Project Proposal for E=MC · The Small Business Consultancy About Us The Small Business Consultancy is a registered community interest company and social enterprise that was established

Project Proposal for E=MC2

A unique and inspiring enterprise programme which tackles unemployment, crime, deprivation and social

problems in London Boroughs

The Small Business Consultancy 45, The Maltings, Maltings Close London, E3 3TB T 020 7538 0550

[email protected]

www.thesmallbusinessconsultancy.co.uk

www.tsbccic.org.uk

mailto:[email protected]


http://www.thesmallbusinessconsultancy.co.uk

http://www.thesmallbusinessconsultancy.co.uk

http://www.tsbccic.org.uk

http://www.tsbccic.org.uk

The Small Business Consultancy

About UsThe Small Business Consultancy is a registered community interest company and social enterprise that was

established in early 2009 by Amar Lodhia, a social entrepreneur and is supported by a board comprising of

some very high profile and successful entrepreneurs, business and community leaders. The social enterprise

has been built with a vision to create a society where nothing holds people back from becoming successful and

achieving something out of life. The recession in the UK has left 7.8% of the working age population

unemployed1 the economic costs of which are set to top £193bn2 this year. At the Small Business Consultancy

we believe enterprise and entrepreneurship is the solution and by working with the hardest to reach groups of

people for whom positive entrepreneurial skills are vital, we are doing our best to ensure that as many people as

possible are contributing to this, and simultaneously are on a path of success in their lives.

Inspiring people to become successful through

enterprise

Supported by

The Small Business Consultancy CIC are Members of:

The Small Business Consultancy CIC

The E=MC2 Programme Proposal 1

1 The Metro, 14/08/2009

2 London Lite 18/08/2009

http://www.thesmallbusinessconsultancy.co.uk/page27.htm

http://www.thesmallbusinessconsultancy.co.uk/page27.htm

The E=MC2 Programme

The Proposal

About the Programme

The E=MC2 programme is an inspiring entrepreneurial programme run flexibly over two and half months in which

a group of 6-10 people will as a team will form a real business, assume director and functional roles in their own

company and devise and produce a product/service which they will bring to market. The participants are given

the materials and resources to make small products to raise funds for their business (this could be a bake sale,

organising an event, selling T-shirts or cards etc). During the programme, participants will take part in stimulating

and creative activities which will help to break down their fears of enterprise and risk in business and promote

idea generation and they will also get the opportunity to meet and pitch their ideas to our board of successful

entrepreneurs. By the end of the programme they will have a trading business with a business bank account

and a real company website. and they will be making real money through a trading company which we as a

consultancy can continue to provide advice and support to for the following 12 months in return for 5% of the

first years turnover the proceeds of which go to the TSBC Foundation.

Why is the E=MC2 Programme needed?

The Secretary of State for Schools, Nick Gibb in a speech revealed that “unauthorised absences are at an all

time high and 67,000 children miss school every day”, we are helping schools to raise the standards of the

behaviour of their students and actively working to ensure that basic enterprise skills are embedded across the

curriculum as well as provided as part of extended learning to those students at risk so they are equipped for

the real world beyond school now and in the future. The Small Business Consultancy is supporting the Prime

Minister and the government to build a country that is more fair, where every young person believes nothing can

hold them back through inspiring young people with entrepreneurship and enterprise. By using enterprise as a

catalyst for change and as a tool to stimulate the economy and inspire the lives of our young people, the E=MC2

Programme will help to create a more entrepreneurial citizens of tomorrow, and which will, more immediately

result in more students engaging in school as the unique and inspirational E=MC2 Programme promotes

participatory and practice based learning and thus will act as a preventive measure for pre-exclusion, young

people falling out of the education system, under achieving , having no onward progression route and becoming

NEET.

Who Should Participate?

This programme is aimed at the hard to reach Key Stage 4 students who are persistently absent from school,

young offenders, at risk of offending. It will also be ideal for those who have a business idea or are

entrepreneurial but have psychological and/or other barriers preventing them from attending school and

engaging in mainstream education.



