Professional Documents
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Gentrep ST 2022
Gentrep ST 2022
ENTREPRENEURIAL MIND
GENTREP
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Being an entrepreneur is a mindset. You have to see things as
opportunities all the time.
Soledad O’Brien
COURSE INTRODUCTION
We live in the entrepreneurial age, an age that has evolved from and will be as
important as the industrial age and the information age before it. In these preceding
ages, humans have learned the importance of using the sciences and information in our
pursuit of satisfying our individual and collective needs. The entrepreneurial age is not
meant to replace them, but to extend them as our human society marches on, as it
continues to evolve.
In the industrial age, humans have learned to organize ourselves as we learned the
value of harmoniously working together and of contributing whatever each one is best at
in our collective effort to achieve our common aspirations. And even then, organizations
thrived through entrepreneurial efforts manifested by the innovative, change-adept and
risk-taking minds that led and comprised them. It is through these mind sets, these ways of
thinking and of living that organizations provide solutions to the various crucial
environmental and societal problems that we face. As organizations respond to the call for
innovation, jobs are created, societal problems are solved, the world is transformed and
the entrepreneurial individuals, organizations and societies profit.
As the governments in highly progressive countries have long realized, the Philippine
government has also seen the need to develop entrepreneurial mind set in young Filipinos,
which led to the approval of the Youth Entrepreneurship Act in 2015. Following this initiative,
the Department of Education (DepEd) and the Commission on Higher Education (CHEd)
have endorsed the inclusion of Entrepreneurship in Senior High School education and of
The Entrepreneurial Mind as a general course offering in tertiary education, respectively.
Hopefully, through these actions, students may come to develop the entrepreneurial mind
set and to adopt the perspectives of entrepreneurship and apply it in their chosen field of
discipline and profession.
Through this course, GENTREP, you learners are expected to transform your mind set
into an entrepreneurial mind set. This does not mean to change your chosen program into
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the BS Entrepreneurship program, but for you to become entrepreneurial. This course aims
to introduce to you the two concepts of being entrepreneurial – an entrepreneurial: one
who is an undertaker, that is, one who organizes resources for productive outputs by
establishing his or her own enterprise; and an entrepreneurial: one who has a growth-
oriented, independent, goal-oriented, risk-managing, resilient, opportunity-recognizing,
and designing mind. Entrepreneurial: this is what we envision our GENTREP learners to
become – imbued with the Christian Spirit, competent, creative and socially involved
entrepreneurial Louisians of any and all disciplines – who will be part of a vast army of
innovative game changers, who will introduce transformative solutions to problems in their
respective disciplines, as we altogether do our best to address our societal and
environmental concerns.
This module serves as a reference to ensure that you will be guided on the course
activities, intended learning outcomes, and course requirements.
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1. Understand the theories on Engage: reflect on your role in socio-
economic development economic development; probe
2. Deduce the impact of presence of MSMEs.
ungraded
entrepreneurship in socio-economic
development Evaluate:
Relationship mind map (group).
Unit 2 Government support to MSME’s in the
Due: June 27, 2022. 50 pts.
Philippines
1. Classify the MSMEs in the Philippines
2. Advance search the impact of
MSMEs in context of employment
3. Understand that the government
empower the MSMEs through the
different government agencies’
assistance programs and policies
Module 3 JOURNEY TO ENTREPRENEURIAL DEVELOPMENT
Unit 1 Personal entrepreneurial competencies
1. Validate their entrepreneurial Engage: Know the level of their
competencies personal entrepreneurial
2. Develop the personal competencies; assess thy
entrepreneurial competencies entrepreneurial mind
Unit 2 Entrepreneurial mindset ungraded
Evaluate: The categories of
1. Understand the concept of entrepreneurship, PEC and Mindset.
entrepreneurial mind (group) Due July 1, 2022. 70pts
2. Develop the entrepreneurial mind
Unit 3 Entrepreneurial Organization
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evaluation in the area of your
specialization.
2. Understand the role of opportunity
seeking competency and
opportunity recognizing mindset in
business ideation
3. Use the approaches in identifying
business opportunities
Module 5 SOLUTION DISCOVERY
EXAM DATES
Midterm EXAMINATION July 4-5, 2022
FINAL EXAMINATION July 23-25, 2022
No classes:
THE ENTREPRENEURIAL JOURNEY
In life, before you commence to any journey, you assess if that journey is right for you.
That is the purpose of the first stage in this entrepreneurial journey. You examine yourself if
you do have the passion and interest in pursuing your entrepreneurial activities. When you
start to measure up yourself and ask “how entrepreneurial am I?” your entrepreneurial
journey has begun. The outstanding entrepreneur has to have the passion in what he is
doing. Having no passion in what you are doing will guarantee failure. Interest dictates
commitment. Starting a new enterprise entails total commitment in order to stay in the
journey. Without commitment, eventually you decide to divorce yourself from the journey.
One has to love what he is doing, to be passionate about it, in order to succeed in it.
Once you know that you have the entrepreneurial passion, examine if you have the
skills needed to become a superb entrepreneur. Do you have what it takes to be an
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entrepreneur? Do you have the right stuff to be an outstanding entrepreneur– the mindset,
the attitudes, the competencies? Can you perform the roles and tasks of an entrepreneur?
Do you think and behave like one? These are some of the questions that you should consider
during your entrepreneurial assessment. As you will see, answering ‘no’ to these questions
does not mean that you should not be an entrepreneur or cannot be entrepreneurial; it only
means that you are not yet one, but can become one as you develop through this course.
This stage is the core of Module 1, Module 2 and Module 3 of this course.
The fourth stage is the business model discovery where the business opportunity is
turned into business reality by planning, organizing, staffing, leading and controlling its
resources and performance. Likewise, this is the implementation stage.
The last stage is the growth discovery which is the stage where strategies are
develop to keep the business going and to derive the most benefit from.
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Self-discovery
Growth Problem
discovery discovery
Moreover, this module will allow you to revisit the core values of Saint Louis University
and align them to your personal values which eventually be aligned to your personal and
professional vision. Your values such as competence, creativity, Christian spirit, social
involvement, passion, and commitment are what our society needs. These are the
groundwork of any organization’s success. Hence, this module 1 will take you to the
discovery of your values.
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Learning outcomes:
At the end of module I, you should have achieved the following topic learning outcomes:
1. Relate the significance of SLU’s core values in entrepreneurial undertakings
2. Understand the depth knowledge of entrepreneurship and analyze its relevance to
your field of discipline.
3. Classify the various forms of entrepreneurship
The topics to be tackled in order to realize the topic learning outcomes are the following:
1. Personal values discovery
2. Understanding entrepreneurship
• Why entrepreneurship education?
• Evolution of entrepreneurship
• Definition of entrepreneurship
• Myths of entrepreneurship
• Entrepreneurial schools of thought
3. Categories of entrepreneurship
ENGAGE ACTIVITY
PERSONAL VALUE DISCOVERY: Think of your ten values, including your four Louisian values,
that are significant in your decision making and rank them as to importance. Write them in
the boxes provided. Due: June 16, 2022. 20 points
1 2 3 4 5
6 7 8 9 10
2. Of the ten, which is the most important for your decision making? Elucidate your
reasoning in not more than 150 words.
“Your vision will become clear only when you can look into your own
heart. Who looks outside, dreams; who looks inside, awakes”. Carl Jung
What does Carl Jung mean with this? Living without perusing what is in your heart is
just like living in a dream—somebody else’s dream. To be awake is to look inside your heart.
When you look inside your heart, you will discover a lot about yourself—who you are, what
you want, what you believe in. Hence, when you look inside your heart, your vision
becomes clear.
