The document provides a concept review of personal entrepreneurial competencies and the business environment. It defines an entrepreneur and identifies 10 behavioral patterns grouped into achievement, planning, and power clusters that are common among successful entrepreneurs. These "personal entrepreneurial competencies" include opportunity seeking, persistence, commitment to work, demand for efficiency, risk-taking, goal setting, information seeking, systematic planning, persuasion and networking, and self-confidence. The document also includes a self-rating questionnaire and scoring sheet to assess one's strengths in these competencies. Finally, it provides a brief overview of considering business environment and market when generating new business ideas.
This document is a learner's module on home economics focusing on beauty care (nail care services) entrepreneurship. It provides an overview of key concepts including defining entrepreneurs and their personal competencies. Entrepreneurs are those who create new businesses by identifying opportunities and assembling resources to capitalize on them. Successful entrepreneurs tend to demonstrate traits related to achievement, planning, and power such as opportunity seeking, persistence, goal setting and self-confidence. The module also introduces the business environment and identifying business opportunities as concepts for students to consider entrepreneurial ventures in beauty and nail care services.
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This document provides an overview of a learner's material on household services. It discusses personal entrepreneurial competencies and assessing one's suitability for entrepreneurship. It also covers maintaining different areas of the home and doing laundry and ironing according to industry standards. The goal is to help students develop skills to work as executive housekeepers, house managers, majordomos or butlers. It includes various assessment activities and introduces concepts like cleaning living areas, washing clothes, and recognizing one's entrepreneurial traits and skills.
The document discusses personal entrepreneurial competencies that are common among successful entrepreneurs. It identifies 10 behavioral patterns organized into three clusters: achievement, planning, and power. The achievement cluster includes opportunity seeking, persistence, and commitment to work contracts. Opportunity seeking means having a good eye for business opportunities. Persistence means not giving up easily when facing obstacles. Commitment to work contracts involves satisfying customers and fulfilling promises.
The document provides an overview of personal entrepreneurial competencies (PECs). It discusses that PECs are a set of skills entrepreneurs need to address business challenges and ensure success. It identifies characteristics of successful entrepreneurs such as being optimistic, self-confident, and creative. Entrepreneurs' lifestyles also allow flexibility and energy. PECs are clustered into achievement, planning, and empowerment skills groups. Examples include opportunity seeking, risk-taking, and demand for efficiency. Developing strong PECs is important for anyone looking to start a business.
AGRICULTURAL CROP PRODUCTION (ENTREPRENEURSHIP) Module 1 Department Of Educat...Tina Gabel
1. The document discusses developing personal entrepreneurial competencies (PECs) which are skills that entrepreneurs must possess to face challenges in business. It includes clusters like achievement, empowerment, and planning.
2. Students are given activities to interview local entrepreneurs to understand what motivated them to start their business and the challenges they overcame. This helps identify important competencies.
3. Developing the right mindset, skills, and competencies are essential for anyone wanting to succeed as an entrepreneur. The document provides resources to help students assess their own abilities and learn from experienced business owners.
This document discusses personal entrepreneurial competencies (PECs) relevant to computer hardware servicing. It defines an entrepreneur as someone who sees opportunities, identifies needed products/services, and delivers them. Good entrepreneur qualities include being an opportunity seeker, risk taker, goal setter, planner, problem solver, hard worker, and persistent. The document provides examples of key PECs like being creative, disciplined, able to accept change, and profit-oriented. It emphasizes developing PECs through self-assessment, interviewing successful entrepreneurs, and creating a plan of action to improve areas of weakness.
Skill acquisition is the education that prepares people for specific trade, craft and careers of various levels. Skill acquisition is related to the age old apprenticeship system of learning, where most of the training is done while working for a master or craftsman who helps the apprentice to learn trade or profession in exchange for his continued labour for an agreed fund after achieving measurable competency.
This document is a learner's module on home economics focusing on beauty care (nail care services) entrepreneurship. It provides an overview of key concepts including defining entrepreneurs and their personal competencies. Entrepreneurs are those who create new businesses by identifying opportunities and assembling resources to capitalize on them. Successful entrepreneurs tend to demonstrate traits related to achievement, planning, and power such as opportunity seeking, persistence, goal setting and self-confidence. The module also introduces the business environment and identifying business opportunities as concepts for students to consider entrepreneurial ventures in beauty and nail care services.
Lm household services-grade_9_1st and 2nd quarterJomari Jamito
This document provides an overview of a learner's material on household services. It discusses personal entrepreneurial competencies and assessing one's suitability for entrepreneurship. It also covers maintaining different areas of the home and doing laundry and ironing according to industry standards. The goal is to help students develop skills to work as executive housekeepers, house managers, majordomos or butlers. It includes various assessment activities and introduces concepts like cleaning living areas, washing clothes, and recognizing one's entrepreneurial traits and skills.
The document discusses personal entrepreneurial competencies that are common among successful entrepreneurs. It identifies 10 behavioral patterns organized into three clusters: achievement, planning, and power. The achievement cluster includes opportunity seeking, persistence, and commitment to work contracts. Opportunity seeking means having a good eye for business opportunities. Persistence means not giving up easily when facing obstacles. Commitment to work contracts involves satisfying customers and fulfilling promises.
The document provides an overview of personal entrepreneurial competencies (PECs). It discusses that PECs are a set of skills entrepreneurs need to address business challenges and ensure success. It identifies characteristics of successful entrepreneurs such as being optimistic, self-confident, and creative. Entrepreneurs' lifestyles also allow flexibility and energy. PECs are clustered into achievement, planning, and empowerment skills groups. Examples include opportunity seeking, risk-taking, and demand for efficiency. Developing strong PECs is important for anyone looking to start a business.
AGRICULTURAL CROP PRODUCTION (ENTREPRENEURSHIP) Module 1 Department Of Educat...Tina Gabel
1. The document discusses developing personal entrepreneurial competencies (PECs) which are skills that entrepreneurs must possess to face challenges in business. It includes clusters like achievement, empowerment, and planning.