Recruitment of Participants onto E=MC2 Programme

1. Incentives: We have found that it as much as it is crucial to showcase the benefits for clients

participating in the E=MC2 programme such as keeping the money that they make, becoming self

employed, meeting successful entrepreneurs and having fun through running their own company it is also

important. We have also found that providing participants with an incentive to attend the sessions is

important in maximising the effectiveness and participation during the programme, these can be tangible

such as a cash reward for completing the programme.

2. Starting the programme: To create a sense of ‘achievement’ and in the case of receiving more interest

than the amount of places available on the programme our team would interview potential participants

and go through an application shortlisting process based on information provided by participants in their

application forms and/or online registration forms (these also double up as aptitude tests to assess

suitability in levels of English for the programme). The pre-programme assessment via the registration/

application forms capture each individual participant’s confidence levels in their own abilities (in problem

solving, application of number, English, ability to work with others etc) this allows the entrepreneur

facilitator to adopt the appropriate delivery style, to whom and where to provide extra support etc.



Briefing staff, de-

partments within

school, working

with staff to iden-

tify participants

E=MC2 Programme

Commences

Participants become

co-directors and get

into functional roles

based on their key

skills

Participants turn their

idea into a business

with the support of

entrepreneur/

consultant and volun-

teer entrepreneur

Business Advisor

Participants go on

work experience

based on their roles

with our corporate and

business partners

Participants pitch

their business ideas

to TSBC Board

Participants

launch their com-

pany with website,

open business

bank accountPROGRESSION

- 1 year support from

TSBC

- E=MC2 Entrepreneurs

Network

- Employment

Pre-programme

registration and

assessment

carried out

- Self-employment

- Training

- Education

- TSBC E=MBASSADOR

PROGRESSION

E=MC2 Programme E=MC2 Programme

The Key Outcomes

1. Help set up and the creation of new enterprises and it will develop enterprising people that will

contribute toward our economic regeneration in the local communities in which we work in through the

local multiplier effect.

2. Provide participants with tools and environment that will stimulate their learning and reduce and/or

prevent future worklessness among the participants and for young people and their potential

dependency on the welfare system by supporting them to spot and take opportunities by empowering

them with enterprise, entrepreneurial and business skills to succeed in a global economy.

3. Contribute towards to the prosperity and fulfillment of participants lives by helping them to become free

from poverty, and supporting them in taking big steps towards coming out of social and economical

deprivation through entrepreneurship and enterprise.

4. Improve participant's economic well being, confidence and self esteem and improve their

involvement and enjoyment in the arts, business and enterprise.

5. Reduce the number of people from communities (including BAME communities) entering the

criminal justice system and to reduce the harm caused by illegal drugs and substance misuse through

engaging in positive inspirational activity in which they will meet and be surrounded by entrepreneurial

people and stimulating environment

6. Improve participant’s attendance in school and hence simultaneously working to reduce crime and

anti social behaviour.

7. Improve the uptake of positive activities: As part of this proposed programme, the participants will be

conducting research, attending trade fairs where they will sell and market their new product or service,

they will be planning and executing fundraising events and activities as well as attending competition

events which will break down the barriers and fears of enterprise and taking a positive chance in life.



How have we performed so far?



Set up 4 enterprises in 2010 and 30 people from hard to reach communities to became entrepreneurs through the E=MC2 Programme

Engaged participants from offending backgrounds and reduced reoffending rates by nearly 96% through positive engagement in enterprise

54% of participants progressed onto employment, education and training and over 50% of these continued to be part of the business whilst progressing into employment, education and training

More than doubled the confi-dence levels of participants in application of number, team working, problem solving skills all of which are key transferable skills

How did participants rate their abilities before the E=MC2 Programme?

How did participants rate their abilities after the E=MC2 Programme?

Almost 77% of participants are now working towards full self employment, employ-ment, in education or training. One third of participants have achieved a level 2 qualification through participating in the programme*.*awaiting verification

AccreditationThe E=MC2 Programme can provide a Level 2 Award in Self Employment & Enterprise. There are

additional costs per participant to gain this qualification as there will be a need for internal moderation,

verification and assessment. Please ask a member of The Small Business Consultancy’s Team or your contact

person within the organisation for more information.

