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EEnn tt r r ee pp r r ee nn ee uu r r iiaa ll PP r r oo j j ee cc ttEnterprising Projects in the Classroom

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Entrepreneurial ProjectEnterprising Projects in the Classroom

Entrepreneurial Spirit in College 2007

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ENTREPRENEURIAL PROJECTEnterprising Projects in the Classroom

Coordination Pierre Duchaine

Direction de la formation continue et du soutienMinistre de lducation, du Loisir et du Sport

PRODUCTION TEAM

Project Director Brigitte Bourdages Coordinator Continuing Education and TrainingCgep de Saint-Hyacinthe

Project Development, Lise Lecours Coordination and Education consultantImplementation Entrepreneurship coordinator

Cgep de Saint-Hyacinthe

Formatting Louise St-Germain Office technology consultant

Graphics Ginette Morneau Art director Versicolore

Design graphique enr

English Version Direction de la production en langue anglaise Secteur des services la communaut anglophoneMinistre de lducation, du Loisir et du Sport

Gouvernement du QubecMinistre de lducation, du Loisir et du Sport, 2007

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This instructional activity was made possible by financial support received under the Youth EntrepreneurshipChallenge, coordinated by the Secrtariat la jeunesse of the Ministre du Conseil excutif. Part of a series ofsuggested instructional activities, it is intended to complement various college programs. Teachers will findsuggestions for helping students develop entrepreneurial qualities that are inherent in and essential to their academisuccess.

This activity was designed to be incorporated into all programs. By using principles of active teaching, teachers wi be able to easily establish connections with their programs, be it in general education, pre-university education otechnical training, and make students aware of entrepreneurship and its values through specific objectives.

This activity was validated by a multidisciplinary team made up of teachers of different programs, educationconsultants, specialists in individual and social entrepreneurship, entrepreneurs and members of the socioeconomicommunity.

We hope that by implementing this activity you will discover a taste for entrepreneurship and help students in al programs of study develop a passion for different types of projects. These projects will help students develop usefucompetencies not only as future entrepreneurs, but also as committed citizens.

FOREWORD

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Publication of this entrepreneurial activity guide was made possible through the financial support of the Secrtariatla jeunesse of the Ministre du Conseil excutif as part of the Youth Entrepreneurship Challenge ().

This document is part of an activity kit whose aim is to help teachers promote entrepreneurial competencies an provide them with the necessary tools to do so. It is a valuable tool for helping students maintain or further develotheir entrepreneurial skills in order to prepare them to better meet the many challenges ahead.

As coordinators of the project, we would first like to thank the Cgep de Saint-Hyacinthe for their work in carryinout this mandate. More particularly, we are very grateful to Lise Lecours and Brigitte Bourdages, for the excellenwork they accomplished, from analyzing existing literature to selecting content elements and producing thinstructional materials.

We would also like to thank the members of the validation committee, whose names appear on the following pagewho, through their work and their comments, contributed significantly to the quality and usefulness of this publication.

Finally, we would like to thank all those who participated in the production of these materials, which we hope yowill find useful.

Jean Nol Vigneault Jean-Paul RiverinDirector, Continuing education and support Coordinator, EntrepreneurshipSecteur de la formation professionnelle Secrtariat la Jeunesseet technique et de la formation continue Ministre du Conseil excutif Ministre de lducation, du Loisir et du Sport

ACKNOWLEDGMENTS

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MINISTRE DU CONSEIL EXCUTIF

Cyimpaye, Donatilla Analyst-consultant Secrtariat la jeunesse

MINISTERE DE LDUCATION, DU LOISIR ET DU SPORT

Duchaine, Pierre Entrepreneurship coordinator Direction de la formation continueet du soutien

ENTREPRENEURSHIP COMMUNITY

Carrier, Lorraine Coordinator Youth and cooperativeeducation

Conseil de coopration du Qubec

Ruel, Claude Director Institut de stratgie et de pdagogie enentrepreneuriat

Riverin, Nathaly Director Centre de vigie et de recherchesur la culture entrepreneuriale

Fondation de lentrepreneurship

Touzel, Pierre Development director Association des clubs entrepreneurstudiants

SOCIOECONOMIC ORGANIZATION

Gagnon, Sagette Youth entrepreneurship awareness officer Carrefour Jeunesse Emploi Maskoutain

ENTREPRENEURS

Letendre, ric Owner STE Services Techniques

Lemonde, Geoffroy Owner Boutique Anneaux du temps

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COLLEGE NETWORK

Sylvestre, Chantal Teacher and entrepreneurship resource Cgep de Granby

Martin, Isabelle Student Cgep de Granby

Thomas, Luc Student life adviser Entrepreneurship Collge Montmorency

Therrien, Benoit Student Collge Montmorency

Leblanc, Pierre Education consultant Cgep de Victoriaville

Landry, Denise Teacher Business Management Cgep de Victoriaville

Lemire, Kasandra Student Cgep de Victoriaville

Marchesseault, Claire Teacher Ornamental HorticultureLandscaping and Marketing

ITA de Saint-Hyacinthe

TEACHERS, CGEP DE SAINT-HYACINTHECampeau-Ploquin, Antoine Biology and Biotechnology

Carrier, Bruno Mathematics

Gosselin, Raymonde Dental Hygiene

Johnson, Marc Dental Hygiene

Lavigne, Isabelle Dental Hygiene

Saint-Louis, Karine Psychology

Thibeault, Huguette Biology

Tremblay, Alain Language and Literature

Watelle, ric Politics

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INTRODUCTION............................................................................................................. 11

INCORPORATING AN ENTREPRENEURIAL PROJECT IN A COURSE ................. 15

SUGGESTED SCENARIO............................................................................................... 23

IMPLEMENTATION GUIDE.......................................................................................... 25

STUDENT DOCUMENTS

Introduction to the Project .................................................................................. 31

1. Project Idea ................................................................................................. 37

2. The Team..................................................................................................... 41

3. Context of the Project .................................................................................. 43

4. Characteristics of the Offer.......................................................................... 47

5. Communication Plan ................................................................................... 51

6. Action Plan .................................................................................................. 53

7. Human Resources Plan ................................................................................ 57

8. Financing Plan ............................................................................................. 59

9. Project Implementation and Evaluation....................................................... 61

TABLE OF CONTENTS

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10. Project File................................................................................................... 63

EVALUATION GRIDThe Teams Project File...................................................................................... 69

EVALUATION GRIDLogbook.............................................................................................................. 75

REFERENCES.................................................................................................................. 79

BIBLIOGRAPHY ............................................................................................................ 81

APPENDIX 1 Example of an entrepreneurial project.................................................... 83Cooperative school cafeteria

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ENTREPRENEURIAL PROJECT

Getting Down to Bu

INTRODUCTION

Whatever projects we undertake in our lifetime, be theyacademic, athletic, artistic or occupational, we must have

the desire to achieve our dreams. 1

Why develop entrepreneurial spirit in college?Some might say for purely economic reasons.According to others, entrepreneurshipeducation helps students develop qualities such

as self-confidence, initiative, creativity, teamspirit, self-esteem, passion, self-fulfillment, thewill and motivation to act, the desire to learn,intellectual curiosity, the drive to excel,appreciation for a job well done . . . 2 Theseare important attitudes in education. Anyindividual or group activity that calls thesequalities and attitudes into play and instills adesire to undertake an enterprise can beconsidered instructional and conducive to thedevelopment of entrepreneurial spirit.

