Business Apprenticeship: Project Description

 

Business Apprenticeship Project Description In this Appre Apprentices nticeship, hip, student students s start and run their own small b business. usiness. After  choosing choo sing a prod product uct and busi business ness concep concept, t, the appr apprent entices ices break int into o thre three e teams: Production, Marketing, and Finance. These teams take responsibility for  their parts of the overall business plan and other responsibilities of the business, such as: securing a loan, packaging the product, marketing the product and selling sellin g it at a sales event in a pre-arranged venu venue. e. The profits profits of the business are don donat ated ed to a ch chari arita tabl ble e org organi aniza zati tion on in th the e commu communit nity, y, cho chosen sen by th the e students at the beginning of the class. Along the way, students deepen their  understanding of entrepreneurship, learn about business plans, calculate profit and loss, and sharpen their teamwork skills. Objectives:  To deepen apprentices’ understanding of the world of business.    

To introduce apprentices to the and elements business plans, venture capital loans.of entrepreneurship such as To work in teams to create, market and sell a high-quality product. To expose apprentices to excellence in the fields of business management, entrepreneurship and marketing. To build writing, math and public speaking skills.

WOW!: Sell High Qua Quality lity Pro Product duct Hint: It is essentia essentiall to arrange the WOW! sales v venue enue at the beginnin beginning  g  of the apprenticeship because this knowledge will help motivate the apprentices,, and it will influence the type of product they decide to sell. apprentices Potential WOW! sales venues include:  Local street fairs or community centers  Business school events  Local schools or the apprentices’ school    Another after-school program  Business place cafeterias  Local shopping centers Potential products include:  Candles  T-shirts  Jewelry (for boys and girls)  Magnets  Home Decorations 

Snack Mixes Page 1 of 40

 

Gift baskets  Cards (could sell in advance, if a company agrees to send out  apprentice-designed apprentice-des igned cards during holiday seasons) 

Tips for Success Success::  Teach with Colleague Colleagues s This Apprenticeship is best when taught by an entire team of entrepreneurs. This facilitates the specialization of small teams of apprentices—Marketing Team, Finance Team, and Production Team.  Use Your Contacts Use your networking skills to recruit guest speakers and customers, as well as to secure a WOW! venue and a bank that will allow apprentices to visit.  Plan Ahead We have provided this document as a guide, but you will need to adjust it to meet your needs and time restrictions (each lesson plan here is approximately 90-120 min). In addition, your expertise, resources, ideas, and enthusiasm are needed to breathe life and creativity into these lesson plans.  Give Apprentices Ownership Strike a balance between encouraging apprentices to do much of the work for  the WOW!, and ensuring that the final product is high quality and sellable. If  apprentices are producing cards, for example, they might design them while you spruce up the graphics and correct any errors in the text.  Use Your Best Consulting Skills Though apprentices should have ownership over the business, they will count on your advice and business know-how. Make sure to provide guidance if ttheir  heir  business plan seems unrealistic or logistically im impossible. possible. Read Appendix A for  important budgetary information.  Let the Business Plan Be Your Guide In the first few weeks, apprentices will learn about basic business concepts such as competitive advantage and marketing strategies, and they will systematically add these concepts to the business plan (see Appendix D for a sample). Throughout the semester, use this business plan to check for  comprehension, guide decisions and review concepts. Explaining the business plan to others (”teaching back”) will give the apprentices an opportunity to display their mastery of business concepts. The sample business plan (Appendix D) provides a simple framework, but you should feel free to add to it according to your areas of expertise and your apprentices’ abilities. Week by Week Overview Session One: WOW! ‘Em Introduce the Citizen Teachers and the Apprentices, begin building a powerful relationship Set behavior expectations that are specific to the Apprenticeship (perhaps have a business style “Employee Handbook”) Play a quick business game that introduces students to the overall structure •

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of a business Page 2 of 40

 

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Set the context for the Apprenticeship and give the “big picture” Display schedule for the semester and choose the client (local charity to receive the profits) Familiarize with structure of a business plan Brainstorm product

Session Two: Two: Getting Dow Down n to Bu Business siness • • • •

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Continue to build expectations investment in WOW! Review behavior Introduce apprentice roles Develop an understanding of the business concept, the proposed customer  and the competitive advantage of the company, and incorporate this information into a business plan. Guest entrepreneur provides feedback on product concepts Vote on product and name

Session Three: Three: Prep for Lo Loan an Visit and Entrepr Entrepreneur eneur Visit Review business concept, proposed customer and competitive advantage outlined in business plan last week Add cost and pricing and marketing strategy to business plan •

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Prepareafor visit to banktagline and graphics for business cards (if there is time) Create slogan, logo, If possible, invite a guest speaker with marketing experience to serve as a consultant

Session Four: Get a Loan Discuss expectations and roles for visiting a bank Increase confidence in ability to navigate banking system Ensure that apprentices understand and can present all parts of the business plan (i.e. business concept, proposed customer, competitive advantage, cost/price, marketing strategy, etc.) Present business plan to bank and secure the “loan” • •

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Session Five:plan Manufacturing Review business Design prototype Discuss assembly line vs. unit production Vote on best production method and begin manufacturing product (if you already have raw materials) Session Six: More Manufacturing Continue manufacturing product Use business plan to guide production Visit factory, if possible Session Seven: Working Towards WOW!

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Build enthusiasm about approaching WOW! Continue manufacturing Page 3 of 40

 

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Work on sales pitches Continue to build understanding of business plan Session Eight: Put it All To Together  gether  Rehearse roles for WOW! event Finish manufacturing Finish executing marketing strategy (i.e. hanging signs, handing out flyers, etc).

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Confirm business all detailsplan regarding transportation, location, logistics, and expectations Review

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Nine: WOW! Sell products at WOW! event

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Session Ten: Celebrate! Liquidate company Discuss corporate philanthropy and decide on charity Distribute profits Celebrate success Review business plan • •

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Appendixes: Appendix A: Business Apprenticeship Polic Policies ies Appendix B: Teambuilding Games Appendix C: Sample List of Expectations Appendix D: Sample Business Plan  Plan  Appendix E: Blank Business P Plan lan

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Lesson 1: WOW! ‘Em Overview This is your chance to “WOW!” your apprentices with your experience and enthusiasm, and to introduce them to the the concepts you will cover in the next 10 weeks. In this lesson, focus on setting a professional, participatory and fun tone which will last throughout the semester. To do this, you’ll share behavior expectations, participate in teambuilding games, discuss the WOW!, and build excitement about creating a business together. Objectives Build excitement and enthusiasm, and commitment to the team Display schedule for the semester  Set behavior expectations Discuss what it will take to get to a powerful WOW! Familiarize with structure of a business plan Brainstorm product •

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Length: 90-120 minutes Materials and Equipmen Equipmentt List of Expectations/ Employee Manual Agenda for day and semester  Pens/markers Hershey’s kisses Monopoly money • • • • •