One Year Support (Post Programme)Two thirds of businesses fail within their first year of starting, and the most common reasons for this include:

failure to control cash by carrying too much stock; cashflow problems; poor sales & marketing etc. Our

entrepreneurial team, consultants, board members and champions hand hold each E=MC2 group for this crucial

first year, not only as a preventative measure and to avoid failure, but to keep them in a safe environment to

explore and organically grow their business, to learn from mistakes that are inevitable. During this year, the role

of the Business Advisor is also introduce the now entrepreneurs to contacts within their industry to aid their

business development and encourage networking.

Peer to Peer SupportE=MC2 entrepreneurs will automatically join the E=MC2 Entrepreneurs Network which will allow them to

network with other alumni of the programme, share ideas provide peer to peer support to other groups within

the borough or locally (as well as across London) who have completed the programme. The network will host

regular events with guest entrepreneur speakers, free training workshops in association with key partners and

supporters

The E=MC2 entrepreneurs will also have the opportunity to become an E=MBASSADOR which will entail the

entrepreneur/former participant of the programme becoming a supporting business advisor for another E=MC2

cohort. They will be trained to support the delivery of the programme, guest speak about their entrepreneurial

journey during other programmes to inspire other people and to help them succeed in their business.s



How does E=MC2 fit in with the curriculum?

Programme mapping with the relevant subjects at Key Stage 4

EnglishEnglish In English, during key stage 4 students learn to use language confidently, both in their aca-demic studies and for the world beyond school. Taking part in The E=MC2 Programme will develop and enhance these skills by applying them to the world of business. Students com-plete a range of activities including writing promotional text and planning, writing and com-pleting presentations to their peers. The E=MC2 Programme students also develop skills in the following areas which relate to the following national curriculum targets for English:

Speaking and listening (EN1): Students learn to speak and listen confidently in a wide variety of contextsThey learn to be flexible, adapting what they say and how they say it to different situations and peopleWhen they speak formally or to people they do not know, they are articulate and fluent in their use of spoken standard English They learn how to evaluate the contributions they, and others, have made to discussions They take leading and other roles in group work

Reading (EN2):Students read a wide range of texts independentlyThey become enthusiastic, discriminating and responsive readers, understanding layers of meaning and appreciating what they read on a critical level

Writing (EN3): Students develop confidence in writing for a range of purposesThey develop their own distinctive styles and recognise the importance of writing with com-mitment and vitalityThey learn to write correctly, using different formats, layouts and ways of presenting their work

Mathemat-ics

Founda-tion

Whilst taking part in The E=MC2 Programme students gain an opportunity to use and refine their maths skills and knowledge by applying them to simulated business situations. During the programme students gain practical experience of the following targets from the national curriculum for Foundation maths key stage 4:

Consolidating their understanding of basic mathematicsTackling unfamiliar problems in the workplace and everyday life Developing the knowledge and skills they need in the future Becoming more proficient in calculating fractions, percentages and decimalsBecoming more fluent in making connections between different areas of mathematics and its application in the world around them Extending their use of mathematical vocabulary and applying to workplace situations



Higher Whilst taking part in The E=MC2 Programme, students gain an opportunity to use and refine their maths skills and knowledge by applying them to simulated business situations. During the programme students gain practical experience of the following targets from the national curriculum for Higher maths key stage 4:

Taking increasing responsibility for planning and executing their work Refining their calculating skillsLearning the importance of precision and rigor in mathematicsDeveloping the confidence and flexibility to solve unfamiliar problems and using ICTAppreciating the importance of mathematics as an analytical tool for solving problems

ScienceScience During key stage 4 students learn about a wider range of scientific ideas in greater depth. The skills and experiences students gain from The E=MC2 Programme meet the following national curriculum requirements for science at KS4:

Considering the power and limitations of science in addressing industrial, ethical and environmental issues, and how different groups have different views about the role of sci-ence