So, do you look inside or do you look outside your heart? Let us have a simple test if
you look inside or outside your heart with this question. Whose decision it is for you to enroll
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in your program/major? Was it your own decision or other’s decision. If it was your decision,
why did you enroll your program? If other’s choice, why?
If your program is somebody else’s choice, then you were looking outside, thus, you
were living in a dream—somebody else’s dream. If it was your choice, then you were
looking inside—living awake to chase your vision.
Why having a vision significant? Vision gives you direction. Having a clear vision is
following the journey you set for yourself, not the path your parents, family, friends, or the
society would want you to follow.
You make big decisions on your own. Having a vision will direct you to a sound,
intelligent decision to take.
Personal values. Personal values are foundation of your vision. These values
describe your core as a person. Moreover, values give you clarity and help you build up
your self-awareness. Your highest values will serve as guide in creating better decisions and
results leading to a more balanced life. This explains the engage activity. Thus, when
making important decisions in life, check if decisions are aligned to your core values.
Thus, find time for your personal values discovery. Know not only by your head, but
more with your heart. Whether you start an enterprise or be an employee, remember that
your decision-making will always impact people, environment and the next generation.
Hence, it is critical that you always think of the values you deem are most important. These
values become core of your company.
As you are the one who decides your own life, reflect on yourself and find what you
love to do. In your reflection, find how can you contribute to this world. Contribute in this
world through your values, passion, and vision. You can find “life meaning” from this.
When you have discovered your values, which are your standards for your decision
making, you need to find partners who are in agreement on your decision making
standards (values). Someone who shares same values with you can be a great partner.
Thus, when you create for your team in your entrepreneurial project look for people whom
you share same values.
In the same vein, your personal values, vision, mission and goals are foundation for
your company vision and mission.
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“We envision Saint Louis University as an excellent missionary and transformative
educational institution zealous in developing human resources imbued with the Christian
Spirit and who are creative, competent and socially involved.”
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Topic 2: Understanding Entrepreneurship
This topic introduces you to the world of entrepreneurship. It commences with an
understanding of the need to learn entrepreneurship.
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Why Entrepreneurship Education
Republic Act No 10679
Because universities focus on traditional programs, the Philippine government
approved the Youth Entrepreneurship Act in 2015 to promote the sustained
development of young Filipinos in the areas of finance and entrepreneurship. Through
this Act, the government intends to change the mindset of Filipinos – from wanting to
be employees to being business owners. Initiatives under this law include standardizing
the current programs of schools on entrepreneurship and financial literacy, providing
government assistance and training programs to students, developing mentoring and
coaching programs for young entrepreneurs, and setting up incubation laboratories
and creative spaces in schools.
Entrepreneurial Louisians
As emphasized in the introduction of this course, this entrepreneurship course is for you
learners to ignite your entrepreneurial spirit and to be innovators in your chosen career
path and thus, able to introduce changes in your field of discipline – changes that
transform the world for the better.
It has been observed that in the past, students’ creativity are wasted. How? Learners’
creative outputs are dumped in the storage rooms. With entrepreneurship education,
learners may be able to see the opportune use of their creative outputs and turn
them into reality.
Evolution of entrepreneurship
The word Entrepreneur is derived from the French entreprendre, meaning “to
undertake.” It was a term coined by Richard Cantillon, a French economist.
a. The entrepreneur is one who undertakes to organize, manage, and assume the
risks of a business.
b. Although no single definition of entrepreneur exists and no one profile can
represent today’s entrepreneur, research is providing an increasingly sharper
focus on the subject.
Definition of entrepreneurship
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Ø Entrepreneurship is a mindset. It is not only about the creation of a business, but rather it
involves seeking opportunities, taking risks beyond security and having the tenacity to
push an idea through to reality.
Ø In the book of Kuratko, an integrated definition states that entrepreneurship is a
dynamic process of vision, change, and creation.
Ø Essential components of entrepreneurship include the following:
• The willingness to take calculated risks—in terms of time, equity, or career.
• The ability to formulate an effective venture team; the creative skill to marshal
needed resources.
• The fundamental skills of building a solid business plan.
• The vision to recognize opportunity where others see chaos, contradiction, and
confusion.
Myths of entrepreneurship
To have a good grasp of entrepreneurship, we need to dispel misconceptions that were
created due to lack of research in the past.
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their enormous contributions. Today, entrepreneurs are considered as heroes –
socially, economically and academically.
Macro View. The macro view of entrepreneurship includes external factors that are
beyond the control of the entrepreneur, but could affect him/her.
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• Based on the capital-seeking process — the search for seed and growth capital.
Availability of funds needed for potential business venture may influence one to
be an entrepreneur.
Micro View. The micro view of entrepreneurship examines the factors that are specific
to entrepreneurship.
KEY POINTS:
Entrepreneurship is a MINDSET.
It is about CHANGE and DEVELOPMENT.
It is about CONSTRUCTION and VALUE CREATION.
It is about INNOVATION and CREATIVITY
It embraces RISK and UNCERTAINTY
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Entrepreneurship comes in different forms. It may be corporate entrepreneurship
(intrapreneurship), technopreneurship, ecopreneurship and/or social entrepreneurship, to
name a few. An understanding of these variations of entrepreneurship will help you decide
which one to become – will you be a corporate entrepreneur? a technopreneur? an
ecopreneur? or a social entrepreneur?
A. Corporate entrepreneurship
B. Technopreneurship
This involves doing business with the use of technology in transforming ideas into
products; use of new technology in the enhancement of the existing operations. It is
said that the first use of term technopreneur was in 1987.
For example, it is the aim of SLU’s School of the Engineering and Architecture (SEA) to
produce learners who will be technopreneur engineers and architects.
C. Ecopreneurship
An ecopreneur is an entrepreneur whose business efforts are not only driven by profit,
but also by a concern for the environment (Schuyler, 1998).
D. Social entrepreneurship
This is a new form of entrepreneurship, which focuses on solving social problems through
innovation and risk taking; venturing into business in pursuit of a social mission. This is
different from the concept of corporate social responsibility. Characteristics of Social
Entrepreneurs as Change Agents are:
• Adoption of a mission to create and sustain social value (beyond personal value)
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• Recognition and relentless pursuit of opportunities for social value
• Engagement in continuous innovation and learning
• Action beyond the limited resources at hand
• Heightened sense of accountability
These four varieties of entrepreneurship that were introduced here are applicable both to
BS Entrepreneurship and non-BS Entrepreneurship learners. You can also be an
intrapreneur, technopreneur, ecopreneur and social entrepreneur all at the same time.
ACTIVITIES
2.Explain how developing each of the SLU core values in your life is compatible with learning
how to think and act like an entrepreneur. 7 to 10 sentences. (10 pts)
Short bond paper; 1-inch all borders; Arial 12. maximum: 2 pages.
References
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Small Enterprise and Research Development Foundation and UPISSI. (2013). Windows to
Entrepreneurship A teaching Guide. Manila, 2013.
Pontifical Council for Justice and Peace (2012). Vocation of the Business Leader: A
Reflection
Learning outcomes:
The topics in unit 1 will enable you to:
ENGAGE ACTIVITY
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General theories on economic development
Law of nature
-economic development is a natural thing so it is expected to happen in any society
Racial heritage
-economic development is brought by the racial characteristics. Racial characteristics
affect the energy of people; they tend to be more energetic with their shared
characteristics.
Climatic condition
-extreme climate affect the energy of the people; they tend to be lazy when climate is
too cold or too hot.
Cultural diffusion
-diffusion of two societies will lead to economic development. If a developed society
helps a less develop society this process will bring development to the less developed
society.
Principle of invisible hand
-a concept introduced by Adam Smith, the father of economics.
