fundatiadimitriecantemir.ro · Web viewEU CART “E.U. – COUNTRY ARTISANS” Course structure . by: July. 2016. 1. This project (no. 2015-1-CZ01-KA204-013962) has been funded …

EU CART

“E.U. – COUNTRY ARTISANS”

Course structure

by:

July 2016

This project (no. 2015-1-CZ01-KA204-013962) has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Table of contents

1. Introduction.......................................................................................................................................3

2. E.U. – COUNTRY ARTISANS` Course - Contents and structure..........................................................3

2.1 Entrepreneurship legislation...........................................................................................................5

2.2 Marketing Plan – business promotion, market research, business improvement.......................17

2.3 Business Plan.................................................................................................................................30

2.4 Hazardous Business- Risk and Success..........................................................................................43

2.5 Qualities and competences of an entrepreneur and development of the business....................54

2.7 Labour motivation.........................................................................................................................70

2.8 Extra module: basic didactic principles for practical hand craft teaching - for artisans without teaching experience.............................................................................................................................79

3. Bibliography/ Further reading.........................................................................................................90

Annexes – Hand-outs, Learning material............................................................................................92

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1. IntroductionThe project aims at helping adults of disadvantaged groups to identify the opportunity to overcome

the economic crisis through entrepreneurship. For this purpose, an entrepreneurship course is

developed within the project in order to teach adults practicing traditional crafts as a hobby or for a

living and those who want to learn these trades to eventually develop their own business selling

handmade products but lack basic details related to entrepreneurial topics. The electronic platform

produced within the project shall be used to support established networking of craftsperson at EU

level and pool together artisans and their craft products for commercial purposes; in the end, to

improve their standard of living. This platform shall also cater the training programme/ course

offered in this document.

2. E.U. – COUNTRY ARTISANS` Course - Contents and structureThe structure of the course is a result developed in frame of the project EU-CART. The contents were

defined for the national research that was conducted in the partner countries and the results of the

related field research reflect the needs of the target group. From this needs analysis, the following

contents were confirmed to be key elements in their entrepreneurial knowledge and hence are

included in this document (the training programme/ curriculum):

Entrepreneurship legislation

Marketing Plan – business promotion, market research, business improvement

Business Plan

Hazardous Business- Risk and Success

Qualities and competences of an entrepreneur

The Ethics of Business

Labour motivation

Extra module: Basic didactic principles for practical hand craft teaching - for artisans without

teaching experience

The contents are designed for/targeting adults of disadvantaged groups and artisans at EQF level 51

those including those as future ‘instructors’ that do not have major experience in teaching.1 EQF: European Qualifications Framework is a translation tool that helps communication and comparison between qualifications systems in Europe. For further details and national equivalents, see https://ec.europa.eu/ploteus/search/site?f[0]=im_field_entity_type%3A97 and https://ec.europa.eu/ploteus/documentation#documentation_73

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https://ec.europa.eu/ploteus/documentation#documentation_73

https://ec.europa.eu/ploteus/search/site?f%5B0%5D=im_field_entity_type%3A97

In the following sections, activities are described, which are linked to these contents. In a short

abstract, the main actions, which define the activity, are summarised. The indicated duration serves

as orientation point for setting a time frame. The learning outcomes formulated define the expected

knowledge, skills and competences gained from each module. Each activity is described step by step,

as well as the material/tools required for its implementation. Finally, for the follow-up phase,

different methods are explained in order to assess the learning effects of the activity in view of the

learning outcomes. In addition, the approach for the online learning activity is described for each

activity.

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2.1 Entrepreneurship legislation

Overall duration of the module:

6h30min – 9h

Learning outcomes of the module:

Knowledge Skills CompetencesBecome acquainted with the legal frameworkLearn about legal risks and opportunitiesWhat are the available investment vehiclesWhat are the capital requirements of eachIdentification of the pros and cons of each type of businessObtain information about the main type of taxes and their regimeWhat are the state authorities which can provide assistance to the tax contributorsWhat are the main forms which must be filled in by a tax contributor with explanationsKnow health and safety requirements for food products as well as of other products which shall be used in human

Identify legal risksIdentify business opportunitiesBudget the set-up cost of a company

Identify what are the minimum requirements to set up each type of investment vehicleBe able to opt for a specific type of taxation regime depending on the size of the business they plan to unrollBe able to incorporate these taxes into their business plan and make a more accurate financial planBe able to produce goods that are compliant with the legislationMarket the products as being traditionalPrice their products correctly, considering the costs implied by

Have basic knowledge of legal notions enabling them to approach other artisans for authorities in connection with their businessIdentify the best type of legal entity that should be incorporated considering its business planBe able to form its own set up file and submit it at the competent authorityDetermine which is the legal entity to be set up and the tax regime applicable to itRequest to the tax authorities specific registration of their tax optionsCorrectly label their productsObtain certifications for their productsAvoid consumer protection issues

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consumptionWhat certifications they need to obtain to put products on the marketObtain notions on the Traditional products and the formalities for having their products registered as suchGain information regarding trademarks, geographical origin products and industrial designUnderstand the importance thereof in a businessIdentify a potential growth of business in case of having protected intellectual propertyIdentify potential competitors with similar trademarks

having an compliant productPerform researches in the database of the trademarksBudget the costs for intellectual property registrationBe able to modify the brand in case the trademark is already registered and hence to avoid additional costs in case of a third party claim

Make sure that the premises where the products shall be made are compliant with the legislationBe able to register a trademark or a designBe able to determine if its product has a geographical indicationHave the possibility to protect its intellectual property against acts of third parties who infringe his/her rights

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2.1.1. Introduction to the importance of observing the entrepreneurship legislation

Duration: 15 - 30 min.

Abstract:

In this activity, participants shall obtain information with respect to the local legislation regarding artisan activities and the importance of the observance of those legal provisions in unrolling their businesses from the perspective of the facilities that they could access as well as from the point of view of the risk that they subject themselves to in case of non-observance of the legal framework. The knowledge presented at the introduction phase shall be detailed in the subsequent sections in order to broaden the level of skills and competences in the entrepreneurship legislation.

Description of the learning activity:

In this activity, participants shall be presented with a hand-out containing the explanations of legal notions such as: investment vehicles, tax facilities, fines and legal liability etc. After assessing the provided information, the participants shall be asked to form groups of 2-4 persons and shall try to identify their own legal risks of unrolling activities without being legally incorporated and registered as a craftsman, of putting on the market products which are non-compliant with the applicable local and European legislation, and the facilities that they can access from the perspective of the funding or the benefits of protecting the intellectual property created in the course of its activity.

Required materials/ Tools:

PC, Internet access, paper, pens.

Hand out: 2.1.1. – Legal risks and facilities

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Assessment of the learning activity:

For the assessment of the learning activity, participants shall be required to answer questions with respect to their envisaged business which shall be contained in the hand out, and shall be requested to use of the notions taught.

Alternative online activity –

Online activity 2.1.1. Introduction to the importance of observing the entrepreneurship legislationIn this activity, you will be presented with a hand-out containing the explanations of legal notions such as: investment vehicles, tax facilities, fines and legal liability etc. After assessing the provided information, you will try to identify your own legal risks of unrolling activities without being legally incorporated and registered as a craftsman, of putting on the market products which are non-compliant with the applicable local and European legislation, and the facilities that they can access from the perspective of the funding or the benefits of protecting the intellectual property created in the course of its activity.

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2.1.2. Legal entities which can be incorporated


Abstract:

In this activity, participants shall be presented with all legal entities which can be incorporated in view of unrolling their activity in accordance with the local legislation, together with the capital and liability requirements of each of them and shall also be provided with internet resources containing instructions with respect to the set-up.


In this activity, there will be a presentation of each type of legal entity or investment module available under local legislation, with a focus on the capital requirements of

each, so that the artisan can have a clear image of the type of investment needed for the set-up. Also, the participants shall be instructed with respect to the pros and cons of the investment vehicles which are most commonly used and shall be provided with links to the official websites of the public authorities containing all documents necessary for the set-up. All these information shall be inserted in a hand out which shall be provided to the participants. Following the presentation, the participants shall be asked to form groups of 2-4 and to identify the type of legal entity that they envisage setting up and they shall access in groups the database of the National trade registry in view of obtaining knowledge with respect to what are the necessary documents for set up.


Internet access, PC, paper, pens,

Accessing the database of the National trade registry in view of obtaining knowledge with respect to what are the necessary documents for set up, available at:

http://www.onrc.ro/index.php/ro/inmatriculari/persoane-fizice

http://www.onrc.ro/index.php/ro/inmatriculari/persoane-juridice

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For the assessment of the learning activity, participants are asked to write a conclusion justifying the legal vehicle chosen for their future business.


Online activity 2.1.2. Legal entities which can be incorporatedIn this activity, there will be a presentation of each type of legal entity or investment module avail-able under local legislation, with a focus on the capital requirements of each, so that you can have a clear image of the type of investment needed for the set-up. Also, you will be instructed with respect to the pros and cons of the investment vehicles which are most commonly used and shall be provided with links to the official websites of the public authorities containing all documents necessary for the set-up. All these information shall be inserted in a hand out. You will have to identify the type of legal entity that you envisage setting up and you will access the database of the National trade registry in view of obtaining knowledge with respect to what are the necessary documents for set up.

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2.1.3. Taxation

Duration: 60 min.

Abstract:

In this activity, participants shall be provided with financial information necessary for preparing the business plan envisaged, since the taxes are one of the most important business costs. This activity is closely intertwined with the one regarding the investment vehicles since the business decision to set up a specific type of legal entity must be assessed in connection to the taxation regime of each. Also, in this activity the participants shall be provided with financial information necessary for preparing the business plan envisaged, since the taxes are one of the most important business costs.


In this activity, participants shall be presented a hand-out containing the most important taxes to be paid for unrolling activity under national legislation and learn to identify the best regime which could be applicable to their business depending on their business plan. Following the study of the hand-out, the participants shall be presented with the most important internet resources in the field of tax contributors’ assistance, which shall enable them to identify the authorities to which they can address their inquiries.

Main forms which must be filled in by a tax contributor

https://www.anaf.ro/anaf/internet/ANAF/asistenta_contribuabili/toate_formularele_cu_explicatii/!ut/p/a0/04_Sj9CPykssy0xPLMnMz0vMAfGjzOI9DD3MPIwsjLwsjENNDBydLfzMDd1CDN1NjfSDi_L1C7IdFQHpEYc5/

Internet address where tax contributors can request assistance from the state authorities

https://www.anaf.ro/anaf/internet/ANAF/asistenta_contribuabili/persoane_juridice/asistenta_prin_email/

For the online version of the course, the resources shall be included in the hand – out which shall be posted.

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Flipchart, paper, pens, PC

Hand-out: 2.1.3 – Main taxes


For the assessment of the learning activity, participants are asked to list the taxes that they envisage of paying for the activity unrolled and to perform estimation in order to be inserted into their business plans.


Online activity 2.1.3. TaxationIn this activity, you will be presented a hand-out containing the most important taxes to be paid for unrolling activity under national legislation and learn to identify the best regime which could be applicable to your business depending on your business plan. Following the study of the hand-out, you will be presented with the most important internet resources in the field of tax contributors’ assistance, which shall enable you to identify the authorities to which you can address your inquiries.• Main forms which must be filled in by a tax contributorhttps://www.anaf.ro/anaf/internet/ANAF/asistenta_contribuabili/toate_formularele_cu_explicatii/!ut/p/a0/04_Sj9CPykssy0xPLMnMz0vMAfGjzOI9DD3MPIwsjLwsjENNDBydLfzMDd1CDN1NjfSDi_L1C7IdFQHpEYc5/• Internet address where tax contributors can request assistance from the state authoritieshttps://www.anaf.ro/anaf/internet/ANAF/asistenta_contribuabili/persoane_juridice/asistenta_prin_email/For the online version of the course, the resources shall be included in the hand – out which shall be posted.

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2.1.4. Legislation applicable to the products placed on the market

Duration: 120 min.

Abstract:

In this activity, participants shall obtain basic information regarding the legal framework regulating the placing on the market of food products (including drinks) as well as of other

products which shall be used in human consumption in view of enabling them to have a clear understanding on the health and safety requirements which should be observed. Altogether the participants shall learn the notion of traditional products, they shall get examples of national traditional products which are registered and of the requirements to be met in order to obtain such a certification for their own products.


In this activity, participants shall be provided with a hand out containing general requirements for putting a product on the market as well as more detailed information in

connection to the health and safety requirements for food products at European and local level.

Internet resources which shall be inserted into the hand outs are:

Local legislation regarding EU health and safety legal framework:

http://www.anpc.gov.ro/articol/585/produse-alimentare-1

EU legislation regarding health and safety legal framework

http://ec.europa.eu/consumers/consumers_safety/product_safety_legislation/index_en.htm

The participants shall also be presented with brief information regarding traditional products and labelling. Within the hand-outs, the participants shall be provided with internet resources with respect to the health, safety and labelling information which must be subject to individual study. Within the same activity the participants shall obtain information on the notion of traditional products and the requirements for obtaining authorization for production of such goods. Following the end of the presentations, the participants shall be required to form group of 2-4 persons and list the advantages of selling traditional products.

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PC, Internet access, paper, pens.

2.1.4 - hand out health and safety regulations for food products and selling Traditional products


For the assessment of the learning activity, participants shall be provided with a form to be filled in in which they are asked to identify the sector of business in which

they shall activate and the rules and regulations applicable to them. Subsequently, the participants shall be asked to list the requirements they think that are applicable to their sector of business and to list the ones that they consider that they do have not yet accomplished at the time of the course.


Online activity 2.1.4. Legislation applicable to the products placed on the marketIn this activity, you will be provided with a hand out containing general requirements for putting a product on the market as well as more detailed information in connection to the health and safety requirements for food products at European and local level.Internet resources which shall be inserted into the hand outs are:Local legislation regarding EU health and safety legal framework:http://www.anpc.gov.ro/articol/585/produse-alimentare-1EU legislation regarding health and safety legal frameworkhttp://ec.europa.eu/consumers/consumers_safety/product_safety_legislation/index_en.htmYou will also be presented with brief information regarding traditional products and labelling. Within the hand-outs, you will be provided with internet resources with respect to the health, safety and labelling information which must be subject to individual study. Within the same activity you will obtain information on the notion of traditional products and the requirements for obtaining authorisation for production of such goods. Following the end of the presentations, you will have to list the advantages of selling traditional products.

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2.1.5. Intellectual property

Duration: 60 min.

Abstract:

In this activity, participants shall obtain information regarding the notion of trademarks, geographical indications and industrial design. Following the explanation of the notions,

the participants shall be provided with example of such registered intellectual property and the benefits that they could bring to a business.


In this activity, participants shall receive a hand-out containing the description of the notion of national, European and international trademarks, of the types of trademarks (individual, combined etc.) of the Nice classes and on the procedure for registering such a trademark, by being directed to internet resources. For the local trademarks they shall access:

http://www.osim.ro/marci/pmarc.htm, and for the European registration they shall access https://euipo.europa.eu/ohimportal/en/checklist

Subsequently, the participants shall receive information about geographical information and designs.

All notions shall be accompanied by examples from both national and European practice.

Following the end of the presentation, the participants shall form groups of 2-4 and shall access the online trademarks databases to see if the trademark that they were planning of registering is already registered.


PC, Internet access paper, pens,

2.1.5 Handout - Trademarks, Geographical indications and design

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https://euipo.europa.eu/ohimportal/en/checklist

http://www.osim.ro/marci/pmarc.htm


For the assessment of the learning activity, participants shall list the trademarks that they have identified as being similar to their brand (if such), or in case they have not

developed a brand yet, to identify what are the Nice classes which cover his sector of activity.


Online activity 2.1.5. Intellectual propertyIn this activity, you will receive a hand-out containing the description of the notion of national, European and international trademarks, of the types of trademarks (individual, combined etc.) of the Nice classes and on the procedure for registering such a trademark, by being directed to internet resources. For the local trademarks you will access:http://www.osim.ro/marci/pmarc.htm, and for the European registration you will access https://euipo.europa.eu/ohimportal/en/checklistSubsequently, you will receive information about geographical information and designs.All notions shall be accompanied by examples from both national and European practice.Following the end of the presentation, you will access the online trademarks databases to see if the trademark that you were planning of registering is already registered.

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2.2 Marketing Plan – business promotion, market research, business improvement


8h30min-11h


Knowledge Skills CompetencesDefine the key points of marketingKnow what actions, plans and strategies are parts of marketingRecognise markets in the crafts sector in the own territoryClassify characteristics of target groups and their needsHave a basic understanding of customer segmentationIdentify relevant competitorsLocate own position in the marketMeasure strenghts and weaknessesIdentify channels relevant for marketingKnow basic relevant information sources in the matter

Express key points of marketingGive a rough description on the areas of marketingDevelop a customer segmentation matrixDerive target group needs and marketsConduct research on relevant marketsDerive concrete actions based on the identified internal/external factorsDesign a marketing plan with relevant topicsSet goals and define steps to achieve themConnect ideas with strategic marketing actionsTake into consideration existing resources

Adapt the key points of marketing to own professional contextDiscuss areas of marketing and the implementation of basic marketing actions in the professional fieldDecide on actions according to target group`s needs and markets in the crafts sectorSet marketing actions in view of the research resultsCollect ideas for a marketing plan within a group efficientlyPut into practice the planned steps in view of the set goalsOrganise marketing strategy according to the target groups and existing resources

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2.2.1. Introduction to marketing

Duration: 60-90 min.

Abstract:

In this activity, participants will get an introduction on the principles of marketing. For this purpose, a YouTube video will be shown. Participants take notes and compare and discuss them in small groups. Finally, they present their key findings to the other participants. The aim is to get a first impression of what marketing means and what it includes.


In this activity, participants first watch the YouTube video on marketing. They are asked to take notes on the key findings of this first introduction. After watching the video, they

get together in small groups of 2-4 people. They compare their notes, questions and findings and answer the reflecting questions. Finally, the small groups present their findings to the class.


Flipchart, paper, pens, PC, Internet access

YouTube Video on the principles of marketing: https://www.youtube.com/watch?v=iF0CL1_-NxY&list=PLz7zsdrN3AKoz0m2oCVNw1mr-reRAJ9uh

2.2.1. Hand-out: Introduction to marketing


For the assessment of the learning activity, participants answer the reflecting questions. After group discussion and presenting key findings to the class, the papers are handed in. Comparing the findings of the participants helps to find out about the status quo of knowledge of the participants, respectively what they learned from this first introducing activity.

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https://www.youtube.com/watch?v=iF0CL1_-NxY&list=PLz7zsdrN3AKoz0m2oCVNw1mr-reRAJ9uh



Online activity 2.2.1. Introduction to marketingIn this activity, you will get an introduction to marketing. In a first step, please watch the YouTube Video on the principles of marketing: https://www.youtube.com/watch?v=iF0CL1_-NxY&list=PLz7zsdrN3AKoz0m2oCVNw1mr-reRAJ9uhIn a second step, take notes of what seems important to you in view of your own business.Finally, please summarise the key findings of this first introduction taking into consideration the reflecting questions on the hand-out.

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2.2.2. Know your markets


Abstract:

In this activity, participants will learn to identify their customers and markets. For this purpose, they get together in small groups and fill in the matrix with different categories

of customers. With the hand-out, participants get an idea of what the categories consist of. In group work, they will recognise and analyse customers` needs and market`s supply and demand.


In this activity, participants will learn how to identify customers using the hand-out. The hand-out shows some of the different types of buyer characteristics used to segment markets. Participants get together in small groups of 2-5 people and collect indicators for each category of the customer segmentation matrix taking into consideration the target group of the crafts sector/their products. If necessary, additional research can be conducted. Based on the results from the (research) and the group work, participants are asked to write a conclusion on each section of buyer characteristics in view of their own product/service and with support of the following guiding questions on the hand-out.


Flipchart, paper, pens

2.2.2. Hand-out: Customer segmentation


For the assessment of the learning activity, participants answer the reflecting questions in view of their own product/service and with support of the matrix developed in group

work. This “short questionnaire” can be used for both, assessment of learning and tool for the participants.

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Online activity 2.2.2. Know your marketsIn this activity, you will learn how to identify customers using the related hand-out. The hand-out shows some of the different types of buyer characteristics used to segment markets. Collect indicators for each category of the customer segmentation matrix taking into consideration the target group of the crafts sector/their products. If necessary, you can conduct additional research. Based on the results of the matrix, answer the questions on the hand-out.

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2.2.3. Plan your strategy


Abstract:

In this activity, participants will identify their own position in the market. Based on the analysis of their markets, they identify a crafts SME`s strengths and weaknesses in form

of a SWOT analysis and evaluate their findings. From this evaluation, they get an impression of the process of planning a marketing strategy.


In this activity, participants receive the hand-out and read the information on identifying a company`s (SME in the crafts sector) internal and external strengths and weaknesses as well as opportunities and threats carefully. With support of the graphic of a SWOT analysis, they collect ideas for each category. Additional information from the business dictionary can be used: http://www.businessdictionary.com/article/632/using-swot-analysis-to-develop-a-marketing-strategy/

After the collection of information, they list every internal factor (strengths and weaknesses) and external factor (opportunities and threats) and evaluate each on a scale from 1 to 5 regarding their importance. The aim is to identify the own position on the market and the possibilities for the product marketing strategy, or specific, which actions can and/or should be taken in order to compete in the market.

Required materials/ Tools


2.2.3. Hand-out: SWOT analysis


For the assessment of the learning activity, participants are asked to deliver the result of their SWOT analysis. Participants are asked to write a conclusion justifying their actions

chosen for marketing strategy, based on the identified internal and external factors, the evaluation of each point and the derived strategic actions.

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http://www.businessdictionary.com/article/632/using-swot-analysis-to-develop-a-marketing-strategy/



Online activity 2.2.3. Plan your strategyIn this activity, take the hand-out on the SWOT analysis and read the information on identifying a company`s (SME in the crafts sector) internal and external strengths and weaknesses as well as opportunities and threats carefully. With support of the graphic of a SWOT analysis, collect ideas for each category. The aim is to identify the own position on the market and the possibilities for the product marketing strategy. Additional information from the business dictionary can be used: http://www.businessdictionary.com/article/632/using-swot-analysis-to-develop-a-marketing-strategy/After the collection of information, list every internal factor (strengths and weaknesses) and external factor (opportunities and threats) and evaluate each on a scale from 1 to 5 regarding their importance. The aim is to identify the own position on the market and the possibilities for the product marketing strategy, or specific, which actions can and/or should be taken in order to compete in the market.

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2.2.4. Go Market!


Abstract:

In this activity, participants will learn to draft a marketing plan. Together in small groups, they will collect ideas on an existing product in the field of crafts and how to promote it in

a new way, taking into consideration existing markets, target groups and marketing channels. They will structure their ideas in view of economical necessities, which guarantee the successful market introduction of the chosen products.


In this activity, participants get together in small groups of 3-5 people. Each group will decide on an existing product in the field of crafts, which hasn`t been successful and should be newly introduced to the market. Together, they will brainstorm on topics a marketing plan should include. A special focus will be given on the improvement of the marketing. For this purpose, participants will conduct an online research for innovative ideas and existing markets in the field of crafts. Participants should also take into consideration the size of the company, its capacities and resources as well as the target group, the product is for and ways to address it. Based on these thoughts, the groups will organise the ideas collected and steps to be taken in a logic order. They will list each step according to their product and in view of their ideas, goals and target group. Finally, each group will present their marketing plan in a short presentation to the other participants, who will give feedback in return.



2.2.4. Hand-out: Key points of a marketing plan/template marketing plan


For the assessment of the activity, peer-evaluation is suggested. Participants give feedback on the marketing plans of each group following criteria such as structure of

the marketing plans, topics included, logic of steps to be taken, innovativeness and attractiveness of the new marketing strategy (would they buy the product, etc.). For the assessment, the template on the guidelines for peer-evaluation can be used.

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Online activity 2.2.4. Go Market!In this activity, think of a product in the field of crafts, which hasn`t been successful and should be newly introduced to the market. For this purpose, think of topics a marketing plan should include. A special focus will be given on the improvement of the marketing. Conduct an online research for innovative ideas and existing markets in the field of crafts. Take into consideration the size of the company, its capacities and resources as well as the target group, the product is for and ways to address it. Based on these thoughts, organise your ideas collected and steps to be taken in a logic order, a marketing plan. List each step according to the product and in view of your ideas, goals and target group. For support, the points and explanations (which should be considered for the marketing plan) on the hand-out can be used for orientation.

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2.2.5. The 4 Ps of marketing


Abstract:

In this activity, participants will further develop their understanding of marketing mix working with the concept of the 4Ps. Based on their understanding of marketing mix from

the introducing activity and with support of the hand-out and the group work from the previous activity; participants elaborate a marketing strategy for a crafts SME.


In this activity, participants get together in small groups of 3-5 people (same groups as in previous activity). They elaborate their marketing strategy for a crafts SME drafted in

frame of the previous activity. In view of the strategy, participants create an appropriate marketing mix taking into consideration the information from the video shown in the introducing activity and using the hand-out on marketing mix. After the group work, participants give a presentation on their product/service, for which the marketing strategy was developed.



2.2.5. Hand-out: The 4ps of marketing


For the assessment of the learning activity, the small groups receive feedback from each other. Every constructive comment is welcome. The goal is to collect all the feedback. The trainer writes every comment on flipchart. After the discussion round, the comments are structured in areas of assessment.

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Online activity 2.2.5. The 4 Ps of marketingIn this activity, you can elaborate your marketing strategy for a crafts SME drafted in frame of the previous activity (2.2.4.). In view of your strategy, create an appropriate marketing mix taking into consideration the information from the video shown in the introducing activity (2.2.1.) and use the hand-out on marketing mix.

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2.2.6. Promotion and advertising

Duration: 120 min.

Abstract:

In this activity, participates will develop an advert for a service or product in the field of crafts. With the information gained from online sources, they create a commercial

tailored for the target group, taking into consideration a company`s resources, relevant market competitors and channels. The aim is to show creativity and applying the knowledge on marketing and promotion acquired from this activity and the module in general.


In this activity, participants can realise their ideas of promoting a crafts product in form of an advert. They get together in small groups of 3-4 people. The task is to develop an advert for a product/service in the field of crafts (ideas can come from participants or be proposed by the trainer). They are free to use any material and methods to advertise their product or service. The key is to be creative and reach the target group picking the appropriate communication form and channel for the advert.


Flipchart, paper, pens, PC, Internet access, handicraft material

Slideshare Presentations, i.e.:

http://de.slideshare.net/HubSpot/top-15-for-15 http://de.slideshare.net/vamsikrishna24/advertising- and-promotion


For assessment of the activity, the groups` advertisements can be used. Each participant is asked to vote for his/her favourite advertisement. The advertisements

with the most voting can be seen as a form of peer evaluation and used as basis of assessment criteria. Further, trainers can observe the working process within the group and their discussion and knowledge applied from theoretical input on the topic.

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http://de.slideshare.net/vamsikrishna24/advertising-and-promotion


http://de.slideshare.net/HubSpot/top-15-for-15


Online activity 2.2.5. Promotion and advertisingIn this activity, you can realise your ideas of promoting a crafts product in form of an advert. The task is to develop an advert for a product/service in the field of crafts. Feel free to use any material and methods (PowerPoint, pictures, video, etc.) to advertise your product or service. The key is to be creative and reach the target group picking the appropriate communication form and channel for the advert.

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2.3 Business Plan


7 h30 min. – 9 h


Knowledge Skills CompetencesKnow reasons why it is necessary to develop a business planKnow what actions, plans and strategies are parts of businessKnow where to find resources necessary for a business plan developingBe able to identify the main risks jeopardizing the project realizationMeasure strengths and weaknessesIdentify channels relevant for businessKnow basic relevant information sources in the matter

Design the business plan with relevant topicsSet goals of the business plan and define steps to achieve themCorrectly create an overall and brief business plan, so called Executive summaryComplete correctly the form for the Business PlanSet goals and define steps to achieve themConnect ideas with strategic business actionsTake into consideration existing resourcesPresent the business plan correctly

Adapt the key points of business to own professional contextCollect ideas for a business plan within a group efficientlyPut into practice the planned steps in view of the set goalsOrganize business plan according to the target group and existing resources and market possibilitiesTo perceive project comprehensively and in connectionsOrganise business strategy according to the target groups and existing resources

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2.3.1. Introduction to development of Business Plan

Duration: 60 min.

Abstract:

In this activity, participants will get the introduction on the principles of the development of the business plan. For this purpose, a YouTube video on the principles of creating of

business plan: https://www.youtube.com/watch?v=PDWvcsTloJo will be shown. Participants take notes and compare and discuss them in small groups. Finally, they present their key findings to the other participants. The aim is to get a first impression of what business plan means and what it includes.


In this activity, participants first watch the YouTube video How to write business plan. They are asked to take notes on the key findings of this first introduction. After watching the video, they get together in small groups of 2 – 4 people. They compare their notes, questions and findings and answer the reflecting questions. Finally, the small groups present their findings to the class.


Flipchart, paper, pens, PC, internet access

2.3.1 Hand-out: Introducing to the business plan


For the assessment of the activity, participants answer the reflecting questions (2.3.1 Hand-out: Introducing to the business plan). After the group discussion and presenting key findings to the class, the papers are handed in. Comparing the findings of the participants helps to find out about the status quo of knowledge of the participants, respectively what they learned from this first introducing activity.

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https://www.youtube.com/watch?v=PDWvcsTloJo


Online activity 2.3.1. Introduction to development of Business PlanIn this activity, you will get an introduction to the business plan. In a first step, please watch the YouTube Video on the principles of creating of business plan:https://www.youtube.com/watch?v=PDWvcsTloJo

In the second step take notes of what seems important to you in view of your own business. Finally, please summarize the key findings of this first introduction taking into consideration the reflecting questions on the hand-out 2.3.1 Introducing to the business plan.

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2.3.2. For and against

Duration: 60 – 90 min.

Abstract:

In this activity, participants will learn to identify the value of business plans, they shoud understand that writing a plan should greatly increase the chances that a person would

actually go into business.


In this activity, participants will learn about the necessity of business plans, that researching markets and preparing projections, increases the chances an entrepreneur will follow through. They had to think about how opportunity recognition fits with marketing, building the right team, making financial projections and so on. Securing funding almost always requires a formal plan. Companies funded by friends and family may not need a plan, but if somebody goes to venture capitalists, commercial banks, government-backed lenders and most investors, you will need a business plan.

For the first time the participants will read the the introductory story “Consolidated Industries’ Hammer Forge”, available at web page https://saylordotorg.github.io/text_small-business-management-in-the-21st-century/s09-the-business-plan.html and article “Do You Really Need a Business Plan?” available at the web site https://www.entrepreneur.com/article/198618

In this story is shown necessity of the good planning of the business. Participants get together in small groups of 2 -5 people and collect reasons why they should create a Business Plan and for whom. They will write the reasons on a flip chart. After end of the activity, one representative of the group will convey the group conclusions to other participants who will express their views. The lector is moderated this part of activity. At the end reasons for and against are discussed in whole group.


Flipchart, paper, pens, PC, Internet connection

2.3.2 Hand-out: For and against template

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https://www.entrepreneur.com/article/198618

https://saylordotorg.github.io/text_small-business-management-in-the-21st-century/s09-the-business-plan.html



For the assessment of the learning activity, participants answer the reflecting questions in view of their own business plan and with support of the outcomes of the

discussions and records on the flipchart. This “short questionnaire” can be used for both, assessment of learning and tool for the participants.


Online activity 2.3.2. For and againstIn this activity, you will learn how to identify the value of business plans, you will understand that writing a plan should greatly increase the chances that you would actually go into business. With support of the The hand-out show some of the introductory story “Consolidated Industries’ Hammer Forge”, available at web page https://saylordotorg.github.io/text_small-business-management-in-the-21st-century/s09-the-business-plan.html and additional information from the article “Do You Really Need a Business Plan?” available at the web site https://www.entrepreneur.com/article/198618 you will collect proof for and against developing of the Business Plan. After the collection of information, list 5 for and 5 against developing of the business plan as the minimum. At the end of the activity answer the reflecting questions in view of your own business plan and with support of the outcomes of the list 5 for and 5 against. This “short questionnaire” can be used for both, assessment of learning and tool for the participants. The aim is to understand why business plan is necessary to develop.

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2.3.3. Structure of the Business Plan


Abstract:

In this activity, participants will learn rules for writing a business plan and how to structure a business plan. What to include in their business plan, key elements that should appear all business plans. They will identify elements as review schedule, strategy summary, milestones, responsibilities, metrics (numerical goals that can be tracked), and basic projections sales, costs, expenses, and cash flow.


In this activity, participants will think of a product in the field of crafts, which they would like to introduce to the market and will think how they should develop the business plan. They will try to find basic rules for writing a business plan and will try to develop the structure of the business plan. For this purpose, they will think of topics a business plan should include.

Brainstorming – participants will suggest rules for writing a business plan and essential elements of the Business Plan, they write suggestions on a flipchart. After end of the activity, one representative of the group will convey the group conclusions to other participants who will express their views.

Then they will read the hand-out 2.3.3 Key points of a craft business plan. Afterwards, they together complete rules for writing a business plan and characteristics of the business plan parts (what this particular part should be focused on).

The trainer is moderated this part of activity. The outcome is a recommended find basic rules for writing a business plan and structure of the Business Plan taking into account the craft branch.


Flipchart, paper, pens, PC, internet connection

Hand-out 2.3.3 Key points of a craft business plan

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For the assessment of the learning activity, peer-evaluation is suggested. Participants give feedback for basic rules for writing a business plan and structure of the business plan taking into account the craft branch.


Online activity 2.3.3. Structure of the Business PlanIn this activity, you will learn rules for writing a business plan and how to structure a business plan. What to include in your business plan, key elements that should appear all business plans. You will identify elements as review schedule, strategy summary, milestones, responsibilities, metrics (numerical goals that can be tracked), and basic projections sales, costs, expenses, and cash flow. First of all read the hand out 2.3.3 Key points of a craft business plan and try to complete rules for writing a business plan and characteristics of the business plan parts (what this particular part should be focused on).

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2.3.4. Go to simplified business plan


Abstract:

In this activity, participants will try to collect ideas on an existing product in the field of crafts and will learn how to make smart choices, and be prepared to pitch their ideas in a

compelling way. They will learn how to plan their business with speed and flexibility. Participants will structure their first draft of the simplified business plan with the aim to develop a good strategy for their business.


In this activity, each group will choose one assignment with the following information:

a brief description of a firm from the craft sector, the team and already achieved outcomes and a brief description of the product.

Each group will discuss these aspects of the business. They will define what obstacles they can anticipate and how to sell the product. They will study the simplified business plan template together and will discuss the main features.

After the discussion, they will develop the business plan using the template of the simplified business plan. At the end of the lesson each group will present their business plan in a short presentation to the other participants, who will give feedback in return.


Flipchart, paper, pens, PC, internet connection

2.3.4 Template of the simplified business plan

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For assessment of the activity, the groups` presentation can be used. Each participant is asked to vote for his/her favourite presentation. The presentations with the most voting

can be seen as a form of peer evaluation and used as basis of assessment criteria. Further, trainers can observe the working process within the group and their discussion and knowledge applied from theoretical input on the topic.


Online activity 2.3.4. Go to Business PlanIn this activity, you can elaborate your simplified business plan for a crafts SME drafted in frame of the previous activity (2.3.3.). In view of your strategy, create simplified business plan taking into consideration the information from choose one assignment with the following information:

• a brief description of a firm from the craft sector,• the team and already achieved outcomes and• a brief description of the product.Each group will discuss these aspects of the business, will define what obstacles they can anticipate and how to sell the product. They will study the simplified business plan template together and will discuss the main features.

You can use:YouTube Video on the principles of creating of business plan:https://www.youtube.com/watch?v=PDWvcsTloJo (2.3.1) and from the Saylor Academy's "Small Business Plan Outline"https://learn.saylor.org/mod/page/view.php?id=5714 and use the hand-out 2.3.4 Template of the simplified business plan

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https://learn.saylor.org/mod/page/view.php?id=5714


2.3.5. Executive Summary

Duration: 60 min.

Abstract:

In this activity, participants will further develop their understanding of business plan working with the concept of one-page business plan. Based on their understanding of

principles of business plan from the introducing activity and with support of the hand-out 2.3.5 Hand-out Executive summary and the group work from the previous activity; participants elaborate executive summary for a crafts SME.


In this activity, participants get together in small groups of 3-5 people (same groups as in previous activity). They elaborate Executive summary for the Business plan for a crafts SME drafted in frame of the previous activity. In view of the Business plan, participants create an appropriate Executive summary taking into consideration the information from the 2.3.5 Hand-out Executive summary. After the group work, participants give a presentation on their Executive summary they developed.


Flip chart, paper, pens, PC, internet connection

2.3.5 Hand-out Executive summary


For the assessment of the learning activity, the small groups receive feedback from each other. Every constructive comment is welcome. The goal is to collect all the feedback.

The trainer writes every comment on flipchart. After the discussion round, the comments are structured in areas of assessment.

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Online activity 2.3.5. Executive SummaryIn this activity, you can elaborate your Executive Summary for a crafts SME drafted in frame of the previous activity (2.3.4.). In view of your strategy, create an Executive Summary taking into consideration the information from the video shown in the introducing activity (2.3.1.) and use the hand-out 2.3.5 Hand-out Executive summary.

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2.3.6. Business Plan Presentation

Duration: 90 min.

Abstract:

In this activity, participants will learn how to present their business plan. Business presentation should be informational and pitch. The goal is to maintain interest and communicate entrepreneur s’ ideas. The participants will learn how to develop the presentation of their business plan and practice their presentation.


In this activity, participants will discuss how the business presentation should look like. They will discuss how to include the proper mix of information and how to convey there approximately the same content as is at the business plan, but in an abbreviated format. How to maintain interest and communicate entrepreneurs’ ideas. They will discuss the ideal number of slides for the presentation and its design. They will write the main conclusion to the flipchart.

Afterwards the participants get together in small groups of 3-5 people (same groups as in previous activity) and they elaborate presentation of their business plan. They will use the picture of the prototype of the product, a diagram, an example report, a scenario, and so on They will practice their presentation at the end of the activity with the aim try to get their audience to understand just what they are trying to sell and try to get them to buy their product or service. The presentation could not be longer then 15 – 20 minutes.


Computer, data projector, internet connection, flipchart, pens.


For assessment of the activity, the groups` presentation can be used. Each participant is asked to vote for his/her favourite presentation. The presentations with the most voting can be seen as a form of peer evaluation and used as basis of assessment criteria. Further, trainers can observe the working process within the group and their discussion and knowledge applied from theoretical input on the topic. Participants will use the hand-out 2.3.6. Guidelines for peer-evaluation- Presentation of the business plan.

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Online activity 2.3.6. Business Plan PresentationIn this activity, you will read the article 12.6 Business Presentationhttps://saylordotorg.github.io/text_developing-new-products-and-services/s15-developing-a-business-plan.html#sanders_1.0-ch12_s06_n01Learn how to maintain interest and communicate your ideas. Consider the ideal number of slides for the presentation and its design.Afterwards elaborate presentation of your business plan. Use an illustration of your product or service, a diagram, an example report, a scenario, and so on. Practice their presentation with the aim try to get to understand just what you are trying to sell and try to get people to buy your product or service. The presentation could not be longer then 15 – 20 minutes.For inspiration see the BUSINESS PLAN EXAMPLE on https://www.youtube.com/watch?v=_w3caEY9zT4

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https://saylordotorg.github.io/text_developing-new-products-and-services/s15-developing-a-business-plan.html#sanders_1.0-ch12_s06_n01


2.4 Hazardous Business- Risk and Success


6 h-6 h30 min.


Knowledge Skills CompetencesKnow the definition hazards and controls required in their businessKnow the potential for profitable businessTo know how to assess how much business could reasonably benefit from the development of the product ideaKnow arguments that support the idea that it's good to be craft business owner or not

Identify hazards and controls required in their businessIdentify risk and reward for your business ideaAssess how much business could reasonably benefit from the development of the product ideaCorrectly argues about craft business and its risk and success

Managing risks in their own businessReduce the impact an incident on their own business.

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2.4.1. Profile of a future entrepreneur

Duration: 60 min.

Abstract:

In this activity, participants will think through the hazards and controls required in their business. They will explore character attributes and assess their personality in an objective

way - to judge if they have prerequisites to become a successful entrepreneur.


In this activity, participants will work in small groups on 2 – 4 people. The trainer will moderate the discussion. They will think through the hazards and controls required in

their business for them-self. They will think about their character attributes and will assess his/her personality in an objective way - to judge if they have prerequisites to become a successful entrepreneur. They will assess if they dispose the important volitional characteristics that an entrepreneur should have for his/her entrepreneurship could be successful. For assessing they will use the table 2.4.1 Hand-out Profile of a future entrepreneur. Finally, the small groups present their findings to the class.



2.4.1 Hand-out Profile of a future entrepreneur


After group discussion and presenting key findings to the class, the papers are handed in. Comparing the findings of the participants helps to find out about the status quo of knowledge of the participants, respectively what they learned from this first introducing activity.

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Online activity 2.4.1. Profile of a future entrepreneurIn this activity, you will think through the hazards and controls required in your business for yourself. You will think about your character attributes and will assess your personality in an objective way - to judge if you have prerequisites to become a successful entrepreneur. You will assess if you dispose the important volitional characteristics that an entrepreneur should have your entrepreneurship could be successful. For assessing use the table 2.4.1 Hand-out Profile of a future entrepreneur.

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2.4.2. Assessing potential risk and reward for your business idea

Duration: 90 min.

Abstract:

In this activity, participants will assess the potential for reward. In assessing the reward, they will be asking them-self how much their business could reasonably benefit from the

development of their product idea.


In this activity, participants will work in small groups on 2 – 4 people. The trainer will moderate the discussion. Participants will choose one product they want to make and sell and try to answer questions at the first column. They will put answers to the second column of the table and try to assess the risks of the project. Finally, the small groups present their findings to the class.



Hand-out 2.4.2 Assessing potential risk and reward for your business idea


After group discussion and presenting key findings to the class, the papers are handed in. Comparing the findings of the participants helps to find out about the status quo of knowledge of the participants, respectively what they learned from this activity.

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Online activity 2.4.2. Assessing potential risk and reward for your business ideaIn this activity, read the 2.4.2 Assessing potential risk and reward for your business idea. After that choose one product you want to make and sell and try to answer questions at the first column. They will put answers to the second column of the table and try to assess the risks of the project. Finally, the small groups present their findings to the class.

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2.4.3. Development of your product idea


Abstract:

In this activity, participants will learn how to assess how much their potential business could reasonably benefit from the development of their product idea.


In this activity, participants will choose one way how to sell their handmade product (the same product as at the activity 2.4.2). They will choose it from the list of methods of selling from hand-out 2.4.3 Development of your product idea. Participants will work in small groups on 2 – 4 people. The trainer will moderate the discussion. Participants will try to assess potential risk and reward. For notes they will use the table Hand-out 2.4.3 Development of your product idea and will identify potential risk and reward for their business idea. Finally, the small groups present their findings to the class.



Hand-out 2.4.3 Development of your product idea


After group discussion and presenting key findings to the class, the papers are handed in. Comparing the findings of the participants helps to find out about the status quo of

knowledge of the participants, respectively what they learned from this activity.

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Online activity 2.4.3. Hand-out 2.4.3 Development of your product ideaIn this activity, choose one way how to sell their handmade product (the same product as at the activity 2.4.2). Choose it from the list of methods of selling from hand-out 2.4.3 Development of your product idea. Work in small groups on 2 – 4 people. Try to assess potential risk and reward. For notes use the table on the hand-out 2.4.3 Development of your product idea and will identify potential risk and reward for their business idea.

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2.4.4. Is it good to be a craft business owner?

Duration: 60 min.

Abstract:

In this activity, participants will discuss arguments that support the idea that it's good to be craft business owner or not. They will consider the arguments for and against starting

a business, necessary conditions for successful business and risk elimination.


In this activity, participants will discuss arguments that support the idea that it's good to be craft business owner or not. They will consider the arguments for and against starting a business, necessary conditions for successful business and risk elimination. Participants will try to assess potential risk and reward. They will assess if their time and financial risk will vary depending on their process, and the equipment and raw materials they need, whether they need to invest some time sharpening a skill, and where they decide to sell your products and other aspects of business in craft. For notes they will use the table on hand-out 2.4.4. Is it good to be a craft business owner? Finally, the small groups present their findings to the class.



Hand- out 2.4.4. Is it good to be a craft business owner?



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Online activity 2.4.4. Is it good to be a craft business owner?In this activity, consider arguments that support the idea if it's good to be craft business owner or not. Consider the arguments for and against starting a business, necessary conditions for successful business and risk elimination. Try to assess potential risk and reward. Assess if your time and financial risk will vary depending on your process, and the equipment and raw materials you need, whether you need to invest some time sharpening a skill, and where you decide to sell your products and other aspects of business in craft. For notes use the table on hand- out 2.4.4. Is it good to be a craft business owner?

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2.4.5. Hazardous business - Risk and success

Duration: 90 min.

Abstract:

In this activity, participants will use SWOT analysis for the assessment what works in craft business and what does not work and why. Participants will use the SWOT analysis table.


In this activity, participants will use the hand-out 2.4.5. Hazardous business - Risk and success and will read some experiences of people who have started their craft businesses and assess what has worked for them, and what has not worked and why. Participants will work in small groups on 2 – 4 people. The trainer will moderate the discussion. For the assessing participants will use the SWOT analysis table. They will take into consideration these aspects: cost of supplies, cost of equipment and tools, access to equipment you might need, skill required to create your product, shipping considerations, any other important considerations that are relevant to your idea.



Hand-out 2.4.5. Hazardous business - Risk and success



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Online activity 2.4.5. Hazardous business - Risk and successIn this activity, use the hand-out 2.4.5. Hazardous business - Risk and success and read some experiences of people who have started their craft businesses and assess what has worked for them, and what has not worked and why. For the assessing use the SWOT analysis table. Take into consideration these aspects: cost of supplies, cost of equipment and tools, access to equipment you might need, skill required to create your product, shipping considerations, any other important considerations that are relevant to your idea.

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2.5 Qualities and competences of an entrepreneur and development of the business


Approximately 4h


Knowledge Skills CompetencesDefine the most important qualities and competencies of an entrepreneurRecognise good examples of the local successful entrepreneursHave a basic understanding of business development strategies

Analyse its entrepreneurial competencies and qualitiesDefine ways and tools to improve personal entrepreneurial competencies and qualitiesDesign a business development plan

Build the personal motivation to become a successful and effective entrepreneurSet goals regarding the business development and define steps to achieve it

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2.5.1. A successful entrepreneur


Abstract:

In this activity the participants will be asked to think of the main traits and characteristics of a successful entrepreneur. They will analyse whether these traits can be learnt and obtained during lifetime or not. Participants are also providing ideas and examples on how to acquire these traits.


In this activity the participants form small groups (3 – 4 persons per group). Each group is brainstorming about what makes an entrepreneur a successful businessman by defining as many traits and characteristics of a successful entrepreneur as possible. Also members of each group have to discuss whether these characteristics can be learnt and obtained during lifetime or not by providing few ideas and/or examples on how to acquire these traits. Participants are especially asked to think about specific traits of an entrepreneur in the crafting field. Groups are making a presentation by making their idea map which is presented after the brainstorming part. After each group have presented their ideas, the whole class is asked to form the final conclusions about what are the most important characteristics and traits (based on their presentations) for a successful

entrepreneur.


Flipchart, markers


For the assessment of the learning activity, the participants are asked to fill a worksheet “Inspirational entrepreneur” that is handed out in the end of this activity. In the worksheet they have to fill information about a local entrepreneur/company which is an inspiration for the participant (worksheet is attached to this document). This task can be done after this activity in their free time.

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Online activity 2.5.1. A successful entrepreneurIn this activity, you will analyse one experienced local entrepreneur that you think is a great example as a successful entrepreneur and who can be an inspiration to the new entrepreneurs that have recently started their business or to those who are just planning to become entrepreneurs. To carry out this activity, please, fill in the worksheet “Inspirational entrepreneur”.

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2.5.2. Qualities and competencies of an entrepreneur


Abstract:

In this activity, participants will learn and analyse information about the main qualities and competencies of an entrepreneur. In the previous activity they already involved in a

discussion about this topic from their perspective and understanding, and this activity will be a continuation where participants will learn in depth the theoretical material on this topic thus strengthening their insight about it.


In this activity, the participants are asked to form small discussion groups (3 – 4 persons per group). Each group is sharing their thoughts and information they collected for the previous activity’s assessment task which was the worksheet “Inspirational entrepreneur” shortly describing the main findings about their entrepreneur described in the worksheet. Each group have to name 3 – 4 features, traits and characteristics that are common to all of their entrepreneurs described in the worksheet. Each group is shortly presenting their conclusions.

At the end of this activity participants will receive a hand-out intended to be read individually in their free time before the next activity – the hand-out is a theoretical review on the topic of “Qualities and competences of an entrepreneur” with questions about it.


Flipchart, markers, worksheet “Inspirational entrepreneur”, hand-out “Qualities and competencies of an entrepreneur”


For the assessment of the learning activity, participants are individually studying the hand-out material to strengthen their knowledge about this topic they learned about in

their discussions during this and the previous activity. Hand-out contains questions about this topic that will help the participants to assess their learning progress.

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Online activity 2.5.2. Qualities and competencies of an entrepreneurIn this activity, you will learn the theoretical part about the topic “Qualities and competencies of an entrepreneur”. Please, use the worksheet material “Qualities and competencies of an entrepreneur”!

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2.5.3. Me as a successful entrepreneur


Abstract:

In this activity, participants will evaluate and analyse their own competencies and qualities in order to realise their own strengths and weaknesses that are important to

improve to become a successful entrepreneur.


The first activity of this lesson is an individual and independent work, where each participant is asked to analyse which entrepreneurial competences they have and which are the ones that should be developed in order to become a successful business leader. It is done by using a worksheet “Me as a successful entrepreneur” where each participant is preparing their own businessman “portrait” mentioning these strengths and weaknesses. After it is done participants come together in small groups (3 – 4 persons per group) and share their conclusions. Each group’s task is to compare their individual results and to analyse which are the competences that the majority of group members have and which are the competences that should be worked on. Participants also have to think of ways and tools that could help them develop these missing entrepreneurial competencies. After internal group discussions participants are asked to present the results and their conclusions.


Flipchart, markers, worksheet “Me as a successful entrepreneur”, reflecting questionnaire “Me as a successful entrepreneur””


For the assessment of the learning activity, participants are asked to fill in the reflecting questionnaire “Me as a successful entrepreneur” to evaluate the benefits of this activity.

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Online activity 2.5.3. Me as a successful entrepreneurIn this activity, you will analyse your own competencies and qualities as an entrepreneur. Define what are your strengths and weaknesses – think of possible ways to improve your competencies to become a successful entrepreneur! Please, use the worksheet “Me as a successful entrepreneur”. After that fill in the reflecting questionnaire “Me as a successful entrepreneur” to make some final conclusions about the topic “Qualities and competencies of an entrepreneur”.

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2.5.4. Development of the business - I


Abstract:

In this activity, participants will learn the basics of the theory about the activity’s topic “Development of the business” thus preparing for the next activity which will be a

continuation of this topic in a practical manner.


Participants will receive a hand-out intended to be read individually at home – the hand-out is a theoretical review on the topic of “Development of business” with questions about it afterwards to discuss together in class. At first participants are sharing their thoughts about the material they read in small groups (3 – 4 persons per group), and afterwards a joint discussions follows to make the final conclusions about this topic from a theoretical perspective.


Hand-out “Development of business”


The final discussions is also the assessment of this activity during which the participants are making final conclusions about this topic from a theoretical perspective.


Online activity 2.5.4. Development of the business - IIn this activity, you will learn the theory of the topic “Development of the business”. Please read the material and answer the following questions about it.

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2.5.5. Development of the business – II


Abstract:

This activity is to contribute to the future entrepreneurs' awareness of various directions in which to plan company's long-term development.


In this activity, participants are asked to form small groups (3 – 4 persons per group) and each group has to make a development plan for a small artisan business. For that they can use the hand-out they studied in the previous activity “Development of the business”. In this plan participants should think of practical ideas, tools and ways that could be used to achieve these goals. In the second part of the lesson each group is presenting their results.


Flipchart, markers


For the assessment of the learning activity, each group is evaluating the presentations of other groups by filling the questionnaire “Development of the business”.


Online activity 2.5.5. Development of the business – IIIn this activity, you will make a development plan for your business based on the theory you learned in the previous activity. Think of reasonable and appropriate ways how you can develop your business – what tools you can use, what kind of support you need to reach your target, etc.

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2.6 The Ethics of Business


4 h


Knowledge Skills CompetencesKnow about ethicsKnow about ethics of businessUnderstanding about importance of principles of ethics in a business world

Analyse different situations the entrepreneurs can face in driving their own businessMake a decision that is right not only for the company but for the whole society as wellAnticipate problem causes and consequencesFind one more solutions for problematic situationsParticipate in discussions and to form reasoned arguments by defending their personal and professional views

Take important decisions in difficult situations and stand up for personal and professional viewsForesee and predict possible consequences after a decision is made

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2.6.1. What is ethics? - I


Abstract:

In this activity, participants will learn the basics of ethics as a branch of philosophy in a way they meet ethics in their everyday life.


In this activity, participants will form small groups (3 – 4 persons per group) to discuss together what is ethics, how do they understand the concept of ethics by giving examples from their everyday life that is not necessary related to entrepreneurship. Each group have to give one unique example they would gladly share with other participants.


Flipchart, markers, reflecting questionnaire “What is ethics?”


For the assessment of the learning activity, participants will fill the reflecting questionnaire about this activity “What is ethics?”


Online activity 2.6.1. What is ethics? - IIn this activity, you will analyse what is ethics to you as an individual. Think of some examples from your personal life or situations in your local society or country where we can meet ethics. What it takes to make an ethical decision? Fill the reflecting questionnaire to analyse your decision-making strategies in your everyday life!

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2.6.2. What is ethics? - II


Abstract:

In this activity, participants will learn the basics of ethics by studying the hand-out material “What is ethics”.


In this activity, participants will individually study the hand-out “What is ethics?” by answering the following questions about the topic. In this class activity participants get involved in the discussion about these questions based on the hand-out.


Hand-out “What is ethics?”


For the assessment of the learning activity, participants are asked to fill the reflecting questionnaire about this activity and the whole topic about ethics.


Online activity 2.6.2. What is ethics? - IIIn this activity, you will study the theoretical material “What is ethics”. Please answer the following questions about it!

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2.6.3. What is business ethics? I


Abstract:

In this activity, participants will discuss and analyse what business ethics is in particular based on their understanding and experience.


Participants will form small groups (3 – 4 persons per group). Each group have to discuss how they understand the concept of business ethics providing some examples they have read, heard from media or experienced themselves. What was this situation and what was its main problem? How was this situation solved? What could be other solutions for this situation? After group discussions each team is presenting their main ideas about this topic. Groups can also share their best example about business ethics.


Hand-out “Ethics of Business”


For the assessment of the learning activity, participants will make final conclusions about this topic defining what business ethics is and why it is necessary to keep it in mind while managing a business.


Online activity 2.6.3. What is business ethics? IPlease think about how you understand the concept of business ethics. Can you provide an example you have read, heard from media or experienced yourself? What was this situation and what was its main problem? How was this situation solved? What could be other solutions for this situation?

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2.6.4. What is business ethics? - II


Abstract:

In this activity, participants will learn what business ethics is in particular by analysing theoretical material about this topic.


Participants will receive a hand-out intended to be read individually – the hand-out is a theoretical review on the topic of “Ethics of Business”. Few questions are also included in

this material that will be discussed in the end of this lesson.


Hand-out “Ethics of Business”


For the assessment of the learning activity, participants will involve in a discussion about the material they read individually to define main conclusions about this topic.


Online activity 2.6.4. What is business ethics? - IIIn this activity, you will learn what business ethics is in particular. Please, read the theoretical material “Ethics of Business” and answer the following questions about it!

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2.6.5. Business ethics in real life


Abstract:

During this activity participants will learn principles of business ethics which will help them to understand the importance of ethics in business management. Participants will

analyse various simulated problem situations which are examples from real business environment, thereby paying attention to their personal attitude, position and moral awareness when making professional decisions in ambiguous business situations thinking about benefits for both – their business and the whole society.


Participants are asked to form small groups (2 – 3 persons per group). Each group will receive a description of a certain problem situation that can occur in a small business world. Group members have to analyse the situation based on criteria such as: possible solutions for solving the problem, possible consequences of different decisions, the best decision in this situation, etc. After the internal group discussion participants have a presentation where they briefly recount the situation and offer their solution to the problem, justifying the reasons. Other groups can engage in a discussion if they disagree (especially if the situations to analyse are the same for two or more groups). At the end of the lesson participants make final conclusions about the importance of business ethics.


Hand-out “Business ethics in real life”


For the assessment of the learning activity, joint conclusions are made after the discussions are over. Participants are asked to summarize the main findings about the

ethics of business – why is it necessary to include ethics in business? How to make the right decision in ambiguous situations in entrepreneurship?

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Online activity 2.6.5. Business ethics in real lifeIn this activity, you will analyse simulated situations from crafting business. Please choose on situation and analyse it based on the questions provided!

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2.7 Labour motivation


7h – 9h


Knowledge Skills CompetencesBecome acquainted with the definition of labour motivationGet an impression of the importance of labour motivation to their businessRecognize the types of motivationCharacteristics of target groups of employees and their needsRequire a basic understanding of motivational types and how to apply them to their businessObtain information about the main classical and modern motivational theoriesUnderstand the pros and cons of each theoryIdentify the information learned from the entire labour motivation chapter of the courseIdentify their needsIdentify the motivational profile of their business

Identify the forms of motivationIdentifying which form of motivation better suits their businessDevelop an employee classification regarding to the motivational typesIdentify what are the minimum requirements to satisfy the motivational needs of the employeesBe able to opt for a specific motivational type after understanding well the theoriesIncorporate motivational factors to their business and reach a more profitable resultSatisfy the needs identifiedProduce benefits from the labour motivation applied

Have basic knowledge of labour motivation enabling them to approach their employees in order to obtain best benefitsConclude on relevant needs and concrete possibilities of satisfying the motivational needs of the employeesDetermine what is motivational scheme for their businessCollect ideas for a motivational strategyOrganize motivational actions in order to apply the information received from the courseCorrectly applying the labour motivation types to their businessObtain concrete benefits from itAvoid low production due to dissatisfied personnel

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2.7.1. Introduction to labour motivation


Abstract:

In this activity, participants shall obtain information with respect to the definition of labour motivation and the forms of the motivation closely related to artisan activities. The aim is to understand and get a first impression of the importance of the motivation to their future business.


In this activity, participants shall be presented with a hand-out containing the explanations of labour motivation and forms of motivation. After assessing the provided information, the participants shall be asked to form groups of 2-4 persons and shall try to identify the form (or forms) of motivation. They will be given a hand-out containing 16 statements which they will have to agree or deny. Each statement belongs to a form of motivation presented at the beginning of the activity. The participants will be asked to identify the forms of motivation through the theme’s statements. Finally, they compare their decisions and explain the factors that determined them to choose one form of motivation or another and the small groups presents their conclusions to the class.


Flipchart, paper, pens.Hand-out: 2.7.1.1 – definition of labour motivation and forms of motivation

Hand-out: 2.7.1.2 – exercise “motivation for developing the business”


For the assessment of the learning activity, participants shall be required to answer questions regarding what they understood from labour motivation and forms of motivations, respectively what they learned from this first introducing activity and how useful they find it regarding their business.

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Online activity 2.7.1. Introduction to labour motivationIn this activity, you will be presented with a hand-out containing the explanations of labour motivation and forms of motivation. After assessing the provided information, you will try to identify the form (or forms) of motivation. You will be given a hand-out containing 16 statements which you will have to agree or deny. Each statement belongs to a form of motivation presented at the beginning of the activity. You will be asked to identify the forms of motivation through the theme’s statements. Finally, you will have to explain the factors that determined you to choose one form of motivation or another.

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2.7.2. Motivational types

Duration: 90 -120 min.

Abstract:

In this activity, participants will learn about the motivational types and to identify the type (or types) that better suits their business. For this activity, they get together in groups of

2-4 persons – recommended to be the same groups as in activity 2.7.1. – and choose from the different categories of employees regarding to the type of motivation they need. They will recognize and analyse employees’ needs and the concrete possibility for them, as employers, to satisfy their needs.


In this activity, there will be a presentation of each type of motivation and participants will learn to identify employees using the hand-out. The hand-out shows the different types of motivation that can be applied to their business. Also, the participants shall be instructed with respect to the pros and cons of satisfying the motivational types of employees. After the presentation the participants get together in groups of 2-5 people and receive a hand-out containing 11 motivations, from which they have to choose between 2 and 4 types of motivation that can be applied to their business, discussing their options. After choosing their motivations they will explain if there are any connections between the ones they elected. They will also be asked to complete the list with other motivations that they consider to better fit their business. Based on the result of their discussions and the group debate, they will be asked to write a conclusion and present it to the entire class.


PC, paper, pens, Hand-out: 2.7.2.1 – motivational themes

Hand-out: 2.7.2.2 – theme 1 containing 11 motivations

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For the assessment of the learning activity, participants, after choosing between 2 and 4 motivations from the theme, answer the reflecting questions regarding their own

motivational types required and with support of the conclusion developed in group work.


Online activity 2.7.2. Motivational typesIn this activity, there will be a presentation of each type of motivation and you will learn to identify employees using the hand-out. The hand-out shows the different types of motivation that can be applied to your business. Also, you will be instructed with respect to the pros and cons of satisfying the motivational types of employees. After the presentation you will receive a hand-out containing 11 motivations, from which you have to choose between 2 and 4 types of motivation that can be applied to your business. After choosing your motivations you will explain if there are any connections between the ones you elected. You will also be asked to complete the list with other motivations that you consider to better fit your business. You will be asked to write a conclusion based on your situation.

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2.7.3. Motivational theories


Abstract:

In this activity, participants will be presented classical and modern motivational theories, they will be able to identify each theory’s pros and cons out of a group analysis and evaluate their findings. From this evaluation they get a proper understanding of the motivational process.


In this activity, participants shall be presented the classical motivational theories, then the modern ones, after that they will receive a hand-out containing all the information presented and learn how to connect the theory with the motivational types presented before. Following the study of the hand-out, the participants will get together in small groups of 2-4 people. They will brainstorm on creating an ideal motivational system to be applied to each business. Participants will also take into consideration external factors, such as the size of the activity, the number of employees, the target group, the outcome that they seek by applying motivational aspects to their business. They will list each action decided, their goals and implementation method. Finally, each group will present their motivational system in a short presentation to the other participants. The other participants will give feedback, comment and make suggestions about the presentation. In the end, the groups will compare each one’s motivational system and will draw conclusions.


Flipchart, paper, pens, PCHand-out: 2.7.3.1 – motivational theories

Hand-out: 2.7.3.2 – theme 1 of evaluation

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For the assessment of the learning activity, learners’ evaluation is suggested throughout an evaluation theme. Each participant will receive the printed evaluation theme

containing 8 statements that they need to associate to the correct motivational theory. This way the participants will completely assimilate the motivational theories in order to a proper application to their business.


Online activity 2.7.3. Motivational theoriesIn this activity, you will be presented the classical motivational theories, then the modern ones, throughout a hand-out containing all the information and learn how to connect the theory with the motivational types presented before. You will be asked to create an ideal motivational system to be applied to your business. You will also take into consideration external factors, such as the size of the activity, the number of employees, the target group, the outcome that you seek by applying motivational aspects to your business.

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2.7.4. Evaluation of the motivation of human resources


Abstract:

In this activity, participants will be tested regarding to the motivational skills acquired throughout the entire course and will receive a motivational questionnaire in order to identify their own position and possibilities of motivating the employees, based on the concrete needs of their business. From this evaluation they will better understand the motivational process as a whole and they will effectively apply it to their business.


In this activity, the participants first shall be provided with a hand out containing a motivation test on human resources – the test contains 20 statements and 6 possible answers. There are 6 types of needs identified with the statements, each participant being able to calculate the score for each category of needs and to obtain his/hers conception profile about labour motivation. After the test the participants will be given the second hand-out, the motivational questionnaire, containing 13 items - characteristics and 7 levels of importance associated with each one of them. They have to answer according to their feelings toward the arts and crafts business they are developing. Finally they will calculate the score and discuss the most stringent requirements of their employees.


Flipchart, paper, pens.

Hand-out: 2.7.4.1 – motivational test

Hand-out: 2.7.4.2 – motivational questionnaire

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For the assessment of the learning activity, participants are asked to present the results of their tests and questionnaires. Participants are asked to write a conclusion justifying

their results and to argument the motivational strategy they choose, based on the information received.


Online activity 2.7.4. Evaluation of the motivation of human resourcesIn this activity, you will be provided with a hand out containing a motivation test on human re-sources – the test contains 20 statements and 6 possible answers. There are 6 types of needs identified with the statements, being able to calculate the score for each category of needs and to obtain your conception profile about labour motivation. After the test you will be given the second hand-out, the motivational questionnaire, containing 13 items - characteristics and 7 levels of importance associated with each one of them. You have to answer according to your feelings toward the arts and crafts business you are developing. Finally you will calculate the score and explain the most stringent requirements of your employees.

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2.8 Extra module: basic didactic principles for practical hand craft teaching - for artisans without teaching experience


3h45min.-4h45min.


Knowledge Skills CompetencesIdentify positive and negative factors for learning processesRecognise the subjectivity of learningIdentify principles of adult teachingRecognise own strengths and weaknesses in view of teachingRecognise own position in a groupUnderstand and process group dynamics on a meta-levelIdentify group member typesIdentify relevant points for lesson preparationDefine realistic tasks and actionsRecognise the purpose of each action within the prepared lessonEvaluate strengths and weaknesses of different methods

Reflect and assess learning processesDifferentiate between individual learning processesDiffer between children and adult learningElaborate a teaching profileCommunicate and argue own position within a groupReflect social situationsWork with different people in a groupDiscuss different view and opinionsCreate a useful structure of contents and key actions for lessons considering an appropriate timeframeSet appropriate group sizes for different activitiesUse a matrix for decision of methodsSelect methods according to the group/time and equipment

Take teaching position in the training contextLead group discussions valuing the differences between learnersAct in a self-confident way and taking responsibility for the role in adult teachingMonitor work processes considering different group dynamicsDeal with group dynamics in a reflective and professional wayAssign tasks appropriately to the group members `interestsOrganise activities after prioritiesDerive when to use which methodPrepare classes independently taking into consideration the requirements of different methods

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2.8.1. Introduction


Abstract:

In this activity, participants will get introduced to the training and to each other. They are asked to note their best and worst learning experience in order to get a first understanding of adult training and learning. The aim is to prepare them for the following course contents and future trainings and to support social interactions between the participants.


In this activity, participants will work individually. They receive the related hand-out and are asked to note their best and worst learning experiences by answering the guiding questions. After this individual work task, they get together in small groups and discuss their findings. Finally, each group presents their key findings to the class.



2.8.1. Hand-out: Best/worst learning experiences


For the assessment of the learning activity, participants are asked to write a short reflection on their own experiences of learning, the discussion within the small groups

and the resume in class. The purpose is to have an initial assessment of participants` personal attitude and approach towards learning and to raise their awareness for these in view of developing a learning activity themselves.


Online activity 2.8.1. IntroductionIn this activity, note your best and worst learning experiences by answering the guiding questions on the related hand-out. Summarise your experiences of learning in view of creating an own learning activity.

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2.8.2. Principles of teaching adults


Abstract:

In this activity, participants will learn the principles and techniques of teaching adults. With support of a YouTube video, they will elaborate their own teaching profile taking into consideration their background, skills and expectations regarding teaching handcrafts.


In this activity, participants will watch the YouTube video on adult learning techniques. They are asked to take notes on what is important for them. For the following activity, they will work individually. In the next step, each of them writes down, how they would teach their handicrafts to adults considering the principles described in the video. They give a short presentation using visuals such as flipchart, power points, timelines etc. or actually hold their courses.


Flipchart, paper, pens and/or PCs and internet access

YouTube Video on adult learning techniques: https://www.youtube.com/watch?v=8leJYqI_dNw


For the assessment of the learning activity, your presentation will be used. Criteria for assessment are not particularly the elaborations of the contents, but the consideration of teaching principles, the use of techniques and how they put them into practice in view of their fields of crafts.

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Online activity 2.8.2. Principles of adult teachingIn this activity, watch the YouTube Video on adult learning techniques. Note key findings from the lecture. In the next step, write down, how you would teach your handicrafts to adults considering the principles described in the video. Draft a lesson structure taking into consideration these principles and your own professional skills. Prepare a short presentation using visuals such as power points slides, etc.

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2.8.3. Classroom setting and group dynamics

Duration: 30 min.

Abstract:

In this activity, participants will learn how group setting are constructed. They will experience what it means to be part of a group and identify different roles including the

one of the trainer. Participants experience the activity on group dynamics within the course and can also apply it in their own course.


In this activity participants will carry out an activity, which can be used for their own training. It is used to determine the status quo of participants` role in a group. For this purpose, participants are asked to draw a tree on a piece of paper. The tree symbolises the group. Participants mark a point on the drawing, where they see themselves. The mark can be a label, symbol etc., with a short explanation below. Afterwards, they get together in pairs and explain to each other, why they have positioned themselves.




For the assessment of the learning activity, participants are asked to write a short reflection on their experience with this activity and what was surprising to them. The aim

is to sensitise participants for roles, group dynamics and how they affect working in class.

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Online activity 2.8.3. Classroom setting and group dynamicsIn this activity, think about a difficult group situation you had to deal with in your work life. Try to locate the position of each group member in the discussion. Explain the situation of each group member, the process of the discussion and what went wrong, respectively how it was solved and what could have been done better. You can describe or visualise the situation. It is up to you, how you explain (written/drawn/etc.) it.

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2.8.4. Learning styles

Duration: 45 min.

Abstract:

In this activity, participants will recognise different types of group members. They will identify that each of them has a certain learning style and can participate to a group using their individual strength.


In this activity, participants will conduct a role play described on the hand-out. Afterwards they reflect as a whole group, how each of them felt and what strengths and weaknesses each member has, respectively how he/she can contribute to a group.



2.8.4. Hand-out: Learning styles


For the assessment of the learning activity, participants are asked to write a short text reflecting the different learning styles. In this text, guiding questions should be answered

(see Hand-out).


Online activity 2.8.4. Learning stylesIn this activity, please go through the following presentation of skills of an effective trainer:http://de.slideshare.net/WelingkarDLP/chapter-5-skills-of-an-effective-trainer-24874102Take the related hand-out, which describes a role play for groups in classroom (you can also use this activity for your own class). Read through it and imagine you in the role as the trainer, who has to deal with different types of group members. In view of the information of the online presentation, how would you proceed? Write down your ideas considering the questions on the hand-out.

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http://de.slideshare.net/WelingkarDLP/chapter-5-skills-of-an-effective-trainer-24874102

2.8.5. Preparation of lessons


Abstract:

In this activity, participants will learn how to prepare lessons. For this purpose, they will create a checklist of “to-do’s” for classroom preparation. Additional online research can be conducted. The aim is get a specific understanding of what needs to be taking into consideration for lesson preparation.


For this activity, participants are asked to imagine a classroom setting. What is needed in order to create this setting? With the hand-out, participants will create a checklist with important things to do before class. It is open and up to them, how they structure their lessons. For support, they can conduct online research. After individual work, they present the training they have prepared for to the group/holds the prepared the training.



2.8.5. Hand-out: Classroom preparation check-list


For the assessment of the learning activity, peer-evaluation is suggested. After the simulated trainings, other participants ask questions and give their feedback on each checklist. The group discusses the results and key findings are noted on flipchart.

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Online activity 2.8.5.Preparation of lessonsFor this activity, imagine an ideal classroom setting. What is needed in order to create this setting? Based on your ideas, list every point on the related hand-out with the checklist of important things to do before class. It is open and up to you, how you structure your lessons. For support, you can conduct online research.

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2.8.6. Teaching methods


Abstract:

In this activity, participants will learn how to use different kinds of teaching methods in class. Together, they will elaborate pro and contra of four suggested teaching methods. The aim is to get an overview of the possibility of each method for different classroom settings.


In this activity, participants get together in small groups of 3-5 people. They receive the hand-out and discuss pro and contra (in view of using them in class) of the following teaching methods:

Interactive lecturesSmall group discussionsAnalysis of casesReflection questions

The groups should find at least 2 pro and 2 contra for each of the above described teaching methods. If they have time left, they can also think of other methods and identify pro/contra for these. The aim is to have a matrix with listed advantages/disadvantages of each method, respectively the appropriate application of different methods.


Paper, pens

2.8.6. Hand-out: Teaching methods for different classroom settings


For the assessment of the learning activity, participants are asked to write a “short story” of a scenario, which could happen in their course. The content and frame of the story is up to the participants` creativity, but it should include one of the aforementioned methods and explain why it is implemented in the story it and how it is applied.

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Online activity 2.8.6.Teaching methodsIn this activity, take the related hand-out and discuss pro and contra (in view of using them in class) of the following teaching methods:

Interactive lecturesSmall group discussionsAnalysis of casesReflection questions

Find at least 2 pro and 2 contra for each of the above described teaching methods. If you want, you can also think of other methods and identify pro/contra for these. The aim is to have a matrix with listed advantages/disadvantages of each method.

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3. Bibliography/ Further readinghttp://2012books.lardbucket.org/books/sustainable-business-cases/s10 sustainable-business marketing.html [20.07.2016]

https://www.anaf.ro/anaf/internet/ANAF/asistenta_contribuabili/toate_formularele_cu_explicatii/!ut/p/a0/04_Sj9CPykssy0xPLMnMz0vMAfGjzOI9DD3MPIwsjLwsjENNDBydLfzMDd1CDN1NjfSDi_L1C7IdFQHpEYc5/ [20.07.2016]

https://www.anaf.ro/anaf/internet/ANAF/asistenta_contribuabili/persoane_juridice/asistenta_prin_email/ [20.07.2016]

http://www.anpc.gov.ro/articol/585/produse-alimentare-1 [20.07.2016]

http://www.businessdictionary.com/article/632/using-swot-analysis-to-develop-a-marketing-strategy/ [20.07.2016]

http://www.craftprofessional.com/craft-business-ideas.html [20.07.2016]

http://www.craftprofessional.com/craft-business-product.html [20.07.2016]

http://www.craftprofessional.com/selling-crafts-reader-tell-about-their-craft-businesses.html [20.07.2016]

http://de.slideshare.net/HubSpot/top-15-for-15 http://de.slideshare.net/vamsikrishna24/advertising- and-promotion [20.07.2016]

http://de.slideshare.net/WelingkarDLP/chapter-5-skills-of-an-effective-trainer-24874102 [20.07.2016]

http://ec.europa.eu/consumers/consumers_safety/product_safety_legislation/index_en.htm [20.07.2016]

https://ec.europa.eu/ploteus/search/site?f[0]=im_field_entity_type%3A97 [20.07.2016]

https://ec.europa.eu/ploteus/documentation#documentation_73 [20.07.2016]

https://www.entrepreneur.com/article/198618 [20.07.2016]

https://euipo.europa.eu/ohimportal/en/checklist [20.07.2016]

https://learn.saylor.org/mod/page/view.php?id=5714 [20.07.2016]

http://www.mbaskool.com/business-concepts/marketing-and-strategy-terms/6778-4-ps-of-marketing.html [20.07.2016]

http://www.onrc.ro/index.php/ro/inmatriculari/persoane-fizice [20.07.2016]

http://www.onrc.ro/index.php/ro/inmatriculari/persoane-juridice [20.07.2016]

http://www.osim.ro/marci/pmarc.htm [20.07.2016]

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http://www.mbaskool.com/business-concepts/marketing-and-strategy-terms/6778-4-ps-of-marketing.html

http://www.mbaskool.com/business-concepts/marketing-and-strategy-terms/6778-4-ps-of-marketing.html

https://learn.saylor.org/mod/page/view.php?id=5714



https://ec.europa.eu/ploteus/documentation#documentation_73

https://ec.europa.eu/ploteus/search/site?f%5B0%5D=im_field_entity_type%3A97


http://de.slideshare.net/WelingkarDLP/chapter-5-skills-of-an-effective-trainer-24874102



http://de.slideshare.net/HubSpot/top-15-for-15

http://www.craftprofessional.com/selling-crafts-reader-tell-about-their-craft-businesses.html

http://www.craftprofessional.com/craft-business-product.html

http://www.craftprofessional.com/craft-business-ideas.html









http://2012books.lardbucket.org/books/sustainable-business-cases/s10%20sustainable-business%20marketing.html


https://saylordotorg.github.io/text_developing-new-products-and-services/s15-developing-a-business-plan.html#sanders_1.0-ch12_s06_n01 [20.07.2016]

https://saylordotorg.github.io/text_principles-of-marketing-v2.0/s08-market-segmenting-targeting-an.html [20.07.2016]

https://saylordotorg.github.io/text_small-business-management-in-the-21st-century/s09-the-business-plan.html [20.07.2016]

https://saylordotorg.github.io/text_principles-of-marketing-v2.0/s05-strategic-planning.html [20.07.2016]

http://smallbiztrends.com/2008/06/one-page-marketing-plan.html [20.06.2016]

https://www.youtube.com/watch?v=iF0CL1_-NxY&list=PLz7zsdrN3AKoz0m2oCVNw1mr-reRAJ9uh [20.07.2016]

https://www.youtube.com/watch?v=PDWvcsTloJo [20.07.2016]

https://www.youtube.com/watch?v=8leJYqI_dNw [20.07.2016]

Further reading

Additional reading for SWOT analysis for marketing strategy in the business dictionary:

http://www.businessdictionary.com/article/632/using-swot-analysis-to-develop-a-marketing-strategy/ [05.04.2016]

Ideas to promote a small arts&crafts business:

http://www.business2community.com/public-relations/7-publicity-ideas-for-your-arts-and-crafts-business-0217428#9rUK5LhoIRo1ZVsW.97 [05.04.2016]

Marketing ideas for small businesses:

http://www.craftprofessional.com/marketing-ideas-for-small-businesses.html [05.04.2016]

Kotler, Philip/Armstrong, Gary (2012): Principles of marketing.

Entrepreneurship network :http://www.peoplink.org/page/entrepreneur [05.04.2016]

Marketing online course:

https://saylordotorg.github.io/text_principles-of-marketing-v2.0/s08-market-segmenting-targeting-an.html

Informative website on various topics related to starting a business in the crafts sector:

http://artsandcrafts.about.com/ [05.04.2016]

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http://artsandcrafts.about.com/



http://www.peoplink.org/page/entrepreneur

http://www.craftprofessional.com/marketing-ideas-for-small-businesses.html

http://www.business2community.com/public-relations/7-publicity-ideas-for-your-arts-and-crafts-business-0217428#9rUK5LhoIRo1ZVsW.97

http://www.business2community.com/public-relations/7-publicity-ideas-for-your-arts-and-crafts-business-0217428#9rUK5LhoIRo1ZVsW.97



https://www.youtube.com/watch?v=8leJYqI_dNw



http://smallbiztrends.com/2008/06/one-page-marketing-plan.html

https://saylordotorg.github.io/text_principles-of-marketing-v2.0/s05-strategic-planning.html







Annexes – Hand-outs, Learning material

2.1.1. Hand-out: Legal Risks and Facilities (for artisans)

Legal vehicles through which artisans can unroll their activity

INTRODUCTION

Under the current Romanian legislation the artisans do not benefit from specific legislation regulating their activity and craftsmanship.

Starting with 2014 there is a legislative initiative with respect to creating a specific legal framework for artisans, which is currently registered before the Senate under 14L53FG, but which was not yet adopted.

In the absence of specific provisions, the artisans can unroll their activity in either of the legal investment vehicles provided by the legislation in general and which shall be presented below.

INVESTMENT VEHICLES

When deciding to unroll commercial activity in Romania, one has several possibilities as follows:

• To set up a company with accordance with the provisions of Law no. 31/1990 of the companies

• To set up a family enterprise, an individual enterprise or an authorized natural person in accordance with the provision of GEO no. 44/2008

Each of this type of legal vehicles through which economic activities can be unrolled has its own set up procedure and legal regime.

Type of company

Minimum capital

Shareholders number

Management system

1. Stock hold 90.000 Ron the equivalent of 25.000 Euro

Minimum 2 stock holders, no maximum number, who are liable up to the capital constituted

Unitary system: administrator/board of administrators

Dualist system: board of directors and a surveillance council

2. Limited 200 Ron Minimum 1 Minimum 1

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liability shareholder maximum 50, who are liable towards third parties up to the capital constituted

administrator. The shareholders can also appoint a director or board of directors

3. Partnership limited by shares

90.000 Ron the equivalent of 25.000 Euro

Minimum 2 and can be either unlimited liable or up to the capital constituted

The management shall be done by one or more stock holders

4. Limited partnership by shares

200 Ron Minimum 2, can be either unlimited liable or up to the capital constituted

The management shall be done by one or more share holders

5. General partnership

No minimum threshold

Minimum 2, who are unlimited liable

One or more administrators

6. European company

120.000 Euro

Minimum 2 stock holders, no maximum number, who are liable up to the capital constituted

Unitary system: administrator/board of administrators

Dualist system: board of directors and a surveillance council

INCORPORATION OF A COMPANY

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The contribution to the social capital of the companies may be in cash, in kind or in receivables. However, the cash contribution is necessary for all types of companies.

All companies must be registered before the competent Trade Registry from the address of the headquarters of the new company and will obtain legal personality at the date of incorporation. In Romania the incorporation formalities shall take around 7 business days from the moment of submitting the file to the competent trade registry.

The most common forms of organization are the Limited liability company, and the Stock hold companies.

For small commercial agents the stock hold company is not an advantageous option due to the high threshold of the minimum capital.

Also, it is to be pointed out that in accordance with the provisions of Government Emergency Ordinance no. 6/2011, the young people (the age is not indicated) who have not held the position of share or stock holder in another company incorporated in the European Economic Space, can set up a “debutant” limited liability company, which is eligible for various non-refundable financing schemes of the Ministry of Economy, Commerce and Business Affairs.

In order to be included in the financing program the company must simultaneously met the following conditions:

a) To be a limited liability company set up for an undetermined period, under the provisions of Law no. 31/1990, republished, with the modifications and subsequent modifications and of the GEO

b) From tax point of view to be a microenterprise under the conditions of Law no. 346/2004

c) To be incorporated by a debutant shareholder, as sole shareholder or by maximum 5 associated debutant shareholders.

d) It is administered by the sole shareholder or one or more of its shareholders

e) Its object of activity has maximum 5 NACE codes, excluding: financial intermediation and insurance, real estate transactions, gambling and bets, ammunitions, explosives, tobacco, alcohol, etc.

SETTING UP AN INDIVIDUAL ENTERPRISE, A FAMILY ENTERPRISE OR AN AUTHORIZED NATURAL PERSON

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All forms of economic activity regulated by GEO no. 44/2008 imply a registration before the Trade Registry and obtaining an authorization for the activity before actually starting any acts of trade.

Irrespective of the type of activity unrolled the persons must comply with the following conditions:

a) To have minimum 18 years old for the authorized natural persons (“ANP”) and for the representatives of the family enterprise and to have minimum 16 years for the members of the family enterprise;

b) Not to have any acts or facts within the criminal, or tax records;

c) To have a declared headquarters;

d) To state on their own liability that they meet the functioning conditions foreseen in the legislation regarding the health, medical order, environment protection and labor protection field;

From the point of view of the legal differences between these types of vehicles for unrolling activity we note the following:

a) The ANP is that vehicle through which a person using its own labor force sets up in order to be able to have a continuous economic activity;

b) The ANP can act as an employer towards third parties by executing a labor contract;

c) The individual enterprise does not obtain legal personality when registered at the trade registry and it can be owned by just one person, who shall be the one performing the registration. The owner of an individual enterprise cannot own an ANP but it can hire employees under a labor contract;

d) The family enterprise can be set up by two or more members of a family who can also concomitantly own ANP’s or individual enterprises. The Family enterprise cannot hire employees under a labor contract;

e) The family enterprise does not have assets neither legal personality;

RISKS FOR UNROLLING ACTIVITY WITHOUT FOLLOWING INCORPORATION FACILITIES

Unrolling economical activities without being authorized as individual enterprise, a family enterprise or an authorized natural person or without owning a company is considered a crime and is punished in accordance with criminal law.

Also, the income obtained from unrolling economic activity without obtaining all requested authorizations can be confiscated by the tax authorities

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2.1.3. Hand-out: Main Taxes (for artisans in Romania)

Corporate tax Standard corporate tax is 16 %. For the income obtained from nightclubs and gambling operations the corporate tax is either 5 % of the revenues or 16% of profit, whichever is higher.

The fiscal year is the calendar year

The payment of the corporate tax is done quarterly, by the 25th of the month following the relevant quarter.

The profit reinvested in technological equipment, computers, peripheral devices, cars, billing and control devices, software etc. are exempt from corporate tax

The following income is tax exempt: dividends received from a Romanian legal entity or from a non-resident if the recipient company has owned at least 10% of the distributing company’s share capital continuously for 1 year, the income from the reevaluation of the assets, the income resulting from the annulment, recovery including re - invoicing of the expenses for which no deduction was applied etc.

Micro-entreprise tax

A micro – enterprise is a company which, by the 31st December of the previous year has obtained income under 100.000 EUR, from activities other than management and consulting

The micro - enterprise tax shall be:

1% for the companies with two or more employees

2% for the companies with one employee

3 % for the companies with no employees

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1% for 24 months, as an exemption, for the start-ups, which have at least one employee

Income tax Standard rate is 16%.

Income from dividends shall be taxed with 5%.

Are subject to income tax in Romania, the Romanian tax residents and the foreign tax residents only on their Romanian source income.

A person becomes Romanian tax resident if one of the following conditions are met:

Has his/her domicile in Romania

Has his/her center of vital interests in Romania

Is present in Romania for a period exceeding 183 days during a calendar year

VAT The standard VAT rate is 20%.

From 2017 it shall decrease to 19 %.

A 9% reduced VAT rate shall apply for: prosthetics, medicines, food and drinks (nonalcoholic), seeds and plants for consumption, restaurant and catering services, draft beer, drinkable water and irrigation water.

A 5 % reduced VAT rate shall apply for: text books, newspapers, magazines, real estate transactions (in some conditions).

2.1.4. Hand-out: Health and safety regulations for food products and selling traditional products

TRADITIONAL PRODUCTS

Applicable EU legislation:

EU Regulation 1151/2012

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EU Regulation 510/2006

More information available at http://ec.europa.eu/agriculture/quality/schemes/index_en.htm

Applicable national legislation:

Order no. 742/2013

Order 1393/2014

More information available at http://www.madr.ro/industrie-alimentara/produse-traditionale-romanesti.html

A traditional product is a food product manufactured only from local ingredients, which does not contain food additives, which is produced after a traditional recipe

An artisan who desires for his/her products to be listed as being traditional, must obtain the certification from the competent Ministry of the country of origin

Generally, traditional products have higher prices.

LABELING OF FOOD PRODUCTS

At EU level Regulation no.1169/2011on the provision of food information to consumers creates the general framework for the labeling of products sold on the EU market

The compulsory particulars include:

1. Name under which the product is sold;

2. List of ingredients, which are listed in descending order of weight and designated by their specific name, subject to the derogations provided in Annexes I, II, III and III a). Ingredients which belong to more than one category are indicated according to their principal function. Under certain conditions, the listing of ingredients is not required for: Certain additives and enzymes are not considered as ingredients; this relates to those which are used as processing aids or those contained in an ingredient, which serve no technological function in the finished product;

3. Quantity of ingredients or categories of ingredients expressed as a percentage. This requirement applies when an ingredient or a category of ingredients:

4. Net quantity expressed in units of volume in the case of liquids and units of mass in the case of other products. However, there are specific provisions for foodstuffs sold by number and solid foodstuffs presented in a liquid medium;

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5. Date of minimum durability This date consists of the day, month and year, except in the case of foodstuffs that will not keep for more than three months (the day and month are sufficient), foodstuffs which will not keep for more than 18 months (the month and year are sufficient), and foodstuffs which will keep for more than 18 months (year is sufficient).The date shall be preceded by the words: ‘Best before …’ when the date includes an indication of the day or ‘Best before end …’ in other cases. The date of durability is not required for the following products: In the case of foodstuffs which are highly perishable, the date of minimum durability shall be replaced by the ‘use by’ date;

6. any special storage conditions or conditions of use;

7. the name or business name and address of the manufacturer or packager, or of a seller established within the Community. However, Member States shall be authorized, in respect of butter produced in their territory, to require only an indication of the manufacturer, packager or seller;

8. the place of origin or provenance where failure to give such particulars might mislead the consumer;

9. instructions for use should be included to enable appropriate use of the foodstuff;

10. indication of the acquired alcoholic strength of beverages containing more than 1.2 % by volume of alcohol.

HEALTH AND SAFETY PROVISIONS FOR FOOD PRODUCTS

EU legal framework

Directive 2009/39/EC established general rules for dietetic foods to ensure product safety, suitability and appropriate consumer information.

Regulation (EC) No 1924/2006 on nutrition and health claims made on foods

Regulation (EC) No 178/2002laying down the general principles and requirements of food law. Under the regulation, there are 4 points to be followed:

1. Traceability- the consumer must be able to identify the origin of the products

2. food safety requirements

3. responsibility of operators

4. withdrawal, recall and notification for food and feed in relation to safety requirements

5. import and export.

The guidelines for each of them can be found at the link http://ec.europa.eu/food/safety/general_food_law/general_requirements/index_en.htm

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http://ec.europa.eu/food/safety/general_food_law/general_requirements/index_en.htm

Romanian legislation

Depending on the type of food products the health and safety provisions may vary.

The list of applicable legal acts on the type of products is available at the below link


2.1.5. Hand-out: Trademarks, Geographical indications and Industrial Designs

TRADEMARKS

A trademark is a sign/ word or combination of words which distinguishes the goods and services of one company from those of another. As indicators of business origin, trade marks can be words, logos, devices or other distinctive features, or a combination of these. They can also be referred to as 'brands'.

A trademark can become one of a company’s most important assets. It is the mark through which a business can attract and retain customer loyalty, and create value and growth. The trade mark works in this case as an engine of innovation as the necessity to keep it relevant promotes investments in R&D, which in turn leads to a continuous process of product improvement and development. This dynamic process also has a favorable impact on employment.

Types of trademark registration

Trademarks protected at national level: the registration is done before the state office competent for the registration of the trademark and the. For Romania more information is available at:http :// www.osim.ro/marci/pmarc.htm

Trademarks protected at EU level: the applicant may choose one or more EU Member States for its trademark to be protected depending on the markets it wishes to sell its product/services. More information regarding the registration procedure is available at: https:// euipo.europa.eu/ohimportal/en/checklist

Trademarks protected at international level: the applicant may choose one or more countries for the registration of the trademark to be protected depending on the markets it wishes to sell its product/services. . More information is available at: http:// www.wipo.int/madrid/en/how_madrid_works.html

Types of trademarks

Word marks - A word mark consists of one or more words. It can also be a combination of numbers or letters. A word mark is always registered in a standard typeface, which means that you also have to apply for a figurative mark if the trademark has a certain shape which you want to protect.

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http://www.wipo.int/madrid/en/how_madrid_works.html






Figurative marks/logos - Figurative marks are trademarks which consist of a figure or a figure combined with a word. This also includes word marks designed with a particular font, either in black and white or in color.

Colors - If you want to apply for a certain color for your trademark, you must state that in the application. You must give a short description of the color in words, for example, “the mark is produced in green and red”. The protection is only valid for the colors stated in the application. If you want to apply for protection for more colors, a new application is needed for each color.

Attach a reproduction - When you apply for a figurative mark, you need to attach a reproduction of the mark. If you are applying for protection in a certain color, the reproduction must be in that color. The reproduction that is submitted should be of such high quality that it can be reproduced. For example, it can be an original computer printout. Photocopies are usually unsuitable. You can get help from a photographer or a printing service to produce rasterized images. A suitable raster is 34 lines/centimeters.

Three-dimensional trademarks - When the actual product or its packaging has a particular shape, you can sometimes protect it as a three-dimensional trademark. For example, it can be a perfume or liqueur bottle. In order for protection to be approved, the shape must be significantly different from what is common in the market.

Sound trademarks - A sound can be a distinctive indicator and can also be protected. A sound trademark, therefore, is a sound or melody with a distinctive recognition effect. In order to able to protect it, the sound must be reproducible graphically, for example, using notes.

Collective, guarantee and control trademarks - Collective, guarantee and control trademarks are not a type of mark, rather they can consist of any type of trademark. A collective trademark can be owned by an association, a company or another society and can be used by the members of it. Guarantee or control trademarks can be registered by authorities, foundations, associations, companies and other societies which set requirements for or control goods and services.

GEOGRAPHICAL INDICATIONS

According to World Intellectual Property Organization - A geographical indication (GI) is a sign used on products that have a specific geographical origin and possess qualities or a reputation that are due to that origin. In order to function as a GI, a sign must identify a product as originating in a given place. In addition, the qualities, characteristics or reputation of the product should be essentially due to the place of origin. Since the qualities depend on the geographical place of production, there is a clear link between the product and its original place of production.

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Protected Designation of Origin - PDO: covers agricultural products and foodstuffs which are produced, processed and prepared in a given geographical area using recognized know-how.

Protected Geographical Indication - PGI: covers agricultural products and foodstuffs closely linked to the geographical area. At least one of the stages of production, processing or preparation takes place in the area.

Traditional Speciality Guaranteed - TSG: highlights traditional character, either in the composition or means of production

There are three main ways to protect a geographical indication:

so-called sui generis systems (i.e. special regimes of protection);

using collective or certification marks; and

methods focusing on business practices, including administrative product approval schemes.

These approaches involve differences with respect to important questions, such as the conditions for protection or the scope of protection. On the other hand, two of the modes of protection — namely sui generis systems and collective or certification mark systems — share some common features, such as the fact that they set up rights for collective use by those who comply with defined standards.

Broadly speaking geographical indications are protected in different countries and regional systems through a wide variety of approaches and often using a combination of two or more of the approaches outlined above. These approaches have been developed in accordance with different legal traditions and within a framework of individual historical and economic conditions.

INDUSTRIAL DESIGN

What is an industrial design?

In a legal sense, an industrial design constitutes the ornamental or aesthetic aspect of an article. An industrial design may consist of three dimensional features, such as the shape of an article, or two dimensional features, such as patterns, lines or color.

How are industrial designs protected?

In most countries, an industrial design needs to be registered in order to be protected under industrial design law as a “registered design”. In some countries, industrial designs are protected under patent law as “design patents ”.

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http://www.wipo.int/sme/en/ip_business/collective_marks/certification_marks.htm

http://www.wipo.int/sme/en/ip_business/collective_marks/collective_marks.htm

Industrial design laws in some countries grant – without registration – time- and scope limited protection to so-called “unregistered industrial designs”.

Depending on the particular national law and the kind of design, industrial designs may also be protected as works of art under copyright law.

Industrial design protection

At EU level the industrial design protection is done by the registration of the design in accordance with the legislation set forth by the following acts:

Council Regulation (EC) No 6/2002 of 12 December 2001 on Community designs.

Commission Regulation (EC) No 2245/2002 of 21 October 2002 implementing Council Regulation (EC) No 6/2002 on Community designs

Commission Regulation (EC) 2246/2002 of 16 December 2002 on the fees payable in respect of the registration of Community designs

Hague Agreement on the international registration of industrial designs. This agreement allows applicants to register a design in countries that are party to the Hague Agreement with a single application to the World Intellectual Property Organization.

2.2.1. Hand-out: Introduction to marketing

Step 1: Please watch the YouTube video “What is marketing” (Link: https://www.youtube.com/watch?v=iF0CL1_-NxY&list=PLz7zsdrN3AKoz0m2oCVNw1mr-reRAJ9uh)

Step 2: Take notes on what seems important to you in view of your own business.

Step 3: Summarise your key finding using the following reflecting questions:

What is marketing?

Name at least two key components of marketing

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http://www.wipo.int/portal/en/index.html

http://www.wipo.int/hague/en/

http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32002R2246&locale=en



What concept is behind marketing mix?

Explain what “value“ in connection with marketing

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2.2.2. Hand-out: Customer segmentation

Segmentation bases are criteria used to classify buyers. The main types of buyer characteristics used to segment consumer markets are behavioural, demographic, geographic, and psychographic. Behavioural segmentation divides people and organisation into groups according to how they behave with or toward products. Segmenting buyers by personal characteristics such as their age, income, ethnicity, family size, and so forth is called demographic segmentation. Geographic segmentation involves segmenting buyers based on where they live. Psychographic segmentation seeks to differentiate buyers based on their activities, interests, opinions, attitudes, values, and lifestyles. Oftentimes a firm uses multiple bases to get a fuller picture of its customers and create value for them. Marketing professionals develop consumer insight when they gather both quantitative and qualitative information about their customers.

Behaviour Demographics Geography Psychographics

Benefits sought from

the product:

How often the product

is used (usage rate):

Usage situation (daily

use, holiday use, etc.)

Buyer’s status and

loyalty to product

(nonuser, potential user,

first-time users, regular

user):

Age/generation:

Income:

Gender:

Family life cycle:

Ethnicity:

Family size:

Occupation:

Education:

Nationality:

Social class:

Age/generation:

Income:

Gender:

Family life cycle:

Ethnicity:

Family size:

Occupation:

Education:

Nationality:

Social class:

Activities:

Interests:

Opinions:

Values:

Attitudes:

Lifestyles:

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Based on the results of the matrix, participants answer the following questions individually:

Behavioural segmentation. What benefits do customers want, and how do they use our product?

Demographic segmentation. How do the ages, races, and ethnic backgrounds of our customers affect what they buy?

Geographic segmentation. Where are our customers located, and how can we reach them? What products do they buy based on their locations?

Psychographic segmentation. What do our customers think about and value? How do they live their lives?2

2 https://saylordotorg.github.io/text_principles-of-marketing-v2.0/s08-market-segmenting-targeting-an.html

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2.2.3.Hand-out: SWOT analysis

You can conduct a SWOT analysis of yourself to help determine your competitive advantage. Perhaps your strengths include strong leadership abilities and communication skills, whereas your weaknesses include a lack of organisation. Opportunities for you might exist in specific careers and industries; however, the economy and other people competing for the same position might be threats. Moreover, a factor that is a strength for one person (say, strong accounting skills) might be a weakness for another person (poor accounting skills). The same is true for businesses.

The easiest way to determine if a factor is external or internal is to take away the company, organisation, or individual and see if the factor still exists. Internal factors such as strengths and weaknesses are specific to a company or individual, whereas external factors such as opportunities and threats affect multiple individuals and organisations in the marketplace.3

Internal factors External factors

3 https://saylordotorg.github.io/text_principles-of-marketing-v2.0/s05-strategic-planning.html

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Strengths Opportunities

Weaknesses Threats

2.2.4. Hand-out: Key points of a marketing plan

Your marketing plan must clearly describe how you will raise awareness about your products or services, and how you will set yourself apart from your competition. Assuming that you have no competition is a recipe for failure, and investors know this. Prepare to answer these two critical questions: “Who are you target customers?” and “Who is your major competition?”A good marketing plan will include:Description of your target customers (age, gender, income level, occupation, habits, etc.).Competitor matrix or table listing that outlines your key competitors Strengths and weaknesses to describe the competitive landscape for your businessPricing structure of your products or services, and how this compares to your competition.Description of your unique niche Explanation of how you will reach your target market (e.g., existing networks and events, website, social media outlets like Facebook and Twitter, live events, sales strategies, etc.).Following are points for orientation:

Corporate goals

They represent the company`s general goals and harmonise with its strategic plan and vision on a long range.

Objectives

From the corporate goals, marketing objectives can be settled and have to be specified, such as to grow to 5% market share.

Strategies

After the objectives are determined, the strategies for achieving these need to be developed (e.g. conversion of all product ingredients to those that are locally sourced to help meet the objective of minimising the company’s carbon footprint).

Tactics

Tactics are the ways established to achieve the strategies (e.g. identification of the local suppliers and costs to achieve a buy local strategy).

Market

Implies the determination of the targeted market and analysis of the current stage of the products life cycle: development, introduction, growth, maturity, etc.

Consumer target audience

Identification of the target group and definition of segments. The aim is to identify the optimal target to achieve marketing objectives.

Retrieved from: sustainabletx.org/.../116-green-business-plan-guide [07.06.2015]

Devine et al. 2012, http://2012books.lardbucket.org/books/sustainable-business-cases/s10 sustainable-business marketing.html

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2.2.4.Template marketing plan

Category Strategy

Target Market Upscale households with incomes between $65,000 and $500,000 with an emphasis on female decision makers between the ages of 30 and 55

Positioning Statement The best looking and sounding modular stereo system

Offering to customers Add one lower-priced model and two higher priced models

Price Strategy Price 10% above our closest competitor (be specific here)

Distribution Internet gift stores i.e. red envelope, Brookstone, high end catalogues i.e. Sharper Image

Sales Strategy Expand by 10% for this product line, hire a national account manager

Service Strategy Available through all major box chains

Promotion Strategy Develop a new campaign that focuses on the positioning, emphasize higher price and designer look

Marketing Research Conduct customer audit and identify new market opportunities

Any other component of your marketing plan

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“THEME”

Category Strategy

Target Market

Positioning Statement

Offering to customers

Price Strategy

Distribution

Sales Strategy

Service Strategy

Promotion Strategy

Marketing Research

Any other component of your marketing plan

Both templates are retrieved from: http://smallbiztrends.com/2008/06/one-page-marketing-plan.html

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2.2.4. Guidelines for peer-evaluation- Presentation of the marketing plan

……………………………………………………………………………………….

Further comments

………………………………………………………………………………………

……………………………………………………………………………………….

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What do think about the contents of the marketing plan? (Definition of contents, clear contents, etc.)

………………………………………………………………………………………

……………………………………………………………………………………….

What do you think about the presentation of the marketing plan?

………………………………………………………………………………………

……………………………………………………………………………………….

………………………………………………………………………………………

What do think about the structure of the marketing plan? (Logic, inclusion of relevant points, etc.)

………………………………………………………………………………………

……………………………………………………………………………………….

What could be improved?

………………………………………………………………………………………

……………………………………………………………………………………….

………………………………………………………………………………………

………………………………………………………………………………………

2.2.5. Hand-out: The 4 Ps of marketing

The four Ps of marketing (Product, Price, Place and Promotion) are also known as the ‘Marketing Mix’. The Marketing Mix is a crucial tool in determining a product’s offering to the customer:

Product: The product can either be tangible, which have independent physical existence (from needle to motor parts) or intangible service (like in IT and tourism industry). Launching the right kind of product with appropriate number of variants is one of the critical decisions for marketing managers.

Price: The price of a product determines the offering which the customers are willing to give to buy that product. The price can neither be too low that the seller incurs losses, nor be too high that the consumers cannot afford the product. The price of a product or a service depends on its demand, which is determined by demand elasticity. A product is said to be elastic if raising its price reduces the demand considerably (e.g. coffee, people will switch to tea) and the product/service is inelastic if its demand is not affected even after raising the price (e.g. petrol).

Place: The market where the product is sold is known as the place. The markets should be convenient for the consumers to access. Distribution network for a product determines its availability in shops/outlets.

Promotion: The method of communication by which the marketer provides information about the product is known as promotion. It included advertisements, personal selling, word of mouth publicity etc.4

4 http://www.mbaskool.com/business-concepts/marketing-and-strategy-terms/6778-4-ps-of-marketing.html

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AdvertisingPublicitySales Promotion

MarketChannelDistribution

DiscountOffer PriceCredit Policy

BrandServicesPacking

PRODUCT PRICE

PROMOTIONPLACE

2.4.1 Hand-out Profile of a future entrepreneur

Every business is different - you need to think through the hazards and controls required in your business for yourself. Think about your character attributes and assess your personality in an objective way - to judge if you have prerequisites to become a successful entrepreneur. Assess if you dispose the important volitional characteristics that an entrepreneur should have for his/her entrepreneurship could be successful. For assessing use the table.

Profile of a future entrepreneur YES/NOEXAMPLES - EVIDENCE

Endurance– entrepreneurship is a long-term matter, an entrepreneur should be able to overcome possible failures in early stagesSelf-confidence– a future entrepreneur has to have confidence in their own abilities, to be able to assess risks, to overcome obstaclesResponsibility– to observe legal rules, responsibility for possible employees, responsibility to suppliers, to observe contractual conditions for customers, ethical responsibilityKnowledgeability– a future entrepreneur should be able to find out important information relevant for their business – about customers, competitors, market conditions, both economic and political situationAn entrepreneur should apply an initiative behaviour rather than reactive one-An entrepreneur should be focused on customers and be able to react on their demands.An entrepreneur should be rational-to be able to evaluate his/her situation realistically, in the same way as situations on the market and in society and respect the outside reality.An entrepreneur should be focused on success and to be able to perceive an objective success of the firm

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An entrepreneur should be able to risk in sober way

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2.4.2 Assessing potential risk and reward for your business idea5

We often think about assessing the risk of taking on a project, but do we ever think about carefully assessing the potential for reward? In assessing the reward, you're asking yourself how much your business could reasonably benefit from the development of your product idea.

That kind of assessment will give you some indication if it is worth your time, or if you'd be better off spending your time pursuing another project. As a solo-entrepreneur, your time is almost certainly your most scarce and precious commodity. You need to use it well.

Consider loss of time when you consider risk. Your time is worth something. Give yourself a specific money per hour rate and determine the approximate amount of time you'd spend in activities like product development, production, sourcing materials, skill development. Think about time you'll spend developing and creating the product, launching, marketing, providing customer care, credit card collecting... All of that time carries value.

Choose one product you want to make and sell and try to answer questions at the first column. Put your answers to the second column of the table and try to assess the risks of the project.

Questions Considerations - Potential risk and reward for your business idea

How much income can I expect to make from a product?

How much will I make per customer?

How many customers will I likely have?

Does my idea encourage repeat customers?How much might you lose if the product is not a success?What is the likelihood of not succeeding?

Consider the amount of money you will need to spend to develop the product.How much income will you need to invest in raw materials, tools, skill development, marketing opportunities...

5 Test Your Craft Business Product Idea, available at: http://www.craftprofessional.com/craft-business-product.html

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Looking at the notes you made about the rewards and risks of each idea, consider the following:

If something is lower risk: It's easier to give it a shot. You don't have much to lose

If it is higher risk:

The potential reward should be high as well to balance the risk You must do extra-thorough research, and really look for problems in your plan You must be extra diligent to ensure you have the resources to pull it off

If you don't have the resources to pull of a high-risk idea, but you still think it's a good idea, consider putting it aside for later. It doesn't mean you'll never develop the idea; you just might need to develop a different idea first and wait until you're in a better position to work on your high-risk idea in the future.

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2.4.3 Craft Business Ideas and assessing potential risk and reward 6

Most people know whether they are potters, or jewellery designers, or woodworkers before they get to the business building stage. Normally the craft skill comes first, then the business follows. You might decide to refine your skills, or work with a slightly different material, or use new techniques, but, for the most part, serious artisans know what skills they bring to the craft table. On following examples try to assess how much your potential business could reasonably benefit from the development of your product idea.

Choose one way how to sell your handmade product and try to assess potential risk and reward. For the notes use the table below.

1. Craft Shows. It's a good way to meet customers, and, with the right product at the right shows, you can make a good income.

2. Home Parties. They can be a lot of fun, the cost for doing a party, compared to selling at a show, is quite low, and most guests will buy something at a home party.) This business model can be difficult to sustain unless you get creative (i.e. once all of your friends have hosted a party, you may have difficulty booking more parties). However, it can be an excellent, low cost, low risk way to get your business started.

3. Online Sales. There are a lot of options for selling your crafts online. You could go with an established third party site. Alternatively, if you're willing to put the work into learning how to build traffic to your own site, and, therefore having more control of your business than you do with a third party site, you could sell your crafts on your own website.

4. Craft Supplies. Rather than selling finished goods to customers, you might consider selling craft supplies. You could look at selling either supplies you purchase from a wholesaler, or you could create your own handmade items that are used in part of the crafting process.). For example, if you are a jewellery maker, instead of selling finished jewellery, you might consider selling your handmade beads for other designers to include in their own creations, or you could sell silicone molds you make using your own original designs for other crafters to use in their own projects.

5. Your Own Store. Have you always dreamed of having your own retail store? I know of a few craft artists who have had success selling items in their own retail store. Often they work with other local artisans, and sell their items on a consignment or wholesale basis in addition to selling their own crafts.

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6. Consignment. Speaking of consignment, consigning your work to independently owned stores can be a great way of building sales and promoting your business. You'll need to ensure you have priced your work in a way that is profitable for this business model to work.

7. Wholesale. Focusing on building business relationships with wholesale customers can bring your business to a whole new level. Again, you'll need good pricing for this strategy to be successful as well as an efficient production process to make the large volume of items wholesale customers typically require.

8. Private Label Items. How about creating private label items for other businesses? For example, if you make luxurious soaps and body lotion, you could partner with a local spa and create private label products for them (your products packaged with the spa's name and logo).

9. Social Media. Sometimes a great Facebook page is all that's necessary to launch a successful craft business. It is possible to take a few great photos, create a Facebook business page, and invite your friends to follow you.

Questions Considerations - Potential risk and reward for your business idea

How much income can I expect to make from a product?

How much will I make per customer?

How many customers will I likely have?

Does my idea encourage repeat customers?How much might you lose if the product is not a success?What is the likelihood of not succeeding?

Consider the amount of money you will need to spend to develop the product.How much income will you need to invest in raw materials, tools, skill development, marketing opportunities...

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2.4.4. Is it good to be a craft business owner?7

Discuss arguments that support the idea that it's good to be craft business owner or not.

Argument Considerations - Potential risk or reward

Your time and financial risk will vary depending on your process, and the equipment and raw materials you need, whether you need to invest some time sharpening a skill, and where you decide to sell your productsYou can often start this type of business on a part time basis. There's no need to give up your day job.There's a good chance you have equipment and some raw materials on hand because craft businesses often begin with an area of specialization that is already a hobbyIf you are making products by hand, that means the growth of your business (your reward) is intrinsically limited by the time you have to create your items.

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2.4.5 Hand-out Hazardous business - Risk and success

Read some experiences of people who have started their craft businesses and assess what has worked for them, and what has not worked and why. Use the SWOT analysis table. Take into consideration these aspects:

cost of supplies cost of equipment and tools access to equipment you might need skill required to create your product shipping considerations any other important considerations that are relevant to your idea

EXAMPLE 1 - “Selling Hand Knit Items - Little Knits

Victoria Petryszak

Sonoma County, CA

I began crafting small knitted items about 2-3 years ago when I found I was always sitting around waiting to pick up children from lessons and had time to start a project and finish it within a day or two.

Knitting small items allowed me lots of flexibility with creative designing and using one item to inspire me to create an offshoot item. For instance, small bags became cell phone holders then they became pouches, then they were felted and embellished and became evening bags...I loved how I could experiment with yarns and colours and textures and have this wonderfully portable project to pick up and work on.

When I completed a "batch" of work, I would take the items to a couple of retail outlets that specialized in handmade goods (toys, clothing, accessories) and they usually took them on consignment.

I did not expect to make "big money", because it can be difficult to make money with some types of handcrafted items and have the time and labour really reflected in the price. So, if I spent 5-6 hours on a piece, I may be able to ask $25 or $30 dollars for it. Not a lot of money if my time and materials are factored in.

If I were to expand this, I would have to find piece-workers (this is why everything now is made in China) and then I would be able to mass produce and could possibly make money if I could keep labour and materials costs down.

Personally, I would rather have full control of the process and make one-of-a-kind items and charge an amount that is reasonable. So, perhaps this is not a typical business plan, but it allows me to keep on crafting and know I can make a little money from time to time.”8

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EXAMPLE 2 – CRAFTING IS A VOCATION

by Cheryl (Memphis, TN)

That's not a spelling error in my title. I really believe that I have a calling to produce, market and sell crafts. I have made and sold all types of crafts, but I have really concentrated on door wreaths and yard art.

Yard art was always an interest of mine, the simplicity of design and work, and wreaths have a strong market during the holidays. Maybe with the two of them I have finally found a full time job with my crafts. And the best thing about utilizing these two crafts is that the displays are similar and can be quickly set up no matter where I am.

I have had my husband put hinges on found doors so that the wreaths can be hung as they would be in a normal setting and he also hinged four lengths of 5 foot picket fence that works great for the yard art (or silhouettes as they are sometimes called.) The silhouettes just pop off the fence and the doors are all painted unique colours to keep the display fresh and interesting.

When competition is strong I know that my displays make a huge difference. With these easy to set up displays and a great product success is just around the corner or maybe at the next craft show.

EXAMPLE 3 – YOU CAN SELL CRAFTS ONLINE EVEN IF YOU ONLY MAKE ONE CRAFT9

by Hectanooga

(Canada)

Some crafters, like me, only want to do something once! (I have sooo many ideas in my head, and only so much time in this lifetime to do them... you know... "so much to do... so little time!")

Others, like my sister, want to learn to do one thing, and then that's all she wants to do, over... and over.... and over!

Well, either way, you can still sell your crafts online!

Millions and millions of people are on planet Earth, and even if you only sell one thing, you can sell it over and over and over! And it will only cost you 20 cents to do it! Yep!! That's what I said, 20 cents to find out if people want your stuff!!! All day, every day, (I even had sales on Christmas Day, if you can imagine!!!) people are buying something online.

Here's where the 20 cents comes in!

ETSY is an online marketing company who hosts shops for people. (And no, I don't work for, nor get compensated for, promoting Etsy... I just love them that much!) And they only charge you 20 cents to post up to 5 pictures of your item in your shop! There is no membership fee, no sign-up fee, nothing,

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it's all free, except for the 20 cents for listing the item, and a small transaction fee of around 3.5% when you sell the item. They do all the rest, they send the order to PayPal, who collects the money for you, and then deposits it into your account, and then send you the order. You charge the customer for shipping in the listing in your shop, and PayPal collects that too! Could it be any easier than that?

Wait,... I will answer that:"Nooo, I don't think so!"

EXAMPLE 4 – SEWING FROM HOME10

by Amanda

(California)

I am currently married to a man in the Navy, which means being moved across the country for his job. I planned on transferring where I worked, but got pregnant and decided to stay at home instead.

I am due in a few months and have been bored just sitting at home. I decided to try and find a business I can do without being on my feet all day long. There are plenty of work at home moms out there, and I figured I can do it because I happen to be crafty.

One day I was in WalMart looking at their fabrics when I realized that I could make cloth diapers for my baby AND sell them online.

It was difficult to get started, but so much fun. I make cloth diapers out of different materials (such as wool, flannel, or fleece), as well as bag and wipes. There are supplies you would need to get started, although for the most part, they can be found at any local craft store.

Even though disposables have been around for a while and everyone loves them, cloth diapering is making a come back. There are tons and tons of work at home moms selling their diapers online.

My advice would be to advertise like crazy. Make sure to set hours and to get away from it all when you need a break. Make it fun and there is no way that you can fail.

EXAMPLE 5 – CUTTING THE APRON STRINGS11

by Kaylene Canfield

(Overton, NV)

Starting with fun Christmas aprons, during July, with fabric that I had purchased the day after Christmas, my business in crafting was launched.

Sewing has been a part of me my entire life, but with the kids grown and no grandchildren yet I had let my machine get lonely. I also wanted to try supplementing my income.

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Aprons seemed a fun and smart choice. They require specific sizes, and they are not very expensive to make or for the customer to buy. So the stitching began.

This was followed by learning to take photos of them. I find a real model or mannequin shows the shape better than lying on a floor or on a hanger. Watch for shadows (including you) in the pictures.

Selling venues I tried included ebay, etsy and finally building my own site. I have began flea markets and now with a group of other crafters hold open houses. Still on the list to try is craft parties.

Most important is developing a schedule for working on the projects, keeping in mind this is your new job. An example may be Monday sew, Tuesday photograph items, Wednesday update online sites, Thursday shop for materials.

Keep a budget in mind and determine what you would like to earn and what are the steps to get there. Many craft fairs have high booth fees, so plan on visiting as many as you can to get a feel for the amount of traffic and if you think they would stop and look at your items.

Keep booth, website, work areas tidy. You will feel better and more productive.

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2.5.1. Worksheet “Inspirational entrepreneur”

1. Please, name one local entrepreneur that inspires you as a successful businessman!

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2. Short description of this entrepreneur (business area, professional experience, history of his/her company, things you appreciate the most about him/her, etc.)

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3. Name 5 traits and characteristics that makes this entrepreneur a successful one!

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5. ………………………………………………………………………………………

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2.5.2. Worksheet “Qualities and competencies of an entrepreneur”.Whenever we are looking around, we find certain entrepreneurs doing exceedingly well. They are managing their enterprises very well and are out to make them grand success. The various questions that normally arise are —who are they? What they possess? And various other questions related with their style of functioning. In their case there is a judicious mixture of knowledge, skill and personality. All these are called entrepreneurial traits or competencies. Knowledge refers to the collection and retention of information about any job or activity. Knowledge forms the basis for any action. Only knowledge cannot ensure success.

Success depends upon the ability or skill of using the acquired knowledge for achieving desired results. Skill refers to practical application or use of the knowledge. Thus performance depends upon both knowledge and skill. Motivation is an inner urge in an individual which calls for action. According to Steneir “A motive is an inner state that energizes, activates or moves and directs or channels behaviour goals.” It is this inner urge in an individual to achieve his/her goal which David McClelland has termed as ‘Achievement Motivation’. It is this urge to achieve goal which prompts the individual to perform better and better. Thus in order to achieve success in any venture a person must possess a judicious combination of knowledge, skill and motive.Possession of certain competencies or abilities result in superior performance. An entrepreneur may possess certain competencies and at the same time it is possible to develop these through training, experience and guidance.1. Initiative : It is an inner urge in an individual to do or initiate something. There is popular saying ‘Well begun is half done’. It is the entrepreneur who takes or initiates the first move towards setting up of an enterprise. Most of the innovators have got this urge to do something different. Entrepreneur basically is an innovator who carries out new combinations to initiate and accelerate the process of economic development.

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2. Looking for Opportunity: An entrepreneur is always on the lookout or searching for opportunity and is ready to exploit it in the best interests of the organisation.

3. Persistence: An entrepreneur is never disheartened by failures. He believes in the Japanese proverb ‘Fall seven times, stand up eight’. He follows Try-Try Again for overcoming the obstacles that come in the way of achieving goals.

4. Information Seeker : A successful entrepreneur always keep his eyes and ear open and is receptive to new ideas which can help him in realizing his goals. He is ready to consult expert for getting their expert advice.

5. Quality Consciousness: Successful entrepreneurs do not believe in moderate or average performance. They set high quality standards for themselves and then put in their best for achieving these standards. They believe in excellence, which is reflected in everything they do.

6. Commitment to Work: Successful entrepreneurs are prepared to make all sacrifices for honouring the commitments they have made. Whatever they commit, they take it is a moral binding for honouring their commitments, irrespective of the costs involved.

7. Commitment to efficiency: Top performers are always keen to devise new methods aimed at promoting efficiency. They are keen to evolve and try new methods aimed at making working easier, simpler, better and economical.

8. Proper Planning: Successful entrepreneurs develop or evolve future course of action keeping in mind the goals to be realized. They believe in developing relevant and realistic plans and ensure proper execution of the same in their pursuit of attaining their goals.

9. Problem Solver: Successful entrepreneurs take problem as a challenge and put in their best for Finding out the most appropriate solution for the same. They will first of all understand the problem and then evolve appropriate strategy for overcoming the problem.

10. Self Confidence: Top performers are not cowed down by difficulties as they believe in their own abilities and strengths. They have full faith on their knowledge, skill and competence and arc not worried about future uncertainties.