This activity is part of the YouthEntrepreneurship Challenge , a Qubecgovernment initiative that stems from adecision to foster the development of a trueentrepreneurial culture among young peopleacross all of Qubecs regions.3 The YouthEntrepreneurship Challenge is a vast socialundertaking that aims at promoting the

1. Qubec, Secrtariat la jeunesse, Dfi lentrepreneuriat jeunesse, (November 21, 2006) (free translation). A pamphlet onthe Youth Entrepreneurship Challenge. Three-Year

Action Plan 2004-2005-2006. Shaping My Future MyWay is available in English at.

2. Paul Inchausp,Cultiver le got dentreprendre lcole pour que senracine le meilleur. Excerpt from aconference at the Forum dautomne de la Fondation delentrepreneurship, October 28, 2004, (November 21, 2006) (free translation).

3. Dfi de lentrepreneuriat jeunesse

development of skills that will enable young people to achieve their full potential.

What is entrepreneurial culture?Entrepreneurial culture is made up of qualities and attitudes that reflect a desire towholeheartedly undertake and see through tocompletion whatever enterprise one chooses to be involved in; they include independence,creativity, initiative, self-confidence,leadership, team spirit, assiduity,responsibility, solidarity and perseverance.4

An entrepreneurial project gives students anopportunity to develop entrepreneurial spirit.This guide proposes a process that students

can apply in developing a suitable project. Inaddition to making the knowledge that theyhave acquired in their courses moremeaningful, this process also providesstudents with a tried-and-true approach thatthey can apply in carrying out any project.

This guide first presents teachers with ashort text to help them understand how anentrepreneurial project could beincorporated into their course. Then, a pedagogical scenario proposes specificobjectives and a process for carrying out anentrepreneurial project. An implementation

4. Qubec, Ministre de lducation, du Loisir et duSport, Direction de la formation continue et du soutien,

Introduction to Entrepreneurial Culture . Project Development Guide for Teachers, (Qubec:Gouvernement du Qubec, n.d.), 7 (November 21, 2006).

Entrepreneurship asan educational value

The Youth EntrepreneurshipChallenge is a vast social undertaking inwhich the educationcommunity plays animportant role.

Entrepreneurialattributes: - self-confidence - motivation

- effort - sense of responsibility

- initiative - perseverance- solidarity - team spirit - resourcefulness- determination

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Getting Down to Business


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guide provides teachers with some tips andhints for each step of the project, and astudent document has been included for each

of these steps as well. Lastly, someevaluation tools and additional referenceshave been recommended for teachers.

STRUCTURE OF THE GUIDE

Table P.1 outlines the different sections of the guide, their intended audience and respectivefunctions.

TABLEP.1 Structure of the guide

Intended for:SectionTeachers Students

Function

Incorporating anEntrepreneurialProject in aCourse

Distinguishes between a pedagogical projectand an entrepreneurial project.Suggests examples of entrepreneurial projectsfor several programs of study.Proposes two criteria for selecting a project to be carried out as part of a course or program.Demonstrates how the entrepreneurial processcan contribute to acquiring a competency.

SuggestedScenario

Establishes the relationship with programs of study.Specifies the learning objectives of the project.Proposes a procedure for carrying out the project.

ImplementationGuide

Provides teachers with tips and hints for theactivity.

StudentDocuments

Provides students with the ten sectionsrequired for the learning process:

Introduction to the ProjectProject IdeaThe TeamContext of the ProjectCharacteristics of the Offer Communication PlanAction PlanHuman Resources PlanFinancing Plan

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Getting Down to Busin

Intended for:SectionTeachers Students

Function

StudentDocuments

Provides students with the ten sectionsrequired for the learning process:

Introduction to the ProjectProject IdeaThe TeamContext of the ProjectCharacteristics of the Offer Communication PlanAction PlanHuman Resources PlanFinancing PlanProject Implementation and Evaluation

Note: These documents are ready to be photocopied .

Project File Provides students with a guide to help them prepare a project file.

Evaluation Grid(The TeamsProject File)

Provides teachers with a tool to evaluatestudent learning.

Evaluation Grid(Logbook)

Provides teachers with a tool to evaluatestudent learning.

References Provides teachers with additional informationsources.

Bibliography Lists the documents consulted to develop theactivity.

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INCORPORATING ANENTREPRENEURIAL PROJECT IN ACOURSE

Before incorporating an entrepreneurial project into a course, it is important toclearly distinguish between a pedagogical project and an entrepreneurial project. Theaim of a pedagogical project is essentially to

have students acquire learning related to theobjectives of a course or program of study.An entrepreneurial project involves producing a product, service or event thatmeets an identified need; therefore, value isadded to a pedagogical project. Thefollowing definitions also help clarify thedifference between the two types of projects:

PROJECT-BASED LEARNING: trying out and understanding concepts and

principles by completing projects, in

order to make specific acquisitions inthe boundless realm of knowledge.

E NTREPRENEURIAL PROJECT: producingsomething new, innovating, takingaction to produce products, services or events that are valued in the communitybecause they meet specific needs. 5

5. Introduction to Entrepreneurial Culture. Project Development Guide for Teachers, p. 27.

An entrepreneurial project involves morethan the 10 per cent of students who will goon to become entrepreneurs; it targets allstudents, because all will be required, at one point or another in their lives, to actively

participate in various forms of innovationand change in their environments.

An entrepreneurial project may focus on asingle competency or on a set of competencies. A project involving a number of program competencies could be used as part of a comprehensive assessment in order to evaluate students overall learning. TableP.2 provides some examples of pedagogical projects with an entrepreneurial focus, asthey relate to certain programs of study.

Importance of clearlydistinguishingbetween anentrepreneurial

project and a pedagogical project

An entrepreneurial project could takethe form of acomprehensiveassessment.

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TABLEP.2 Examples of entrepreneurial projects Program of study Examples of pedagogical projects with an entrepreneurial

focus

Creative Arts, Literatureand Languages

Offering services to review literature for a publishing house Offering services to write articles of interest to young

people 17 to 25 years old Offering services to revise texts for a publishing house Offering services to write articles for a local newspaper Creating a touring, cooperative cultural or theatre troupe Offering assistance services to a group of local artists Producing a cultural or literary magazine Producing a show (e.g. readings, poetry) Producing a newspaper (e.g. a monthly publication)

Fine Arts Organizing an exhibit of student productions Designing and setting up a booth at a fair or exhibition

Music Organizing a concert Offering music courses Creating an orchestra and producing shows

Social Science Offering homework assistance services in an elementaryschool

Starting up a nonprofit community service organization Organizing an international aid project Conducting a survey for the course in question on a subject

of interest to the college Offering peer mentoring and assistance Doing volunteer work

Science Carrying out a school/workplace project that supportscertain technical programs at the college through thecreation of new consumer products (e.g. Dietetics,Biotechnology)

Offering analysis services (e.g. biomedical analyses) Organizing a science fair Offering ecosystem characterization services

Biotechnology Offering services for:o microbiological analyseso biochemical analyseso product or waste toxicity analyseso quality controlo composting

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Program of study Examples of pedagogical projects with an entrepreneurialfocus

Biotechnology Offering services for:o microbiological analyseso biochemical analyseso product or waste toxicity analyseso quality controlo compostingo water treatmento ferment production

Building SystemEngineering Technology Offering services to prepare renovation project plans

