⢠Choose your business and plan from the following site: http://www.bplans.com/sp/businessplans.cfm . Clearly label which business type and name you are using.
⢠Review your textbook and the Small Business Administration site: https://www.sba.gov/business-guide/plan-your-business/write-your-business-plan
⢠Before you begin writing your business plan, consider the four core questions:
- What service or product does your business provide and what needs does it fill?
- