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The New Youth Entrepreneur: Instructor’s Guide

  RECOMMENDED BOOKS

The New Youth Entrepreneur: Instructor’s Guide

by Aaron Bocage and George Waters (published by EDTEC, Inc., 2000)

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Summary:

This extensive curriculum introduces students to all the basic concepts of entrepreneurship and walks them through the process of developing a business plan for a new enterprise. Students learn how to assess business opportunities, develop marketing strategies, and evaluate different financing options. The curriculum is both inspirational and realistic; it helps train students to do the hard work of launching a viable venture but also helps them to recognize the challenges they will face.

Why  does FASTEN recommend this resource?

EDTEC has extensive experience in working with FBOs and small community nonprofits and have designed a “doable” curriculum. Moreover, throughout the curriculum, students gain skills through hands-on activities and practice. This means that even students who decide not to pursue entrepreneurial paths gain marketable skills for their own future vocations.

 

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Ewing Marion Kauffman Foundation


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Making Money the Old-Fashioned Way: A Story of Black Entrepreneurship

  RECOMMENDED BOOKS  

Making Money the Old-Fashioned Way: A Story of Black Entrepreneurship

by Aaron Bocage and George Waters (published by EDTEC, Inc., 1997)
 
 
Summary:
This book provides examples (in story form) of black entrepreneurs from the end of slavery to the present.  Examples illustrate the principles of entrepreneurship described throughout the first part of the book. The book also identifies and gives statistics about current successful black businesses.  A section aimed at adults gives suggested activities to help expose black youth to entrepreneurship.  Helpful tools include a list of business ideas for youth entrepreneur and additional resources (publications, internet websites and organizations) that support black youth entrepreneurship.
 
Why does FASTEN recommend this resource?
This book is beneficial in motivating black youth as well as providing practical resources and guiding principles in entrepreneurship. 
 

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Curriculum Review of You’re the Boss: Lifeskills & Entrepreneurship Program

 
      YOUTH ENTREPRENEURSHIP RESOURCE

Curriculum Review of You’re the Boss: Lifeskills & Entrepreneurship Program

You’re the Boss: Lifeskills & Entrepreneurship Program: Leader’s Guide  is a comprehensive curriculum, providing lesson plans and learning activities to teach youth about starting businesses.  Designed for grades 6-12, the curriculum consists of a Leader’s Guide and a Student’s Guide and is sufficient as a stand-alone resource. Although You’re the Boss is not explicitly religious, it is an effective tool, adaptable for faith-based practitioners wishing to develop a youth entrepreneurship program.  You’re the Boss is written by Bonnie Drew, an expert in the field of youth entrepreneurship and author of Jump Start to Business

The You’re the Boss Student Guide is an active learning tool in that it combines different formats for teaching the material.  Rather than simply stating information, the lessons incorporate probing questions to help the students think about the business principles that are being taught.  The lessons also provide multiple real-life stories about young entrepreneurs to further illustrate the new material.  Using graphs, questionnaires, illustrations, word problems, and sample documents, the Student Guide effectively teaches the essentials of entrepreneurship. 

The Student Guide is divided into 16 chapters that cover topics such as recognizing opportunities, different types of business models, pricing, marketing, loans, and business plans.  Each chapter is divided into 2-4 different sections, making the material easier to understand in smaller doses.  Each chapter also has a “Case Study” and an “On Your Own! Project,” which is often a hands-on activity outside of the classroom setting.  The last two chapters prepare the students to launch their own businesses.  They prepare presentations of their business ideas and invite guests to be a part of their venture.  Finally, the students create a to-do list and plan their business calendars.

The You’re the Boss Leader’s Guide is a vital accompaniment to the Student Guide.  The Leader’s Guide provides over 100 lesson plans that enhance the written lesson plans in the Student Guide.  These lesson plans include classroom activities and games that get the students on their feet and interacting with one another.  They learn how to perform an effective introduction and handshake, write memos, create flyers, survey their neighbors, and make a sale, to name a few. 