Roles for Apprentices President of the Week (co-facilitates Partners Meetings) HR Manager of the Week (helps resolve disputes between “employees” Clean-up captain (takes a mental photo of the room at the beginning of the lesson and makes sure that apprentices return the room to its original state before leaving) Scribe (takes notes anytime you use flip chart paper or the board) •

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Vocabulary: Hint: Display the vo vocabulary cabulary words a around round the room, and refer to it throug throughout  hout  each lesson. At the end of each class, hold a quick vocabulary contest to check  for comprehens comprehension. ion. • • • • •

Entrepreneur  Business plan Goods v. Services Product Consumer 

Lesson Plan 1 Page 5 of 40

 

Introduction and Expectations 15 minutes As apprentices enter the class, shake hands with each of them and introduce yourself. This will set up a professional atmosphere, and introduce an important business skill (making connections). After apprentices have taken their seats, discuss your background and experience, and share why you’re excited about this apprenticeship. You may want to play a name game or an icebreaker activity to get I.

to know your apprentices. Make sure that you’re clear about your expectations of your young entrepreneurs by listing them on a piece of flip chart paper or handing out an “employee guide” that outlines what is expected of professional business people. See Appendix C for  Sample List of Expectations. Explain that the apprentices have been “hired” to do an important job, and that they they must live up to these high expectations. You’ll serve as a “consultant” and a leader, but you expect them to take full responsibility for the success of the business. Setting a fun, but professional tone at the beginning of the apprenticeship is critical for success. To build a sense of investment in the tteam eam atmosphere, ask apprentices if they would like to add anything to the list of expectations or the “employee guide.” If possible, hold Partners Meetings at a “boardroom” table, or  circle the desks. Hi Hint nt:: Crea Creati ting ng a prof profes essi sion onal al atmo atmosp sphe here re is esse essent ntia iall to cultiv cul tivati ating ng en enthu thusia siasm sm abo about ut the WOW WOW!! and dev develo elopi ping ng a   posit positive ive clas classro sroom om cul cultur ture. e. The Theref refore ore,, yo you u mi might ght cons conside ider  r  referring refer ring to your appr apprentic entices es as “”en “”entrepr trepreneur eneurs,” s,” “bus “busines iness s   partn partners ers,” ,” “Mr “Mr./M ./Ms.” s.” or “co-w “co-wor orker kers,” s,” as opp oppose osed d to “ki “kids ds,”  ,”  “apprentic “appr entices,” es,” or “guys. “guys.”” In addition, addition, dona donated ted busin business ess card  hold ho lder ers s or po port rtfo foli lio o ca case ses s ca can n ad add d to the the prof profes essi sion onal  al  environment in your classroom.

In addition to discussing expectations, review the agenda for the day, and give a short explanation of the WOW!. Let apprentices if their is See successful, they will be able to keep some of the know profitsthat at the endbusiness of the class. Appendix A for information on how to distribute profits. Partners Meeting Ritual 20 minutes Let the apprentices know that at the beginning of each session, there will be a Partner’s Meeting to discuss progress and challenges and make critical decisions for the company. Each week, the “President of the Week” will help facilitate this meeting, by posting the agenda, asking for input, calling on participant and organizing votes. In addition, the group will play a teambuilding game during the partners meeting in order to foster unity and cooperation among employees (see Appendix B for ideas). II.

Hi Hint nt:: De Deci cide de a as sy syst stem emsident in ad adva vanc nce e We for forek.” de dete term rmin inin ing g wh whic h apprentice will on will serve “Pre “President of the Week.” You could goich in Page 6 of 40

 

alphabetical order by name, choose the most ambitious apprentic alphabetical apprentice e from the previous week, or hold a short contest at the beginning of  each class. Hint: Eac Hint: Each h week, wor work k new vocabu vocabulary lary word words s into the Partne Partner’s r’s Meeting section section of the lesso lesson. n. You can post tthe he words arou around nd the room and refer to them as you go through the exercises exercises,, or hold an informal quiz or con informal contest test at the end of each Part Partners ners Mee Meeting ting.. In addition, you might want to select a “word of the week” to focus on, and give apprentices a reward when they use it correctly.

III. Making Money 20 minutes Jump right into business activities by starting a quick “mock” business with the apprentices. Ask one apprentice to serve as a banker, one apprentice to serve as a distributor, distributor, and one apprentice to serve as an entrepreneu entrepreneur. r. The rest of the apprentices will be consumers. Give two dollars to each of the consumers, four dollars to the entrepreneur and the rest of the money money to the banker. Tell the entrepreneur that s/he is going to start a Hershey Kiss store, but s/he doesn’t have enough money to stock the store Kisses. Kisses. the entrepreneur through the of getting getting a loanwith fromHershey the bank, buyingTake the goods from the distributor, andprocess pricing the goods so that he or she will make a profit from the consumers. Let the consumers use their monopoly money to buy Hershey’s Kisses from the store, noting how much of a profit the entrepreneur makes on each sale. In addition, mention the costs not covered in this exercise such as the price of renting the store and the cost of hiring employees. Use this activity to spark a discussion about how businesses make money. IV. Business Brainstorm 20 minutes Find out how your apprentices have made money and for what types of  businesses apprentices have worked. Remind them that babysitting, mowing lawns, working at family businesses, and delivering newspapers count. Discuss some of theentrepreneurs. places you’ve worked, and tell a few stories about amazing or  interesting Hi Hint nt:: Ap Appr pren enti tice ces s are are in inte tere rest sted ed in real real-l -lif ife e experience, so feel free to go over your resume, sharing how you got each job.

Let the apprentices know that you hope to help them start a business that is even more successful and interesting than the Hershey Kiss store from the last activity. Use a piece of flipchart paper to brainstorm businesses in the apprentices’ community (using the class scribe to take notes). After generating a llist ist of  businesses, ask apprentices to circle the ones that they think are most Page 7 of 40

 

successful. Ask apprentices to guess what made these businesses successful, and introduce concepts such as profit, marketing, and competitive advantage. Use the ideas the apprentices generate about successful businesses to come up with goals for the class’s business (i.e. make money, build loyal customers, provide high-quality goods or services). V. What’s Our WOW! Product? 20 minutes Use the brainstorm from the previous activity to generate ideas for the WOW! product for the class business. Provide guidelines before apprentices start throwing out ideas (i.e. it has to be simple and inexpensive to produce, easy to sell at the WOW! venue, creative, fun, etc.) Remind apprentices that they will vote on a product at the next Partners Meeting. Hint: Tho Hint: Though ugh you sho should uld enc encoura ourage ge appre apprentic ntices es to brainstorm freely, make sure that you let them know  that not all busines business s ideas will be re realist alistic. ic. If you are worr wo rrie ied d that that yo your ur ap appr pren enti tice ces s wi will ll ha have ve trou troubl ble e brainstorming brainstorm ing reasonable product ideas, provide two or  three options and let them choose among those.