Economic theories
Population changes
Economic development is influenced by population. Population growth leads to
increase in production (supply) and increase in consumption (demand). The effect can
either be economic development or economic stagnation.
When population increases then demand and supply also increases. This means that
greater production and employment would follow. However, an increase in population
results to scarcity of resources that can lead to economic stagnation.
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jobs are created. This means that more people have sources of income. Hence income
is distributed. So people will use their income to buy goods and services. This then
improves the circulation of money.
Learning outcomes:
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It is expected that the government through, laws, policies, regulations and procedures,
create an environment favorable for entrepreneurship growth.
ACTIVITY
EVALUATE ACTIVITY: 50pts; Due: June 27, 2022: criteria: Content/focus- 20; creativity- 20; timeliness-10
References:
Diaz, P., Fajardo, H., (2015). Entrepreneurship Study and Practice. Small Enterprise and
Research Development Foundation, Manila.
Small Enterprise and Research Development Foundation and UPISSI. (2007). Introduction
to Entrepreneurship. Revised edition, Manila 2007.
Small Enterprise and Research Development Foundation and UPISSI. (2013). Windows to
Entrepreneurship A teaching Guide. Manila, 2013.
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MODULE 3: Journey to Entrepreneurial Development
Development of your entrepreneurial mindset is the ultimate purpose of this GENTREP
course. Process of entrepreneurial mindset development commence from your “personal
discovery” which was covered in module 1.
Hence, in this module, you will assess your personal entrepreneurial competencies
and reflect on how you will be able to develop them. Similarly, you will assess your
independent mind, growth-oriented mind, goal oriented and effectuating mind, risk
managing mind, resilient mind, opportunity recognizing mind and your design mind.
Learning outcomes:
At the end of Unit 1, you should be able to achieve the following topic learning outcomes:
1. Validate your entrepreneurial competencies
2. Develop your personal entrepreneurial competencies
ENGAGE ACTIVITY
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4 – usually
3 – sometimes
2 – rarely
1 – never
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37. I’m never entirely happy with the way in which things are done; I always think there
must be a better way.
38. I do things that are risky.
39. I have a very clear plan for my life.
40. When working on a project for someone, I ask many questions to be sure I understand
what the person wants.
41. I deal with problems as they arise rather than spend time anticipating them.
42. in order to reach my goals, I think of solutions that benefit everyone involved in the
problem.
43. I do very good work.
44. There have been occasions when I took advantage of someone.
45. I try things that are very new and different from what I have done before.
46. I try several ways to overcome things that get in the ways to my goals.
47. My family and personal life are more important to me than work deadlines I set for
myself.
48. I do not find ways to complete tasks faster at work and at home.
49. I do things that others consider risky.
50. I am so concerned about meeting my weekly goals as I am for my yearly goals.
51. I go to several different sources for information to help with tasks or projects.
52. If one approach to a problem does not work, I think of another approach.
53. I am able to get people who have strong opinions or ideas to change their minds.
54. I stick with my decisions even if others disagree strongly with me.
55. When I don’t know something, I don’t mind admitting it.
____ + ____ + ____ + _____ - _____ + 6__ =_________ DEMAND FOR EFFICIENCY AND
4 15 26 37 48 QUALITY
____ + _____ + ____ - ______ + ____ + 6__ =________ SYSTEMATIC PLANNING AND
8 19 30 41 52 MONITORING
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____ - _____ + _____ + _____ + ____ + 6__ = _______ PERSUASION AND NETWORKING
9 20 31 42 53
Instructions
1. The correction factor (the total of items 11, 22, 33, 44, and 55) is used to determine
whether or not a person tries a very favorable image of himself. If the total score on this
factor is 20 or greater, then the total score on the ten PECs must be corrected to provide a
more accurate assessment of the strengths of the PEC score for that individual.
Interpretation:
The highest score per PEC is 25. The nearer you are to 25, the stronger you are in that PEC item;
the closer you are to zero, the weaker you are in that PEC item.
Below the average score of 12.5 means a challenge to improve that PEC item.
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However, I want you to look into your highest and lowest scores to interpret. Your highest score will
be your most strong competency and your lowest will be your most weak competency.
These are key personal entrepreneurial competencies that can determine successful
from unsuccessful entrepreneurs and potential entrepreneurs. These were identified
through an intensive research by Management Systems International (MSI) and McBer
Team. The 10 are grouped into 3 clusters; the achievement cluster, the planning cluster
and the power cluster.
A. ACHIEVEMENT CLUSTER
• Opportunity-seeking. Entrepreneurs seek opportunities and take the initiative to
transform them into business situations.
• Persistence. When most people tend to abandon an activity, successful
entrepreneurs stick with it.
• Commitment to work contract. Entrepreneurs keep their promises, no matter how
great the personal sacrifice.
• Demand for efficiency and quality. Entrepreneurs try to do something better, faster
or cheaper.
• Taking calculated risks. Taking calculated risks is one of the primary concepts in
entrepreneurship.
B. PLANNING CLUSTER
• Goal setting. This is the most important competency because none of the rest will
function without it. Entrepreneurs set goals and objectives which are meaningful
and challenging.
• Information seeking. Entrepreneurs gather information about their clients, suppliers,
technology and opportunities.
• Systematic planning and monitoring. Systematic behavior means acting in a logical
way. Planning is deciding what to do. Monitoring means checking.
C. POWER CLUSTER
• Persuasion and networking. Entrepreneurs influence other people to follow them or
do something for them.
• Self-confidence. Entrepreneurs have a quiet self-assurance in their capability or
potential to do something.
(source: https://empretec.unctad.org/?page_id=30)
The topics here will enlighten you on what is entrepreneurial mind and the different
attributes that you need to develop in order to cultivate your entrepreneurial mindset.
Learning outcomes:
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1. Understand the concept of entrepreneurial mind
2. Develop your entrepreneurial mind
ENGAGE ACTIVITY
Activity 1: How Independent Thinking Are You?
https://www.docpotter.com/thifor-test.html
Openness
__1. I listen.
__2. I consider several points of view.
__3. I accept partial answers.
__4. I seek alternative explanations
__5. I define the core issues.
__6. I am alert for bias.
__7. I resist emotional appeals.
__8. I examine the evidence.
Independence
__9. I clarify my viewpoint.
__10. I rely on my own judgment.
__11. I trust my instincts.
__12. I weigh expert’s advice before accepting it.
Values
__13. I live by a personal moral code.
__14. I consider what really matters to me.
__15. I tell the truth.
__16.I do what I say I will do.
Responsibility
__17. I am constantly improving myself.
__18. I don’t make excuses when I act badly.
__19. I examine my motivation.
__20. I weigh consequences.
Assertiveness
__21. I say what I think.
__22. I question what I see and hear.
__23. I take divergent positions.
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__24. I speak up when someone is inappropriate.
Religious Openness
__25. I respect others’ religious beliefs.
__26. I interpret religious edicts for myself.
__27. I explore religious views different from mine.
__28. I question the views of my religion
Questioning Authority
__29. I follow my conscience.
__30. I speak up when people in authority do wrong.
__31. I do what makes sense, not just obey laws.
__32. I am skeptical of what people in authority say.
Interpretation
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2. Your intelligence is something about
you that you can’t change very
much.
3. No matter who you are, you can
significantly change your
intelligence level
4. To be honest, you can’t really
change how intelligent you are
5. You can always substantially
change how intelligent you are
6. You can learn new things, but you
can’t really change your basic
intelligence
7. No matter how much intelligence
you have, you can always change
it quite a bit.
8. You can change even your basic
level considerably.
9. You have certain amount of talent,
and you can’t really do much to
change it.
10. Your talent in an area is something
about you that you can’t change
very much.