In addition to the lesson plans, the Leader’s Guide is helpful in the details of running a successful program.  For instance, it gives suggestions for classroom setup, ideas for mentors to connect with students, and reproducible samples, such as awards certificates and guest invitations.  The Leader’s Guide also provides a step-by-step guide for the “Business Plan Workshop,” which develops over the third trimester of the program.  The “Business Plan Workshop” begins with the students creating business plans, then inviting guests, and presenting their business plans to the class.  The leader is given instructions for carrying out this workshop, including practice rehearsals for the students and materials needed for the final presentation, such as extra chairs, microphone, speaker’s podium, etc.  All details of the production are covered by the leader’s guide, an invaluable component of the curriculum for any program director.

The strength of the You’re the Boss curriculum is its thoroughness.  This is the only material one needs to run a successful youth entrepreneurship program from start to finish.

 

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Entrepreneurial Management

 

      MANAGEMENT & LEADERSHIP RESOURCE

Entrepreneurial Management

 

(John Orr, Center for Religion and Civic Culture, University of Southern California, 2004)

 

A large, socially active African-American congregation[1] has formed an economic development corporation whose mission is to infuse new economic energy into the area’s low income neighborhoods. The corporation’s signature program, which enjoys a well-deserved national reputation, focuses on entrepreneur training—the empowerment of “creative and driven entrepreneurs.”

 

Thus, it is not surprising that this group’s welfare-to-work program also adopts an entrepreneurial management style to implement its publicly-funded job training and job placement activities—activities that are directed toward the region’s hardest-to-employ welfare recipients. “We run our program as if we were entrepreneurs,” one of the welfare-to-work staff members reported.  “That’s what I like.  I know what I have to do….” When you are clear about your management style, she suggested, you have a solid framework for making day-to-day decisions. You know the spirit in which you should be addressing problems and considering opportunities

 

Here are some elements in the welfare-to-work program’s entrepreneurial management style:

 

    • Getting more out of a dollar. When hardest-to-employ welfare recipients—especially women--began to confront time limits, program administrators knew that they had to expand their outreach. Unless they took on the challenge of serving additional people in this group, many would be pushed into the streets.  But administrators quickly discovered that the state’s financial climate made it virtually impossible to raise the program’s funding level. With static resources but an expanded client base, “we just started stretching the dollar,” explained a staffer. “We were funded…something like $700 a client….But we stretched the dollar.” 

To do so, the organization turned to other public and private agencies for pro bono services. For example, the organization decided that it would use other agencies to provide support services that otherwise would be provided in-house, such as family violence intervention, English-as-a-Second-Language, and transportation. This strategy greatly increased the program’s resources and reduced the number of services that individual staff members were providing for each participant.

 

Nonetheless, the program’s staff ultimately had to confront the fact that it could “stretch the dollar” only so far. The staff discovered, for example, that it could make its $700-per-client allocation work for four clients, but no more.  “We had to turn a lot of people away because we just could not serve them,” the program director said.  “But we didn’t turn them away empty-handed. We contacted other agencies that we knew had funding for similar programs.  We sent [participants] there….We even gave them a transportation allotment to get there.  In some cases, we drove them there.  And we did what we had to do because, to be quite frank, even when you stretch a dollar, there’s only so far you can stretch it.” 

 

    • Using marketing strategies.  Drawing on techniques taught in an entrepreneurship program that is conducted by the program’s congregational sponsor, the welfare-to-work program devises marketing strategies that are directed toward its own population of participants, potential participants, corporations who will serve as employers, and other public and private human service agencies.   Each of these markets requires a different approach, administrators believe. Some, for example, may be efficiently reached through the use of the region’s media, including neighborhood newspapers, radio stations, and public service television programming.  Others may require labor-intense sales relationships, for example, “selling” corporations on the value of employing welfare-to-work participants and assuring them that the program will stand behind its graduates.  Collaborating agencies may require collegial telephone and e-mail conversations that nurture trusting day-to-day relationships. Above all, strategies should be based on clarity concerning what it is that the program wants and/or needs in its relationships with various markets.  The program should be clear about the content of its messages that are directed to each of the populations it targets.