Foreshadow Next Week 10 minutes Review why you’re excited about this apprenticeship and give the apprentices some hints about what you’ll be doing next week. You might want tto o spend a moment quizzing the apprentices on some of the “takeaways” from today’s lesson (i.e. vocabulary words, business concepts, or some of the class expectations).

VI.

Clean Room and Provide Closure 10 minutes Ask the “clean up captain” to make sure that the apprentices return all the desks to their proper places, remove any trash from the floor and leave the room neater than when they arrived. As a closing activity, review the takeaways from today’s lesson, and hold a quick vocabulary contest. VII.

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Lesson 2 : Getting Down to Business Overview In this session, partners will vote on the product for their business and begin making decisions about marketing and manufacturing. Objectives Continue to build investment in WOW! Review behavior expectations Introduce apprentice roles Develop an understanding of the business concept, the proposed customer  and the competitive advantage of the company, and incorporate this information into a business plan. Vote on product and name • • • •

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Length: 90-120 minutes Materials and Equipmen Equipmentt Flipchart paper  Pens/markers • • • •

Business Plan sheets “What’s Our WOW!?” brainstorm flip chart paper from last week

Roles for Apprentices President of the Week (co-facilitates Partners Meetings) HR Manager of the Week (helps resolve disputes between “employees” Clean-up captain (takes a mental photo of the room at the beginning of the lesson and makes sure that apprentices return the room to its original state before leaving) Scribe (takes notes anytime you use flip chart paper or the board) •

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Vocabulary Brand • • • • • • •

Consultant Business Plan Profit Loss Consumer  Distributor 

Lesson Plan 2

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I. Review Expectations 10 minutes Take a few moments to remind the apprentices that you are excited to work with them and act as a consultant for their business. Ask them if they remember the expectation of business professionals from last week. II. Partners Meeting Ritual 20 minutes Select the President of the Week, and ask him or her to help you facilitate the meeting. Choose a tteam eam building game ffrom rom Appendix B, and have the President of the Week help you lead the activity. Next, display the the “What’s Our WOW!?” Brainstorm flipchart paper from last week, and encourage the apprentices to add a few more ideas. When they’ve generated many exciting product ideas, help them narrow down the list to the ones that would be most practical for the WOW! WOW! venue. When you’ve narrowed the choice to ttwo wo or  three products, ask the President of the Week Week to organize a secret ballot vote. To do this, have each apprentice write their top choice on a piece of paper, and drop the paper into a hat. After everyone has voted, tally to votes for each idea. You may have to conduct a run-off in a similar manner to break ties. Hint:: Hint

Man Manage age expe expectat ctations ions and red reduce uce anxie anxiety ty by shari sharing  ng 

stories of times you were disappointed in your professional  life. Discuss appropriate ex expressions pressions of disappo disappointment intment and  excite exc iteme ment nt and be cl clear ear ab about out yo your ur expec expectat tation ions s (i.e. (i.e. no gloating or teasing if your idea got the most votes, and no swearing or over-reacting if you are disappointed).

III. Name Game 20 minutes Once the team has decided on a product, discuss the importance of naming a business. Provide examples of products and businesses tthat hat have been named well and ones that have been named poorly. If you know of companies that have particularly bizarre names, this will be a good time to work humor into the class. Gather the group into a circle and explain that you are going to play a game that will help think makes a product name successful. saying a to brandthem name (youabout mightwhat have to review the definition of “brand”) “brand”)..Start The by apprentice the right of you should say a brand name or a store that starts with the last letter of  the word you used. For example, if you said, “gap,” the next person could say, “payless shoes,” and the person after after him/her could say, “Sony.” If a apprentice cannot think of a new name within 20 seconds, he or she is out (the President of the Week should keep time). The last person in the circle wi wins. ns. After the game, discuss why apprentices remembered certain brand names and not others. Explore what makes a good business name, and use flipchart paper to brainstorm names for your business and product. Ask the President of the Week to take another vote to determine the name of the product.

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Phew. In just two sessions, you’ve introduced some business concepts, decided on a product and created a business name. Take a moment to celebrate this success! Hint: Nam Hint: Naming ing your your bus busine iness ss sho should uld ins inspi pire re ent enthus husias iasm m and  excitem exci tement. ent. To celeb celebrate rate the cre creatio ation n of your busin business, ess, you  could have a quick “launch party” as break at this point or at the end of this session. IV.

Business Plan

30 minutes

Business Concept, Proposed Customer and Competitiv Competitive e Advantage Now that you’ve decided on a product and a name, it’s time to get down to business and construct a business plan. In this session, apprentices will develop an understanding of their business concept, proposed customer and competitive advantage. Use the sample business plan in Appendix D to guide apprentices. Together, come up with a business concept, a description of the customer and the “competitive advantage.” Let apprentices know tthat hat banks will want to know this information before giving a loan. Therefore, all of the business partners must be able to efficiently articulate the business concept, proposed customer and competitive advantage. This is called an “elevator pitch”—business people need to be able to describe the essential elements of their business to a potential investor in the time it would take them to ride an elevator together. Give a few apprentices an opportunity to make an “elevator pitch.” V. Foreshadow Next Week 10 minutes Comment on a few things the apprentices did especially well this week, and a few things that they could work on for next week. Celebrate the success of deciding on a name, and let apprentices know that they’ll have to create logos, graphics and a tagline for business cards and marketing materials next week. Ask them tto o brainstorm on their own before your next session. Hint: Helping to d design esign logo logos s and tagl taglines ines can be a great  leader lea dershi ship p role role for for app appren rentic tices es tha thatt are hav having ing tro troub uble le  participating in other parts of the apprenticeship.

VI. Clean Room and Provide Closure 5 minutes Ask the “clean up captain” to make sure that the apprentices return all the desks to their proper places, remove any trash from the floor and leave the room neater than when they arrived. As a closing activity, review the takeaways from today’s lesson, and hold a quick vocabulary contest. Lesson 3: Prep for Loan Visit Overview In this lesson, apprentices will gain an understanding of branding, marketing, and advertising, and they will create a logo, tagline, and business cards.

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Objectives Review business concept, proposed customer and competitive advantage outlined in business plan last week Add cost and pricing and marketing strategy to business plan Prepare for visit to bank Create a slogan, logo, tagline and graphics for business cards (if there is time) •

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If possible, invite a guest speaker with marketing experience to serve as a consultant

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Length: 90-120 minutes Materials and Equipmen Equipmentt Flipchart paper  Pens/Markers Blank white paper  Blank business cards Poster board • • • • •

Roles for Apprentices • • •

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President of the Week (co-facilitates Partners Meetings) HR Manager of the Week (helps resolve disputes between “employees” Clean-up captain (takes a mental photo of the room at the beginning of the lesson and makes sure that apprentices return the room to its original state before leaving) Scribe (takes notes anytime you use flip chart paper or the board) Vocabulary Advertising Marketing Logo Tagline Business card

Lesson Plan 3 I.