11. No matter who you are, you can
significantly change your level of
talent.
12. To be honest, you can’t really
change how much talent you have.
13. You can always substantially
change how much talent you have.
14. You can learn new things, but you
can’t really change your basic level
of talent.
15. No matter how much talent you
have, you can always change it
quite a bit
16. You can change even your basic
level of talent considerably.
Scoring and Interpretation
1. Reverse score items 1, 2, 4, 6, 9, 10, 12, and 14. That is, if your response to any of these
items is
1, change it to 6; 4, change it to 3;
2, change it to 5; 5, change it to 2;
3, change it to 4; 6, change it to 1.
2. Take the average of your responses to all 16 items.
3. If your average score is ≤ 3, you have a growth mindset; if your average score is > 3, you
have a fixed mindset.
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Directions: Read each statement below and then check the corresponding box that shows
how much you agree with each statement. There are no right or wrong answers.
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14. I write down beforehand what I
need to get done for the day.
15. I am aware that I may not be
able to achieve my goal on the
first attempt, so I prepare an
alternative or a backup plan,
just in case.
16. I constantly review my progress
and actively monitor my results
as I pursue my goals.
17. When I encounter a hindrance
or difficulty, I tend to be
discouraged and to lose the
desire to pursue my goals.
18. Even if the situation gets tough, I
will not abandon the goals that
I’ve set.
1. Reverse score items 6, 11, and 17. That is, if your response to any of these items is
1, change it to 6;
2, change it to 5;
3, change it to 4;
4, change it to 3;
5, change it to 2;
6, change it to 1.
2. Take the average of your responses to all 18 items.
3. If your average score is ≤ 3, you have a goal-oriented and effectuating mindset; if
your average score is > 3, you need to exert more effort to develop this mindset.
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Strongly Disagre Neither Agree Strongly
disagree e agree nor agree
1 Disagree 4 5
2 3
1. When given a new task, I'm
confident that I'll succeed.
2. When one attempt fails, I learn
from it and change my
approach next time.
3. When a task doesn't go to plan,
it affects my self-belief.
4. I have few people at school
who I can speak to about issues
in our academics.
5. When I encounter a difficulty, I
lose sight of my goal quickly.
6. Sometimes I question my
commitment to my course.
7. I have strategies in place for
dealing with stress.
8. I find it easy to ask my
classmates and friends for help.
9. I feel positive about the future.
10. I worry about issues that I have
no control over.
11. Asking for assistance reveals
weakness.
12. When there is fundamental
change, I struggle to come
around to new ways of
thinking.
13. I have strong goals that are
clear in my mind.
14. I am able to discuss my
academics and its challenges
with people outside of school,
such as family members and
close friends.
15. I am more likely to say "yes"
than "no."
16. Failures are hard to forget and
successes are hard to
remember.
Interpretation:
16-37 - you have little resilient mind
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38-59 -you are easily defeated but plenty of room for improvement
60-80 -congratulations, you are a resilient team member.
What is mindset
• Mindset is a mental attitude or inclination (Merriam-Webster)
• Mindset is the sum of your knowledge-beliefs and thoughts about the world and
yourself. (Thum, 2012)
• Mindsets can be shaped by an intentional awareness but are also driven by our
experiences. A mindset is a habit that requires practice (Bosman & Fernhaber, 2018)
What is entrepreneurial
• Undertaker- Richard Cantillon
• Creates value- Jean Baptiste Say
• Change agent/creative destruction- Joseph Schumpeter
• Resourcefulness and uncertainty- Howard Stevenson
• Opportunity-Peter Drucker
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McGrath and MacMillan’s 5 characteristics of entrepreneurial mindset
(Bosman & Fernhaber, 2018)
1. They passionately seek new opportunities
2. They pursue opportunities with enormous discipline
3. They pursue only the very best opportunities and avoid exhausting themselves and
their organizations by chasing after every option.
4. They focus on execution-specifically, adaptive execution.
5. They engage the energies of everyone in their domain.
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•Considers not just the potential benefits and returns of an opportunity, but also its
costs and risks before pursuing it
• Considers the long-term viability of an opportunity by looking beyond the immediate
situation and considering the future carefully
• Is willing to pursue a desired goal even when the probability of succeeding is low, as
long as the relative value (return less risk; opportunity for learning) is favorable
• Includes the overcoming, or at least the mitigation, of risks in pursuing goals
The Entrepreneur’s Confrontation with Risk
• Financial risk versus profit (return) motive varies in entrepreneurs’ desire for wealth.
• Career risk—loss of employment security
• Family and social risk—competing commitments of work and family
• Psychic risk—psychological impact of failure on the well-being of entrepreneurs
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individuals have possessed the competencies and mindset of an entrepreneur, they
become drivers for organizations to be entrepreneurial.
Learning outcomes:
• Strategy- making practices that firms use to identify and launch entrepreneurial
ventures.
• Represents a frame of mind and a perspective toward entrepreneurship that is
reflected in a firm’s ongoing processes and culture.
• An entrepreneurial orientation involves:
- Strategy making practices used to identify & launch new ventures
- A unique frame of mind
- A perspective toward entrepreneurship
- Reflected in a firm’s ongoing processes
- Reflected in the corporate culture
- That permeates decision-making styles & practices of the firm’s members
Entrepreneurial Orientation
12-51
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Problems can include:
§ Duplication of effort
§ Wasting of resources
Innovativeness refers to a firm’s efforts to find new opportunities & novel solutions, and can
be promoted by:
§ Fostering creativity & experimentation
§ Investing in new technology, R&D, & continuous improvement
Problems can include:
§ Waste of resources if no results
§ Competitors may copy it more profitably
§ The investment may not pay off
Proactiveness refers to a firm’s efforts to seize new opportunities, and can be promoted by:
• Introducing new products or technological capabilities ahead of the competition
• Continuously seeking out new product or service offerings
Competitive aggressiveness refers to a firm’s efforts to outperform its industry rivals, & can
be promoted by:
§ Entering markets with drastically lower prices
§ Finding successful business models & copying them
Risk taking refers to a firm’s willingness to act boldly without knowing the consequences,
and can be promoted by:
§ Researching & assessing risk factors, including business, financial & personal risk, to
minimize uncertainty
§ Using techniques that have worked in other domains
ACTIVITIES
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Explain activity
Read: https://scottjeffrey.com/change-your-fixed-mindset/
Elaborate Activity:
visit:
https://www.youtube.com/watch?v=2zrtHt3bBmQ
https://www.youtube.com/watch?v=EoWLgWCcpWo
https://www.youtube.com/watch?v=OFKVoCuwl2s
https://www.youtube.com/watch?v=HWr2gE5IlPc
https://www.youtube.com/watch?v=BXyN0XSTaMg
The focus of your discovery is to help people and society—emphasis is to search for
opportunities that solve problems in the society which are aligned to your specific
program.
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ENGAGE ACTIVITY
Create your personal flag. In a bond paper, create a quadrant. In each box, write your
answers to the following:.. ungraded
C. What you can give to other people D. How can you turn your weaknesses
(at least 5) into achievements
(at least 5)
Environmental scanning
• An analysis and evaluation process that businesses use to understand their current
environment
• The aim is to identify trends, gaps, events, developments, and issues that will impact the
businesses.
• An analysis and evaluation process that businesses use to understand their current
environment
• The aim is to identify trends, gaps, events, developments, and issues that will impact the
businesses.
