HEART TRUST/NTA EBONY PARK ACADEMY

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:

 Explain the concepts that are associated with entrepreneurship.

 Discuss the marketing Mix
 Develop marketing strategies
 Create various advertising media
 Discuss the 4Cs of the marketing model that was developed by Robert F. Lauterborn in
1990. It is a modification of the 4Ps model. It is not a basic part of the marketing mix
definition, but rather an extension. Here are the components of this marketing model:

 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.

 Communication – According to Lauterborn, “promotion” is manipulative while

communication is “cooperative”. Marketers should aim to create an open dialogue with
potential clients based on their needs and wants.
  Convenience – The product should be readily available to the consumers. Marketers
should strategically place the products in several visible distribution points.

Major Assignment

The learners will:

 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

Create a glossary with entrepreneurial terms

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

Element 4 – Goal Setting

1. Discuss ways in which profiles can be developed.
2. Benefits of feedback
3. Framework and process for setting goals
4. Distinctive steps in the goal setting process.
5. Resolving conflicts and trade-offs
6. Obstacles or challenges that may occur to prevent goals from being achieved.

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:

After completing this element, learners should be able to:

1. Create a collage to represent a profile of the past which should include

accomplishments and preferences in terms of life and work styles, coupled with a look
into the future and an identification of what one would like to be doing is developed.

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

1. 1 ream A4 Letter Size printing Paper

2. CD/DVD
3. Markers
4. Scissors
5. Pens Assorted magazine pictures and headings (or old magazines)
6. Old greeting cards
7. newspapers Paper
8. assorted colors/types (construction paper; tissue paper, copy paper; scrap paper)
9. Scissors
10. Office glue
11. Crayons
12. pencils
13. string/ ribbon
14. stickers
15. Plain manila folder per person (alternative: Cartridge Paper or flip folded in thirds)
16. Participants may bring photos (or photocopies of photos); other items they wish to
include.

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

Assignment 1 - Reflection Activity

Autobiographical Collage: Past-Present-Future

Create a collage to illustrate your life story, past influences and struggles,
present happenings and future aspirations.

This is in two phases:

• Part 1 is working individually (with materials provided and anything you wish to add
(personal photos, etc.) to create your personal collage folder.

• Part 2 involves sharing your collage and reflecting with others.

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.

PART 1: Create a personal, collage folder Reflect in Individually (Reflection Level 1:

Remember)

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.)

PART 2: Share & Reflect with Others (Level 2: Recognize/Understand)

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)

Consider the following for reflection and discussion:

 What was exciting, scary, or interesting about this activity?

 How do you think your experiences and upbringing influence your work with infants
and toddlers and your current and future aspirations?
 What did you learn from this activity that you can use in your work?

 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:

1. Continuously ask yourself if the status quo is meeting team demands

2. Be willing to renegotiate team roles to fit needs and address issues

 3. Don’t hesitate to recognize conflict

4. Check out your assumptions before taking action

5. Regularly check with team members to take a “litmus” test of team participation

6. Continually work to keep communication channels open and functional

7. Reaffirm team roles to keep them clear and recognizable

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

Element 5 – The Business Plan

1. Element of A Business
2. Develop A Business Plan

Overview

This element is geared towards developing world-class business plans by developing

documents that truly reflect what’s unique and exciting about the trainees ideas. Target market
should be fully researched and clients’ markets should derive powerful insights that drive the
key differentiators of their products and services. Realistic, actionable and dynamic financials
should be done to capture the capital raising needs of clients, but more importantly that
highlight the opportunity that lays ahead of them and their potential investors.

Objectives:

After completing this element, learners should be able to create revolutionary business plans:
 1. discuss the purpose of writing a business plan

2. outline goals and objectives of a business as a basis to

measure performance.

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.

2. create promotional strategies to market exposure of the business.

3. Develop production plan and identify methods to conform with the business goals
and objectives.

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.

 prepare the business plan for the project.

Objective: The project is designed so that learners will be able to:

o employ appropriate methods to determine a relevant business idea

o conduct the required analysis to assess the viability of the proposed business venture
o determine the legal requirements for starting the specific type of business
o employ creativity to the specified product/service for the business venture
o employ appropriate marketing strategies for the business
o prepare and maintain appropriate business records including: financial, work schedule
etc.
o manage a small business venture
o employ teamwork skills
o prepare a business plan

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

Cluster – Provide Workplace Information And Resourcing Plans

1. Identify and source information needs

2. Collect, analyse and report information
3. Use management information systems
4. Prepare business plan/budgets
5. Prepare resource proposals

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:

After completing this element, learners should be able to:

1. Identify, store and locate information required by teams

2. Acquire and review information according to organisational procedures

3. Collect information relevant to the needs of teams in an adequate and timely manner

4. Ensure information acquired is in a format suitable for analysis, interpretation and

dissemination

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.

This should include:

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

 Create a retention schedule for the records created.

 Prepare a check list to ensure that the system meets it requirements.

GENERAL INFORMATION FOR E-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

 Write six legislations governing records keeping

IMPLEMENTING AND MAINTAINING THE FOLDER STRUCTURE

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

 Document any changes to the structure or naming conventions

 Check for duplication and misfiling

 Carry out regular safety checks on the structure and content of the shared area

 Ensure naming conventions are being adhered to

  Make sure unnecessary and out of date folders and documents are weeded out
regularly in line with local and University retention policies.

GENERAL INFORMATION FOR MANUAL FILING

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.

You are required to:

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.

3. Include an accession book/register of files and at least 2 out-cards

4. Ensure that files are neat and arranged appropriately. The filing cabinet should display
attractive drawer labels.

5. Place primary guides inside file drawers.

6. Numerical filing system should also have an index card system.

7. Alphabetical filing system should display at least 2 cross-reference sheets

8. Groups should submit the relevant document showing each member’s contribution to
the team when presenting the assignment for grading.

9. Write six legislations governing records keeping

Material / Resources

 File folders
 Treasury tags
 File labels
 A4 Printing Papers
 Highlighters
 Filing Cabinet
 Markers
 Pens
 Pencils
 Scissors
 DVD/CD