2. Students are given activities to interview local entrepreneurs to understand what motivated them to start their business and the challenges they overcame. This helps identify important competencies.
3. Developing the right mindset, skills, and competencies are essential for anyone wanting to succeed as an entrepreneur. The document provides resources to help students assess their own abilities and learn from experienced business owners.
This document discusses personal entrepreneurial competencies (PECs) relevant to computer hardware servicing. It defines an entrepreneur as someone who sees opportunities, identifies needed products/services, and delivers them. Good entrepreneur qualities include being an opportunity seeker, risk taker, goal setter, planner, problem solver, hard worker, and persistent. The document provides examples of key PECs like being creative, disciplined, able to accept change, and profit-oriented. It emphasizes developing PECs through self-assessment, interviewing successful entrepreneurs, and creating a plan of action to improve areas of weakness.
Skill acquisition is the education that prepares people for specific trade, craft and careers of various levels. Skill acquisition is related to the age old apprenticeship system of learning, where most of the training is done while working for a master or craftsman who helps the apprentice to learn trade or profession in exchange for his continued labour for an agreed fund after achieving measurable competency.
The document provides an introduction to a Cookery module for Grade 9 students. It discusses the importance of developing skills to prepare students for future careers. The module objectives are to help students understand personal entrepreneurial characteristics, identify job opportunities through market analysis, learn basic food preparation and presentation skills, and potentially start their own business. The module assessments students' personal entrepreneurial competencies and provides lessons on the business environment to help students identify ideas for an entrepreneurial venture.
This document provides a teacher's guide for a Grade 10 module on personal entrepreneurial competencies and computer hardware servicing. The module aims to help students understand the importance of assessing their personal entrepreneurial competencies and creating a plan to strengthen areas for improvement.
The summary includes an introduction to the module objectives, presenting content to students, and providing feedback. Content is presented through discussion, activities, and tasks to help students identify their competencies, interview entrepreneurs, and create a personal plan of action. The goal is for students to understand competencies needed for success in business and careers related to computer hardware servicing.
The document is an introductory module on entrepreneurship from the Department of Education of the Philippines. It discusses the relevance of entrepreneurship courses and defines key concepts. Entrepreneurship improves living standards, creates jobs, and drives economic development. Entrepreneurs take risks to establish new organizations and solutions. The module outlines learning objectives and introduces icons to guide learners through concepts.
The document is an introductory module on entrepreneurship from the Department of Education of the Philippines. It discusses the relevance of entrepreneurship courses and defines key concepts. Entrepreneurship helps develop managerial capabilities, creates organizations, improves standards of living, and means economic development. Entrepreneurs undertake risks to generate new ideas and solve problems. Factors affecting entrepreneurship include personality traits, economic conditions, and government policies.
Module 9 - NC I - Adopting Entreprenuerial Mindset in the Workplace - Final.pdflynette70
The document provides an overview of a module on adopting an entrepreneurial mindset in the workplace. It acknowledges the contributions of various organizations that supported the development of the curriculum. It then states that the module aims to help vulnerable youth develop skills to transition to further education, jobs or self-employment. The module will introduce topics such as the concept of business, characteristics of entrepreneurs, and entrepreneurial practices like quality assurance and cost-effective measures. Learners will complete assignments and assessments to evaluate their understanding of determining and applying an entrepreneurial mindset in the workplace.
This document discusses personal entrepreneurial competencies and the skills needed to be a successful entrepreneur. It notes that entrepreneurs identify opportunities to deliver needed products/services. Key skills include being hardworking, confident, disciplined, committed, able to accept change, creative, taking initiative, and profit-oriented. Planning, people skills, and sound decision making are also important skills. The document provides activities to help assess one's own entrepreneurial competencies against those of successful practitioners in their province.
1-Introduction to entrepreneurship-11-07-2022 [11-Jul-2022]Material_I_11-07-2...BinitKumar67
The document outlines the syllabus for a course on new venture planning and management. It covers key concepts like entrepreneurship, types of entrepreneurship, qualities of successful entrepreneurs, opportunity identification, business organization forms, feasibility analysis, financial planning, accounting, legal aspects, government support, and developing a business plan. The syllabus is divided into 7 modules that will be covered over the course. It also provides assessment criteria and lists textbooks and reference materials.
Entrepreneurship and economic developmentAima Buttar
The document defines entrepreneurs and entrepreneurship. It discusses the role of entrepreneurs in economic development through job creation, employment, and skills development. It also mentions that entrepreneurs promote capital formation, create large-scale employment, help reduce economic inequality, and improve standards of living. The document then discusses different training methods for employees, both on-the-job and off-the-job. It also outlines the process of creativity, including problem recognition, immersion, incubation, insight, and verification. Finally, it briefly discusses the Japanese experience with entrepreneurship and concludes that the development of entrepreneurship is influenced by various environmental factors.
My aspiration is to make a positive impact on the world. I want to use my skills, knowledge, and resources to contribute to the betterment of society and help improve the lives of others. Whether it's through my work, creativity, or personal endeavors, I aspire to inspire and empower individuals, promote equality and justice, and foster a more sustainable and inclusive future.
Additionally, I aspire to continuously learn and grow as a person. I believe in the power of personal development and lifelong learning. I strive to expand my horizons, acquire new skills, and challenge myself to reach new heights. By constantly pushing my boundaries and embracing new opportunities, I aim to become the best version of myself and make a meaningful difference in the world around me.
This module provides an introduction to entrepreneurship. It defines key terms like entrepreneur and entrepreneurship. It discusses the relevance of entrepreneurship including its role in economic development. It outlines the common and core competencies of successful entrepreneurs such as being innovative, risk-taking, and opportunity-seeking. The module also describes different types of entrepreneurs and career opportunities in entrepreneurship fields like business consulting, teaching, and sales. Students learn about factors that affect entrepreneurship including personality and environmental factors. The goal is for students to understand the basic concepts and principles of entrepreneurship.