·         Working with a results-oriented mentality.  The welfare-to-work program enthusiastically embraces performance-based objectives and the utilization of performance indicators. Many of these indicators are specified in the contract the program has negotiated with its sponsoring public agency. Program staff collect data related to these indicators.  These include such things as: numbers of participants; numbers of referrals to other agencies; numbers and kinds of services provided to participants by staff members; numbers of job placements achieved; numbers of post-employment contacts with participants and employers; data related to the longevity of participants’ employment; numbers of cooperating agencies; and numbers of cooperating corporations. The program matches these objectives and indicators to its mission statement. Members of the staff use these data to formulate changes in the program’s services and strategies. The emphasis is on hitting the targets, rather than on process.

 

·         Assuring the availability of services that are required to fulfill the program’s mission. Participants often require specialized support services that the program is not prepared to offer.  To meet this need, administrators have created a network of cooperating public and private agencies. Transportation services, for instance, are provided when participants encounter barriers.

 

·         Encouraging a problem-solving culture within the program’s staff.  The program encourages participants and staff members to identify problems and to suggest possible solutions. Staff meetings are designed to nurture a problem-solving culture. Strategic changes are often formulated from the bottom up. “We trust our staff people to tell us what the problems are,” a program administrator observed. “In a lot of cases, they have good ideas about what the solutions should be.  We should pay attention.” On one occasion, for example, a staff member reported that participants often did not show up at other social service agencies to which they had been referred. “It’s a big problem,” she argued. “And we sometimes don’t realize what’s going on.”  After a lengthy discussion, the staff decided to be more aggressive in offering transportation services.  It would also see how far it could go in providing “desks” on its own premises for other agencies to provide services.

 

The staff of the welfare-to-work program clearly has concluded that it does not have to choose between an entrepreneurial business style and a faith-centered style.  Program administrators, in fact, say that their clients, cooperating corporations, and cooperating public and private agencies trust them mainly because their program’s strategies embody their church’s faith vision.

 

If you are interested in adopting an entrepreneurial management style, here are some first steps:

 

·         Clearly identify the “business” you are in. Clarify your mission, and then create indicators that will help you know whether or not you are succeeding. Adopt a bottom line mentality. Be sure that you are getting the most for your dollar in accomplishing your mission.  For help, go to http://home.americanexpress.com/home/mt_personal.shtml.

 

·         Decide how your program’s faith-orientation will be expressed in and through your services. Don’t leave this policy to chance or to moment-to-moment decisions by staff members. If your program is funded by a government agency, take into account regulations related to how faith may be expressed in the program and by staff in working with participants. In this area as well, develop indicators that will help you know whether or not your faith-orientation policy is being implemented.

 

·         Within your mission, be clear about the services that your organization can offer.  If you need more services than your organization alone can offer to achieve your goals, aggressively create a network of partners whose organizational goals overlap yours. Be relentless in maintaining communication with these partners.

 

·         Employ staff members who are talented and imaginative.  Encourage them to be problem-solvers and to envision new possibilities for your enterprise. Make sure that staff meetings are structured to allow leadership to emerge, for example by encouraging staff to develop solutions to challenges the program is facing.

 

·         Create a marketing plan that concretely guides how you will reach out to potential participants, to cooperating public and private agencies, and to your own sponsoring organization.  Be disciplined in implementing this plan.  Be willing to change directions when it is clear that your plan is not working.

 

Remember that you are not turning your back on your faith commitments when you decide to adopt an entrepreneurial management style. Faith and entrepreneurial management styles can complement each other.

 

_______________________________________________________________

This is part of a series of Thumbnail Case Studies authored by the FASTEN research team and released by Baylor University School of Social Work as part of a 30-month research project funded by the Pew Charitable Trusts.  This project is designed to identify the factors that contribute to the effectiveness of faith-based organizations (FBOs) in addressing problems of urban poverty.  Baylor is leading this project with researchers from Baylor University’s business school, the schools of social work at the University of Pittsburgh and Virginia Commonwealth University, and the Center for Religion and Civic Culture at the University of Southern California.

 

A team of researchers from these four universities have interviewed various stakeholders from fifteen (15) promising faith-based programs in four United States cities.  This ends the data collection portion of Phase I of a grounded theory research project in which participants, board members, administrators, program coordinators, and collaborators in these fifteen programs have been interviewed face-to-face.

 

The findings of this first phase will be the foundation for a quantitative national survey designed to determine the extent to which the grounded theory that emerges in the project’s first phase can be applied nationally across the diversity of faith-based social services in the United States.  Sagamore Institute’s Faith in Communities program and the Center for Faith and Service of the National Crime Prevention Council (NCPC), Baylor’s partners in this project, are disseminating the findings of this research through the creation of the Faith & Service Technical Education Network (FASTEN).

 

This essay represents some of the findings from the FASTEN research project that are relevant to the planning and delivery of services by faith-based organizations.  The piece was authored by John Orr (with the Center for Religion and Civic Culture at the University of Southern California) with the FASTEN Research Team.  He can be reached at jorr@usc.edu.

 



[1] The name and location of the congregation has been omitted in order to protect its privacy as a participant in the FASTEN research project. 




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SF Chronicle: Park nomad, laptop in tow, calls bushes home

The San Francisco Chronicle recently published a really interesting article about Tom Sepa - a man who wouldn't fit into the average person's idea of a homeless individual. Tom lives in a local park, but works from his laptop as a telemarketer. Pretty creative! If you've ever been on a CSM trip - you know one of our goals is to challenge your perception of what you think homeless people are like. We hope to not only put a face  on what to many may only be a statistic - but to also introduce you to some amazing friends!

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Entrenuity

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Entrenuity

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Summary:

 

Entrenuity is dedicated to helping educators and youth directors to instruct today’s youth in developing entrepreneurial skills with a Christian worldview. They focus on teaching youth to apply Biblical truths to the business world while developing the skills necessary to be successful and effective as an entrepreneur.  Entrenuity offers teacher/facilitator workshops and curriculum resources to achieve these results.  Their curriculum Creating True Wealth combines Kingdom Ethics, designed to instill godly business principles in students, and Making Cents Business Ventures, entrepreneurship curriculum.  There are three versions of this curriculum for different age groups: grades 7-8, grades 9-10, and grades 11-12.  Entrenuity’s workshops are meant to help teachers and facilitators effectively communicate to students how to succeed in the business world while keeping a godly worldview and following godly principles.

 

Why does FASTEN recommend this resource?

 

Entrenuity combines the popular mission of preparing youth for the business world with a passion for living a God-centered life.  Teachers and youth trained through Entrenuity will not simply be equipped with practical tips and business skills.  The spiritual dimension of this training will enable them to face the difficult world of entrepreneurship with peace, hope, and honor.

 

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Consortium for Entrepreneurship Education

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Consortium for Entrepreneurship Education

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Summary:

This Web site contains links to other organizations providing information about youth entrepreneurship programs, free teaching materials online, and articles about why entrepreneurship education is important.

Why does FASTEN recommend this resource?

This Web site is an excellent resource for teachers, instructors, program developers, and others who help youth find entrepreneurial opportunities. The site contains reports covering diverse aspects of youth entrepreneurship programs, such as exploring the value of such a program in schools, or developing a similar program from planning to implementation. The site also offers information on conferences, awards, sample programs and relevant publications for program administrators, volunteers and teachers involved with entrepreneurial youth. Information about ordering materials from the Consortium for Entrepreneurship Education is included.