Nursing Designing an information booth with a health preventiontheme

Offering private homecare servicesDental Hygiene Presenting a social economy project in a disadvantaged

area Designing an information booth with a dental health theme Carrying out a fundraising project for a practicum abroad Carrying out a project related to a programs achievement

context, practicum outside of the programs regular timetable where students deal with clients at a clinic

Organizing a clinic on a theme related to dental prevention Writing a dental information column or series for a local

newspaper, with different themes each issue (smoking,cavities, cardiovascular disease, periodontal disease)

Preparing a dental information pamphlet on differentthemes for students or other target populations to bedefined, that will be handed out at the dental clinic

Designing an information booth with a screening sessionDietetics Offering services to review menus for school cafeterias and

food services in senior citizen homes Offering services to deliver cooked meals to senior citizens

in disadvantaged areas (meals on wheels)

We suggest that teachers have students carryout the project in teams in order to improvethe quality of the work, to allow a larger-scale project to be undertaken, to ensure that

the project is reflective of the workplace andthe world of entrepreneurship, and, at thesame time, to facilitate the correction of students work. Team projects also help

Importance of teamwork

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students develop the entrepreneurialqualities of team spirit and solidarity. Inorder to evaluate the students individuallearning, each team member will keep alogbook in which they will answer specific

questions to show what they have learned.The goal is to verify that students haveintegrated the recommended process andthat they have met the learning objectives.

CHOOSING A PROJECT FORSTUDENTS

1st criterion: a project related to theteachers expertise

It is important that teachers propose projectideas that they are comfortable with so thatthey can help the students with their projects. Carrying out a project as a pedagogical activity requires that studentsexplore and examine a wide array of aspectsand ask their teachers questions that theymay not always be able to answer. This ishow a true learning process begins. It isnormal for teachers not to have all theanswers. What is important is that studentsare given guidance in how to seek answers because in the job market, as well as inmany other situations, students will berequired to find answers on their own.Teachers are in a position to truly help

students by providing them with tools thatwill enable them to find their own answersand thus become more independent andeffective.

2nd criterion: a project related to theachievement context of the competency orcompetencies

The project must be carried out in a contextthat corresponds to the achievement contextfor the course competency or competencies.Thus, a project to have a group of studentsin the Food Service and RestaurantManagement program develop andstandardize a recipe will be carried out in the

context that the program establishes for thiscompetency, as presented in Table P.3. Theteacher should therefore provide studentswith the relevant guidelines.

TABLEP.3 Example of a statement of competency and its achievement context 6 Statement of competency

Develop andstandardize a recipe

Achievement context using recipe books and other reference materials, nutrition facts

tables, as well as culinary, menu, Web site and writing guidelinesdirectories

interacting with cooks in consultation with nutrition specialists in accordance with the objectives established regarding customer

satisfaction, profitability constraints and expectations

6. Qubec, Ministre de lducation, du Loisir et du Sport,Gestion dun tablissement de restauration. Programmedtudes techniques (Qubec: Gouvernement du Qubec, 2005), 75 (free translation). This program is currentlyoffered only in French.

A logbook is used to evaluateindividuallearning.

Help students find their own answersto questions so that a real learning

process can begin.

An example of a project related to acompetencysachievement context

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Statement of competency

Develop andstandardize a recipe

Achievement context using recipe books and other reference materials, nutrition facts

tables, as well as culinary, menu, Web site and writing guidelinesdirectories

interacting with cooks in consultation with nutrition specialists in accordance with the objectives established regarding customer

satisfaction, profitability constraints and expectations using a word processor

Once teachers have identified projects thatthey would feel comfortable with and thatare in line with the programs achievementcontext, they must list the competencies thatwill be developed in carrying out the project.

Using the example of developing andstandardizing a recipe , the elements of thecompetency presented in Table P.4 list thesteps that the students need to carry out for the project. The entrepreneurial project mustallow students to apply this process, while atthe same time adding value to the process.

Students must also apply the entrepreneurial process. Table P.5 presents an example of how the entrepreneurial process can beapplied for the competency Develop and standardize a recipe. The first columnoutlines the steps in the entrepreneurial process, the second presents an offer of services for standardizing recipes, and thethird lists some of the value added to thecourses learning process.

TABLEP.4 Elements of the competency: Develop and standardize a recipe 7

1. Search for resource recipes.2. Plan, write and name a recipe.3. Determine a culinary profile for the meals prepared.4. Specify and verify the quality standards for the new recipe.5. Calculate the cost of the recipe.6. Test the recipe, using an experimental process.7. Record the recipe.

TABLEP.5 The entrepreneurial process

7. Gestion dun tablissement de restauration. Programme dtudes techniques , p. 75 (free translation).

Demonstration of how theentrepreneurial

process can beapplied indeveloping acompetency.

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The entrepreneurialprocess

Offering recipestandardization services

Value added to thecourses learning process

for the student1. Define their project

idea.Each team gains anunderstanding of what isinvolved in offering servicesto standardize recipes.

Understand the project presented by the teacher and attach their owninterpretation to it.

2. Describe the teamsstrengths andweaknesses incarrying out the project.

Team members each definetheir personal strengths andthe competencies acquiredduring the program that theycan bring to the project.

Identify all the resourcesthat each student already possesses.

Reinvest learningacquired in previouscourses; this learning willtake on new meaning for students.

Identify any additionalreferences required tocarry the project throughto completion.

3. Define the context of the project.

The competencysachievement context formsthe basis for defining the project context, butentrepreneurial aspects areadded: the sector of activityfor this offer of services, thelocation, the target market,the target clientele, the potential competition andthe potential income.

Understand the contextspecific to thecompetency and thecontext as it pertains tothe role that thiscompetency plays in theworkplace.

Students will not juststandardize a recipe; theywill standardize it for aspecific clientele and willforecast potential income.

All these aspects broadenand give additionalmeaning to theacquisition of thecompetency.

4. Describe their offer. Students clearly positiontheir offer. They interview potential customers, setsales prices for their servicesand reflect on other relatedaspects that will increase thevalue of their services.

Concretely validate howthe services can meet aneed.

5. Define their The team identifies ways of informing the market of

Discover how tocommunicate and reach

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The entrepreneurialprocess Offering recipestandardization services Value added to thecourses learning processfor the student

5. Define their communication plan.

The team identifies ways of informing the market of their services.

Discover how tocommunicate and reachthe target market.

6. Develop their action plan.

The team specifies all thesteps involved inimplementing their offer of services.

Break down their offer of services into concreteoperational steps.

7. Develop their humanresources plan.

The team prepares jobdescriptions to define therole of each member.

Distribute the tasks(solidarity and teamspirit). Capitalize on eachmembers strengths.

8. Develop their financing plan.

The team forecasts the potential income andexpenses involved incarrying out the project.

Analyze potential incomeand expenses.

Become aware thatnothing is free.

9. Implement andevaluate the project.

Students apply thecompetency in order to offer recipe standardizationservices; they must firstdemonstrate how their services meet a need in themarket.It would be interesting toactually offer their servicesto the colleges cafeteria, tothe cafeteria of aneighbouring school or to arestaurant in the area.The team therefore offerstheir services to real or hypothetical customers and presents their product or services to them. The project is then evaluated inorder to identify its strengthsand weaknesses.

Apply the competency inthe workplace.

Become aware of thelearning acquired.

Students placed in a realwork context will behugely motivated by the project and will gain agreat deal from it. Theywill no longer perceivethe competency in thesame light.

Students involved in this project are initiated to theentrepreneurial process,which they will be able toreinvest in other courses intheir program or in another program as well as in their future occupation,regardless of whether they become entrepreneurs or intrapreneurs.