This document provides an introduction to a module on Cookery for Grade 9 students. It discusses the goals of the Technology and Livelihood Education program and its Home Economics component, which this Cookery course falls under. The objectives of the module are to help students develop skills and knowledge in areas like food preparation, presentation, storage, and packaging in order to pursue careers in cooking or set up their own food businesses. Students will learn about concepts like personal entrepreneurial competencies and have opportunities to practice and assess their cooking abilities.
This document provides an introduction to a module on Cookery for Grade 9 students. It discusses the goals of the Technology and Livelihood Education program and its Home Economics component, which this Cookery course falls under. The objectives of the module are to help students develop skills and knowledge in areas like food preparation, presentation, storage, and packaging in order to pursue careers in cooking or set up their own food businesses. Students will learn about concepts like personal entrepreneurial competencies and have opportunities to practice and assess their cooking abilities.
This document provides an overview of entrepreneurship and entrepreneurial characteristics. It defines an entrepreneur as someone who recognizes opportunities, raises resources, and takes on risks to exploit opportunities. Key characteristics of successful entrepreneurs discussed include ambition, enthusiasm, creativity, decision-making ability, perseverance, and being a self-confident planner. Examples are given of entrepreneurs who demonstrated these traits, such as Steve Jobs of Apple. The document also distinguishes entrepreneurs from managers, noting that entrepreneurs take more risks as owners while managers are employees focused on implementation.
This document discusses Technology and Livelihood Education (TLE) as part of the K to 12 Basic Education Program in the Philippines. It focuses on preparing students with skills for entrepreneurship.
It defines an entrepreneur and identifies personal entrepreneurial competencies including achievement, planning, and power clusters. Achievement competencies include opportunity seeking, persistence, commitment to work, risk-taking, and demand for efficiency. Planning competencies include goal setting, information seeking, and systematic planning. Power competencies include persuasion, networking, and self-confidence.
The document provides lessons on entrepreneurial mindsets and competencies to help students understand how their skills can be useful for entrepreneurship. It discusses generating business ideas in the context
- Both deductive and inductive learning should be emphasized in entrepreneurship education. Deductive learning involves applying existing knowledge while inductive learning involves developing creative solutions to new problems.
- Incubator programs provide support for new ventures during their vulnerable startup period by giving them skills and resources to survive. Mentoring from professionals further helps entrepreneurs develop their ideas and skills.
- Some programs establish venture capital funds for selecting student ventures to fund based on evaluations of their business plans and management teams. Students can gain experience evaluating potential investments.
- Field consulting with local businesses allows students to assist organizations in later growth stages and gain awareness of managing a growing company, including expansion and exit strategies. This benefits both
The document discusses a lesson on personal entrepreneurial competencies (PECs) for computer system servicing. The objectives are for learners to identify areas for improvement in their PECs, align their skills to their career choice, and create a plan to ensure success. Key concepts covered include the definition of entrepreneurship and entrepreneurs. Examples are given of successful entrepreneurs like Bill Gates and Sam Walton. Characteristics of entrepreneurs and factors like motivation, risks, and rewards of entrepreneurship are also summarized. The document ends by outlining three clusters of important entrepreneurial skills: achievement, planning, and power.
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students undergoing practicum at the University of Manila. It identifies factors such as work attitude, habits, competence, personality, linkage to cooperating firms, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how they influence students' training experiences and performance, in order to improve the school's practicum program.
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students undergoing practicum at the University of Manila. It identifies factors such as work attitude, habits, competence, personality, linkage to cooperating firms, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how they influence students' training experiences and performance, in order to improve the school's practicum program.
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students undergoing practicum at the University of Manila. It identifies factors such as work attitude, competence, personality, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how students rate them. It also seeks to understand problems students face during training and which factors need improvement.
The document provides an introduction to a Cookery module for Grade 9 students. It discusses the importance of developing skills to prepare students for future careers. The module objectives are to help students understand personal entrepreneurial characteristics, identify job opportunities through market analysis, learn basic food preparation and presentation skills, and potentially start their own business. The module assessments students' personal entrepreneurial competencies and provides lessons on the business environment to help students identify ideas for an entrepreneurial venture.
This document provides a teacher's guide for a Grade 10 module on personal entrepreneurial competencies and computer hardware servicing. The module aims to help students understand the importance of assessing their personal entrepreneurial competencies and creating a plan to strengthen areas for improvement.
The summary includes an introduction to the module objectives, presenting content to students, and providing feedback. Content is presented through discussion, activities, and tasks to help students identify their competencies, interview entrepreneurs, and create a personal plan of action. The goal is for students to understand competencies needed for success in business and careers related to computer hardware servicing.
The document is an introductory module on entrepreneurship from the Department of Education of the Philippines. It discusses the relevance of entrepreneurship courses and defines key concepts. Entrepreneurship improves living standards, creates jobs, and drives economic development. Entrepreneurs take risks to establish new organizations and solutions. The module outlines learning objectives and introduces icons to guide learners through concepts.
The document is an introductory module on entrepreneurship from the Department of Education of the Philippines. It discusses the relevance of entrepreneurship courses and defines key concepts. Entrepreneurship helps develop managerial capabilities, creates organizations, improves standards of living, and means economic development. Entrepreneurs undertake risks to generate new ideas and solve problems. Factors affecting entrepreneurship include personality traits, economic conditions, and government policies.
Module 9 - NC I - Adopting Entreprenuerial Mindset in the Workplace - Final.pdflynette70
The document provides an overview of a module on adopting an entrepreneurial mindset in the workplace. It acknowledges the contributions of various organizations that supported the development of the curriculum. It then states that the module aims to help vulnerable youth develop skills to transition to further education, jobs or self-employment. The module will introduce topics such as the concept of business, characteristics of entrepreneurs, and entrepreneurial practices like quality assurance and cost-effective measures. Learners will complete assignments and assessments to evaluate their understanding of determining and applying an entrepreneurial mindset in the workplace.