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Center for Enterprise Development

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Center for Enterprise Development

Summary:

The Center for Enterprise Development (CFED) promotes ideas, programs, and practices that aim at ensuring that everyone can participate in, contribute to, and benefit from the economy. By combining the traditional processes of a think tank with insight from practitioners, the organization seeks to:

 
·        determine effective ideas, focusing on communities that are excluded from or limited by the mainstream economy;
·        research and improve promising ideas by piloting programs and providing funding to create and refine effective strategies;
·        disseminate and advocate good ideas to important individuals and organizations in the policymaking process; and
·        foster new markets to achieve greater economic influence.
 

CFED publishes the results of their research, their work with new ideas, their testing of new programs and products, and their advocating effective policies in reports, white papers, and other forms. Their publications fall under four categories: IDAs and Asset-Building; Entrepreneurship and Micro-enterprise; Development Finance, and Economic Development and Business Climate.

Why does FASTEN recommend this resource?

CFED provides a wealth of information for any concerned about those communities hindered or left out of the mainstream economy. CFED works with researchers, practitioners, policymakers, and financial institutions to best boost the economic opportunity of all people.

 
 
 

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Youth Entrepreneurship: Scranton Road Ministries

 

YOUTH ENTREPRENEURSHIP

Scranton Road Ministries CDC (Cleveland, OH)

Who They Serve : High-achieving, low-income public high school students

What They Do : Provide students with technological, business, and financial literacy training and experience

Brief Description :

Their “Digital Connectors” program works with high-achieving, low-income public high school students, providing them with technological, entrepreneurial, business and financial literacy training as well as experience as computer instructors. The program seeks to train students in these specific skill areas and increase their employability overall with leadership and communication training, professional behavior training, and assistance in creating their vocational aspirations. Scranton Road Ministries partners with the Cleveland Housing Network and the Shorebank Enterprise Group in operating this program. One of its unique features is that the students also serve as teachers, helping adults from public housing communities to learn basic computer skills.

Tip : Check out FASTEN’s Youth Entrepreneurship Toolkit for more program ideas and resources for starting a new program.

Entreneuity, a Christian nonprofit that helps young people start businesses, is also a terrific resource.


 
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Volunteer Opportunities: Entrepreneurship

Título Organization Name City, State/Country
Community Sustainability and Development/Training/Teaching!! Nicha Plus Enterprises
Nairobi
Kenya
Community Sustainability and Development/Training/Teaching!! Nicha Plus Enterprises
Nairobi
Kenya
Travel Excite Youth Travel & Development Exchanges (YUDES)
Accra
Ghana
Web Developer Intern Techmission Corps
Dorchester, MA
United States
Urban Ministry Intern (Teen Program Coordinator) Techmission Corps
Dorchester, MA
United States
Grant Writer Techmission Corps
Dorchester, MA
United States
Administrative Systems Developer Intern: Techmission Corps
Dorchester, MA
United States
Media Creation Specialist Oasis Empowerment Center
Tamuning
Guam
Media Creation Specialist Oasis Empowerment Center
Tamuning
Guam
computer training college Hope for the Lost International Youth Organization
NAKURU. Kakamega, Kitale and Tororo - Uganda
Kenya
Título Organization Name
Volunteer Coordinator Latino Farmers Cooperative of Louisiana, Inc
Social Evangelist / Web Promoter Hoskins Park Ministries
Web Designer Beyond the Ball
Art Director Larry Lund
Virtual Assistant Living Truth
Graphics Designer/ Editor Here's Life Inner City- National YouthDev Team
Website Manager Boston Urban Youth Foundation
Techncal Support International Friendships
Volunteer Website Designer Blessings Of Joy
Volunteer Website Designer Blessings Of Joy
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