When carrying out investigations students use a range of approaches and select appropriate reference sources, working on their own and with others Communicating their ideas clearly and precisely in a variety of ways

Business Studies & EconomicsBusiness Studies & Economics

Students of any business education course at KS4 will greatly benefit from participating in the The E=MC2 Programme. All aspects of setting up and running a business are tackled applying theory learnt in the classroom into practice. During the sessions students set up their business and make decisions about the product, price, place and promotion of their product whilst responding to changes in the market (provided by a simulation using the internet). Students gain skills in all the syllabus areas covered in the breadth of business education courses at KS4, as listed below:

Business ownershipMarketing Human ResourcesOperations managementFinance & AccountingExternal environment

Design & TechnologyDesign & Technology No longer a statutory requirement at KS4, DT remains one of four entitlement areas which schools are required to provide. The E=MC2 Programme gives students the chance to apply what they have learnt in DT to a business situation by creating and building a prototype product. During the sessions students have the ideal opportunity to meet the following non statutory requirements stated for DT:

Designing and making products linked to their own interests, industrial practice and the communityIdentifying an opportunity, designing to meet a need, manufacturing products and evaluating the whole design and make processUsing ICT to help with their work, including computer-aided design and manufacture (CAD/CAM) software, control programs and ICT-based sources for researchConsidering how technology affects society and their own lives, and learning that new tech-nologies have both advantages and disadvantages

ManufacturingManufacturing Students of this applied GCSE will be able to put their knowledge into practice through The E=MC2 Programme. During the The E=MC2 Programme students get the chance to create, innovate, produce a prototype of a product for a specific market. This directly relates to port-folio work in the following unit:

Unit 1: Designing product for Manufacture



ICTICT The E=MC2 Programme allows students to develop and apply a range of work based ICT skills with a simulated business experience via the internet. Students used the internet based programme to record their data and decisions and receive information relevant to their mar-ket, which they respond to by changing and adapting their decision and design process. This provides students with opportunities to meet the following statutory requirements stated for ICT at KS4:

Becoming more responsible for choosing and using ICT tools and information sources Using a wide range of ICT applications confidently and effectively, and the ability to work independently much of the time Working with others to carry out and evaluate their work

HistoryHistory Giving History students the opportunity to participate in The E=MC2 Programme will support and boost their research, analysis and evaluation skills whilst allowing students to see for themselves how these skills lead to attaining success in enterprise. It provides students with opportunities to meet the following statutory requirements stated for History at KS4:

Using sources critically in their context, recording significant information and reaching con-clusionsOrganising and communicating their knowledge and understanding Drawing conclusions and appreciating that judgements are liable to reassessment in the light of new or reinterpreted evidence

GeographyGeography Participating in The E=MC2 Programme will enhance and support geographical enquiry skills developed at KS4. When experiencing the The E=MC2 Programme simulated business ex-perience students will have the opportunity to meet the following syllabi requirements at KS4:

Investigating local, regional, national international and global marketsGaining first hand experience of one of the production sectors: primary, secondary, tertiary or quaternary.Facing hands on challenges of managing resources Describing, analysing and interpreting evidence, making decisions, drawing and justifying conclusions and communicating findings in ways appropriate to the task and audience

Art & DesignArt & Design Art and Design students can put their creative skills to the test in The E=MC2 Programme. Through a simulated business experience students will design and create a prototype prod-uct ready to launch onto the market. The E=MC2 Programme encourages students to de-velop and use the following skills identified in Art and Design at KS4:

development of creative and imaginative powers, and the practical skills for communicating and expressing ideas, feelings and meanings in art, craft and design for marketing purposesinvestigative, analytical, experimental and interpretative capabilities, aesthetic understanding and critical skills in product development

MusicMusic The E=MC2 Programme offers music students a chance to experience working in a small business, as a team and identify their individual contributions and strengths as well as the skills which are important for working in a team and working in a business. This encourages and develops the skills identified below in this subject at KS4:

Working individually and in-groups of different sizes, students become increasingly aware of different roles and contributions of each member of the group

Work Related Learn-ingWork Related Learn-ing

The E=MC2 Programme addresses all nine elements of the Work Related Learning Frame-work and contributes to achieving all nine of the targets set in the framework.