This document discusses personal entrepreneurial competencies and the skills needed to be a successful entrepreneur. It notes that entrepreneurs identify opportunities to deliver needed products/services. Key skills include being hardworking, confident, disciplined, committed, able to accept change, creative, taking initiative, and profit-oriented. Planning, people skills, and sound decision making are also important skills. The document provides activities to help assess one's own entrepreneurial competencies against those of successful practitioners in their province.
1-Introduction to entrepreneurship-11-07-2022 [11-Jul-2022]Material_I_11-07-2...BinitKumar67
The document outlines the syllabus for a course on new venture planning and management. It covers key concepts like entrepreneurship, types of entrepreneurship, qualities of successful entrepreneurs, opportunity identification, business organization forms, feasibility analysis, financial planning, accounting, legal aspects, government support, and developing a business plan. The syllabus is divided into 7 modules that will be covered over the course. It also provides assessment criteria and lists textbooks and reference materials.
Entrepreneurship and economic developmentAima Buttar
The document defines entrepreneurs and entrepreneurship. It discusses the role of entrepreneurs in economic development through job creation, employment, and skills development. It also mentions that entrepreneurs promote capital formation, create large-scale employment, help reduce economic inequality, and improve standards of living. The document then discusses different training methods for employees, both on-the-job and off-the-job. It also outlines the process of creativity, including problem recognition, immersion, incubation, insight, and verification. Finally, it briefly discusses the Japanese experience with entrepreneurship and concludes that the development of entrepreneurship is influenced by various environmental factors.
My aspiration is to make a positive impact on the world. I want to use my skills, knowledge, and resources to contribute to the betterment of society and help improve the lives of others. Whether it's through my work, creativity, or personal endeavors, I aspire to inspire and empower individuals, promote equality and justice, and foster a more sustainable and inclusive future.
Additionally, I aspire to continuously learn and grow as a person. I believe in the power of personal development and lifelong learning. I strive to expand my horizons, acquire new skills, and challenge myself to reach new heights. By constantly pushing my boundaries and embracing new opportunities, I aim to become the best version of myself and make a meaningful difference in the world around me.
This module provides an introduction to entrepreneurship. It defines key terms like entrepreneur and entrepreneurship. It discusses the relevance of entrepreneurship including its role in economic development. It outlines the common and core competencies of successful entrepreneurs such as being innovative, risk-taking, and opportunity-seeking. The module also describes different types of entrepreneurs and career opportunities in entrepreneurship fields like business consulting, teaching, and sales. Students learn about factors that affect entrepreneurship including personality and environmental factors. The goal is for students to understand the basic concepts and principles of entrepreneurship.
This document provides an introduction to a module on Cookery for Grade 9 students. It discusses the goals of the Technology and Livelihood Education program and its Home Economics component, which this Cookery course falls under. The objectives of the module are to help students develop skills and knowledge in areas like food preparation, presentation, storage, and packaging in order to pursue careers in cooking or set up their own food businesses. Students will learn about concepts like personal entrepreneurial competencies and have opportunities to practice and assess their cooking abilities.
This document provides an introduction to a module on Cookery for Grade 9 students. It discusses the goals of the Technology and Livelihood Education program and its Home Economics component, which this Cookery course falls under. The objectives of the module are to help students develop skills and knowledge in areas like food preparation, presentation, storage, and packaging in order to pursue careers in cooking or set up their own food businesses. Students will learn about concepts like personal entrepreneurial competencies and have opportunities to practice and assess their cooking abilities.
This document provides an overview of entrepreneurship and entrepreneurial characteristics. It defines an entrepreneur as someone who recognizes opportunities, raises resources, and takes on risks to exploit opportunities. Key characteristics of successful entrepreneurs discussed include ambition, enthusiasm, creativity, decision-making ability, perseverance, and being a self-confident planner. Examples are given of entrepreneurs who demonstrated these traits, such as Steve Jobs of Apple. The document also distinguishes entrepreneurs from managers, noting that entrepreneurs take more risks as owners while managers are employees focused on implementation.
This document discusses Technology and Livelihood Education (TLE) as part of the K to 12 Basic Education Program in the Philippines. It focuses on preparing students with skills for entrepreneurship.
It defines an entrepreneur and identifies personal entrepreneurial competencies including achievement, planning, and power clusters. Achievement competencies include opportunity seeking, persistence, commitment to work, risk-taking, and demand for efficiency. Planning competencies include goal setting, information seeking, and systematic planning. Power competencies include persuasion, networking, and self-confidence.
The document provides lessons on entrepreneurial mindsets and competencies to help students understand how their skills can be useful for entrepreneurship. It discusses generating business ideas in the context
- Both deductive and inductive learning should be emphasized in entrepreneurship education. Deductive learning involves applying existing knowledge while inductive learning involves developing creative solutions to new problems.
- Incubator programs provide support for new ventures during their vulnerable startup period by giving them skills and resources to survive. Mentoring from professionals further helps entrepreneurs develop their ideas and skills.
- Some programs establish venture capital funds for selecting student ventures to fund based on evaluations of their business plans and management teams. Students can gain experience evaluating potential investments.
- Field consulting with local businesses allows students to assist organizations in later growth stages and gain awareness of managing a growing company, including expansion and exit strategies. This benefits both
The document discusses a lesson on personal entrepreneurial competencies (PECs) for computer system servicing. The objectives are for learners to identify areas for improvement in their PECs, align their skills to their career choice, and create a plan to ensure success. Key concepts covered include the definition of entrepreneurship and entrepreneurs. Examples are given of successful entrepreneurs like Bill Gates and Sam Walton. Characteristics of entrepreneurs and factors like motivation, risks, and rewards of entrepreneurship are also summarized. The document ends by outlining three clusters of important entrepreneurial skills: achievement, planning, and power.