Partners Meeting Ritual 20 minutes Review the agenda for the day and play a quick team building game from Appendix B. Review the business concepts you covered last week and let apprentices know that this week, you’ll be an preparing to pitch” ask a or bank for minute a loan for the business. Ask a few apprentices to give “elevator a two summary of the company Page 12 of 40

 

concept, the proposed customer and the competitive advantage. II.

Product Costs and Pricing 30 minutes Use the Business Plan sheet (Appendix D) to predict the product costs, pricing and gross margin. Explain that the bank needs tthis his information, (along with the information about the business concept, proposed customer and competitive advantage) in order to decide if it is a good idea to invest in this company. Have apprentices “teach back” by explaining the Product Costs and Pricing sheet to each other. Make sure that a few apprentices are prepared to share this this information when you go to the bank. Hint: Prep Hint: Preparin aring g appren apprentice tices s for the trip to the ban bank k is essential for succ success ess in the third s session. ession. Therefore, feel free to spend extra time on this part of the lesson and to skip the lesson on logos and taglines.

III. Marketing Strategy 15 minutes Refer to the Business Plan sheet (Appendix D), and explain that in addition to understanding the business concept, the proposed customer, the competitive advantage and the pricing strategy, the bank will want to know what the company’s marketing strategy is. Define “marketing” and discuss diff different erent strategies. As a group, record some of those strategies in the business plan. IV. Logos and Taglines

20 minutes If there’s time, explain that designing a logo is an important part of a marketing strategy. Display promotional materials from successful local businesses, and examine the different taglines and logos together. If possible, iinvite nvite a guest speaker  with expertise in marketing to share his/experience and serve as a “consultant” for  the day. Hint: Don’t forget to let the Pr President esident of the Week take a leadership role in the Partners Meeting.

Ask apprentices if any of them had time to create a logo or tagline since the last session. Use these examples tto o deepen the discussion about how apprentices want to design their logo and tagline. Allow apprentices to work individually or in pairs to create taglines and logos on white paper for approximately 15 minutes. Once most of the groups have finished, ask them to present their logos to to the rest of tthe he group. Again, use the President of  the Week to hold a vote for the best tagline and logo. Hint: Pre Hint: Preve vent nt arg argume uments nts an and d dis disapp appoin ointm tment ent by  sett settin ing g cl clea earr expe expect ctat atio ions ns for for be beha havi vior or wh when en a appren app rentic tice e .is Give disap di sappoi point nted ed tha that the you’ve vot vote e didn’ diha dn’t t go his/her way way. exam examples ples of t how handled  ndled  Page 13 of 40

 

disappointment in your professional life, and remind  appren app rentic tices es tha thatt un unity ity is es essen sentia tiall in suc succe cessf ssful  ul  busi bu sine ness sses es.. In add addit itio ion, n, if yo you u ha have ve a gu gues est  t  “marketing consultant,” ask him or her to help the class narrow down the choices.

V. Foreshadow Next Week

10

minutes Comment on a few things the apprentices did especially well this week,, and a few th week things ings th that at they cou could ld work on for next wee week. k. Let apprentices know that they’ll be visiting a bank in order to secure a loan to buy materials for the business next week, so they should wear  “professional” “professio nal” clothe clothes. s. Give a few exampl examples es of appropriate busi business ness dress. Hint: Though apprentices will apply for a loan and have it  appr ap prov oved ed at a ba bank nk,, Ci Citi tize zen n Sc Scho hool ols s prov provid ides es a $2 $200  00  investment investme nt in apprentic apprentice e businesse businesses. s. It is expe expected cted that the investment will be returned, and profits will be distributed as outlined outl ined in Appe Appendix ndix A. Read th this is docum document ent in full befor before e next week’s class.

VI. Clean Room and Provide Closure 5 minutes Ask the “clean up captain” to make sure that the apprentices return all the desks to their proper places, remove any trash from the floor and leave the room neater than when they arrived. As a closing activity, review the takeaways from today’s lesson, and hold a quick vocabulary contest.

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Lesson 4: Get a Loan Overview This week, apprentices will have the opportunity to visit a bank and take out a loan for their business. As a result, apprentices should become more comfortable with navigating navigat ing the banking sys system. tem. In additi addition, on, the trip to the bank wi willll highl highlight ight the importance of the business plan in driving company decisions. Objectives Review business plan Discuss expectations and roles for visiting a bank Increase confidence in ability to navigate banking system Ensure that apprentices understand and can present all parts of the business plan (i.e. business concept, proposed customer, competitive advantage, cost/price, marketing strategy, etc.) Present business plan to bank and secure the “loan” • • •

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Length: 90-120 minutes Materials and Equipmen Equipmentt Agenda Business plan Money for public transportation, if needed Business cards • • • •

Roles for Apprentices President of the Week (this week’s president will be in charge of  communicating with the loan officer.) HR Manager of the Week (helps resolve disputes between “employees” Clean-up captain (takes a mental photo of the room at the beginning of the lesson and makes sure that apprentices return the room to its original state before leaving) •

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Scribe (takes notes anytime you use flip chart paper or the board)

Vocabulary Loan Loan officer  Interest • • •

Lesson Plan 4 I.

Partners Meeting Ritual Page 15 of 40

 

Review the agenda for the day, and discuss expectations and roles for the visit to the bank. Distribute business cards, practice giving “million dollar” handshakes, and remind apprentices that the President of the Week will do most of the talking, but that they’ll all have the opportunity to share ideas and ask questions. Hint: The trip to the bank for the loan will require some behind the scenes work,, and some good ac work acting ting.. Rem Remembe emberr that even if the appre apprentice ntices s know that the money is not really coming from the bank, their level of  investment is directly relat related ed to your lev level el of enthus enthusiasm. iasm. See Appendix   A for informatio information n on business apprentices apprenticeship hip policies.

Getting a Loan On the way to the bank, prep the President of the Week and remind apprentices that first impressions are important. Also, review roles, responsibilities and expectations for  the visit. While at tthe he bank, allow apprentices to take leadership roles II.

III. Foreshadow Next Week 10 minutes Congratulate the apprentices on getting the loan, and let them know that you’ll bring the supplies needed to manufacture the product next week. If there’s time refer back to the business plan to calculate how many products the business will have to produce in order to make a profit.

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Lesson 5: Manufacturing Overview In this class, apprentices will design the prototype for their product and begin production. In addition, tthey hey will review the mat math h concepts from the business plan and gain an understanding of different production processes. Objectives Review business plan Design prototype Discuss assembly line vs. unit production Vote on best production method and begin manufacturing product (if you already have raw materials) • • •

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Length: 90-120 minutes Materials and Equipmen Equipmentt Materials for product Construction paper  • • • • • • •

8 scissors 8 roles of scotch tape Agenda Flipchart paper  Pens/Makers

Roles for Apprentices President of the Week (co-facilitates Partners Meetings) Production Manager  HR Manager of the Week (helps resolve disputes between “employees” Clean-up captain (takes a mental photo of the room at the beginning of the lesson and makes sure that apprentices return the room to its original state •

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before leaving) Scribe (takes notes anytime you use flip chart paper or the board)

Vocabulary Unit production Assembly line Manufacturing Prototype • • • •

Lesson Plan 5 I.

