used effectively by all
members of the team. The following good practice pointers will help you to do this.
Establish and write local guidelines on managing your shared filing structure to include
folder structure and descriptions and file numbering and naming conventions,
capturing of information and back up procedures,
Make all new and existing staff aware of these guidelines and the folder structure.
Provide training where necessary.
Put time aside to weed and transfer files from old shared areas and folders to the new
structure.
Nominate a member of staff as administrator for the shared area to do the following:
Create new folders and ensure any changes in work practices and activities are
reflected in the folder structure
Carry out regular safety checks on the structure and content of the shared area
A filing system can be set up in filing cabinets, using different drawers for different categories
of document, or in box files kept on shelves. The important point is that they are all kept in one
or two designated areas and that the files are updated regularly.
Wherever possible each member of staff should be encouraged to do their own routine filing.
Hence everyone needs to understand the system that is being used.
1. Design the following mini-filing systems which should consist of at least 25 files.
a) Numerical
b) Chronological
c) Subject
2. The group project should be presented and displayed for the benefit of the entire class.
4. Ensure that files are neat and arranged appropriately. The filing cabinet should display
attractive drawer labels.
8. Groups should submit the relevant document showing each member’s contribution to
the team when presenting the assignment for grading.
Material / Resources
File folders
Treasury tags
File labels
A4 Printing Papers
Highlighters
Filing Cabinet
Markers
Pens
Pencils
Scissors
DVD/CD