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students undergoing practicum at the University of Manila. It identifies factors such as work attitude, habits, competence, personality, linkage to cooperating firms, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how they influence students' training experiences and performance, in order to improve the school's practicum program.
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students undergoing practicum at the University of Manila. It identifies factors such as work attitude, habits, competence, personality, linkage to cooperating firms, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how they influence students' training experiences and performance, in order to improve the school's practicum program.
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students undergoing practicum at the University of Manila. It identifies factors such as work attitude, competence, personality, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how students rate them. It also seeks to understand problems students face during training and which factors need improvement.
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Information and Communication Technology in Education
HE - HANDICRAFT - ENTREPRENEURSHIP.pdf
1. 9
HOME ECONOMICS:
HANDICRAFT
(ENTREPRENEURSHIP)
Learner’s Material
Department of Education
Republic of the Philippines
This instructional material was collaboratively
developed and reviewed by educators from public and
private schools, colleges, and/or universities. We encourage
teachers and other education stakeholders to email their
feedback, comments, and recommendations to the
Department of Education at action@deped.gov.ph.
We value your feedback and recommendations.
2. Technology and Livelihood Education – Grade 9
Home Economics – Handicraft
Learner’s Material
First Edition, 2014
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Department of Education-Instructional Materials Council Secretariat
(DepEd-IMCS)
Office Address: 5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Learner’s Material
Authors: Haydee C. Bueza, Socorro A. Bulic, Jenny A. Da-Anton,
Albert Datu, Jeffrey A. De Guzman, Anicita P. Domo, Alvin L. Espiritu,
Ellen P. Gonzaga, Girlie F. Guian, Aniceta S. Kong, Dorothy Manalanzan,
Lowela P. Margallo, Sandy Montano, Maria A. Roque, Juvy C. Valdemoro
Reviewers: Unina A. Bejarin, Winnie dela Cruz, Annabel Despabiladeras,
Jelly Flores, Karen Kate C. Villanueva, Catherine Villaruz
Editors: Merlyn Lee, Betty Puzon, Noel B. Bejo
Illustrator and Layout Artists: Henry Allen M. Arcos, Arlene A. Guiao
Consultant: Eleanor A. Malicdem
Subject Specialist: Cristeta M. Arcos
Management Team: Jocelyn DR Andaya, Jose D. Tuguinayo, Jr.
3. Table of Contents
ENTREPRENEURSHIP
Executive Summary......................................................................1
Introduction ...................................................................................2
Concept Review...........................................................................2
Personal Entrepreneurial Competencies.................................. 3
Entrepreneur..................................................................................3
Personal Entrepreneurial Competencies.................................3
Business Environment and Business Ideas................................ 9
Business Environment and Market.............................................9
Spotting and Identifying Business Opportunities...................11
Screening Business Ideas...........................................................12
SWOT Analysis..............................................................................12
4.
5. 1
EXECUTIVE SUMMARY
This Learning Module on Handicraft (Needlecraft) course is designed for a Grade 9
student to develop the basic competencies in needlecraft. It covers the major needlecraft
techniques, namely:
(1) Embroidery (special lesson on Calado and Smocking),
(2) Crocheting,
(3) Knitting, and
(4) Quilting.
Each lesson is organized starting with a brief description of the needlecraft
technique; including a brief history as documented. Then, the tools and materials are
provided together with tips or factors to consider for beginners. The bulk of each lesson
contains the step-by-step procedure for stitches and techniques aided with pictures to
facilitate your learning. It then proceeds to project planning as each lesson will require
learners to create a product.
Along with the knowledge and skills that the learners will obtain from needlecrafts, a
concept review of the Personal Entrepreneurial Competencies (PECs) and Environment and
Market is also included. This review aims to reinforce the development of entrepreneurial
qualities and characteristics as well as the learner’s positive work habits.
After taking all the learning sessions from this module, it is expected that the learners
will be able to plan and create articles from needlecraft. In addition, learners will also be
prepared to generate business ideas and identify opportunities and evaluate these ideas
according to the strengths, opportunities, weaknesses and even threats. These
competencies will enable them not only to achieve personal confidence and appreciation in
the arts and their cultural importance but also to become economically productive citizens of
the society and country at large.
6. 2
INTRODUCTION
Technology and Livelihood Education (TLE) is one of the nomenclatures in the
implementation of the K to 12 Basic Education Program (BEP) composed of four
components, namely: Agri-Fishery Arts, Home Economics, Industrial Arts and Information
and Communication Technology. In this module, the focus is on Home Economics course –
Needlecrafts.
In this course, varied and relevant activities and opportunities are provided to
demonstrate your understanding of concepts and core competencies. This will be also
provide venue for you to assess yourself and identify aspects of business that you need to
strengthen and safeguard before you become a part of the workforce.
Today, in the world of work, the number of available jobs is scarce and the
Department of Education is revitalizing its resources to lead the young minds and to prepare
them skillfully as future needlecraft expert. It is in honing the skills that learners can be
assured to have an edge of surviving the daily needs of oneself and of others. It seeks to
provide the learners with the knowledge, attitude and skills in the field of Needlecraft.
This module is also crafted with a focus on the different activities that will assess the
skills and knowledge that learners are expected to demonstrate after going through this
learner’s materials. To evaluate students’ learning, assessment instruments such as pre-
test, posttest and other relevant activities and exercises in each lesson are given. Read
and answer the suggested tasks and accomplish them to practice developing a sustainable
program, prioritizing needs and building a vision.
So, explore and experience the K to 12 TLE module and be a successful needlecraft
maker.