Partners Meeting Ritual

20 Page 17 of 40

 

minutes Display the day’s agenda and choose a team building game from Appendix B. Review the business plan and make sure that apprentices understand and can teach back the following: The business concept o The proposed customer  o The competitive advantage o o The proposed cost and pricing strategy The marketing strategy o Let apprentices know that in today’s Partners Meeting, the group will decide on the final prototype for the the WOW! product. Divide the apprentices int into o groups and give them each the materials necessary to build one unit of the product (i.e. if the product is baskets of candy, have each group design one basket). When most of the groups are done, bring the apprentices back into a circle and have them present their  products to the group. After each group has made a pitch for their product, ask the President of the Week to facilitate a vote. II. Assembly Line v. Unit Production

25 minutes Divide the class into two groups, giving each group the following materials: Group A  A stack of multi-colored construction paper   Six or seven sets of stencils for different parts of flowers (cut out a stem, leaves, and petals that apprentices can trace)  Six or seven pairs of scissors  Six or seven rolls of scotch tape Group B:  A stack of multi-colored construction paper   One set of stencils for different parts of flowers (cut out a stem, leaves, and petals that apprentices can trace)  One pair of scissors  One roll of scotch tape Tell the class that both groups are going to construct as many flowers as they can in 5 minutes. Group A will use “unit production,” with each apprentice doing all of the steps to create flowers. flowers. Group B wil willl use an “assembly line,” where each apprentice has a particular role (i.e. cutting stems, cutting petals, taping them together, checking for quality etc.). etc.). Only flowers tthat hat are complete and meet the quality guidelines (i.e. they look exactly like a prototype, have all of their parts and don’t have any tape sticking out) will be counted. Set a tim timer, er, and let the apprentices work for five minutes. At the end of the game, count how many fflowers lowers each group produced. Discuss the benefits of assembly line versus unit production. When is it most effective to use each one (i.e. assembly lines are best for mass production, while unit production Page 18 of 40

 

might work better for for highly specialized work)? How do you ensure that each product is high quality? Decide whether assembly line or unit production would be best in manufacturing your company’s product. III. Manufacturing Madness

20 minutes

After deciding whether to use assembly line or unit production, look more closely at the prototype for your product and create steps for manufacturing it. Use flipchart paper to decide on roles, and get started on production. IV. Foreshadow Next Week minutes Comment on a few things the apprentices did especially well this week, and a few things that they could work on for next week.

10

V. Clean Room and Provide Closure 10 minutes Ask the “clean up captain” to make sure that the apprentices return all the desks to their proper places, remove any trash from the floor and leave the room neater than when they arrived. As a closing activity, review the takeaways from today’s lesson, and hold a quick vocabulary contest.

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Lesson 6: More Manufacturing Overview In this session, apprentices continue manufacturing their product and revisit the business plan. In addition, if possible apprentices will visit a factory. Objectives Continue manufacturing product Use business plan to guide production Visit factory, if possible • •

•

Length: 90-120 minute Materials and Equipmen Equipmentt Agenda Materials for production Business plan • • •

Roles for Apprentices • • •

•

President of the Week (co-facilitates Partners Meetings) HR Manager of the Week (helps resolve disputes between “employees” Clean-up captain (takes a mental photo of the room at the beginning of the lesson and makes sure that apprentices return the room to its original state before leaving) Scribe (takes notes anytime you use flip chart paper or the board)

Vocabulary Any words related to today’s lesson •

Lesson Plan 6 Page 20 of 40

 

I. Partners Meeting Ritual

20 minutes During the Partners Meeting this week, review the business plan and calculate how many units the company has to produce in order to be profitable. Discuss what happens if you over-produce, and fail to sell all of the products. Bring in profiles of  companies, news clippings, or any other materials relevant to the conversation. As a group, decide how many more units to produce. As usual, play a team building game from Appendix B to build unity. II. Manufacturing Madness

60 minutes Using the same method as last week, continue to manufacture the product. As apprentices work, brainstorm business related jobs other than manufacturing. III. Foreshadow Next Week 10 minutes Comment on a few things the apprentices did especially well this week, and a few things that they could work on for next week.

IV. Clean Room and Provide Closure 10 minutes Ask the “clean up captain” to make sure that the apprentices return all the desks to their proper places, remove any trash from the floor and leave the room neater than when they arrived. As a closing activity, review the takeaways from today’s lesson, and hold a quick vocabulary contest.

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Lesson 7: 7: Working Towards WOW! Overview In this lesson apprentices will continue to manufacture the product, and begin to think about sales pitches. Objectives • • •

Build enthusiasm about approaching WOW! Review business plan Continue manufacturing Work on sales pitches •

Length: 90-120 minutes Materials and Equipmen Equipmentt Agenda Business Plan Objects for Making the Pitch Grab Bag activity • • •

Vocabulary • •

Sales manager  Any other words related to today’s lesson

Roles for Apprentices President of the Week (co-facilitates Partners Meetings) HR Manager of the Week (helps resolve disputes between “employees” Clean-up captain (takes a mental photo of the room at the beginning of the lesson and makes sure that apprentices return the room to its original state before leaving) Scribe (takes notes anytime you use flip chart paper or the board) •

•

•

•

Lesson Plan 7 I. Partners Meeting Ritual

20 Page 22 of 40

 

minutes In this week’s Partner’s Meeting, review the business plan, check-in on production progress and discuss the upcoming WOW! event. As usual, play a team building game from Appendix B. II.

Manufacturing Madness minutes

40

Continue manufacturing the product and checking for quality. Making the Pitch Grab Bag 30 minutes Brainstorm elements of a successful sales pitch with apprentices, providing examples and modeling. If possible show a clip of a sales pitch from a movie. III.

After brainstorming about sales pitches, give the apprentices an opportunity to make their best pitch. Fill a bag with random household objects, and have each apprentice grab one out of it. Give the apprentices a few minutes to consider how they would sell that that object to a customer. Next, have each apprentice make a pit pitch ch to the rest of the the class. If the apprentices are shy or confused, model a sales pitch for them first. Be as energetic, funny and convincing as possible. After all of the apprentices have had a chance to make a pitch, discuss what made some of the sales pitches pitches exceptionally effective. Use this information to start a dialogue about how the apprentices will effectively sell their products at the WOW! event. Make sure that you take the WOW! venue into account in this conversation —if apprentices are selling their goods in a cafeteria, for example, they should know that approaching people while they are eating is rude. IV. Foreshadow Next Week 10 minutes Comment on a few things the apprentices did especially well this week, and a few things that they could work on for next week. V. Clean Room and Provide Closure 10 minutes Ask the “clean up captain” to make sure that the apprentices return all the desks to their proper places, remove any trash from the floor and leave the room neater than when they arrived. As a closing activity, review the takeaways from today’s lesson, and hold a quick vocabulary contest.