Theentrepreneurial

project as acomprehensive

assessment

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Comprehensive assessment

It is important to emphasize that this processcould easily be integrated into acomprehensive assessment for the program.In this case, the teaching team should provide students with specific projects andinstructions in order to ensure that all of thecompetencies targeted by the comprehensiveassessment are covered.

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SUGGESTED SCENARIO

1. Relationship with programs of study

TO BE DEFINED ACCORDING TO THEPROGRAM OF STUDY.

2. Targeted learning objectives

Contextualize the learning to beacquired as part of a course or program.

Discover personal strengths andcompetencies acquired in the programthat can be used to carry out a concrete project.

Apply the entrepreneurial process as part of the learning in a program of study.

Apply different principles to convey amessage or promote an offer to a targetmarket.

3. Suggested procedure

Table P.6 outlines the suggested procedureand duration.

Note: The time allotted to each step mayvary significantly, depending on the number of team members and the scope of the

project; it could represent half of the timeestimated in the table or longer. It isimportant that teachers clearly define thescope of the project.

TABLEP.6 Suggested procedure and duration

Presentation of the project and forming of teams

in class0: 30

Explanation of Step 1 in class 0: 15Completion of Step 1 and support andsupervision; definition of the project idea in class or at home 2: 00

Definition of the teams strengths in class for explanations andthe remainder at home 2: 00Description of the offer of services(assignment of tasks to team members)

in class for explanations andthe remainder at home 3: 00

Definition of communication plan in class for explanations andthe remainder at home 2: 00

Development of action plan in class for explanations andthe remainder at home 3: 00

Development of human resources plan in class for explanations andthe remainder at home 2: 00Development of financing plan in class for explanations andthe remainder at home 2: 00

Project implementation and evaluation in class for explanations andthe remainder at home 3: 00

Teachers must clearly definethe scope of the project and adjust itsdurationaccordingly.

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IMPLEMENTATION GUIDE

This section outlines the procedure and toolsfor conducting the project in class. TheAppendix contains an example of anentrepreneurial project for a cooperativeschool cafeteria that was carried out for theDietetics program. This example has beenincluded to illustrate how students canintegrate the suggested procedure. The possibilities are limitless, and depend onlyon the number of projects proposed, theteachers specific instructions, and thestudents interpretation of the projects.

The suggested procedure allows students toconstruct their knowledge, making them themost active participants in their learning.Figure P.1 illustrates the procedurerecommended to the student teams. The title

of the activity, Entrepreneurial Project , appears at the centre. It is connected to thenine steps in the learning process by meansof arrows. Each step is labelled andnumbered. Before beginning the project,students should read the student documententitled Introduction to the Project (page31), which presents an overview of the procedure for carrying out the project.

We suggest that teachers prepare a detailedschedule for the projects steps and planmeetings at specific times with the teams sothat progress can be monitored. Dates for handing in assignments should also be planned for each step.

Figure P.1 shows the nine steps involved inthe process:

1. Define the project idea

Students first read the document entitledProject Idea (page 37). Figure P.1 illustrateshow this document fits into the entire process.

Students will use their creativity to interpretthe project idea that their teacher has proposed. It is important that students fullyunderstand the project idea and that theyattach their own interpretation to it. In thisway, the project will be very meaningful andmotivating for them, and they will be moreinvested in it. The student document provides several definitions of creativityin order to help students define their project,

bring out their innovative side and respondto the target clienteles need.

The student teams will present the result of their work in the teams project file.Presentation criteria have beenrecommended. An example of a completeddocument is included in the Appendix inorder to help teachers provide appropriatesupport and supervision.

A nine-step activity

A schedule should be prepared tohelp students and

teachers with thevarious stepsinvolved.

Students use their creativity tointerpret the

project proposed by the teacher.

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2. Describe the strengths of the team thatcan be used to carry out the project

In this step, students identify the personalresources of each team member as well asthe resources related to the program of studyor course in which the project is beingconducted.

Before handing out the student documententitledThe Team (page 41), teachers couldfirst demonstrate how this course and preceding courses (general education andspecific courses including contributorysubjects) can help the students with their projects. This would be very useful in providing students with guidance for thisstep.

The entrepreneurial qualities of each teammember will help them effectively carry outthe project. To assist the students in

identifying their entrepreneurial qualities,the teacher should conduct the

Entrepreneurial Profile activity, presentedin the activity guide that each collegereceived.

3. Define the context of the project

In the student document entitledContext of the Project (page 43), students define thesector of activity and location of their project, the target market and segmentationof this market (territory, statistics and targetclientele), the potential competition as wellas a brief estimate of possible income.Access to a computer for the informationsearch would be very useful for this step.

The achievement context for the course or program competency or competencies must

be explained to the students so that they cantake them into account when defining their project context.

4. Describe their offer

In this step, the students define thecharacteristics of their offer. We suggest thatthey conduct a short survey to help them better understand their clientele. Studentswill prepare a questionnaire, distribute it toabout 20 people and then compile theresults. The questionnaire should compriseroughly 10 questions that take 5 minutes atthe most to complete. Students will be givensome instructions on how to prepare their questionnaire.

The students will use the informationgathered to describe their product, service or event, to establish an actual or hypotheticalsales price, and to identify how they will

meet their clienteles needs andexpectations. Lastly, students will identifyhow they will distribute their offer to their clientele.

The student document entitledCharacteristics of the Offer (page 47) willhelp students with this step.

Students identifythe personalresources that theyhave acquired through their lifeexperience and studies and that can prove to beassets indeveloping the

project.

TheEntrepreneurialProfile activitycould be done withstudents to helpthem identify their entrepreneurialqualities.

The context of the project must beimbued with thecompetencysachievement context.

A product, serviceor event that corresponds to theexpectations of thetarget clientele

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5. Develop their communication planIn this step, the student document entitledCommunication Plan (page 51) recommendsa procedure for developing a communication plan. The students will present a schedulefor the communication and promotionalactivities that they have selected and theywill explain their choices.

6. Develop their action plan

In this step, students follow a procedure for defining their action plan. They define their needs in terms of project site and layout of the premises, and describe the stepsinvolved in producing a product or providing a service so that they can identifythe human resources required for the project.A sample of an action plan is provided.

The team completes a document presentingtheir action plan and explaining their choices. Individually, students make anentry in their respective logbooks,explaining how they personally contributedto this step.

The student document for this step, ActionPlan , is on page 53.

7. Develop their human resources plan

In this step, the students follow a procedurefor defining the role of each team member inimplementing the project. The team mustdefine the task and responsibilities for each job position. Students are given an exampleto help them with this step.

The team completes a document that presents their human resources plan and

explains their choices. Individually, studentsmake an entry in their respective logbooks,explaining how they personally contributedto this step. Students are also asked to makeconnections between the personalassessment they completed for Step 2 andthe project tasks assigned to them.

The student document for this step, Human Resources Plan , is on page 57.

8. Develop their financing plan

In order to make the project as concrete as possible, the team will propose a three-stepfinancing plan:

1) the start-up funds required

2) the sources of financing

3) the income statement forecast (examplesare provided in the student documententitledFinancing Plan on page 59).

The team must present their financing planand, individually in their respectivelogbooks, their personal contribution to thisstep.

9. Implement and evaluate the project

Carrying out the project is the mostgratifying step for the students. This iswhere they see the fruits of their labour and

apply the competency or competenciesrequired for the project. Each team member will prepare a work plan and will apply it.