At the start of your journey in learning handicrafts (Exploratory Module on
Handicraft), the Personal Entrepreneurial Competencies and entrepreneurial mindsets were
introduced. In this concept review, you will be reminded of these lessons and you get to
assess whether or not you have the competencies found among entrepreneurs. In addition,
a brief lesson on the Business Environment and Idea Generation is provided to help
CONCEPT REVIEW
7. 3
contextualize how your skills might be useful for an entrepreneurial venture. Read on to find
out!
Entrepreneur
An entrepreneur is comprehensively defined by Zimmerer & Scarborough (2005) as
someone who “creates a new business in the face of risk and uncertainty for the purpose of
achieving profit and growth by identifying significant opportunities and assembling the
necessary resources to capitalize on them” (p.3). They are the ones who act on their
business ideas.
Personal Entrepreneurial Competencies
There has been many studies to characterize “the entrepreneurial personality”;
although there is no isolated set of traits that guarantee success, there were identified
behaviors found common to most successful entrepreneurs. There is a well-known research
on human behavior done by McClelland and McBer which identified 10 behavioral patterns
organized into three general clusters: the achievement, planning, and power clusters
(SERDEF, 2007; 1998). It was found out that these behaviors were also typical
entrepreneurial behaviors. The entrepreneurial qualities, more known as the Personal
Entrepreneurial Competencies (PECs) are as follows:
Achievement Cluster
Opportunity seeking – Entrepreneurs have a good eye for spotting business
opportunities and acts on these opportunities appropriately.
Persistence - Entrepreneurs do not easily give up in the face of obstacles. They will
take repeated or different actions to overcome the hurdles of business. This includes
making a personal sacrifice or extraordinary effort to complete a job.
Commitment to work contract - Entrepreneur do their best to satisfy customers and to
deliver what is promised. They accept full responsibility for problems when
completing a job for customers.
Risk-taking - Entrepreneur are known for taking calculated risks and doing tasks that
are moderately challenging.
PERSONAL ENTREPRENEURIAL COMPETENCIES
8. 4
5 = Always
4 = Usually
3 = Sometimes
2 = Rarely
1 = Never
Demand for efficiency and quality - Entrepreneur see to it that the business meets or
exceeds existing standards of excellence and exerts efforts to improve past
performance and do things better. They set high but realistic standards.
Planning Cluster
Goal setting - Entrepreneur knows how to set specific, measurable, attainable,
realistic, and time-bound (SMART) goals. It is easy for them to divide large goals into
short-term goals.
Information seeking - Entrepreneur update themselves with new information about
her customers, the market, suppliers, and competitors. This is rooted to their innate
sense of curiosity.
Systematic planning and monitoring - Entrepreneurs develop and use logical, step-
by-step plans to reach their goals. They monitor progress towards goals and to alter
strategies when necessary.
Power Cluster
Persuasion and networking - Entrepreneurs know how to use the right strategies to
influence or persuade other people. They have naturally established a network of
people who they can turn to in order to achieve their objectives.
Self-confidence - Entrepreneurs have a strong belief in themselves and their own
abilities. They have self-awareness and belief in their own ability to complete a
difficult task or meet a challenge.
Assess your Personal Entrepreneurial Competencies by answering the items in the next
page.
Personal Entrepreneurial Competencies (PECs) Self-rating Questionnaire
Read each statement carefully and answer honestly based on how well it describes you.
There are five choices as follows: Please write the number you have
selected on the space before each statement. Some statements may
be similar but no two are exactly alike. Please go through each
statement and answer all the items.
LET’S DO THIS!
9. 5
Rating
_________ 1. I look for things that need to be done.
_________ 2. When I am faced with a difficult problem, I spend a lot of time trying to find a
solution.
_________ 3. I complete my work on time.
_________ 4. It bothers me when things are not done very well.
_________ 5. I prefer situations in which I can control the outcomes as much as possible.
_________ 6. I like to think about the future.
_________ 7. When starting a new task or project, I gather a great deal of information before
going ahead.
_________ 8. I plan a large project by breaking it down into smaller tasks.
_________ 9. I get others to support my recommendations.
_________ 10. I feel confident that I will succeed at whatever I try to do.
_________ 11. No matter whom I’m talking to, I’m a good listener.
_________ 12. I do things that need to be done before being asked to by others.
_________ 13. I try several times to get people to do what I would like them to do.
_________ 14. I keep the promises I make.
_________ 15. My own work is better than that of other people work with.
_________ 16. I don’t try something new without making sure I will succeed.
_________ 17. It’s a waste of time to worry about what to do with your life.
_________ 18. I seek the advice of people who know a lot about the tasks I am working on.
_________19. I think about the advantages and disadvantages or different ways of
accomplishing things.
_________ 20. I do not spend much time thinking how to influence others.
_________ 21. I change my mind if others disagree strongly with me.
_________ 22. I feel resentful when I don’t get my way.
_________ 23. I like challenges and new opportunities.
_________ 24. When something gets in the way of what I’m trying to do, I keep on trying to
accomplish what I want.
_________ 25. I am happy to do someone else’s work if necessary to get the job done on
time.
_________ 26. It bothers me when my time is wasted.
_________ 27. I weigh my chances of succeeding or failing before I decide to do something.
_________ 28. The more specific I can be about what I want out of life, the more chances I
have to succeed.
_________ 29. I take action without wasting time gathering information.
_________ 30. I try to think of all the problems I may encounter and plan what to do if each
problem occurs.
_________ 31. I get important people to help me accomplish my goals.
_________ 32. When trying something challenging, I feel confident that I will succeed.
_________ 33. I prefer activities that I know well and with which I am comfortable.
_________ 34. When faced with major difficulties, I quickly go on to other things.
_________ 35. When I am doing a job for someone, I make a special effort to make sure
that person is happy with my work.
_________ 36. In the past, I have had failures.
_________ 37. I am never entirely happy with the way 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 that person wants.
_________ 41. I deal with problems as they arise, rather than spend time trying to anticipate
them.
_________ 42. In order to reach my goals, I think of solutions that benefit.
10. 6
_________ 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 way of reaching my
goals.
_________ 47. My family and personal life are more important to me than work deadlines I
set for myself.
_________ 48. I find ways to complete tasks faster at work and at home.
_________ 49. I do things that others consider risky.
_________ 50. I am as concerned about meeting my weekly goals as I am for my yearly
goals.
_________ 51. I go to several different sources to get information for 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.
Please proceed to the next section where you may determine your score. The point system
will indicate whether you manifest strong tendencies or weak inclinations towards a
particular behavior.
Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial career. (Eds.) Maghirnf, T., Librando,
P., Esguerra, D., &Recio, D.In Introduction to Entrepreneurship. Quezon City: Small Enterprises Research and Development
Foundation, Inc. in cooperation with UP-ISSI. pp: 41-43.
PEC’s Scoring Sheet
Please enter your ratings in the PECs scoring sheet. The number in parenthesis
corresponds to the questionnaire item number. Notice that the item numbers are listed
consecutively for each column. Perform the addition and subtraction as indicated in each
row to compute for each PEC.
Rating of Statements Scor
e
PECs
+ + - + + 6 = Opportunity
(1) (12) (23) (34) (45) Seeking
+ + - + + 6 = Persistence
(2) (13) (24) (35) (46)
+ + + - + 6 = Commitment to
(3) (14) (25) (36) (47) work contract
+ + + - + 6 = Demand for
Efficiency
(4) (15) (26) (37) (48) & Quality
- + + + + 6 = Risk taking
(5) (16) (27) (38) (49)
- + + + + 6 = Goal setting
(6) (17) (28) (39) (50)
11. 7
+ - + + + 6 = Information
seeking
(7) (18) (29) (40) (51)
+ + - + + 6 = Systematic
planning
(8) (19) (30) (41) (52) & monitoring
- + + + + 6 = Persuasion &
(9) (20) (31) (42) (53) Networking
- + + + + 6 = Self-confidence
(10) (21) (32) (43) (54)
- - - + + 18 = Correction
Factor
(11) (22) (33) (44) (55)
Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial career. (Eds.) Maghirang, T.,
Librando, P., Esguerra, D., &Recio, D.In Introduction to Entrepreneurship. Quezon City: Small Enterprises Research
and Development Foundation, Inc. in cooperation with UP-ISSI. pp: 43-44.
The PECs Scoring Sheet with Correction Factor
The Correction Factor is used to provide a more accurate assessment of the PECs of
each respondent. If the total score of items 11, 22, 33, 44, and 55 is 20 or greater, then the
total score on the ten PECs must be corrected. Use the table below to determine the
corrected score.
If the correction factor
is:
Subtract the following
number from each PECs
score:
24 or 25 7
22 or 23 5
20 or 21 3
19 or less 0
Correct each PECs score before using the Profile Sheet
Corrected Score Sheet
PECs Original Correction Corrected Score
Opportunity seeking - =
Persistence - =
Commitment to work contract - =
Demand for quality & efficiency - =
Risk taking - =
Goal setting - =
12. 8
Information seeking - =
Systematic planning & monitoring - =
Persuasion & networking - =
Self-confidence - =
Corrected Total Score:
Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial career. (Eds.) Maghirang, T.,
Librando, P., Esguerra, D., &Recio, D.In Introduction to Entrepreneurship. Quezon City: Small Enterprises
Research and Development Foundation, Inc. in cooperation with UP-ISSI. pp: 44-45.
Personal Entrepreneurial Competencies (PECs) Profile Sheet
Transfer the corrected PECs score to the profile sheet by marking an “X” at the
appropriate point on the horizontal line provided for each PEC category. After plotting your
PECs score, connect all the “Xs” with a heavy line.
SAMPLE PECs PROFILE
Opportunity seeking
Persistence
Commitment to work contract
Demand for quality & efficiency
Risk taking
Goal setting
Information seeking
Systematic planning &
monitoring
Persuasion & networking
Self-confidence
Interpretation
A lower score means a ‘weak’ performance and a higher score translates to a ‘strong’
performance on a particular competency. A ‘weak’ performance should be regarded as a
challenge or an opportunity for improvement rather than a cause for worry. Improving a
competency entails enough determination, correct practice and strategies, and time for
maturation.
Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial career. (Eds.) Maghirang, T.,
Librando, P., Esguerra, D., &Recio, D.In Introduction to Entrepreneurship. Quezon City: Small Enterprises
Research and Development Foundation, Inc. in cooperation with UP-ISSI. pp: 45-46.
0 5 10 15 20 25
X
X
X
X
X
X
X
X
X
X
13. 9
Business Environment and Market
The study of the business environment in a particular location has far-reaching and
long-term effects on a small or micro enterprise’s viability. In fact, business ideas and
opportunities are partly shaped or determined by the business location. Unless it is possible
to migrate to more favorable locations, the ideas and opportunities for business will
oftentimes be delimited to the surrounding areas.
The business environment consists of both the tangible and intangible factors that
affect either the external or internal business operations. They may include the land area
available for economic zones, the physical layout and barriers such as rivers, parks or lakes,
and building obstructions as well as the transportation network; all of which are considered
tangible factors. They also include the demography of clients and suppliers, the competitors
in the locale/area and the available technology for production. The intangible factors, on the
other hand, include the sub-culture, industry trends, economic and government activity or the
political situations in the area.
YOUR
BUSINESS
Culture
Sub-culture,
Race, Emotional
environment
Economy
National
International
- Competitors
Technology
Trend
Production
Demography
Potential target
client,migration
pattern
Natural & Physical
Environment
Livingconditions,
Facilities,Barriers
Government
Regulations
Policies
Natural and Physical Environment. This concerns the physical location of a
business’ store. The natural environment also pertains to the natural and man-made
structures that may enhance the beauty of the location, such as a park or a sea front view, or
BUSINESS ENVIRONMENT AND BUSINESS IDEAS
14. 10
serve as barrier to the location, such as a dump site or high rise structures that obstruct a
view. The living condition in an area also serves as a standard for the ambience you want to
create for your store.