11. Assertive: An assertive person knows what to say, when to say, how to say and whom to say. He believes in his abilities and ensures that others fall in line with his thinking, aimed at promoting the interests of the organisation.

12. Persuasive: A successful entrepreneur through his sound arguments and logical reasoning is in a position to convince others to do the works the way he wants them to do. It is not physical but intellectual force he will use for convincing others.

13. Effective Monitoring: Top performers ensure that everything is carried out in their organisations as per their wishes. They ensure regular monitoring of the working so that the goals of the organisation are achieved in best possible manner.

14. Employees Welfare: Future of the organisation depends on its employees. If the employees are dedicated, committed and loyal, the organisation is bound to perform well. A successful entrepreneur tries to promote organization’s interests through promotion of interests of the workers. He takes personal interest in solving problems confronting workers and generates the feeling that there is mutuality of the interests of workers and the management.

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15. Effective Strategist: A successful entrepreneur possesses the ability to evolve relevant strategy, aimed at safeguarding or promoting organisation’s interests. Strategy may be with respect to facing future uncertainties or challenges posed by competitors.

QUESTIONS1. There is a saying “Successful businessmen are not made, they are born”. Do you agree or disagree

with that? Why?2. What are the differences between an entrepreneur and a non-entrepreneur regarding personal and

professional competencies, qualities and characteristics?3. What are the most important competencies for an entrepreneur in the crafting field? Why?

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2.5.3. Worksheet “Me as a successful entrepreneur”

Think of yourself as an entrepreneur and analyse your own qualities, competencies and characteristics that are important in business. What are your strengths and weaknesses?

STRENGTHS Me as an entrepreneur(If you want, you can draw

yourself in the middle)

WEAKNESSES

Think of possible ways and tools which can help you to improve your weaknesses!1.2.3.…..

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2.5.3. Reflecting questionnaire “Me as a successful entrepreneur”

Do you have any worries about yourself personally if you think of yourself as an entrepreneur? ........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

What are the biggest challenges to become a successful entrepreneur?............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

What kind of ideas were the most useful from today’s activity in order to improve individual entrepreneurial competencies and qualities?............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

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2.5.4. Hand-out “Development of the business”

Business development comprises a number of tasks and processes generally aiming at developing and implementing growth opportunities within and between organizations. It is a subset of the fields of business, commerce and organizational theory. Business development is the creation of long-term value for an organization from customers, markets, and relationships.Business development is a combination of strategic analysis, marketing, and sales. Business development (or "biz dev") professionals can be involved in everything from the development of their employers' products and services, to the creation of marketing strategies, to the generation of sales leads, to negotiating and closing deals.The job of the business development professional is typically to identify new business opportunities-whether that means new markets, new partnerships with other businesses, new ways to reach existing markets, or new product or service offerings to better meet the needs of existing markets-and then to go out and exploit those opportunities to bring in more revenue.Business development activities that successful business development managers adopt to ensure success in their work are divided to three main strategical parts:

1. Business Development Activities2. Enhancing Public image3. Increasing market exposure

1 Business Development Activities1.1 Market ResearchPerforming market research is highly important in order to understand your company current position and determine where it is headed, for that, you will need to do the following:

Perform research about the industry you are in, the geographical area you cover and the market segment you are targeting. There are many ready-made reports about the industry, market, country over the Internet sphere that you can find useful, they inform you about market trends and value, you can then calculate your market share out of the total market value.Research for contracts, bids and opportunities of cooperation with other companies that your company can take to increase its channels of revenues.Subscribe to industry related databases, forums and blogs; these can be of great value to you, especially if you were in the construction or building industry as they provide detailed information regarding all projects within your area from concept to execution, this would save you plenty of time consumed normally in collecting information and vastly reduce your market intelligence efforts, use them wisely as leverage over your competition.

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1.2 Competitive analysisOnce you learn everything you can about the products/ services your company offers, you have to learn about your competition in order to understand where you stand compared to others, it will also help you determine your desired market positioning, for that you will need to do the following:

Determine your company top competitors (4-6 competitors)Set up a criteria or mechanism of comparison, choose different variables of which you will do the comparison with, this could be in the form of strengths/ weaknesses or in other form such as price, product quality, exposure, brand reputation, etc.Try to find out what are the projects your competitors are targeting within your market segment, assess if you can develop an offering that can win those business from them.Since you are a new employee, competitors do not know you yet, use that to visit your competitors showrooms (if they have any), therefore you can visit them anonymously like any regular customer and collect valuable input to use in your research.

1.3 Current Client Relations Conduct warm calls to your existing clients, in order to assess the company current situation, what are you doing right/ wrong? In order to assess your strengths, Weaknesses, Opportunities & Threats (SWOT Analysis) and ensure your clients are not being tempted by other competitors.Build close relationship with your clients, through the use of emails, phone calls, face to face meetings and product technical presentations in order to assess your client requirements and needs, do not forget to provide them with the latest copy of your marketing material.Follow up, Follow up, Follow up, do not push hard, but also do not give up easily, 80% of B2B sales are conducted after the 5th encounter.Identify your main target audience sectors, then categorize the main companies you want to approach within these sectors.Conduct cold calls with the desired company and arrange meetings in order to identify their current supplier or service provider, find out why they are currently working with that supplier/ service provider and if they were happy about their current provider, tailor your sales pitch based on the given feedback to win the business.Email your marketing materials to existing clients & potential clients within your target audience in order to raise awareness about the latest products you added or new services you provide.Follow up, Follow up, and Follow up! Don’t push too hard but also do not give up. There are several email tracking tools that you can use, these can be useful as you will find out when a certain person have checked your email recently therefore you know that something must have come up and perhaps you should give your client a call.

1.4 Reach out to new clientsIdentify your main target audience sectors, then categorize the main companies you want to approach within these sectors.Conduct cold calls with the desired company and arrange meetings in order to identify their current supplier or service provider, find out why they are currently working with that supplier/ service

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provider and if they were happy about their current provider, tailor your sales pitch based on the given feedback to win the business.Email your marketing materials to existing clients & potential clients within your target audience in order to raise awareness about the latest products you added or new services you provide.Follow up, Follow up, and Follow up! Don’t push too hard but also do not give up. There are several email tracking tools that you can use, these can be useful as you will find out when a certain person have checked your email recently therefore you know that something must have come up and perhaps you should give your client a call.

1.5 Networking EventsAs a BDM, spending your whole day inside the office will not be the best use of your time, you need to spend time out there, meeting people related to your market. Attending networking events can be of great value to you, you get to meet new people and learn new things about your market.

Attend industry related networking events, exhibitions, seminars, conferences and trade shows to be in contact with new; potential clients, having a booth in the exhibition is an advantage, however make sure it presents a good image and reflects the company brand identity, otherwise, you may be perceived to be unprofessional or cheap.

Attend as many industry related events as you can, make sure you follow up with a thank you email to everyone you meet the second day.

2 Enhancing the Public imageThis strategy addresses the company’s image and how it is perceived by the different stakeholders, the company is a brand, and like any brand, you cannot control the way perceive it, however you can only try to influence your audience perception, this can be achieved through:

2.1 Website You can work with the marketing division or marketing specialists on enhancing the company website, making it more user friendly, with a clear call for action message to converge views into actions, a poorly designed website can repulse people from your business and can cause you to lose customers before you even have them.Make sure your website is ‘responsive’, what responsive means is that your website should be able to adapt to whatever browser used for view and it should also be able to fit multiple screens sizes depending on the gadget used to view your website (PC, Tablet, Laptop, Mobile, etc.) Proof read your website content and ensure there are no punctuation or grammatical mistakes within, your font must be clear enough to read without problems, these small mistakes can go unnoticeable most of the time, however for clients with an eye for details, your company will be perceived as unprofessional or of low quality.Use only high quality images on your website, low quality images may reflect bad image or poor quality, consider hiring a professional photographer to take some shots of staff in office or engineers

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working on site, these photos can be used on the website and for other marketing materials so don’t forget to archive these photos and label them for ease of use in future.Consider adding the organizational chart of your company to the website, at least for upper management, this could ease the life of the website viewers as it would be clear who does what inside the organization, and who they need to contact.

2.2 Branding There should be only one integrated communication theme that governs the all aspects of your brand, whether online or offline your brand must reflect consistency.

Creating and implementing the below in compliance with your brand guidelines will ensure your company is presented with one unified, cohesive and professional image, addressing your customers in English is important, you need to consider your target audience, therefore adding the native language of your target audience is as important, your marketing material should include:

Company Profile Generic Company Brochure Product Catalogs Branded Folder Branded CD’s Customer testimonials Press Releases A unified presentation template, also make sure all employees use it. Short 1-3 minutes promotional videos that promotes the company and its products to be used

on multiple platforms (YouTube, Exhibitions, Reception area, etc.). A unified company signature for emails and make sure all employees use it.

2.3 OfficeEnsure your company offices reflect the company brand image, this includes:

Reception Area should be equipped with marketing materials and business cards displayed in an attractive manner, available as takeaways for visitors.Company videos are displayed on loop in the waiting area, it gives your visitors an opportunity to know more about your business while waiting.Proper Signage displayed in all the company common areas, clearly displaying the company name and logo.Common areas and staff offices must be clean, tidy, uncluttered and inviting, bathrooms must remain clean at all times.Make sure that snacks and hot beverages are available at all times for visitors, served in an attractive dish wear.Your conference room should always be ready to accommodate guests, trainings, seminars and meetings, therefore it should be equipped with a screen or projector, a laser pointer, teleconferencing equipment and a white board.

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3 Increasing market exposure3.1 Optimize your online presence Conduct and online reputation management research, this would ensure that all articles, posts, videos and comments out there present your brand in a positive manner.Develop your company presence over different social media platforms, ensure you choose your platforms according to your target audience (Facebook, LinkedIn, Twitter, etc.)Develop content to post on your different social media platforms, such as (Press releases, Success stories, case studies, promotional videos, ongoing training activities, testimonials, etc.)Increase your online exposure by applying search engine optimization techniques to enhance your online visibility.

By applying the above strategies, you can get ahead of your colleagues and reflect a professional image in front of your superiors, make sure you get upper management support for your actions, present them with a plan of what you want to do, they need to believe that what you are doing is in the best interest of the company, you will find that without upper management support, accomplishing the above strategies will be difficult if not impossible.

QUESTIONS1. What are the main differences between a business developer and a seller?2. Why is it necessary to think about development of the business?3. 3. Which of these strategies are applicable to the crafting business? Which are not? Why?

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2.5.5. Assessment of the activityQuestionnaire “Development of the business”

Analyse the presentations of other groups by answering these questions:

1. Which group carried out the best development plan for their business they chose? Why?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. Were there any presentation that carried out a development plan you might say is too ambitious and difficult to implement? Why?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. What are your main conclusions about business development?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

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2.6.1. Reflecting questionnaire “What is ethics?”

Please answer these questions in order to make conclusions about this acitivity!

1. What are ethics to you as an individual? How do you meet with ethics in your everyday life?

2. What are the biggest challenges in situations that are not so straight forward and easy to solve?

3. What is your strategy in decision making regarding complex situations in everyday life?

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2.6.2. Hand-out “What is ethics?”

Read the material about ethics and answer the following questions!

Ethics aims to answer one big question.

How should I live?

Ethical beliefs shape the way we live – what we do, what we make and the world we create through our choices. Ethical questions explore what Aristotle called 'a life well-lived'.

Ethics isn't just an exercise for philosophers or intellectuals. It is at the core of everyday life.

We ask ethical questions whenever we think about how we should act. Being ethical is a part of what defines us as human beings. We are rational, thinking, choosing creatures. We all have the capacity to make conscious choices – although we often act out of habit or in line with the views of the crowd. We could all make conscious and conscientious ethical choices if we wanted to.There are times when those questions become challenges we just can't resolve alone.

Complex ethical problems can be individual and private or widespread and systemic, involving groups, organisations or whole communities. The distress these challenges cause is real and pervasive, leaving people stuck and struggling, anxious or broken.

Ethics provides a framework for answering these questions well. It allows us to be consistent in our judgements, provide reasons for our beliefs and to critically examine opinions. Most importantly, ethics allows us to act in a manner that accords with a set of core values and principles.

Ethical people have what philosopher Thomas Aquinas called a ‘well-informed conscience’. They live what Socrates called ‘an examined life’ – a life particularly associated with being human. Ethical people try to answer the question of how to live by reflecting on difficult situations. They then act in a way that is true to who they are and what they believe.

Why be ethical?

Lots of people like to play devil's advocate and ask why they should be ethical. After all, sometimes doing what's ethical comes at a personal cost. If ethics means we can’t exploit other people, tell lies, or steal when these things are in our best interests, why bother?

Ethical questions are an inescapable part of being human. We think and act according to ethical judgements all the time, whether we want to or not. Often the things that drive our actions are unknown to us – underpinning habits that lead us to act for good or ill without serious thought. Ethical reflection helps us make responsible judgements that reflect what we care about most.

There are a few other things you should know about ethics.

It's not all theory and complex dilemmas

Ethics is not only for the 'big issues'. Should we execute criminals? Can we destroy embryos for medical research? Lie under oath?

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These issues are complex and deserve attention, but ethics covers more than these big things. It informs our day-to-day interactions. Should we tell a friend a truth even though we know it will upset them? Must we buy organic free-range eggs even though they cost more than the alternatives? Is it luxurious to spend my money on an overseas trip when there are people dying of starvation?

Ethics also looks beyond specific actions. Yes, we want to know how to act right now, but we also want to know how to structure our lives as a whole. This is the part of ethics Aristotle called eudaimonia – best translated as 'flourishing'.

Ethics helps us to do the right thing, but it also helps us to live a life worth living.

Not every ethical question has one right answer. That's ok.

There is no ethical theory that can resolve every situation perfectly. Lots of things in our lives have moral value - sometimes they come into conflict. Moral dilemmas are inevitable. Should you tell a lie to protect a family member who has done something wrong? Lots of people would say lying is always wrong. But those same people probably think we have special duties to take care of our families. Our answer in a case like this depends on how much we value certain ideals - truth or family.

What if we value both equally? This is where ethics gets tough. Unfortunately, even when faced with a moral dilemma we still have to make a decision.

In these cases we need to accept the limits to certainty when trying to decide what we ought to do. Sometimes our range of choice is reduced to picking the least bad alternative. Sometimes we may feel genuinely 'stuck' by a problem. In those cases we may just have to trust our experience and our conscience.

Luckily most decisions aren't moral dilemmas and we can work out what to do with the help of a few ethical tools. There are questions it's worth asking before we make a decision.

1. Would I be happy for this decision to be headlining the news tomorrow?

This question is what's known as the Sunlight Test. Imagine how it might feel if your decision – and the reasons you made it – were public knowledge. What if the people you most admire knew what you'd done and why? Note – it’s the ‘don’t be ashamed’ test not the ‘don’t get caught’ test.

2. Is there a universal rule that applies here?

Is there a rule that any reasonable person should apply to this situation regardless of the consequences? Some rules are unbreakable, even when the stakes are high. For instance, we should never act in ways that undermine the equality and dignity of all people – ourselves included. The rules are often associated with duties – some of which we create ourselves, like when we make a promise.

3. Will the proposed course of action bring about a good result?

We often think about ethics in terms of consequences. 'The greatest good for the greatest number' is a maxim many people recognise and accept. Consequences are an important part of ethical decisions, but are they everything? We should be aware of what we're sacrificing when trying to bring about good consequences. Are we violating an important principle? Are we compromising our own values? If so, have we considered these facts when balancing harms and benefits?

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4. What would happen if everybody did this?

Would you be happy if your reason for action was used by everyone in the same circumstance? If not, then what makes you so special? Most ethical frameworks suggest the right decision for one person should be right for everybody in the same position. This test helps guard against 'special pleading' – when we make an exception for ourselves or different groups.

5. What will this proposed action do to my character or the character of my organisation?

Many people believe that our decisions shape our character and vice versa. That is, we can't lie and cheat without becoming a fraudulent liar. Subsequently, if we're a liar we'll tend to lie more often.

Think about whether your action is establishing a habit either for you or your organisation. Is it a good habit (virtue) or a bad one (vice)? If I cut corners on a work job today am I developing a habit of laziness that may affect my future work?

6. Is the proposed course of action consistent with my values and principles?

Plenty of people and organisations are happy to tell you what they stand for – but do they walk the talk? Are my actions reflecting my ethical beliefs? Most ethical systems have no time for hypocrisy.

Answering these questions doesn't guarantee everyone will accept our decision. Moral disagreement is extremely common. But even the answer to our question doesn't achieve universal approval, the way in which we reach those answers matters. Ethics allows us to explore these questions in a way that is sincere, rational, competent and honest.

In a nutshell ethics is about…

Relationships.

Struggling to develop a well-informed conscience.

Being true to the idea of who we are and what we stand for.

Having the courage to explore difficult questions.

Accepting the cost of doing what we think is right.

Asking one simple question – ‘what ought I to do?’

QUESTIONS

1. There is a concept of dilemma – what is dilemma? Name an example from your experience!2. What are the main questions in the situations where we think about ethics?3. Why is it necessary to keep in mind principles of ethics in our everyday life?

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2.6.2. Reflecting questionnaire “What is ethics”

1. What are your main conclusions about ethics in everyday life?

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

2. How can you link ethics and business?

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

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2.6.4. Hand-out “Ethics of Business”

Please read the material about ethics of business and answer the following questions!

Ethical behaviour and corporate social responsibility can bring significant benefits to a business. For example, they may:

attract customers to the firm's products, thereby boosting sales and profits make employees want to stay with the business, reduce labour turnover and

therefore increase productivity attract more employees wanting to work for the business, reduce recruitment costs

and enable the company to get the most talented employees attract investors and keep the company's share price high, thereby protecting the

business from takeover.

Unethical behaviour or a lack of corporate social responsibility, by comparison, may damage a firm's reputation and make it less appealing to stakeholders. Profits could fall as a result.

Business ethics (also corporate ethics) is a form of applied ethics or professional ethics that examines ethical principles and moral or ethical problems that arise in a business environment. It applies to all aspects of business conduct and is relevant to the conduct of individuals and entire organizations

Finance

Fairness in trading practices, trading conditions, financial contracting, sales practices, consultancy services, tax payments, internal audit, external audit and executive compensation also fall under the umbrella of finance and accounting. Particular corporate ethical/legal abuses include: creative accounting, earnings management, misleading financial analysis, insider trading, securities fraud, bribery/kickbacks and facilitation payments. Outside of corporations, bucket shops and forex scams are criminal manipulations of financial markets.

Human resource management

Human resource management occupies the sphere of activity of recruitment selection, orientation, performance appraisal, training and development, industrial relations and health and safety issues. Business Ethicists differ in their orientation towards labour ethics. Some assess human resource policies according to whether they support an egalitarian workplace and the dignity of labour.

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Issues including employment itself, privacy, compensation in accord with comparable worth, collective bargaining (and/or its opposite) can be seen either as inalienable rights or as negotiable. Discrimination by age (preferring the young or the old), gender/sexual harassment, race, religion, disability, weight and attractiveness. A common approach to remedying discrimination is affirmative action.

Once hired, employees have the right to occasional cost of living increases, as well as raises based on merit. Promotions, however, are not a right, and there are often fewer openings than qualified applicants. It may seem unfair if an employee who has been with a company longer is passed over for a promotion, but it is not unethical. It is only unethical if the employer did not give the employee proper consideration or used improper criteria for the promotion.

Potential employees have ethical obligations to employers, involving intellectual property protection and whistle-blowing.

Employers must consider workplace safety, which may involve modifying the workplace, or providing appropriate training or hazard disclosure.

Sales and marketing

Ethics in marketing deals with the principles, values and/or ideals by which marketers (and marketing institutions) ought to act. Marketing ethics is also contested terrain, beyond the previously described issue of potential conflicts between profitability and other concerns. Ethical marketing issues include marketing redundant or dangerous products/services transparency about environmental risks, transparency about product ingredients such as genetically modified organisms possible health risks, financial risks, security risks, etc., respect for consumer privacy and autonomy, advertising truthfulness and fairness in pricing & distribution.

Marketing can influence individuals' perceptions of and interactions with other people, implying an ethical responsibility to avoid distorting those perceptions and interactions.