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Macro Environment
Political
Legal
External Economic
Environment
Socio-cultural
Analysis
Technological
(opportunities
and threats)
(Porter’s 5 forces Micro Environment
model) The customers
The suppliers
Environmental
Scan The competitors
The society
Plans
Internal Policies
Environment Human Resources
Analysis
Financial Resources
Organizational Culture
(strengths and Machineries
weaknesses )
Business environment
This consists of the internal and external factors that affect how the company functions
including, but not limited to, the customers, management, supply and demand, and
business regulations. These are beyond the control of the business and they affect the
functioning of a business enterprise.
Micro environment
• Refers to the environment which is in direct contact with the business organization and
can affect the business straight away.
• Is a collection of forces that are close to the firm and these forces are very particular to
the firm.
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§ Wholesalers, distributors and retailers that make a link between the firm and its
customers.
• Customers
§ Are the ones who purchase the firm’s goods and services for their own consumption
• Firm
§ Includes shareholders, Investors, employees and board of directors
• Political Environment
• Centers on the role of the governments in shaping business
• Tax policies, changes in trade restrictions and tariffs
• Stability of the government and immigration policy
• Economic Environment
• Centers on economic conditions
• Interest rates, inflation rates, gross domestic products, unemployment rates, levels of
disposable income, and the general growth or decline of the economy
• Social Environment
§ Consists of the customs and traditions of the society
§ Includes the following:
• Standard of living
• Taste
• Preferences
• Education level of people
• Technological Environment
• Changes taking place in the method of production
• New equipment and machineries to improve the quality of product
• Physical/Natural Environment
• Physical conditions within which the organization operates.
• Includes the following factors:
§ Natural disasters
§ Pollution level
§ Weather pattern
• Legal Environment
o Centers on how the law influence the business activity
o Includes the following factors;
§ Employment laws
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§ Health and safety regulations
§ Discrimination laws
§ Anti-trust laws
The SWOT analysis will be used to assess your macro environment and your internal
environment. Thus, you will able to identify the strengths and weaknesses which are found
within the organization; and opportunities and threats that are present in the external
environment. The Porter’s 5 forces model is a tool used to assess your micro or competitive
environment.
SWOT Analysis
• Is a useful technique for understanding your Strengths and Weaknesses, and for
identifying both the Opportunities open to you and the Threats you are faced with.
• The SWOT Analysis is sometimes called Internal-External Analysis
• Helps you to craft a strategy that distinguishes you from your competitors
• When carrying out your SWOT Analysis, be realistic and rigorous.
Topics here will introduce you to the generation of business opportunities from
scanning the environment and then screening these ideas generated to be able to select
the idea that can be turned into business opportunities.
Learning outcomes:
Key factors that will influence your business ideation process are your opportunity
seeking competency and opportunity recognizing mindset. With these competencies and
mind, you can easily recognize opportunities around you. Hence, the need to acquire
them. In the future, you can easily recognize employment and project opportunities.
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Looking back at the personal entrepreneurial competencies, opportunity-seeking
competency drives you to:
• look for things that you need to be done.
• do things that need to be done before being asked by others.
• like challenges and new opportunities.
• prefer activities that you know well and with which you are comfortable.
• try things that are very new and different from what you have done before.
“Great ideas are everywhere, hiding in plain sight. You just need to know where to
find them and mine them!” Stephen Key
OPPORTUNITY IDENTIFICATION
Internal Environment- scanning your internal environment to search for business ideas. As
the enterprise is not yet existing, the internal environment that you will scan will be yourself.
So, identify ideas from your passion, skills, talents and hobbies. Business ideas may sprout
within you.
External Environment. Identify business ideas through an analysis of the current situation in
the external environment. This is the primary reason why you internalize the different
business environment. Approaches to business opportunity identification through study of
the external environment are:
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It’s important to be aware of changes and trends in these areas. Examples of
business ideas from observation of trends are as follows:
2. Solving Problems
• Sometimes, identifying opportunities simply involves noticing a problem and
finding a way to solve it.
• These problems can be pinpointed by observing what’s lacking that causes
people to suffer or be inconvenienced; sometimes, this could be done
through more simple means, such as intuition, serendipity, or change.
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3. Finding Gaps
For example, in 2000, Tish Cirovolv realized there were no guitars on the market
made specifically for women. To fill this gap, she started Daisy Rock Guitars, a company
that makes guitars just for women.
During this Covid 19 crisis, there is a market need for PPEs. One of the companies
that fill the gap is Fila.
OPPORTUNITY EVALUATION
A critical element of opportunity recognition is assessing to what extent an opportunity is
viable in the marketplace. For an opportunity to be viable it must meet four criteria:
1. Attractive: There must be market demand for the product or service;
2. Achievable: It must be practical and physically possible;
3. Durable: It must be attractive long enough for the development and deployment
to be successful; and
4. Value-creating: It must add value to the market.
SWOT ANALYSIS
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In Unit 1 (module 4), SWOT analysis was discussed as a tool in scanning the
environment.
Swot analysis can also be used to screen business ideas in order to select the
opportunity. Once you derive the top 3 or top 5 ideas through the evaluation process,
screen them further using the swot analysis. Choose the idea that has positive factors
(strengths and opportunities) that can able to eliminate, overcome, minimize its
weaknesses and threats. Since the business is not yet existing, then use your strengths and
weaknesses related to the idea as the basis of evaluation.
The pandemic has brought a lot of changes to the way of life as well as in the
course of business. Moreover, it has created new challenges and trends in the area of
business ideation.
Dcode EFC analysis has presented a diagram of what business will and will not thrive
in Egypt during this pandemic as seen in the figure below. Though it is an analysis for Egypt,
it holds true in almost all economy. Those who are thinking of an entrepreneurial
undertaking may he guided by this data.
Most businesses affected tremendously by the pandemic crisis are those business that rely
on:
1. Physical gatherings.
2. Mobility of people
3. Non-essential needs
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• Consumer preferences to secure essential needs
• More health consciousness
• Online health consultation
Source: https://www.scb.co.th/en/personal-banking/stories/business-maker/business-
opportunity-after-covid.html
EVALUATE ACTIVITY
Group Activity: Due July 11, 2022
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Problem description Business idea Group of users/market
Description
(describe how will it
solve the problem;
1.
2.
3.
4.
5.
2. Based on the four criteria: attractive, achievable, durable and value creating, select
the best idea. Explain why you think the business idea is attractive, achievable,
durable, and value creating in not more than 200 words. 10 points
*note: develop the business idea for the final project. Your output here is what you will
work on in module 5, final requirement.
ENGAGE ACTIVITY
ACTIVITY 1:GROUP
Generate at least 2 new, creative, product ideas for each of the idle
resources indicated in the list. Product ideas include goods and
services.
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The key factor that influences your product ideation and development is your
design mindset.
Dynamic Mind
Engages Empathetic
in
Prototypin
Optimistic Human-centered
g
Visual
Embracin
g of
Failure
Comfortabl
e with
Open to Ambiguity
Taking
Risks Reflective Collaborative
DYNAMIC MIND
• Dynamic mindset is the ability to shift between inventive thinking, where new ideas
are generated, and analytical thinking, where ideas are tested to identify an
appropriate solution.
EMPATHETIC
• Empathy is the ability to see a situation from multiple perspectives such as the point
of view of clients, end users, and colleagues. These various perspectives allow
design thinkers to imagine solutions that meet the needs of the users.
HUMAN CENTERED
• Design thinkers put the human experience at the center of problem solving where
the lives of people, their challenges, and their ideas are closely and deeply
examined by engaging with people in their everyday environments.
VISUAL
• Visualizing has two components:
First, visual thinking speaks to a form of thinking that brings about new ideas;
Second, is bringing to life what was conceptualized in the mind.
COMFORTABLE WITH AMBIGUITY
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•Design thinkers must be comfortable with ambiguity (or not knowing) while at the
same time exploring information, generating ideas, and detecting patterns.