Please see Work Related Learning KS4 map for more details



CitizenshipCitizenship Running The E=MC2 Programme in your school will help meet the following key stage 4 requirements for citizenship:

Study the legal, political, religious, social, constitutional and economic systems that influ-ence their lives and communities, looking more closely at how they work and their effects. Continue to be actively involved in the life of their school, neighbourhood and wider commu-nities, taking greater responsibility. Develop a range of skills to help them do this, with a growing emphasis on critical awareness and evaluation. Develop knowledge, skills and understanding in these areas through, for example, learning more about fairness, social justice, respect for democracy and diversity at school, local, na-tional and global level, and through taking part in community activities.

The following topics from KS4 Citizenship have links to The E=MC2 Programme:

Unit 6: Business & Enterprise

Careers EducationCareers Education Taking part in The E=MC2 Programme allows young people to acquire the knowledge, un-derstanding and skills to meet the following non-statutory guidelines for careers education at KS4:

1) use self-assessments and career-related questionnaires to help identify and set short- and medium-term goals, and career and learning targets

2) review and reflect on how their experiences have added to their knowledge, understanding and skills and use this information when developing career plans

5) use guided self-exploration to recognise and respond appropriately to the main influences on their attitudes, values and behaviour in relation to learning and work

Financial CapabilityFinancial Capability The E=MC2 Programme addresses the area of business and enterprise financial capability where students develop an appreciation of the differences between employment and self-employment and wider business financial skills.

Falling under the umbrella of Enterprise Education, Financial Capability will be introduced as part of the subject content in functional maths units for GCSE.

Key SkillsKey Skills Throughout The E=MC2 Programme students taking part develop all three key skills of com-munication, numeracy and information technology (if computers will be used during the pro-gramme - depending on schools resources) using a practical format by developing and using each skill in a business context.

Integral to The E=MC2 Programme are the key skills of working with others, improving indi-vidual learning and performance and problem solving. Throughout the programme students gain ample opportunities to develop these skills to prepare for the world of work after educa-tion.



The E=MC2 ProgrammeSample Programme Schedule

Session Topic/Aims Key Activities1 Kick Off

The mystery prize at the end (apart from the profits which they will keep)

Learning Outcomes:

1. Understanding concept of supply and demand in business through practical activity

2. Know about the skills needed for running your business.

3. Understanding what type of person you are and what are your entrepreneurial qualities

4. Identify potential risks within a business opportu-nity.

5. Consider if the risk to your business of an oppor-tunity is worth taking.

6.

Ice breaker – Trading Game (Supply and Demand)

What type of person are you?

Pre-assessment of individual learner ability - multiple choice test

Introduction to what is going to happen over the next sessions

Participants identify:1. Why they are going into business2. Have they got what it takes - personality assessment

Applying the results of the personality/skills assessment to roles within the new business.

2 Getting into Roles and Business Etiquette

Learner Aims:

1. Knowing and understanding what business eti-quette is, finalising what each person is doing and how to setup and make meetings productive.

2. Understand how to obtain and use information about your own performance in your business.

3. Understand why it is important to keep commit-ments and act honestly in your business and cus-tomer relationships.

All participants do 5 minute presentation on identify potential future developments for your business that might affect the skills required to run it and whether these potential changes can be supported by your skills or those of other people and organisa-tions. They also talk about their job role and why they will be good at it.

The remaining participants get into their suited functional roles based on their personality traits from previous session

Create an organisation chart

DISCUSSION ACTIVITY

PAIRED BRAINSTORM ACTIVITY

2 What makes a good business idea? How to research a business idea?

Aims:Brainstorming business opportunities and coming up with a simple product idea that solves a need/problem and then voting on the most ‘achievable’ one.

Workshop about good business ideas. Participants creatively look at problems and try and figure out effective solutions to the problems and short list a few business ideas. They choose their top 5 ideas - What? Why? Where? Who? When?

They try and find a “gap” in the market through positioning tech-niques.