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Lesson 8: Put it All Tog Together  ether  Overview It’s coming down to the wire—this is the last week to manufacture products and rehearse roles for the WOW! event. Objectives • • • •

Rehearse roles for WOW! event Finish manufacturing Finish executing marketing strategy (i.e. hanging signs, handing out flyers, etc). Confirm all details regarding transportation, location, logistics, and expectations Review business plan •

Length: 90-120 minutes Materials and Equipmen Equipmentt Business plans Materials for production Flip chart paper  Pens/markers • • • • •

Agenda

Roles for Apprentices President of the Week (co-facilitates Partners Meetings) HR Manager of the Week (helps resolve disputes between “employees” Clean-up captain (takes a mental photo of the room at the beginning of the lesson and makes sure that apprentices return the room to its original state before leaving) Scribe (takes notes anytime you use flip chart paper or the board) •

•

•

•

•

Vocabulary Any words related to today’s lesson

Lesson Plan 8 I. Partners Meeting

25 minutes Page 24 of 40

 

Remind apprentices that this is the last meeting before the WOW! so all production must be complete by the end of the class. If necessary, devise a plan tto o speed production. In addition, brainstorm and assign roles for the WOW WOW!. !. Roles might include:  Salespeople  Register workers  Marketing managers   

President of the Week (to make any last minute decisions) Finance workers (check profits against business plans) Operations Managers (set up booth, etc)

Make sure that all apprentices understand the components of the business plan and can explain it to interested customers. Review any concepts that are difficult for  many apprentices. As usual, play a team building game from Appendix B. II. Manufacturing Madness

50 minutes Finish manufacturing all products. Check for quality and pack them up for transport to the WOW!. III. Roles for WOW!

20 minutes Practice roles for the WOW! and discuss expectations. Remind apprentices to w wear  ear  professional clothing to the WOW! event. IV. Foreshadow Next Week 10 minutes Comment on a few things the apprentices did especially well this week, and a few things that they could work on for next week. V. Clean Room and Provide Closure 10 minutes Ask the “clean up captain” to make sure that the apprentices return all the desks to their proper places, remove any trash from the floor and leave the room neater than when they arrived. As a closing activity, review the takeaways from today’s lesson, and hold a quick vocabulary contest.

Lesson 9: WOW! Overview This week, apprentices will sell their products at a WOW! event. Objectives Give apprentices opportunity to make sales pitches, work at a register, and •

Page 25 of 40

 

• •

explain their business plan. Celebrate success and reflect on challenges Have fun!

Length: 90-120 minutes Materials and Equipmen Equipmentt WOW! products Marketing Materials Business cards Money box/Register  • • • •

Roles for Apprentices Salespeople Register workers Marketing managers President of the Week (to make any last minute decisions) Finance workers (check profits against business plans) Operations Managers (set up booth, etc) • • • •

•

•

Lesson Plan 9 I. Partners Meeting In this meeting, review roles for the event and expectations for the the WOW!. Build pride and unity by playing the apprentices’ favorite team building activity from each week. WOW! Sell products.

II.

Hints for a successf successful ul WOW!: Page 26 of 40

 

   



   

Remain calm! Your apprentices will respond to your mood. Arrive early. Make sure you have a clear plan for money management (i.e. a sales tracker, a money box, change, etc.) Set clear expectations with apprentices. If, for example, you are selling the products in a cafeteria, let apprentices know that “over soliciting” could be considered rude. If there is only room for a few of the apprentices to attend the selling event, discuss activities for the rest of the apprentices with the Campus Director in advance. Leave time to review the success or failure of the business plan. Clarify roles with anyone who is helping to support the final production (Campus Director, team leader, volunteers, etc.) Plan a staff party Have fun!

Lesson 10: Celebrate Celebrate!! Overview This week, apprentices will have an opportun opportunity ity to celebrat celebrate e success and reflect on what they learned. In addition addition,, they will liqui liquidate date their company, dist distribute ribute profit profits, s, and review their business plan. Objectives Liquidate company Distribute profits • •

Celebrate success Review business plan •

•

Page 27 of 40

 

Length: 90-120 minutes Materials and Equipmen Equipmentt Business plans •

• •

Vocabulary Liquidate Any words related to today’s lesson

Lesson Plan 10 I. Partners Meeting 30 minutes Review the business plan and calculate calculate any profit. Share the rules of Cit Citizen izen Schools businesses with apprentices (from Appendix A), and discuss where to donate excess profits. Give apprentices a ffew ew choices of charities and hold a vote. As usual, share your expectations for appropriate behavior for apprentices who are disappointed by the results of the vote. Share information about corporate philanthropy programs at other companies, and hold a vote to decide on a charity. Play a favorite team building game from past weeks. II. Review Concepts minutes

30 Page 28 of 40

 

Hold a contest using vocabulary words and concepts from from past weeks. Briefly review any concepts that confuse apprentices. III. Celebrate Success 40 minutes Hold a small party to celebrate success and reflect on challenges. Use some of  these questions to guide the discussion:       

What are the riskiest things about starting your own business? Do you want to to start your own business? If yes, what kind of  business? What was your favorite thing about this apprenticeship? What was your favorite team building game? Why? How important is it to you to make a lot of money? Should all businesses give some money to charities? What qualities would you look for in someone you were going to hire for your business? Hint: To mak Hint: make e this disc discuss ussion ion mor more e fun, put the questions on slips of paper and tape them to the backs bac ks of cha chairs irs.. Pla Play y “mus “musica icall chair chairs,” s,” an and d as apprentices get out, ask them to choose a chair, answer the question on the back of it, and then remove the chair from the circle.

VI. Clean Room and Provide Closure 10 minutes Ask the “clean up captain” to make sure that the apprentices return all the desks to their proper places, remove any trash from the floor and leave the room neater than when they arrived. Share your feelings about the apprenticeship and let apprentices know what you learned over the course of the semester.

Appendix A. POLICIES FOR BUSINESS APPRENTICESHIPS Purpose These policies address the handling and reporting of profits generated by apprenticeships and the conditions under which apprentices sell products or services. Definitions Profit: Profits are equal to the business revenues minus the business expenses. Business revenues: Payments received by the business for its goods and services. Business expenses: Costs incurred by the business to produce and market good and services. Page 29 of 40

 