After the project has been implemented,students will answer some questions to helpthem evaluate their process and the resultsobtained.

Presentation of aschedule for communicationactivities

A layout plan for the premises, a

clear procedureand identificationof humanresources needs

Clear definition of the tasks of each

person involved; asmuch as possible,the taskscorrespond to each

team membersrespectivestrengths.

A work plan for each personinvolved,according to thetasks assigned

Students are givenquestions to helpthem review their

process.

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Teachers may add any additional criteriarelated to implementing and evaluating the project that they feel are necessary to verifywhether the students have acquired the project competency or competencies.

The student document for this step,Project Implementation and Evaluation , is found on page 61.

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Getting Down to Bu

The characteristics of their offer

FIGUREP.1 Entrepreneurial Project Suggested Procedure and Useful Documents

LEGEND:Circles = steps in the activityItalics = documents in this guideBlack rectangles = student productions

Human resourceslan

ENTREPRENEURIALPROJECT 3. Define the contextof the project

1. Define the project idea

2. Describe the teamsstrengths in carrying

out the project

4. Describe theiroffer

5. Develop thecommunication plan

Project idea

The team

The characteristicsof their offer

(logbook)

Project context

Action plan(logbook)

6. Develop theaction plan

Communication plan

Communication plan(logbook)

Introductionto the project

Document presentingthe project(logbook)

Example(support document for the teacher)

Document on theirstrengths and motivation

in carrying out the project(logbook)

Document presentingthe context of theproject (logbook)

Action plan

Human resources plan(logbook)

7. Develop thehuman resources

lan

Financing plan(logbook)

8. Develop thefinancing plan

The financing plan

Implement the project(logbook)

9. Implement and

evaluate the project

Evaluate the roject

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Student DocumentINTRODUCTION TO THE PROJECT

Have you already carried out some projectsduring your elementary, secondary or college studies? For the most part, they were pedagogical projects. The documents thatyour teacher will present to you over the

next few weeks deal with an entrepreneurial project. Before starting your project, it isimportant to distinguish between a pedagogical project and an entrepreneurial project. The aim of a pedagogical project isessentially to have students acquire learningrelated to the objectives of a course or program of study. An entrepreneurial projectinvolves producing a product, service or event that meets an identified need;therefore, value is added to a pedagogical

project. The following definitions also helpclarify the difference between the two typesof projects.

PROJECT-BASED LEARNING: trying out and understanding concepts and

principles by completing projects, inorder to make specific acquisitions inthe boundless realm of knowledge.

E NTREPRENEURIAL PROJECT: producingsomething new, innovating, takingaction to produce products, services or events that are valued in the communitybecause they meet specific needs. 8

An entrepreneurial project involves morethan the 10 per cent of students who will goon to become entrepreneurs; it targets allstudents, because all will be required, at one point or another in their lives, to actively participate in various forms of innovationand change in their studies, their lifeexperiences and their careers.

Table P.7 outlines the steps to be carried outas part of an entrepreneurial process as well

as the work required of the team and eachmember.

8. Qubec, Ministre de lducation, du Loisir et duSport, Direction de la formation continue et du soutien,

Introduction to Entrepreneurial Culture. Project Development Guide for Teachers (Qubec:Gouvernement du Qubec, n.d.), 27 (25 October 2006).

A pedagogical project versus anentrepreneurial

project

Series of steps tobe completed inorder to have anoverview of thework to be done

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T ABLE P.6 Steps in the project and team or individual involvement

Team involvement Individual involvementEntrepreneurialprocess Preparation of a project file Preparation of a logbook

highlighting the learningacquired

1. Define theirproject idea.

A team presentationShort text of approximately 150words (maximum 300)Quality of the presentation and of EnglishInclusion of all points to be covered: project name target clientele target objectives identified limitations

Working alone, team membersmake an entry in their respectivelogbooks for this step, specifyingthe following: describe your contribution to the

project idea describe the components of the

project that you found the mostinteresting

describe the components of the project that you found the mostdifficult

Evaluation criteria for the logbook: a presentation by each team

member a text of a maximum of 300

words that includes the three points to be mentioned clear demonstration that they

have understood the project quality of the presentation and

of English

2. Describe theteams strengthsand weaknessesin carrying outthe project.

Presentation by each teammember Presentation of a personalassessment (2 to 3 pages)Quality of the presentation and of EnglishInclusion of all points to be covered: name and contact information motivation and personal

objectives for the project time available to invest in the

project skills (work and life

For this part of the file, studentsinsert their personal assessment intheir logbook.

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2. Describe theteams strengthsand weaknessesin carrying outthe project.

Presentation by each teammember Presentation of a personalassessment (2 to 3 pages)Quality of the presentation and of EnglishInclusion of all points to be covered: name and contact information motivation and personal

objectives for the project time available to invest in the

project skills (work and life

experiences) competencies acquired during

their studies personal entrepreneurial profile

For this part of the file, studentsinsert their personal assessment intheir logbook.

3. Define thecontext of theproject.

Text of approximately 1 000words (5 pages)Quality of the presentation and of EnglishInclusion of all points to be covered: the sector and its stage of

growth the project site (needs related to

premises, availability of premises, importance of beingable to easily access the premises, the costs, the plannedlocation)

the target market and clientele(territory, statistics)

the competition and ways of differentiating the project

potential income (supportingdocuments required)

list of main sources of information

Working alone, team membersmake an entry in their respectivelogbooks for this step, answeringthese questions: how did you contribute to

defining the context of the project? (provide a brief description)

what were the main difficultiesencountered in defining thecontext of the project?

what means did you take toovercome these difficulties?

given the information providedon the context of the project,what are the chances of your project succeeding? Explain.

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4. Describe theiroffer.

Text of approximately 800 words(5 pages) (excluding thequestionnaire and the compilation)Quality of the presentation and of EnglishInclusion of all points to be covered: the questionnaire and the

results of the compilation the description of the product,

service or event establishment of sales price distribution of the offer

Working alone, team membersmake an entry in their respectivelogbooks for this step, answeringthese questions: how did you contribute to

defining the characteristics of the offer? (provide a brief

description) what were the main difficulties

encountered in this step? what means did you take to

overcome these difficulties? given the information provided

up to now, do you still believeyour project will succeed?Explain.

5. Define theircommunicationplan.

Text of approximately 300 words(1 pages)Quality of the presentation and of EnglishInclusion of all points to be covered: a table presenting the methods

selected, the cost, thefrequency of the advertising,the duration, the dates

explanation of the choices made

Working alone, team membersmake an entry in their respectivelogbooks for this step, specifyingthe following:

briefly describe your contribution to defining the publicity and promotion

provide your personalassessment of the methodsselected

6. Develop theiraction plan.

Text of approximately 300 to 400words (1 to 2 pages) (excludingthe plan)Quality of the presentation and of

EnglishInclusion of all points to be covered: description of the project site description of any

improvements to be made tothe premises

description of how rawmaterials will be supplied for projects that involve producing


briefly describe your contribution to defining theaction plan


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6. Develop theiraction plan.