Each participant including facilitators share an interesting fact about themselves



3 1. Researching a Business Idea

Recapping on what makes a good business idea? How to research a business idea?

Learner Aims:

1. Identify the most valuable potential customer groups for your business.

2. Identify potential risks within a business opportu-nity.

3. Consider if the risk to your business of an oppor-tunity is worth taking.

4. Decide whether or not to take the opportunity, taking into account the risks involved.

5. Describe what success for your business would look like.

6. Identify what you value personally in your busi-ness.

7. Describe how to communicate your vision to those who will be important to the business.

The Participants begin secondary research on their business idea to answer the following questions:

1. Look at advantages/disadvantages of their product/service

2. How much demand there will be for their product/service?

3. Who will consumer their product?

4. Who are they likely to be competing against.

5. Trends currently affecting their market sector, and likely future developments.

6. Whether there are potential business partners they could collaborate with

Participants then plan their primary research by coming up with a list of questions they want answered by their potential cus-tomers and using this they create a survey which they will carry out by the next session. The participants create a spreadsheet to collate data

Coming up with a list of questions that they need answered by potential customers (creating survey).

Participants look for potential in their business idea (solution to problem) forecasting demand for the product/service.

They conducting a SWOT (strengths, weaknesses, opportunities and threats).

4 Product Design Challenge

Learner Aims:

1. Identify what can be achieved by negotiating ef-fectively with suppliers, customers or others.

2. Describe what benefit this might have for the fu-ture of the business and for the other parties in-volved.

3. Identify potential risks involved in negotiating a deal and what could be done to minimise them.

4. Calculate the potential impact of a deal on your business, for example, if it is likely to be a loss leader or money spinner.

5. Decide if there is anything else that could be ne-gotiated other than price.

Participants engage in an enterprising challenge that introduces them to the product design process

Participants are given a budget, and will have build a widget through negotiation with hypothetical suppliers. To add to the real life enterprise experience, the participants will be given sales targets and scenarios which will require extensive decision mak-ing with their teams and as a group.

They will need either a bank loan, investment from an investor, do their own fundraising, work within budget and will identify risks and make their decisions

They will then present and talk about their experience and apply-ing their learning from this experience/challenge to their busi-ness.



5 Effective Sales & Business Development work-shop

Learner Aims:

1. Identify the most valuable potential customer groups for your business

2. Identify ways to make sure potential customers get a good service from individuals in your busi-ness.

3. Identify ways of getting customer feedback in the future to improve the service and encourage cus-tomer loyalty.

4. Identify opportunities to build business relation-ships and identify business contacts

5. Identify ways to keep in regular contact with your potential customers and business contacts.

Crossing the line Ice Breaker - participants learn more about the art of negotiation and beneficial relationships

Participants are introduced to the 7 stages of successful selling

ACTIVITY: Understanding Customers & Analysis of salesman-ship in retail

DISCUSSION: Participants apply the 7 stages of successful selling to their business idea.

Brief introduction to ‘networking’ in business

A relevant business case study is applied to 7 stages of suc-cessful selling and discussed before next activity.

Brainstorming & Research Activity & MAIN ACTIVITY: Social Media Challenge

6 Starting the Business: Fundraising

Aims:To understand the concept of taking stepping stones to make a business happen, starting from £10 and using these funds to generate more funds to plough back into the their main idea

Learn how to effectively fundraise with small amounts of money to generate more money

Beginning the process of opening of the business bank account

The team is given £10 to use to generate more income for their business idea (i.e. having a cake/bake sale, designing a poster to promote a dance event where they would charge for en-trance) they can use rest of to execute an activity for this along-side their main fundraising

The rest of team are given a £10 to devise and execute a guerilla marketing event/idea to promote the PRODUCT/SERVICE i.e. standing with billboards by Stratford Station and handing out leaflets, getting break dancers to dance to street music etc.

One to One Progress Meetings with each participant to monitor progress and get feedback on programme

7 Introduction to Enterprise in Action

Learner Aims:

Participants get their first opportunity to work in their functional teams in a virtual office environment

Participants are given tasks and job/role descriptions by the facilitator consultant for each of the tasks below

i.e.