COLLABORATIVE
• Design thinkers engage with clients to understand what needs to be designed, with
end users to understand their perspectives, and with other stakeholders to
determine the context and existence of any constraints.
• In this way, design thinkers do not create solutions in isolation, but, rather, solutions
are co-created through engagement with others.
REFLECTIVE
• Reflection is described as learning through action where the design thinker proposes
a solution, creates an artifact that can be examined by others, and reflects upon
the perspectives provided by others to improve upon the solution.
OPEN TO TAKING RISKS
• There is a tendency to cling onto the status quo, which prevents the birth of new
ideas, but design thinkers are comfortable with questioning the status quo to seek
new opportunities.
• With this questioning the status quo also comes the ability to examine constraints to
understand why they exist and how they can be worked with.
EMBRACING OF FAILURE
• Design thinkers are not fearful that the ideas presented will not be received well or
completely miss the mark.
• DTs do not view failure as something to be avoided but rather as a needed part of
the problem solving process.
• DTs reflect on failure and use this information to move an idea into the next iteration.
OPTIMISTIC
• Design thinkers are committed to the pursuit of finding better alternatives. Therefore,
design thinkers approach a problem with an attitude that all problems have at least
one solution that will improve the situation from where it is currently.
ENGAGES IN PROTOTYPING
• Design thinkers view solution finding as an iterative process that requires refining and
combining ideas to arrive at a final solution.
• Design thinkers engage in prototyping to transform conceptualized ideas into
tangibles for the purpose of gathering feedback on how a solution will work in the
real world.
Creativity
• The generation of ideas that result in the improved efficiency or effectiveness of a
system.
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Entrepreneurial Creativity
• “At the very heart of capitalism… is the creative habit of enterprise. Enterprise is, in its
first moment, the inclination to notice, the habit of discerning, the tendency to
discover what other people don’t yet see. It is also the capacity to act on insight, so
as to bring into reality things not before seen. It is the ability to foresee both the
needs of others and the combinations of productive factors most adapted to
satisfying those needs. This habit of intellect constitutes an important source of
wealth in modern society.
Novak, M. (1996) Business as a Calling. The Free Press, New York. 120
1. “Naah.”
2. “Can’t” (said with a shake of the head and an air of finality).
3. “That’s the dumbest thing I’ve ever heard.”
4. “Yeah, but if you did that . . .” (poses an extreme or unlikely disaster case).
5. “We already tried that—years ago.”
6. “I don’t see anything wrong with the way we’re doing it now.”
7. “We’ve never done anything like that before.”
8. “We’ve got deadlines to meet—we don’t have time to consider that.”
9. “It’s not in the budget.”
10. “Where do you get these weird ideas?”
Source: Adapted from The Creative Process, ed. Angelo M. Biondi (Hadley, MA: The
Creative Education Foundation, 1986).
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Arenas in Which People are
Creative
Idea
Creativity
Spontaneous Material
Creativity Creativity
Types of
Inner Creativity Creativity Organization
Creativity
Event
Creativity Relationship
Creativity
Innovation:
• Is the process by which entrepreneurs convert opportunities into marketable ideas
• Is a combination of the vision to create a good idea and the perseverance and
dedication to remain with the concept through implementation.
• Is a key function in the entrepreneurial process.
• Is the specific function of entrepreneurship.
• It is an idea, practice or object that is perceived as new by an individual or other unit of
adoption.
• It is a use of new knowledge to offer a new product or service that customers want.
• Thus, it is Invention + Commercialization
• “Innovation is the search for and the discovery, development, improvement, adoption
and commercialization of new processes, new products and new organization
structures and procedures.”
© 2009 South-Western, a part of Cengage Learning. All rights reserved
WHAT IS AN INNOVATION?
It is an idea, practice or object that is perceived as new by an individual or other
unit of adoption.
It is a use of new knowledge to offer a new product or service that customers want.
Thus, it is Invention + Commercialization
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“Innovation is the search for and the discovery, developed, improvement, adoption
and commercialization of new processes, new products and new organization
structures and procedures.”
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TYPES OF INNOVATION (KURATKO)
Innovation in Action
Principles of Innovation
q Be action oriented.
q Make the product, process, or service simple and understandable.
q Make the product, process, or service customer-based.
q Start small.
q Aim high.
q Try/test/revise.
q Learn from failures
q Follow a milestone schedule.
q Reward heroic activity.
q Work, work, work.
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1989 by Elsevier Science Publishing Co., Inc. © 2009 South-Western, a part of
Cengage Learning. All rights reserved
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At the end of Unit 2 topics you will able to:
1. Understand the concept of product;
2. Understand the stages in the product development process;
3. Use the strategies in product concept generation; and
4. Create a viable and sustainable new or innovative product applicable in your field
of discipline.
WHAT IS A PRODUCT?
¢ Customers buy satisfaction
Product is the need-satisfying offering of a firm
¢ Product quality and customer needs
A product with more features or even better features is not a high-quality product if
the features are not what the target market wants or needs
¢ Goods, services, ideas, people, organizations, places, events
PRODUCT CLASSIFICATIONS
ã Business products
• Raw materials
• Accessory
• Components
• Supplies
• Professional service
PRODUCT ATTRIBUTES
• Features: dimensions, source ingredients, service, structures, esthetic characteristics,
manufacturing process, performance, components, materials, price and many
more
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• Benefits: Uses, savings, nonmaterial well-being, economic gains
• Function: how the products works
Levels of a product
Product planners need to think about products and services on four levels.
1. Core customer value, which addresses the question, What is the buyer really buying?
2. Actual product.
3. Augmented product, which is created around the core benefit and actual product
by offering additional consumer services and benefits.
4. Potential- the future augmented product
1. Strategic planning
2. Opportunity Identification and Project Selection
3. Concept generation
4. Concept evaluation
5. Technical Development
6. Commercialization
• Combination: Combine two or more existing products to come up with new product
idea. example: swiss knife; puto pao; umbrella and flashlight;
• Other Uses- introduce another use for an existing product. baking soda as facial; coffee
as body scrub;
• Magnify/Minify/Modify
§ Magnify: Magnify what is already in the market through adding ingredients, add
more value, strengthening, enlarging and thickening. Noodles with more vitamins
§ Minify: Product ideas that are in the market by making it smaller, reducing,
shortening, making faster, omit, lighten, and split up. Radio-MP4, iPod
§ Modify: Changing the color, the shape, the size, the scent. off lotion-off lotion with
scent; balloons into different shapes;
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• Reverse- reverse the process or sequence; use opposite; backward ideas. Example:
reversible underwear, reversible bags.
• Adapt: Make adjustable. Example- tumbler for hot and cold; transition eyeglasses;
smartphones -water resistant; shoes-slippers;
Source: https://www.edrawsoft.com/template-general-business-model-canvas.php
ACTIVITY
Explain activity:
Read: disruptive innovation
Visit: https://www.youtube.com/watch?v=QoAOzMTLP5s
https://www.youtube.com/watch?v=IP0cUBWTgpY
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Note that the module 5 pitch requirement is a continuation of your module 4
evaluate activity where you identified 5 problems that can be solved through business
ideas. Of these business ideas, select one that is worth working on.
The problems may be aligned to your program (ex. BSCE, BSCHE, BSEE, BSTM, BSHM,
etc.) or societal problems. Societal problems refer to problems in the society like waste
management, global warming, resource depletion, rising cases of HIV, rising cases of
diabetics, dengue, mobility of health care or frontliners, etc. The business solution you
came up with should be related to your field of discipline or program (ex. BSCE, BSCHE,
BSEE, BSTM, BSHM, etc.). So if you were a BSHM student and you plan to respond to the
rising cases of diabetics, particularly on diabetic diets, what business is related to BSHM
that answers the problem? Note further that you have to consider the situation this
pandemic and beyond—meaning the problem is currently experienced during this
pandemic and has a potential to be felt even after pandemic.