There is also a phenomenon referred to as clustering, where a particular type of
product is offered within the same area. For instance, most guitar shops are clustered along
the intersection of V. Mapa and Aurora Avenue in Metro Manila; Filipino craft stores crowd
the area under the Quiapo Bridge; or car accessories are found in Banawe area.
The key word to have in mind when scanning the physical environment is the visibility
of your intended store to the potential clients.
Demography. This pertains to the number of people living in the area, their age,
gender, socio-economic status, family size, religion and even growth trends. These are
invaluable information that can help entrepreneurs in matching their product to the target
market, in deciding for the marketing strategy, pricing and product packaging among others.
Culture. Culture or sub-culture, being the totality of the way of life, ideas and
customs of a set of people or society, primarily influence the types of products that are
acceptable to a particular locality. For example, the influence of the Japanese culture gave
rise to minimalist designs. A sub-culture also shapes the ‘emotional’ environment of an
area. For instance, the feeling of ‘fear’ for a specific location may serve as a barrier for a
business; a place where one does not feel safe because of the prevalence of crime will
discourage entrepreneurs.
Changes in the lifestyle, which is brought about by changes in the population
demography and the economy, also affect a business. These lifestyle changes may be the
increase of women’s participation in the world of work, change in buying patterns and shift in
tastes.
Government Regulations. The laws and policies of the national and local
government units also influence the business operations. Some examples of policies that
directly affect entrepreneurs are the imposition or removal of taxes for products, the
establishment of economic zones and assistance in product labeling and packaging of
products. In addition, improvement of facilities and roads improve transportation network
that facilitates transfer of products from one area to another or promotes accessibility for
consumers.
Economy. This pertains to the management of resources and study of the system of
production, distribution, and consumption of goods and services. A country’s economy
15. 11
influences both the entrepreneurs and consumers as it relates to the financial matters of
business like taxes and interest rates and to the quality of life, cost of utilities and services,
among others. Even small scale entrepreneurs must learn to study economic indicators to
improve business forecasts, such as when to buy certain materials and supplies, when to
open a store or introduce new products based on consumer spending, or when to hire
employees. Some examples of economic indicators include the (a) Gross Domestic Product
(GDP) which increases when a country’s economy is doing good; (b) Unemployment rate
which indicates that more unemployed people usually signal an economy getting worse; and
(c) Price Indexes and Inflation rates which determine the buying power of consumers.
Technology. Technological changes are inventions based on the application of
science that create new product or process improvements. Some examples of technological
changes are mobile tools that enable online connection, new business tools for analysis and
database, social networks and modern, digital equipment. These advances in technology
result to efficiency and productivity at a lesser cost. It can be observed that sending
message through e-mail provides a cheaper and faster means compared to hand-delivered
mails (snail mails). An entrepreneur can benefit from technological changes by identifying
the appropriate technological solution available in the area or locale.
At this point, it must be quite clear why an environment scanning of an area
considered as business site is helpful for the entrepreneur. In fact, the impact of the factors
in the business environment does not only include the business operation but is even
relevant at the start of the venture – during the business idea generation and opportunity
identification stage. A concise guide on how to spot and identify business opportunities are
provided in the following section. Keep reading!
Spotting and Identifying Business Opportunities
Spotting business opportunities is one of the most essential aspects of
entrepreneurship. An entrepreneur must have a keen eye for identifying opportunities that
can potentially turn into a good product or business venture. At the same time, an
entrepreneur should also know which opportunities to drop and which ones to develop.
16. 12
Idea Generation
The first step in identifying a good business opportunity is to look for many
opportunities. This is called the idea generation phase (SERDEF, 2007). The following are
good sources of business ideas (Histrich, Peters, & Shepard, 2008; Looser & Schlapfer,
2001).
1. Personal hobbies and interests
2. Everyday experiences, travel, and adventures
3. Suggestions from family members and friends
4. Problems that need solutions
5. Problems with existing products
6. Books, magazines, news
7. Observing, listening around you
Screening Business Ideas
Once you have generated a number of business opportunities and ideas, the next
step is to select and screen these. Though there can be many ways to do this, a good way to
proceed is to screen your ideas based on 1) your personality and personal preferences and
2) the characteristics of a good business (SERDEF, 2007). Consider the following criteria:
1. Personality and Personal Preferences
a. Personal Preference
b. Education, Skills, and Experience
c. Work Experience
d. Support from family and friends
2. Characteristics of a good business
a. Demand for Product
b. Availability of skills, raw materials, technology, and capital
c. Profitability
SWOT Analysis
Once you have chosen your business idea, the next step is to conduct a SWOT
analysis in order to determine the Strengths, Weaknesses, Opportunities and Threats of
your potential business. This step will help you improve your business of choice and prepare
for challenges. The table will help you differentiate among these four features.
17. 13
Table 1 SWOT Analysis
Positive Negative
Controllable
Factors
Strengths
positive factors that
contribute to the
favorability of a
business opportunity
Examples:
Cheap raw materials
Skilled employees
Ease of management
Small capital outlay
Weaknesses
set of problems,
difficulties or
shortcomings
encountered by the
business
Examples:
Inexperienced owner
Lack of working
capital
Poor location
Uncontrollable
Factors
Opportunities
positive factors that
are not within the
control of the business.
Examples:
Absence of similar
products in the market
New markets being
developed
Growing demand for
similar products
Favorable
government policy
Threats
negative factors that
are beyond the
control of the
business
Examples:
Rising costs
Raw material
shortages
Too many
competitors
Remember to refer back to these guidelines and tools when you are ready to think of
your next business ideas!