Text of approximately 300 to 400words (1 to 2 pages) (excludingthe plan)Quality of the presentation and of EnglishInclusion of all points to be covered:

description of the project site description of any

improvements to be made tothe premises

description of how rawmaterials will be supplied for projects that involve producing products

description of the stepsinvolved in producing a product or providing a service

labour requirements (list onlyof the personnel required)

a table presenting the action plan

explanation of the choices made


briefly describe your contribution to defining theaction plan


7. Develop theirhumanresources plan.

Presentation in the form of a table,as shown in the exampleClear description of tasks for each job position required to carry outthe projectQuality of the presentation and of English


present the tasks that wereassigned to you

make the connection betweenyour tasks and the personal

assessment you conducted inStep 2 8. Develop their

financing plan.Presentation of the need for start-up funds, sources of financing andthe income statement forecastAccurate calculationsQuality of the presentation and of English

Working alone, team membersmake an entry in their respectivelogbooks for this step, answeringthe following questions:

how did you contribute todeveloping the financing plan?

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what were the main difficultiesencountered?

what means did you take toovercome these difficulties?

9. Implement andevaluate theproject.

Responses to the first 14 questionsin the evaluation of theentrepreneurial projectPresentation of a document in theform of questions and answersWell-supported answers providedto questionsQuality of the presentation and of English


describe your contribution tocarrying out the project

present your response toquestion 15

identify the main difficultiesencountered

indicate the means taken toovercome these difficulties

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Student Document1. PROJECT IDEA

Your teacher has given you an idea for a project. Now you need to interpret it so thatyou can make it your own. Brainstorm withyour team members to clearly define this project idea. This document presents sometools to help you with this step: first, somenotions of creativity are explored so that youcan develop your own definition of the project; then, you will explain your choice;and lastly, you will identify the resourcesavailable to you to carry the project throughto completion.

The project idea is based on the observation,analysis and understanding of a givensituation. In fact, the project becomes

meaningful when it contributes to improvingquality of life or collective wealth, be iteconomic, cultural, humanitarian or ecological.

To enjoy the experience, the project mustappeal to the team members; the membersmust each be able to relate to the project andwant to be involved in carrying it out.

In order to clearly define the project,students must be familiar with the situation

presented or selected. Creativity comes into play when honing in on the situation andanalyzing it. Students must demonstrate inwhat ways their project is innovative andhow it meets a need.

The following section provides severalnotions of creativity that may be helpful ininterpreting and defining your project.

CREATIVITY

Some peoples minds are constantly filled withnew ideas; everything becomes an opportunityto explore, to experience something new. Butnot everyone is like this, so this section provides some tips on stimulating your creativity, so that you can use it as a distinctaspect of your personality and be an asset toyour team.

First, a working definition of creativity is presented as well as the main elements thatcomprise it. Then, we will look at how theseconcepts can be used to identify theinnovative aspects of a project.

Definition of creativity

The simplest definition of creativity is theability to contribute something new. Butwhat is something new? For whom? Inwhich circumstances? etc. In fact, newnessmust be perceived as such by persons other than the individual introducing the new idea.

Importance of knowing yourself well so that youcan optimize your

involvement in the project.

Show your creativity in your interpretation of the project

proposed by theteacher.

Creativity is theability tocontributesomething new.

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According to Jacques Baronet,9 creativity is: the ability to regularly find solutions to

problems, to construct new products, todefine new questions in a given field, in amanner that is, at least initially, considered

new or original , but which is ultimatelyaccepted and recognized, and sometimeseven compensated within a given cultural

framework.

Regularity, newness and acknowledgment of

this newness are the three basic componentsgenerally present in creativity. Regularityrefers to the creative person, an individualwho, in the face of different situations,shows a propensity for finding solutions to problems, perceiving an opportunity in asituation or thinking of a new way of doingthings. Newness is generally what isassociated with creativity: it is the scoop, theoriginality, the audacity, the innovation.Acknowledgment by others is an important

aspect, because without it, the newness doesnot have any value. If you are suggesting anew way of doing things, but others do notacknowledge or accept it, then this new ideahas little value. Your idea must be original, but also accepted.

The creative process

An individuals ability to find a new idea as part of a project, among other things, stemsfrom personal knowledge of the field relatedto the project, which may, for example, bethe field of study. The knowledge that youhave acquired to date in your field of study

9. Filion, Louis Jacques et al. Raliser son projet dentreprise. Une initiation complte au mtier dentrepreneur (Montral: Collection Entreprendre,2001), 101 (free translation).

helps you perceive problems or uncomfortable situations for which you canfind solutions. Your grasp of the situation,of the problem to be resolved, puts you in astate of creativity, where you can resolvethis problem in an innovative manner.

For example, in 1942, the chemist EdwinLand created the Polaroid when he felt aneed to have immediate access to hisvacation pictures. Similarly, your

understanding of a problem in Perusdaycares could result in developing ahumanitarian aid project for this country.This project could propose a new approachto a problem, one that is recognized andaccepted but that has not been previouslyused in this country: in short, an interestingopportunity to improve an existing service.

Several elements that promote creativity

The first element that fosters creativity issolitude. It is important to isolate oneself from all outside influences. Right beforegoing to sleep is an ideal time for new ideasto emerge: rational barriers fall to the side,the imagination takes over and a state of semi-consciousness is conducive toanalyzing different situations. To promotecreativity, you must be open to change and be curious. These tips can help:

write down the first idea that comes tomind, without changing or criticizing it

note your thoughts, the ideas that crossyour mind

do things that you would normally notdo, such as taking a different routehome or doing a sport that you have

Regularity,newness and acknowledgment of this newness arethe three basiccomponentsgenerally present in creativity.

An individualsability to find anew idea as part of a project, amongother things, stems

from personalknowledge of the

field related to the project.

Your idea must beoriginal, but alsoaccepted.

Tips for promotingcreativity

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never done before, cooking a new meal,watching a TV program that you do notusually watch

frequent new places and people

In the midst of a creative process, most of all, you should not be afraid of makingmistakes. If you immediately strive for the perfect idea, you will be limiting yourself and might bypass some of the best ideas.You also need to set aside enough time, because good ideas often come at the end of the process. You must persevere to the endof the process if you want to fully benefitfrom it.

The more you are familiar with the field of the project, the more easily new ideas willemerge that will be recognized and accepted by those working in that field.

Lastly, before choosing what you feel is the best idea, you can develop a tool to help youevaluate the ideas put forth by teammembers. The following questions can helpyou analyze ideas and choose the mostappropriate for the project:

Do you have the resources to implementthis idea (people, time, money if needed, knowledge, etc.)?

Would this idea be easy to carry out?

Does this idea bring any interesting andinnovative aspects to the project?

Does this idea make it possible to better meet the need that was identified for the project?

DEFINING THE PROJECT

The information provided previously helpedyou generate a number of ideas that you cannow use to define your project. Here, youwill describe the basic idea for your project,its raison dtre. Describe your project in afew sentences: what the project entails, thefield of activity concerned, where the projectwill be carried out. Also highlight the

projects innovative aspects, its potential, its particular features, and demonstrate how itmeets the target clienteles need. Answer thefollowing questions when defining the project:

What clientele is your project targeting?

What services are you offering? It isimportant to clearly define your idea.

What are your projects objectives?

Do you have any limitations in terms of time available to devote to the project,skills, geographical location? Do youneed a team?

Your definition must clearly describe thenature of your project, the main features of the product or service, and the target market.It may prove interesting to see what your family and friends think about your project.They might even have some interestingideas that could improve it. Take theopportunity to also find a name for your project.

Your definition must clearly describe thenature of your

project, the main features of the product or service,and the target

market.