In your pitch, be guided by the business model canvas (from right to left). The
objective of a business pitch is to get potential investors to invest in your business idea.
Hence, you assume that we, your listeners, are your potential investors so be able to
entice us to invest in your business idea.
You have a total of 10 minutes to present the key features of your business using the
parts of the business model canvas.
So, the following will be the composition and flow of discussion (same flow with the
written output). Note that time is limited so prioritize what you will emphasize in your
pitch. Other important information will be detailed in the written output.
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4. Value proposition
The value proposition describes the reason why your customer buys your product.
What benefit the customer will get from the business? What is your competitive
advantage? What you offer that the competitor has difficulty to offer?
5. Channels
Objective here is to make the product available to the market. One of the changes
brought by the global mind (internet) even before pandemic is the direct channel.
More evident during this pandemic. Do you need intermediaries to bring your
product near to your market? What intermediaries do you need to bring your
product to your final consumer?
How can you attract your customers?
Are you going to use facebook? Lazada? Shopee? Amazon? Dental clinics? Drug
stores? Grocery store?
6. Customer relationship
How can you retain your market? Freebies? Customer service?
7. Key resources
6Ms (machines, manpower, money, materials, moment, methods).
What are key resources you need? If you intend to solve problem of diabetics in
terms of food through food packs (note that menu for diabetics is specialized—they
have to be selective of their food intake). What vegetables do you need? What
machine you need to produce the food packs?
8. Key activities
What are key activities needed by the business to satisfy the need of your market.
Problem solving is an activity but not a key activity for all, for a consultancy business
it is a key activity. Using the example on diabetic, what could be a key activity for
food packs for diabetics?
9. Key partners
Who will help you in bringing satisfaction to your market? Using the diabetic
example, maybe medical doctors, nutritionists, farmers, dietician, etc.
10. Cost structure
11. Revenue stream
Prepared by :
Lorraine Ngaosi
Mobile no: 09185553360
Messenger account: Lorraine Ngaosi
Email account: lbngaosi@slu.edu.ph
REFERENCES
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Bruce R. and R. Duane Ireland. (2006). Entrepreneurship Successfully Launching New
Ventures. New Jersey, Pearson Education, Inc.
Dess, G., Lumpkin, G.T., and Eisner, A.B. (2010). Strategic Management: creating
Competitive Advantages. McGraw-Hill.
Diaz, P., Fajardo, H., (2015). Entrepreneurship Study and Practice. Small Enterprise and
Research Development Foundation, Manila.
Kuratko D. (2017). Entrepreneurship Theory, Process, Practice. Cengage Learning. 10th
edition, 2017
Kuratko D. Corporate Entrepreneurship
Small Enterprise and Research Development Foundation and UPISSI. (2007). Introduction
to Entrepreneurship. revised edition, Manila 2007.
Small Enterprise and Research Development Foundation and UPISSI. (2013). Windows to
Entrepreneurship A teaching Guide. Manila, 2013.
https://tc2.ca/pdf/T3_pdfs/Independent_mindedness_Tutorial.pdf
https://osf.io/pjwgs/
https://www.mindtools.com/pages/article/resilience-quiz.htm
https://www.docpotter.com/thifor-test.html
https://keydifferences.com/difference-between-micro-internal-and-macro-external-
environment.html
COURSE SPECIFICATION
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Through their study of the lives of successful entrepreneurs as well
as in conceptualizing and creating innovative products, students
will develop their minds to become independent, growth-oriented,
goal- oriented and effectuating, risk-managing, resilient,
opportunity- recognizing, and designing.
9 Course Learning At the end of the course, the entrepreneurial Louisians are
Outcomes expected to:
1. Relate SLU’s core values of Christian spirit, competence,
creativity and social involvement as they actively participate in
team entrepreneurial activities;
2. Discuss the role of entrepreneurship in socio-economic
development;
3. Manifest improvement in their understanding and appreciation
of entrepreneurship;
4. Discuss the entrepreneurial mindset needed in order to engage
in the entrepreneurial process;
5. Discuss the entrepreneurial mindset manifested by
entrepreneurs as the latter’s entrepreneurial life stories are
reviewed;
6. Manifest development of their entrepreneurial mindset;
7. Apply critical thinking and problem-based learning in
identifying and evaluating new opportunities and new product
ideas that are responsive to current business and
environmental challenges, according to their field of discipline;
8. Design and pitch new and innovative product ideas using the
business model canvass.
10 Learners’ profile and Expected enrolees are from the School of Accountancy,
context Management, Computing and Information Studies, School of
Engineering and Architecture, and School of Natural Sciences
learners who are from the various provinces in the Philippines.
11. Assessment and The activities will be administered through:
Evaluation Details a. Google Classroom and other applications in the Google Suite.
b. Printed materials that will be sent through express mail services.
12. Monitoring Details For students who have no internet connection but with
smartphones, laptop, and computer at home, they will be
monitored via:
a. Short messages services (SMS) at least once a week;
b. Video recording using their smartphones
Students with internet connection and smartphones but without
laptop or computer at home will be monitored through:
a. Fb messenger
b. Short message services (SMS)
Students with internet connection, laptop or computer will be
monitored through SLU portal, and Google Classroom Discussion
Forum and online activities.
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13 Technological Support Delivery of the course needs the use of the SLU subscribed Google
Suite, SLU E-Learning Resources, and SLU Student Portal. Likewise,
printed reading materials will be sent through mail.
14 Course Budget The following cost will be added to the regular fees the students
pay:
a. Printed materials- Php 1,000.00
b. Express mail services- Php 1,000 (depending on the location
of the student)
COURSE GUIDE
REF SAMCIS-BSE-BA-Gentrep
I. Course Title: ENTREPRENEURIAL MIND
This course is designed to enable you, learners, from any discipline to understand the
concept of the entrepreneurial mind. You will come to appreciate the notion that
entrepreneurship is applicable and beneficial in all spheres of life and, thus, in any career
path. Through the course content, you will be provided the opportunity to assess and
develop their entrepreneurial mind.
Towards the ends of the term you are tasked to pitch your innovative idea using the
business model canvass.
As we face the new normal, we are challenged by not letting to have face to face
classroom set up but his challenge should be looked at as a way to further enhance our
learning. This Gentrep module is designed for us as a class to able to work and learn
together using technology and still have the benefits of a classroom atmosphere.
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The following guides and house rules will help you further to be on track and successfully
achieve the aims for this course:
1. Schedule and manage your time to read and understand every part of the module.
Read it over and over until you understand the point. Please note that due to the
problems on erratic internet connections and to be able to cooperate with the
government in observing the ECQ protocols, this online course will be delivered
asynchronously.
2. Study how you can manage to do the activities of this course in consideration of
your other modules from other courses. Be very conscious with the study schedule.
Post it on a conspicuous place so that you can always see. Do not ask your course
facilitator about questions that are already answered in the guide.
3. Keep abreast of important announcements, discussions, and other class activities.
Regularly check the STREAM page for possible announcements.
4. In doing your tasks, read and understand the instructions provided. Target the
highest standards, not the low standards in doing your assigned tasks. I know you
can.
5. You are free to browse and read the different materials even prior to doing the tasks
in each unit of the module. However, you need to ensure that you will not miss any
part of the module and you will not miss to accomplish every activity in every unit as
scheduled.
6. All course discussions will be conducted using Google Meet. If you will be using
mobile app of Google Meet, stay logged in so you can engage in the discussion
anytime and anywhere. If you are using the desktop app, regularly log in to stay in
the discussion.