Sales Team: Business Development for product idea - chal-lenge to find a sponsor and try to get a radio advert in radio, newspaper i.e. in association with.

Creative Team: Creative Director and assistants i.e. Online Content and Web Director

Finance Director: Create a budget for the fundraising and set targets how much needs to be raised

IT Director: i.e. Website Development, Creating online banners/adverts.



8 The Business Plan

Learner Aims:

1. Understand how to start planning for your busi-ness: Describe the potential market position and image of your business.

2. Identify potential short and medium term goals for your business.

3. Describe how you intend your business to oper-ate on a continuing basis.

A workshop on what a business plan is made up of

Sections of the business plan are dedicated to participants within the team to focus on. They will devise their mission state-ments, strategy and design their company logo

Discuss operations plan – health and safety, equipment and tools they will need, hiring out and purchasing.

Participants work together to produce a plan which shows how the different parts of your business will work and how targets might be met.

8 Fundraising

Learner Aims:

1. Identify how you intend to fund your business.

2. To raise enough money (information costed in the business plan) to plough back into the business and put towards getting their product to market

Scenario 1: Selling items made from resources bought from £10 challenge and selling items (even unwanted items) on eBay etc.

Scenario 2: Selling items at a market stall in London i.e. Greenwich, Camden, Barking (local venue)

Scenario 3: Fundraising event organised by participants i.e. talent show, dinner & dance, football tournament

Lead generation, organising meetings

The sales team then sell the advertising space and try to get sponsorship from local business using the rate cards they have received from creative team

9 Finance: Basic Business Accounts

Learner Aims:

1. Describe how to prepare and make use of basic cash flow statements.

2. Identify different methods of monitoring cash flow and what financial information may be needed to undertake the monitoring.

3. Identify what income and spending will be needed for your business in at least a twelve month pe-riod.

4. Identify when cash should flow into and out of your business during a twelve month period.

5. Estimate what money should be available at dif-ferent times in the twelve month period.

The group learn how to produce a cash flow forecast and profit and loss forecast.

ActivityParticipants are split into pairs and are given a hypothetical sce-nario with some facts and figures which they use to input figures into the cash flow forecast model. The participants then have to respond to a set of questions through looking at their cash flow

As a group participants brainstorm all the expenses for their business and then functional teams are allocated sections of cash flow that are related to their function they come up with correct assumption of expenditure over 12 months and give this to the finance team with justified assumptions. Finance team put together the cash flow forecast. (Participants may need to go out and speak to local business owners to see how much they pay for their business insurance) Participants then set financial targets for profit and for spending for the next 3 years.

10 Creative Team Designing company logo

Planning the radio advert for the session

Designing advertising material



10 IT & CREATIVE TEAM: Website Development Using the revolutionary, easy to use Mr Site website design software in which participants can make a website themselves quickly and effectively.

Participants will also be setup on their work email addresses which they can access via internet if they don’t have a computer at home

What happens after Session 10?

The entrepreneurs continue to make and sell their product and consultancy advice will be provided through The Small Business Consultancy in return for 5% of first year’s annual turnover. The group in effect become consul-tancy clients. This will further ensure our vested interest and commitment in supporting the entrepreneurs and their business to be as profitable as possible. Our high profile board of directors will provide opportunities and platforms for the entrepreneurs to sell and further market their product/service. We will also support them in administration such as filing Memorandum and Articles of Association to register their business if required and will ensure that all directors have a legal contract between one another as partners of the business they have created.







For further information please contact:

Amar Lodhia, FRSA

Managing Director


[email protected]

+44 (0) 7777 6666 08

The Small Business Consultancy | Company Number 07149586 | Registered Community Interest

Company in England & Wales and regulated by the CIC Regulator.

The Small Business Consultancy 45, The Maltings, Maltings Close London, E3 3TB T 020 7538 0550

[email protected]








Documents

Project Proposal for E=MC · The Small Business Consultancy About Us The Small Business Consultancy is a registered community interest company and social enterprise that was established