Inventory: Products or components of products that have not yet been sold. Apprenticeship reimbursements: Citizen Schools refunds to volunteers for up to $80.00 of expenses incurred in the apprenticeship that are not directly related to the production, marketing and sale of the apprenticeship products or services. Policies General Policies 1. All Citizen Teachers must attend a business apprenticeship training session. 2. All Citizen Teachers must receive a copy of these policies as well as the additional guidelines for their particular apprenticeship (NFTE, Urban Enterprises, etc.) Selling Policies 1. Apprentices may only sell their products or services under the supervision of their  volunteer teachers, Citizen Schools staff, or parents. 2. Apprentices may not carry on their person more than $10.00 in cash related to their  apprenticeship at any time. 3. Apprentices may not bring home more than $10.00 in wholesale product value related to their apprenticeship at any time. 4. Apprentices must sign a contract with their volunteer teacher and Campus Director if  they carry cash or product on their person or to their home. The contract should detail the amount of cash or product. The Campus Director must notify parents if apprentices are carrying cash or product on their person or to their home for the apprenticeship. 5. Apprentices may not sell their products during school hours without permission from the school principal. 6. Citizen Teachers are responsible for arranging a secure location for inventory during and between the apprenticeship classes and sales events. Revenue Management Policies 1. All revenues and expense receipts must be submitted to tthe he Volunteer Coordinator  at Citizen Schools headquarters. The Volunteer Coordinator will submit the revenues and expense receipts to the Director of Finance. 2. Citizen Sc Schools hools headquarters will manage both business expense reimbursements and apprenticeship reimbursements. 3. Citizen Sc Schools hools headquarters will manage the profit distribution. 4. Apprenticeships may not open bank accounts for their businesses. Profit Distribution Policies 1. 50% of the total profit must be donated to Citizen Schools. The profit will be directed into the general Citizen Schools account. The profit will not represent an increase in Page 30 of 40

 

the campus budget. 2. After the distribution to Citizen Schools, a maximum of $10.00 of profit may be distributed to each apprentice. 3. Parents must be notified directly (by mail or in person) in writing of the amount and date of a profit distribution if an apprentice will be receiving a profit distribution. 4. Only the Campus Director, or his/her designee, should hand the profit distribution to the apprentices once it has been obtained from Citizen Schools headquarters. Volunteers may not distribute profits. 5. After the maximum amount of profit is distributed to apprentices, any additional profit may be donated to another non-profit of their choice or to Citizen Schools. Business Continuation Policies 1. Citizen Schools will maintain all rights to market and sell the brand, designs and product developed in the apprenticeship, including all profits from the brand and the product beyond the program season. Reimbursement Policies 1. Each apprenticeship shall have a budget of $80.00 for which expenses incurred by the volunteers, unrelated to expenses incurred in the production and marketing of the product or service developed by tthe he apprenticeship, may be reimbursed. Such expenses may include transportation, office products, and snacks. This $80.00 is not included in business revenues or the calculation of profit. Reporting Policies 1. All apprenticeships must submit a final report that itemizes sources of funds, expenses, revenues, profits and the distribution of profits. Apprenticeship reimbursements should be reported separately EXAMPLE An Urban Enterprise T-shirt Business with seven apprentices. Expenses are costs incurred by the business to produce and

EXPENSES T-shirts

$150

Posters

$25

Tags

$25

Total Expenses

$200

REVENUES

Market goods and services.

Payments received by the business for its goods and services. Page 31 of 40

 

Sales Exposition at Fleet

$200

Campus Event

$200

Total Revenues

$400

PROFIT

$200

Profit is equal to revenues minus expenses

PROFIT DISTRIBUTION Distribution to Citizen Schools

$100

50% of total profit

Distribution to apprentices (7 x $10)

$70

Each apprentice may receive a maximum of $10 of profit.

Distribution to Pine Street Inn Shelter 

$30

Remaining profit to charity of choice

Total Profit Distributions

$200

Must equal profit. Refunds to volunteers for up to $80.00 of  expenses

APPRENTICESHIP REIMBURSEMENTS Transportation to Sales Exposition

$20

Incurred in the apprenticeship that are not directly

Notebooks for apprentices

$10

Related to the production, marketing and sale of the

Snacks

$20

Apprenticeship products or services. These reimbursements

Total Apprentice Apprenticeship ship Reimbursements

$50

Should be reported separately.

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Appendix B. Teambuilding Teambuild ing Games These games should be used to t o build unity during the Partners Meeting Ritual  each week. Chose one game each week, week, and spend no more than 10 min minutes utes on it. After completing completing the game, regroup the apprentices apprentices and discuss wh what at they  learned about teamwork, and how they can apply that knowledge to their  business venture. venture. Though some guidance guidance is provided provided for the debrief, let  let  apprentices generate generate most of the ideas by asking them what they found most  fun and most challenging challenging about each activity. activity. The debrief session session for these games is as essential as the games themselves.

1. Rainstorm: The group is in a circle, sitting down. The sounds are passed around the circle like a “wave” in a stadium. You may not want to give this the title “rainstorm,” but wait and collect observations. The wave begins with rubbing the hands together softly at first, then harder the next time around. Then: finger snaps, clapping (softer, then harder), Knee slapping (softer, harder), stomping feet, knee slapping (harder, then softer ), ), clapping (harder, softer), finger snaps, rubbing hands (harder, softer), silence. Debrief: Discuss th the e power of individual vo voices ices in a g group roup setting setting.. Explore how the team worked well together and talk about any challenges. 2. Captain’s Coming- Similar to Simon Says- caller yells the following: Captain’s ComingComing- everyone salutes (if they are at attention, they cannot do any other  actions until….) At Ease!Ease!- they are not at attention, and are free to perform any of the following Port-- everyone runs left Port Starboard-- everyone runs right Starboard Bow- everyone runs up to the captain BowStern-- run to the back of the room Stern Seasick-- run to either side and “puke” Seasick Seagull-- cover head and make pooping sound Seagull !- jump up and down on one leg Shark  attack Shark attack!Swab the deckdeck- pretend to mop Scrub the deckdeck- figure it out Life BoatBoat- and then a #- They have to sit in a line one behind the other, in groups of whatever number you say. Then they row. This one is especially great for getting the group distributed into groups of a certain number  Debrief: Discuss the importance importance of listening well and making quick decisions. 3. Leader Leader  (nee Indian Chief) Page 33 of 40

 

One person leaves the room, the rest are sitting in a circle One person in the circle is the leader (the whole circle knows who the leader is, and not to watch them directly) the leader chooses an action (snapping, clapping, stomping, and romping) and repeats the action until the outsider comes in and begins guessing. The leader must change up the action fairly often so that the guesser  can guess. They get 3 guesses. Debrief: Discuss the importance of close observatio observation n and honesty. 5. Thumper: *A great name game! Everyone in the circle chooses an action and sound to be their own. They go around and say their action and sound, while everyone repeats everyone else’s, learning them. Then, someone starts the game by doing their  action and then someone else’s, thereby sending it to them. That person then does their motion and then someone else’s, sending it to them. Continue… This also works as a name, game, where they say their name and a motion with it. Debrief: Discuss the impo importance rtance of remembe remembering ring peoples’ names in the business world. 6. Singdown Break the team into 2 or more groups. Give each group a piece of paper  and a pen. Think of a word that is commonly (or not so commonly) heard in songs, such as friend, friend, love, rainbow, star, etc. (This could be a good way way to get them thinking about a theme or value) Tell them the word and then time them for 3 minutes, in which they must think up as many songs that have the word in them them (not necessarily in the titles). Tell them to get as many nonobvious ones as possible, as they don’t get points for songs that other groups get as well. After three m minutes, inutes, tell them to stop writing. Rotate around, having each group that has the word in it. (Yes, sing .) If another team has that sing the part of the song that sing.) song, they must cross it off their list. They lose points if they then repeat a song that’s been done. After all teams have done all their songs, count up how many unique songs each team has, and determine the winner. The songs, by the way, cannot be made up on the spot; they have to actually be songs that at least a few people in the group, if not the facilitator, know. Debrief: Discuss the importance of originality in business. 7. Group Juggling * A great name game! Have the group form a circle, and have 6 throw-able objects (crumpled balls of paper  do nicely!) nearby. Throw the ball across the circle, saying, “Here, John.” John says, “Thanks, Joanna.. Here, Susie.” Joanna says, “Thanks, John. Here, Susie.” “Thanks, Joanna. Here, Steve.” Etc…. Tell them to remember who they caught it from and passed it to. As soon as tthe he ball has been passed to everyone, start a second ball, Page 34 of 40