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PRESENTATION CRITERIA A team presentation

Short text of approximately 150 words(maximum 300)

Quality of the presentation and of English

Inclusion of all points to be covered:

project name

target clientele

target objectives identified limitations

THE LOGBOOKWorking alone, team members make anentry in their respective logbooks for thisstep, specifying the following:

describe your contribution to the projectidea

describe the components of the projectthat you found the most interesting

describe the components of the project

that you found the most difficult

Evaluation criteria for the logbook:

a presentation by each team member

a text of a maximum of 300 words thatincludes the three points to bementioned

clear demonstration that they haveunderstood the project

quality of the presentation and of English

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Student Document2. THE TEAM

Now that you have defined your idea for the project, it is time to show that you have theresources to carry it out. This step involvesidentifying each team members qualities,skills and experiences.

You will do this part of the project on your own, although the team members will readeach others work to ensure that all theelements have been included. Answer thefollowing questions:

1. What motivated you to commit to thisproject?

The project definition and your logbook for Step 1 will help you answer this question.

2. What are your personal objectives?

Your personal objectives may be to acquirespecific experience related to your career choice and program of study, to play ameaningful role in society, to contribute tocarrying out a concrete project, etc.

3. How much time are you prepared todevote to the project?

This aspect is important in defining thescope of the project and in setting realisticexpectations with your team members andclientele.

4. What are your specific skills?

You have strengths and skills that you haveacquired through different work or lifeexperiences and that can be assets to the project.

5. Which of the competencies that youacquired through your program of study will help you carry out thisproject?

Through your program of study, you haveacquired knowledge and experience in amultitude of situations. Analyze the coursesthat you have taken (course outlines) andidentify the competencies that you haveacquired that will be useful to the project.Your teachers can also help you identifythese competencies.

6. Which entrepreneurial attributes doyou possess that will help you incarrying out this project?

To help you identify your entrepreneurialattributes, your teacher has an activity that

will help you define your entrepreneurial profile.

Identify each teammembersqualities, skills and experiences.

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PRESENTATION CRITERIAPresentation by each team member

Presentation of a personal assessment (2 to 3 pages)



name and contact information

motivation and personal objectives for

the project time to invest

specific skills (work and lifeexperiences)

competencies acquired during their studies

personal entrepreneurial profile

THE LOGBOOK

For this part of the file, students insert their personal assessment in their logbook.

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Student Document3. CONTEXT OF THE PROJECT

Your project idea is starting to take shape.You are aware of the strengths that you can bring to the project. Now it is time to definethe target clientele. Who is your averagecustomer? Where can your customers be

found? How many people are ready to takeadvantage of your product or service? Doother similar projects exist? Is there a realdemand for what you are offering? Toanswer these questions and accurately definethe context of your project, you need tospecify the location of your project, themarket and its segmentation, the potentialcompetition and potential income.

3.1 SECTOR OF ACTIVITY

You will do some research to choose themost appropriate sector for your project andyou will explain your choice. Emploi-Qubec defines 33 sectors of activity.Consult the Web site at. This information will help you choosethe sector and guide your research.

Once you have identified the sector, you canstart gathering information on it. Is thesector experiencing growth? For example, if you decide to offer exercise classes for seniors, your project falls in a growth sector.What makes you think that your projectmeets a need and that this need will grow?

3.2 LOCATION

Next, you will specify your projects

location. It may take place at the college, or elsewhere. Define your needs in terms of the premises required, the availability of the premises, the importance of being able toeasily access the premises, and anyapplicable costs.

3.3 TARGET MARKET ANDCLIENTELE

3.3.1 Target Market

The target market must be defined so that its potential can be assessed. Are your customers college students, elementaryschool students or seniors in thecommunity? You may need to make somecalls in order to obtain information on themarket potential.

The territory that the project will cover may

be the college or one or more cities or townsin your region.

Further detail your project.

Identify the projects sector of

activity and obtaininformation ontrends for thissector.

Where will the project be carried out?

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Statistics should be gathered on thefollowing:

the number of persons in the territory,for example, the number of students andemployees at the college (depending onthe project), or the number of residentsin the territory

knowing how your clientele breaksdown in terms of gender may be useful.The college administration or municipaloffices can help you get thisinformation.

an estimate of the average yearlyincome of students and employees or,depending on the project, of families inthe territory, as well as the amountsgenerally spent on recreation or meals.

3.3.2 Target Clientele

You must define your clientele, and providetheir age group as well as certaincharacteristics that you consider important.For example, your clientele may includecollege students and employees, which arecomprised of two groups: young adults 17 to25 years old on average and adults 20 to 65years old. This English-speaking customer base totals 3 000 students and500 employees. You could also formsubgroups, such as students in technical

training programs and students in pre-university education, support staff, teachersand management. Define the category or categories that you will be focusing on andestimate the numbers.

You also need to specify your needs andrequirements for each category of target

clientele. As well, determine the number of persons that you wish to reach with your project as this will allow you to assess whatyou could earn and what you need to earn.

3.4 THE COMPETITION

Depending on your project, you may need toidentify the competition. If you plan on

organizing an event and you learn thatanother event is taking place the same week,you may decide to change your date.Similarly, if you want to offer hot meals toseniors in a town, check to see if this servicealready exists, and if so, demonstrate howyour project differs from the competition.To do so, you need to gather information onthe competition and describe what it offersso that you can explain your competitiveedge. For a project that involves producing

products, it would be important to know the products that each of your competitorsoffers, the production capacity, and how the products are offered to customers. In theexample of hot meals for seniors, it would be useful to know the variety and types of meals offered, the production capacityaccording to the kitchen size, the way inwhich meals are offered to customers (homedelivery, pickup, etc.) and the range of sales prices. To obtain this information, simplycall and explain that you are a student doingan assignment.

Accuratelydescribe the target market and clientele.

Know your competition so that

you can give your project an edge.

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3.5 POTENTIAL INCOME

Projects obviously involve certain expenses,and if there are expenses, then there should be some income to offset them. Potentialincome could come from a number of sources: funding from student services or from the college foundation; outsidesponsorships; the sale of goods. The sourcesof potential income must be identified as

realistically and accurately as possible. If you are selling a product or service, the costmust reflect the market (the competition)while remaining competitive in terms of sales price and type of product or serviceoffered.

For products, once the sales price has beendetermined, multiply it by the quantity produced in order to obtain the potentialincome. For an event, income is earned by

selling tickets. The number of estimatedvisitors multiplied by the cost per ticket willgive the potential income. Lastly, for aservice, the cost of the service multiplied bythe number of potential customers providesan estimate of the potential income.

Obviously, there are other advantages besides financial ones in carrying out the project. The benefits may be numerous:learning about the entrepreneurial process,offering a service that meets a community

need; a sense of personal accomplishment,etc.

PRESENTATION CRITERIA

Team presentation

Text of approximately 1 000 words(5 pages)



the sector and its stage of growth

the project site (needs related to premises, availability of premises,importance of being able to easilyaccess the premises, the costs, the

planned location) the target market and clientele (territory,

statistics)

the competition and ways of differentiating the project

potential income (supporting documentsrequired)

list of main sources of information

THE LOGBOOK

Working alone, team members make anentry in their respective logbooks for thisstep, answering these questions:

how did you contribute to defining thecontext of the project? (provide a brief description)

what were the main difficultiesencountered in defining the context of

the project? what means did you take to overcome

these difficulties?

given the information provided on thecontext of the project, what are thechances of your project succeeding?Explain.

Assess the potential incomeand the other benefits to begained from the

project.