7. All the discussions are academic discussions, which mean that the relevant
academic conventions apply.
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8. Do not plagiarize and do not patch write. Patchwriting is still a form or plagiarism. It
refers to the act of making small changes and substitutions to copied source
material (Merriam-Webster, 2020).
9. Follow the schedule of course activities. Always remind yourself of deadlines. Read
in advance. Try to anticipate possible conflicts between your personal schedule and
the course schedule, and make the appropriate adjustments. Try your best to inform
through any means your course facilitator for any unavoidable delays or "absences"
or "silences" of more than a week's duration or other concerns.
10. Note that our Google Classroom is a virtual learning environment, not a social
networking site. Use your legal name and recent and appropriate ID photo on your
profile page for proper identification.
11. Lastly, you are the learner; hence, you do the module on your own. Your family
members and friends at home will support you but the activities must be done by
you. As Louisan, we always need to demonstrate our core values of competence,
creativity, social involvement and Christian spirit.
IV. Evaluation
A. Formative Assessment
1. You are required to answer pre-assessment, self-assessment activities, and reflection
questions .
2. The reflection questions are designed to help you to critically analyze the course
readings for better understanding.
3. The completeness of your answers to the self- assessment activities, and reflection
questions will still be checked and will still be part of your grade completion. Hence,
self-assessment activities, and reflection questions must be left unanswered.
4. In doing your formative assessment activities. You can always ask the help of your
family.
5. The self-assessment activities, and reflection questions are required so you can take
it anytime within the scheduled days assigned for each unit.
B. Summative Assessment
Examinations: periodical evaluation (midterm and final)
Activities embedded in your module.
Final project: Product idea pitch with business model canvas
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Spreadsheet. All materials and activities will be facilitated through Google Suite
Applications particularly, Google Forms, Google Hangouts, Google Meet, and
Google Doc. These are all available in the Google Suite package subscribed by
Saint Louis University for you.
Grading System
Midterm Grade
CS (activities -module 1-3) =60%
Examination =40%
Total 100%
Prepared by:
LORRAINE B. NGAOSI
Course Facilitator
Rubrics:
Infographic and Comic strip rubric
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4 3 2 1 SCORE
Focus Clearly Defines the Defines the Fails to clearly
defines the purpose of purpose but define the
purpose of the the activity does not purpose of the
activity. with little clearly state activity.
Follows diversion from the purpose. Deviates from
thoughtful the topic It diverts from the topic
and relevant the topic
points of view
Connection Presents clear Presents an Presents Fails to make a
to readings connection apparent some connection of
between connection connection the lessons and
what is between the between readings
learned from lesson and lesson and
the lesson and other readings the readings.
further
readings
Connection Presents a Presents Presents No connection
to clear apparent some general between
experiences connection connection issues from experiences
from outside between experiences. and topic
experiences experiences
and topic and topic
Organization Reflection Reflection is Flow of Flow of
paper is presented in discussion is discussion is
exceptionally
5 an organized
3 somewhat 2 inconsistent.
1 score
Content well
• Includes all manner.
• All required organized.
• Some NoNo requiredof
transition
-required organized,
required Transition of
information Transition of ideas
information elements are
elements wellelements
written. ideas
areis ideasareis included
-quality of Transition of
including consistent
included slightly
included
data ideas are
additional observed
effective.
information
Mechanics
Infographic Demonstrates
• Organized Writing
• Good is lay- Contains
• Lay-out Largely
• Lay-out is
design an layout readable
out with several
distracts unreadable
disorganized
-layout exceptional
• Visuals some
• Visualization grammatical
content • Visual
-visuals amount
create of a consideration
fit the errors
• Design convey a
-design editing.
visual flow. to spelling,
content and visuals meaning
complements • Visuals to
Enjoyable grammar and are at contrary to
content read.
show sentence odds with content
connection construction. the
TOTAL to content content
Clarity • Main idea • Some • Confusing • Main idea is
-clear is obvious visuals are • Poor initial missing
impressions and easy not needed impression
to
understand
TOTAL
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Focus Clearly defines Defines the Defines the Fails to
the purpose of purpose of the purpose but does clearly
the activity. activity with not clearly state define the
Follows little diversion the purpose. purpose of
thoughtful and from the topic It diverts from the the activity.
relevant points topic Deviates
of view from the
topic
Depth of Presents Presents some Demonstrates Fails to
reflection thorough ideas relevant limited personal convey
relating to the experiences learnings from personal
issue and to convey the issue or topic. learnings
learnings from ideas relating from the
questions to the issue, topic.
asked. topic or
Make use of question.
personal
experiences.
Organization Reflection Reflection is Flow of discussion Flow of
paper is presented in is somewhat discussion is
exceptionally an organized organized. inconsistent.
well organized, manner. Transition of ideas No
well written. Transition of is slightly transition of
Transition of ideas is observed ideas
ideas are consistent
effective.
Mechanics Demonstrates Writing is Contains several Largely
an exceptional readable with grammatical unreadable
amount of some errors
editing. consideration
Enjoyable to to spelling,
read. grammar and
sentence
construction.
TOTAL
Self-reflection rubric
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The idea is very The idea is The idea is a little The idea is not
Innovation & unique, novel, and somewhat unique, novel unique and novel
creativity different from unique, novel and a little and is not
Background those offered in and a little different from different from
-presents data the market. It fully different from the those those in the
indicating societal addresses an those offered in offered in the market.
problem identified problem the market . It market. It It is not practical
Business description that has a larger addresses an addresses some in the market;
-Team presents social implication. identified parts of key features of
company profile; vision; Multiple key problem. the identified the product does
mission; product idea features of the Specific key problem. not match the
value proposition features of the market’s
product fit the
-compelling product fit the problem.
problem
benefit -matches problem
market’s
problems
-key features of the
product
25 15 10 5
Business The idea is perfect Specific Idea designed is Unable to figure
viability for the target channels of without a well- out who is the
Market viability market. Extensive distribution. defined target target market the
-customer segment research on Presents how to market. Limited idea.
-Channels channels of create customer channel of Unclear channel
-customer relations distribution. Display relationship. distribution. of distribution
Financial viability specific and Has an Limited plans to and no specific
-cost structure alternative understanding attract, keep and alternative
-revenue stream channels. Shows in of the profit and grow channels. No
depth plan to stream. Pricing customer. clear plan on
attract, keep and strategies are Has a general attracting,
grow market. Clear set. Set a understanding keeping and
understanding of general list of of the profit growing
the profit stream. costs. stream. General customers.
Set specific pricing pricing strategies Limited
strategies. understanding
Presents a detailed on the revenue
critical list of costs. stream.
There are missing
list of costs.
Sustainability 25
Presented an
15
Presents general
10
With missing list
5
The team cannot
-key partners
intensive list of key list of partners of key partners develop and
-key resources
partners, detailed and activities. There are missing build the product
-Key activities
list of key activities. General tasks and does not
Materials/resources resources are /activities . have the
are indigenous, available and Materials are capability and
thoroughly supplies are available but skills to bring the
researched, and reliable supply is not idea forward
are fitted to the reliable
idea.
20 10 8 3
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Presenters exhibit Presenters The presenters Presenters hardly
Motivation/ mastery of their manifest displayed able to keep the
Presentation business concept enthusiasm and satisfactory attention of the
The team’s display of through their tone elicit interest presentation of audience.
pitch mastery with well- of voice, posture, from the the pitch and They lack
prepared visual aids rapport, and audience. presented presentation of
(ppt). audience They displayed acceptable the pitch and
engagement. above visuals presented very
Used excellent satisfactory poor visuals
visual aid. presentation of
the pitch and
presented good
visuals
TOTAL
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