 

following the same pattern. Continue to throw balls is, until complete (controlled) chaos ensues. Debrief: Discuss the importance of remembering names in the world of business and share tips for improving memory (i.e. repeating a name right after you learn it). 8.

Zen Counting Attempt to count to ten as a group, with no pre-planning, except to say that no one person can say two numbers in a row, and that if two people say the same number at the same time, the group has to start with one again. If you are able tto o reach ten, don’t stop counting- go as high as you can as a group. (Compare the records of other groups, and have the group keep trying until they get the best number they can).

Debrief: Discuss how employees of a company are interdependent.   9. Two T Truths ruths an and d A Lie Give each apprentice an index card and pen. Have them write down (in any order) 2 true statements about themselves or their life, and one lie. The statements should be things that others probably don’t know. Go around the group, asking each person to read the three statements, and then have each person guess which statement is a lie. Don’t reveal the true lie till everyone has made a guess. Debrief: Discuss how gettin getting g to know one another personall personally y and professionally can help a business. 10. Puzzle Pieces Cut a large piece of poster board into as many puzzle pieces as there are apprentices in the group. Have each person illustrate the piece tto o describe himself or herself. When finished, try to guess which piece describes w which hich person. Put the puzzle back together and show that all pieces are needed to make it complete. Debrief: Discuss how gettin getting g to know one another personall personally y and professionally can help a business.

  11. Translator  3 people are sitting side by side. One is the interviewer, one is the translator, and the 3rd is the alien. An interview is conducted, with the translator translating the questions and answers into gibberish, and then into English for the interviewer. Debrief: Discuss the importanc importance e of clear communica communication. tion. 12. Stand Me Up Page 35 of 40

 

Lie down on the floor floor (go ahead: take a positive risk!). Tell the group that you are an alien and are occupying a human body for for the first time. You don’t know how to stand upright. They need to give you commands, one at a time, around the circle, but the commands must describe only one action. For example, a command can be, “Put your  right palm on the ground,” but not “Put your right palm on the ground and push.” You have a lot of control over how you follow the commands. The whole idea is to follow them to the letter, letter, but you can subtly help them out. The exercise should result with you standing up, but it’s not always possible, or desirable, given the lesson you want them to learn about being specific and descriptive. Debrief: Discuss the importance of clear communication. 13. Party Guests Write up a bunch of index cards that read descriptions such as, “you think you’re Superman,” “you are afraid of the floor,” “you think everyone is trying to eat you,” “you are an alien trying to find someone that speaks your language,” “you are a in the Secret Service, and you believe that someone is trying to attack the president, who is actually the party host” etc. Choose one apprentice to host the party, and pick 3 more kids to be the party guests, who get to pick an index card. One at a time, have the party gests “ring the doorbell” and enter the party, acting based on their card. The host has to guess what the guest is acting out. The other guests can enter before the host guesses what’s on the first guests’ cards. Debrief: Discuss the importance of intuition and insightfulness. 14. Amoeba Walk Apprentices get in small groups and form a circle with joined hands. One apprentice stands in the middle of the group and closes his or her eyes. The apprentice in the middle must take giant steps around the space---eyes closed---while the apprentice in the circle move to protect the apprentice in the middle. The apprentices in the circle must stay connect and move as a unit around the apprentice in the middle. Debrief: Discuss the importance of teamwork and helping each other. 15. Group Knot Ask the apprentices to stand in in a line and hold hands. The first person in line should lead the group in forming a human knot by twisting under and over other apprentices hands. Once the tightest knot possible has been formed, give apprentices 5 minutes to undo the knot without without breaking hands. To make the game even more challenging, ask the apprentice to remain silent as they undo the human knot. Debrief: Discuss the challenges of working together, and using nonverbal communication. 16. B-a-Vehicle Page 36 of 40

 

Divide apprentices into small groups, and assign a type of vehicle to each group by asking a representative from each group to draw a slip of paper with the assignment from a hat. Examples include: UFO, monster truck, limo, rocket, garbage truck, cement truck, ferry, etc. Each of the apprentices should perform one part of the vehicle, with the whole group working together as a unit. For example, four apprentices could be the tires while one apprentice acts as the steering wheel. Ask the apprentices to practice starting the vehicle, moving it forward, backing it up, and shutting it down. Have the apprentices perform for each other while you call out commands (i.e. faster, slower, left, right etc). Debrief: Discuss the challenges of working together, and using nonverbal communicat communication. ion.

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Appendix C. Sample List of Expectation Expectations s

entrepreneurs urs and bus business iness p people, eople, a and nd you w will ill be expect expected ed to 1. 1. You are entreprene be professional in all that you do. 2. Only one businessperson may speak at a time during partners meetings and

business activities. 3. The best entrepreneurs ask many questions and participate actively. actively. 4. In order to produce a high-quality product, all business partners must work

together as a team. 5. All members of this team MUST have FUN!

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Appendix D.

 

Business Partners: Latasha, Michael, Steven, Adrian, Khaffre, Miashia, Lisa, Quang

Business Concept: To sell apprentice-designed wrapping paper, gift bags and holiday cards to busy business people.

Proposed Customers: Busy business people in the cafeteria at a big company.

Competitive Advantage: For busy business people, buying holiday wrapping paper, gifts and cards at work is more convenient convenient than going to a card store. Also, some peop people le will be more likely to buy goods designed by local apprentices than massproduced products. Service and quality quality are our highest priorities. priorities. We sell to people on the run.

Product Costs and Pricing Product

Unit Cost

Price

Gross Margin

Wrapping paper

$1.00

$2.00

$1.00

Gift bags

$.25-$1.50

$.50-$2.50

$.25-$1.00

Holiday Cards

$.25

$1.00

$.75

Marketing Strategy We will sell some orders in advance from our brochure, and we will create fliers to post up in the the company. In addition, we w will ill try to get info information rmation about our sale into the internal company newspaper.

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Appendix E.

 

What is your business idea?

Who are your potential customers?

What is your competitive advantage? What makes your company better than others that offer a similar  product?

Show Costs and Pricing Product Unit Cost

Price

Gross Margin

What is your marketing plan?

Page 40 of 40