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Student Document4. CHARACTERISTICS OF THE OFFER

You have identified your sector of activity,your projects location, the target market,the competition and the potential income. Now you need to define what you will beoffering your customers and how you will

offer it. You will determine ways of meetingyour income forecast. For this step, you firstneed to know your clientele very well so thatyou can define the characteristics of your offer.

What better way to learn about your customers than to meet with them and ask them questions? Prepare a shortquestionnaire of roughly 10 questions thatcustomers can answer in 5 minutes at most.Have about 20 customers complete it. Theinformation obtained will be very valuablein confirming your clienteles expectationsand needs.

The information that you have collected inthe preceding steps will help you prepare thequestionnaire. The answers to the questionsshould allow you to describe your clientele(age group, occupation, gender, origin), and be related to your product or service:expectations regarding this type of service or

product, selection criteria (sales price,quality, quantity, other relevant aspects),accessibility, services offered, etc. Wesuggest that you use multiple-choicequestions with an Other option whererespondents can expand on their answer.

Once you have all your completed surveys,compile the results so that they can be usedfor the remaining steps of the project.

4.1 DESCRIPTION OF THEPRODUCT, SERVICE OR EVENT

Here you will present your product, serviceor event and describe how it will meet your customers expectations and needs, how itdiffers from the competition and how it isinnovative. Also, specify the name of your product and give your project a title, providing explanations for your choices.

4.2 ESTABLISHMENT OF SALESPRICES

Several elements must be considered beforeestablishing sales prices. Firstly, it isimportant to specify that each situation isunique and needs to be evaluated individually.Two basic factors come into play when settingsales prices: the income required to cover expenses and provide an interesting profit (if that is one of your objectives); and theconsumers perception of the value of the product, service or event. Table P.8 presentsthe main elements to be considered.

Survey your clientele so that

you can better know and meet their expectations.

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TABLEP.8 Main elements to be considered when establishing sales pricesElements Additional Information

The competition The competitions prices are an important barometer. Identifyyour competitive edge: your product or services may offer more and consequently, your price may be perceived asmore advantageous.

Economic conditions A favourable economic context will make customers lessconcerned about sales prices.

Ease of supply The possibility of obtaining products at advantageous pricesmeans that meals are sold at lower prices.

The quality of themerchandise

The higher the quality of the products, the more expensivethey are; this will directly impact the sales price.

The clientele Your customers may not have a great deal of income and thesales price must take this into account.Also, some customers will be more sensitive than others to pricing.

Sales volume The more customers, the lower the fixed expenses (rental of premises, telephone charges, etc.) per customer and thelower the production costs.

The characteristics of your offer

The innovative aspect of your offer as well as its specificadvantages influence the sales price. For example, sellingmerchandise in order to raise funds for a humanitarian aid project impacts the customers sensitivity to the price. Thecustomer will probably be willing to pay more.

Define the profit margin that you would like,describe all your expenses, know thecompetitions prices, and show how youarrived at your estimated sales price. Explainhow you took into account the various factorsin establishing this sales price.

4.3 DISTRIBUTION OF YOUR OFFER

Define how you will distribute your offer tocustomers. Here are a few examples:

For an event, securing a location for theshow is a way of making the eventaccessible. Describe the features of theroom and how you plan on selling tickets,if applicable.

For an information booth, you coulddescribe how the information will be

conveyed to customers; for example, two persons could be present at the booth atthe same time, from 11:00 a.m. to2:00 p.m., information pamphlets could be handed out, etc.

Two basic factorscontribute toestablishing sales

prices: the incomerequired to cover expenses and

provide aninteresting profit (if that is one of your

objectives); and theconsumers

perception of thevalue of the

product, service or event.

Show that thevarious factors havebeen considered inestablishing a sales

price.

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In the example of hot meals for seniors,you could describe how customers willobtain these meals. If the meals are to bedelivered, describe the service. If themeals are to be served at a table, youcould describe the features of the diningroom, etc.


Team presentation

Text of approximately 800 words (5 pages)(excluding the questionnaire and thecompilation)



the questionnaire and the results of thecompilation

the description of the product, service or

event

establishment of sales price distribution of the offer

THE LOGBOOK

Working alone, team members make anentry in their respective logbooks for thisstep, answering these questions:

how did you contribute to defining thecharacteristics of the offer? (provide a brief description)

what were the main difficultiesencountered in this step?

what means did you take to overcomethese difficulties?

given the information provided up tonow, do you still believe your projectwill succeed? Explain.

Define how your offer will bedistributed to your clientele.

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Student Document5. COMMUNICATION PLAN

Once your offer has been well defined, youneed to determine how you willcommunicate this offer to your clientele andwhether any promotions and after-salesservice will be offered, if applicable.

PUBLICITY AND PROMOTION

Which methods did you select to attract your customers attention? Today, people areinundated with information, so you need tohook them in, while staying within your budget. First, identify the media that you canuse to reach your customers, then themessage you wish to convey. For example, acollege already has methods of communicating with people: internalnewsletter, bulletin board, portal, massmailings, etc. Municipalities have localnewspapers, which are often expensive, butother means may also be available throughcommunity groups, for example. It alldepends on your project and budget. Learnabout the costs of advertising in the variousmedia and establish a budget before making

your choices.Promotional activities are used to advertiseyour offer. You could decide to have a drawto attract customers, offer group rates or give discounts based on the amounts

purchased. Once you have made your choices, you can develop a schedule of activities that details the promotional costsand dates.


Team presentation

Text of approximately 300 words(1 pages)



a table presenting the methods selected,the cost, the frequency of the

advertising, the duration, the dates explanation of the choices made

THE LOGBOOK

Working alone, team members make anentry in their respective logbooks for thisstep, specifying the following:

briefly describe your contribution todefining the publicity and promotion

provide your personal assessment of themethods selected

Communicate your offer to your clientele.

Develop a scheduleof activities that details promotionalcosts and dates.

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Student Document6. ACTION PLAN

The preceding steps describedthe what of the project; the action plan describesthehow. The projects action plan answers thefollowing questions: How do we proceed?What is the best way to carry out the

project?This step is more demanding for projectsthat involve producing products rather thanoffering a service. A series of questions have been included to help you prepare your action plan.

6.1 PROJECT SITE

You must first describe what you require interms of a site for your project. In Step 3, you briefly described the location of the project,your needs with respect to premises and the possible cost of these premises. Here, you needto be more detailed and specify how the premises will be set up. Your answers to thequestions below will help you describe the project site.

What type of site do you require? Docustomers and suppliers need to be able to

access it? Answer these questions, providingexplanations that take into account your projects specific characteristics.

Where is your site located? At the college,in a school, in the municipalitys recreationdepartment? In your home?

Are there any fees associated with usingthese premises? What steps should be takenin order to have access to these premises?

6.2 SITE IMPROVEMENTS

What equipment is needed for the project?Make a brief list. Is this equipment alreadyavailable at the site? If not, should you leaseor buy it? What are the potential costsinvolved?

Make a rough layout plan of your premises.

6.3 SUPPLIES

Supplies are more of an issue for projectsthat involve producing products. Who mightyour suppliers be? What is your storagecapacity? What are the usual payment termsand conditions?

6.4 PROJECTS INVOLVINGPRODUCTS OR SERVICES

Now it is time to describe how you will produce your product or provide your service. What are the major steps involvedin producing your finished product? For example, to offer data entry and documentformatting services, the finished product

The action plandescribes how the

project will be carried out.

Describe your needs interms of the project siteand layout of the

premises.

Supplies are more of anissue for projects that involve producing

products.