Marketing ethics involves pricing practices, including illegal actions such as price fixing and legal actions including price discrimination and price skimming. Certain promotional activities have drawn fire, including greenwashing, bait and switch, shilling, viral marketing, spam (electronic), pyramid schemes and multi-level marketing. Advertising has raised objections about attack ads, subliminal messages, sex in advertising and marketing in schools.

Production

This area of business ethics usually deals with the duties of a company to ensure that products and production processes do not needlessly cause harm. Since few goods and services can be produced and consumed with zero risk, determining the ethical course can be problematic. In some case consumers demand products that harm them, such as tobacco

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products. Production may have environmental impacts, including pollution, habitat destruction and urban sprawl. The downstream effects of technologies nuclear power, genetically modified food and mobile phones may not be well understood. While the precautionary principle may prohibit introducing new technology whose consequences are not fully understood, that principle would have prohibited most new technology introduced since the industrial revolution. Product testing protocols have been attacked for violating the rights of both humans and animals.

QUESTIONS

1. What is ethics of business?

2. What is the difference between the law and the ethics regarding business environment?

3. Have you ever faced a situation in your professional life associated with the principles of business ethics?

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2.6.5. Hand-out “Business ethics in real life”

Note for the lecturer: cut this work sheet in separate parts and hand one description of a situation to each group.

For the online activity – please select one of the situations and analyse it based on the questions provided!

1. Read the situation from business environment. Please discuss within your group following questions: what is the problem and/or conflict of this situation? What makes it a problem? What are the possible solutions of this situation (name as many as you can)? What could be the consequences of each solution you provided? How would you act if you were the owner and the manager of this company? Why?

John has recently started his own small business in crafting – he is manufacturing home-produced wine, cider and soft drinks from natural ingredients. Although he is a beginner as an entrepreneur, his product is getting popular in his region, sales rise and his business is doing great. His partner Mark in business is their company’s accountant with great experience in financial and accounting matters. Mark is suggesting optimizing their taxes with a variety of financial schemes. John is not sure about this, but Mark is confident about it and claims that he knows what he is doing and the plan for optimizing the taxes is safe.


Sarah owns a small business in crafting – she is producing jewellery. Sales are getting better and she is planning to change the marketing strategy for her products and Sarah decides to “go big” and make a visual advertisement for promoting her products in social media, online stores and other Internet platforms. In order to achieve a strong visual effect with the advertising pictures, she is collaborating with a professional photographer David who is suggesting using nude models to put Sarah’s jewellery on. Sarah is not sure if “going nude” is the most appropriate way to promote her products but David is strongly confident about this idea stating that it will be “tasteful and aesthetic but slightly provocative” which is the best combination in modern world to attract the attention to the product.

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Peter and Hans have recently started their own business in woodworking – they are producing wooden furniture with a unique design. Their business is doing well with sales successful enough to continue their business. To further develop their business and create new product lines Peter has explored their competing company that is not doing as well as Peter and Han’s company but they have noticed the competing company have recently made a new product with a unique and unusual design. Peter really likes this idea and is thinking to improve this product because he believes their company can conquer the market much more easily than the competitors. Hans is not so sure about this idea but Peter is trying to convince him that by improving the product a little bit is not stealing the idea – his main argument is also “that business mostly is about selling the idea not inventing it”.

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2.7.1.1. Hand-out: Definition of Labour Motivation and forms of motivation

Motivation is an energizing, stimulating and directional state at the same time. It represents all necessary conditions that must be satisfied and that push, instigate and determine the individual to satisfy them.

The forms of motivations

1. By nature and motivational stimulus, the motivation can be positive and negative.2. By the situation of the generating source of motivation, the motivation can be

intrinsic and extrinsic.3. By the nature of necessities and needs of the individual, the motivation can be

cognitive and affective.

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2.7.1.2. Hand-out: EXERCISE – “Motivation for developing the business” (choosing your profession)

Answer “yes” or “no” to the following statements:

1. The work I do is prestigious, valuable.2. The job that I have is the job that I always wanted.3. In my work there are possibilities of professional development, enrichment of

knowledge.4. I am well remunerated.5. I am offered facilities at work (service apartment, healthcare services, canteen,

service car, phone etc.).6. My profession is the one in which I think I will best succeed.7. I have close relationships with my bosses.8. In my job there are opportunities for advancement in higher positions.9. My work brings me personal satisfaction. 10. I have a stable workplace, lacking the doubt of dismissal or job restructuring.11. My profession’s demands correspond with my skills and give me the possibility to use

my knowledge and skills.12. My profession offers me close relationships with co-workers.13. The content of my work is attractive, I like what I do.14. In my work I can perform my activity the way that I think it’s best.15. My profession offers more freedom than others from the point of view of the

business hours.16. The work I perform is danger free.

Take each item and show what type of motivation it belongs to (positive/negative motivation, cognitive/affective motivation, intrinsic/extrinsic motivation); then try to analyse each item relating it to A. Maslow’s theory and showing which level/stage it subscribes.

1)

2)

3)

4)

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5)

6)

7)

8)

9)

10)

11)

12)

13)

14)

15)

16)

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2.7.2.1. Hand-out: Motivational Themes – Types of motivation in institutions

1. Economical motivation – it appears after the action of material stimuli

2. Professional motivation – is based on the work developed and it’s conditions (the content of work, the physical conditions of work and the finality of the work);

- this type of motivation appears from the reporting of the individual to his work, to the particularities of his/her work development;

- the work becomes a way to assure the satisfaction of some needs and becomes a purpose by itself.

3. Psychological motivation – is determined by the interaction of the work group members and it refers to the fact that on the one side the work favours the realisation of social contacts and, on the other side, by the membership in the workplace, people feel satisfied regarding the need for cooperation and affiliation, security, self-esteem and social statute.

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2.7.2.2. Hand-out: Theme containing 11 motivations

From the following motivations, choose 4 that you appreciate are the most important for your activity:

1. The possibility to express your creativity.2. The opportunity to be known and recognized3. The possibility to get along well with the others.4. The opportunity to earn well.5. The possibility of having a secure/stable job.6. The ability to launch yourself into an adventure.7. The ability to exercise a job according to your own abilities, aptitudes and interests.8. The ability to contribute to family happiness.9. The possibility of independence.10. The ability to carry out an interesting work.11. The opportunity to make a career and to acquire a higher professional status.

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Is there a connection between the motivations you have chosen? What is that?……………………………………………………………………………………………………………………………………………………………………………….

Do you consider that your most important motivations are being satisfied? If not, mention the unsatisfied ones.

………………………………………………………………………………………

……………………………………………………………………………………….

Do you have any other motivations that you couldn’t find in the list? Mention them.

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2.7.3.1. Hand-out: Motivational Theories

Classical motivational theories

1. Scientific management – it’s represented by Frederick W. Taylor (Scientific Management 1911) who demonstrated in his work that the salary represents the principal factor that motivates the workers.

2. Theory X and Theory Y – the theories were elaborated by Douglas McGregor (1960). These theories emphasize the managers’ attitude, their philosophy regarding the workers’ behaviour

The X Theory – assumes that workers dislike work and that’s why they will work effectively in a strong controlled environment.This theory launces the idea that the managers’ vision upon the human being determines them to assume that they must control and constraint their employees in order to motivate them.The Y Theory – assumes that workers accept their responsibilities and work to achieve the organisation’s goals if they also achieve their personal goals.Summarising the both theories, according to the X Theory the factors that motivate the workers are related to their concerns for personal safety and according to the Y Theory the workers’ motivation is related to self achievement.

3. The Hierarchy of Needs Theory - the theory was elaborated by Abraham Maslow (1970) who started from the idea that people are trying to satisfy a variety of needs. He assumed that these needs can be arranged according to their importance and that’s how “the pyramid of needs” resulted.

This pyramid has many levels, from the bottom to the top: physiological needs, security needs, self-esteem and status needs, self achievement needs.

In conclusion, according to A. Maslow’s theory, the factors that motivate workers are represented by their needs and their own way of ranking them.

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4. The bi-factorial Theory (the motivation – hygiene theory) – the theory was elaborated by F. Herzberg (1950). He studied the satisfaction and dissatisfaction in work reviewing the situations in which workers felt well/bad in relation to their work.

The Herzberg’s theory shows what motivate workers by the two categories of factors - hygiene (surveillance at work, working conditions, interpersonal relationships, salary, security in work, administration and politics of the organisation) and motivational (personal achievements, recognitions/attentions/rewards, responsibilities, promotion opportunities, self-development through work etc.), the most important role having the motivational factors.

Later the theory became obsolete by sustaining the idea of a “motivational continuum”, meaning that every element of the work has the capacity to generate both satisfaction and dissatisfaction in work.

5. The ERG Theory – the theory was elaborated by Clayton Alderfer as a result after processing the A. Maslow’s pyramid.

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The theory uses a reduced set of needs in explaining the human behaviour:1. Existential needs (E) – they are considering providing basic requirements of existence

(correspondent of the physiological and security needs from A. Maslow’s pyramid).2. Human relation needs (R) 3. Growth needs (G) – fulfilment needs (that correspond to self accomplishment

needs), they are needs that make workers’ efforts become creative, self stimulating.

Contrary to A. Maslow’s theory, the ERG theory shows that:

In the same time, more than one necessity can act upon an individual; Dissatisfaction of some needs from higher levels leads to the increase of will to satisfy

the lower level needs.

Modern motivational theories

1. The 3 Needs Theory This theory was proposed by David McClelland and it concentrates on the following needs/necessities: accomplishment, power and affiliation needs.

2. The Equity Theory The Equity Theory was developed in 1969 by John Stacy Adams in his work “Inequity in social exchange”.

The theory starts from the premise that people are motivated by achieving and maintaining a sense of fairness/equity.

Considered one of the justice theories, the Equity Theory focuses on determining whether the distribution of resources is fair to both relational partners – equity is measured by comparing the ratio of contributions/costs and benefits/rewards for each person.

According to this theory, people make a comparison between the effort they invest (education, qualification, abilities, experience, time worked in the organization etc.) and the compensation they get (salary, benefits, recognitions, promotions etc.)

This theory also shows that individuals are preoccupied not only by the level of the reward they get for their effort, but they are also preoccupied by the relation between the reward they get and the rewards received by others; as people value fair treatment which causes them to be motivated to keep the fairness maintained within the relationships of their co-workers and organization.

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3. The Expectancy Theory (expected performances) This theory belongs to Victor H. Vroom (1964) who claims that motivation depends on the extent people want something in particular and the extent they believe that they can get that something.

The relationship behaviour – results is characterized by 3 factors:

Expectancy – which refers to the employees’ evaluation of the chances to achieve performances through hard work; is the belief that one’s effort will result in attainment of desired performance.

Performance- reward – this relationship shows that employees are expecting that high performances lead to the rewards they want

Valence – is the positive or negative value attributed by the employee to various results expected from his work.

In conclusion, this model explains the motivation as being a complex process in which the individuals analyse the chances they have in obtaining certain results and the extent to which these results are appealing for them.

4. The Reinforcement/Consolidation Theory This is the motivational theory with the greatest potential for practical application.

Elaborated by B. F. Skinner, the theory is based on behavioural principles and posits the idea that the behaviour that has been rewarded (strengthened) is more likely to be repeated, while the behaviour that has been sanctioned is less likely to appear (there is the possibility that this behaviour disappears).

There are 4 types of reinforcements: positive, negative, sanction/penalty and extinction.

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2.7.3.2. Hand-out: Theme 1 of evaluation

Associate the following statements with the motivational theories they belong to:

a) The behaviour that has been rewarded is more likely to be repeated, while the sanctioned behaviour is less likely to be repeated.

…………………………………………………………………………………………………………………………………..

b) The hygiene factors (surveillance/supervision, working conditions, interpersonal relationships, working safety etc.) and motivational factors (personal achievements, recognition, the work itself, promotion possibilities etc.) determines both satisfaction and dissatisfaction in work.

…………………………………………………………………………………………………………………………………..

c) People dislike work so the managers have to coerce/constrain, to control and to direct/conduct workers to achieve the organization’s goals.

…………………………………………………………………………………………………………………………………..

d) The factor that motivates people in the work process is the salary they get.

…………………………………………………………………………………………………………………………………..

e) Work represents an important part of people’s lives, they can use self-control in achieving the organization’s goals and they often gladly accept the responsibility.

…………………………………………………………………………………………………………………………………..

f) The higher the level on which people’s needs are situated on, it’s normal and specifically human.

…………………………………………………………………………………………………………………………………..

g) Motivation depends on the extent people want something in particular and on the extent they believe/are convinced that they can get that thing.

…………………………………………………………………………………………………………………………………..

h) People are motivated by achieving and maintaining a sense of fairness/equity between the personal contributions and the rewards obtained.

…………………………………………………………………………………………………………………………………..

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a) Scientific Management F. W. Taylorb) The X theoryc) The Y theoryd) The hierarchy of needs A. Maslowe) The Bi-factorial Theory F. Herzbergf) The Equity Theory J.S. Adamsg) The Expectancy Theory V. Vroomh) The Reinforcement and Consolidation Theory B.F. Skinner

2.7.4.1. Hand-out: Motivational Test

The next statements have 6 types of possible answers:

Totally agree +3 Agree +2 Partially agree +1 I don’t know 0 Slightly disagree -1 Disagree -2 Strongly disagree -3

For each statement choose the answer that better reflects your opinion:

1. Special salary increases should be awarded to workers who excel in their work. _____

2. For the workers to know exactly how they are expected to perform their job, it would be preferable to have better job descriptions. ______

3. The workers must be reminded that their job depends on the organization’s capacity to deal with the competition. _____

4. A leader must pay more attention to his workers physical conditions of work. _____

5. A true leader should work himself/herself very seriously in order to create a climate in which friendship reigns among employees. _____

6. An individual recognition of a performance above the average/standard has great significance/meaning for the workers. _____

7. A regardless leadership can often hurt workers’ feelings. _____

8. Workers love to see that their abilities and capacities are fully used in the work they develop. _____

9. The retirement plans and the share purchase programs offered by the organization strongly encourage individuals to keep their jobs. _____

10. Any job can be structured in an attractive way and can represent a challenge. _____

11. Many workers are ready to give their best in the work they do. _____

12. The leadership should take a greater interest in workers, organising social meetings after working hours. _____

13. The pride felt towards your own work currently represents an important reward. _____

14. Workers like to believe that they are the best during their work hours. _____

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15. The quality of social reports in work groups is an important element. _____

16. Rewards can improve workers’ efficiency/performance. _____

17. It’s important for workers to meet their top managers. _____

18. Workers generally like to establish their working hours and to make decisions related to their work, in minimal control conditions. _____

19. Security of their workplace represents an important element for workers. _____

20. An appropriate and in good conditions equipment is an important element for workers. _____

INTERPRETATION

The above items reflect the following types of needs, ranked by Maslow’s Pyramid:

Physiological needs: items 1, 4, 16, 20

Security needs: items 2, 3, 9, 19

Affiliation and group membership: items 5, 7, 12, 15

Self-esteem and statute needs: items 6, 8, 14, 17

Achievement needs: items 10, 11, 13, 18

Calculate your score for each category of needs and make a graphic representation of your results. You will obtain your conception profile (or other’s) about people’s motivation in work.

Experts in the field claim that we should appeal to self-esteem, statute and achievement needs if we want to motivate people in their work.

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2.7.4.2. Hand-out: Motivational Questionnaire (Lyman W. Porter 1964 “Organizational pattern for managerial job attitudes” – New York American Foundation for Management Research –from G. Johns 1998)

Please indicate how important is for you each of the following categories. Respond according to your feelings towards the job you have or have had recently. Check your answer for each characteristic according to the importance you believe it deserves.

1 point – not at all important

2 points – unimportant

3 points – least important

4 points – neither important or unimportant

5 points – important enough

6 points – important

7 points – very important

Characteristics:

1. Self-esteem feeling derived from the post/job that I have.

2. Opportunity for personal growth/self-development and development in work.

3. Prestige of work within the company (consideration received from others in the organization).

4. Possibility of having independence of thought and action in work.

5. The feeling of security of work.

6. Sense of personal achievement deriving from the place occupied within the organization (it consists in using your own companies, achieve your potential).

7. Prestige of work outside the organization (consideration received from those who do not belong to the organization).

8. The feeling of achieving something worthy in your profession.

9. The opportunity your work offers you to help other people.

10. The opportunity to participate in setting goals.

11. The opportunity to participate in choosing the working methods and procedures.

12. Authority associated to work/labour authority.

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13. The opportunity to develop close relations of friendship at work.

The questionnaire has 13 items related to professional motivation. The subject must choose the answer from a scale from 1 to 7 (where 1 means not at all important and 7 means very important) the response option that better fits his/hers opinion.

The items are grouped in 5 categories of needs: security, social, self-esteem, autonomy, self-achievement.

The calculation and implementation of the scores

For this questionnaire, the following calculation procedure is applicable:

You evaluate question 5 – you split it to 1 – security

You evaluate questions 9, 13 – you split the result to 2 – social

You evaluate questions 1, 3, 7 – you split the result to 3 – self esteem

You evaluate questions 4, 10, 11, 12 – you split the result to 4 – authority

You evaluate questions 2, 6, 8 – you split the results to 3 – self achievement

The higher the scores obtained for each alternative highlight the most stringent employees’ needs.

The maximum score that can be obtained is 7 and the minimum is 1.

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2.8.1. Hand-out: Best/worst learning experiences

Please write down your best and worst learning experiences considering the following guiding questions:

BEST LEARNING EXPERIENCE WORST LEARNING EXPERIECEWhat was your best learning experience?

Why was it your best learning experience?

What methods and material were used that you considered it as effective?

What was the role of the facilitator?

Further comments:

What was your worst learning experience?

Why was it your worst learning experience?

What factors can you identify that blocked your learning process?

What was the role of the facilitator?

Further comments:

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2.8.4. Hand-out: Learning styles

1. One of the participants leaves the room2. In this time “roles” (as suggested below) are assigned to the other participants in the room;

each one will play/act according to the distributed “role/character”; 3. The participant, who left the room is asked to act as “trainer” for a maximum of 20 minutes,

simulating an entrepreneurial learning activity, with the following objectives:a. Make an individual/personal presentation to the group; b. Collect the group's expectations towards a specific entrepreneurial contents; c. Present the main objectives of this learning session

At the end of the role play, the group analyses the different behaviours observed, followed by a short debate considering the following points:

a) Types of behaviours that were observed;b) The most appropriate attitudes to cope with these behaviours; c) Position of the “trainer”, towards the group;

TYPES OFROLES/ BEHAVIOURS TO DISTRIBUTE TO THE TRAINEES: "The Encourager": promotes the contribution of others; always gives positive feedback; is

empathic and comprehensive; accepts other points of view, ideas and suggestions. "The Humanizing": Is a mediator in discussions; helps on conflict-resolution; uses humour as a

strategy "The One Who Gives Up”: easily “gives-up” on her/his own opinion or position in debate

situations; uses self-control in order to maintain harmony; agrees on “compromise solutions” with the rest of the group

"The Dispatcher": tries to keep opened the communication channels; encourages or facilitates the participation of other

"The Blocker": tends to be negative and stubbornly resistant; disagrees and opposes without any reason; seeks to maintain or return to a question that the group has already passed or rejected

"The Aggressor": expresses disapproval by the values, actions and/or feelings of the other; attacks and is aggressive towards others; uses aggressive comments or jokes; shows envy behaviour towards the others

"The Funny/Clown": displays a behaviour as if was on a “holiday” and demonstrates lack of involvement with the group through carelessness, cynicism and jokes

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2.8.4. Short reflection on learning styles

Please write a reflection note on the activity regarding different learning styles taking into consideration following guiding questions:

What characteristics do you still remember from different learners?How is their contribution to the lessons?How can they be targeted?How can they be motivated?

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2.8.5.Hand-out: Classroom preparation check-list

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PRO CONTRA

Interactive lectures

Small group discussions

Analysis of cases

Reflection questions

2.8.6.Hand-out: Teaching methods for different classroom settings

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Documents

fundatiadimitriecantemir.ro · Web viewEU CART “E.U. – COUNTRY ARTISANS” Course structure . by: July. 2016. 1. This project (no. 2015-1-CZ01-KA204-013962) has been funded …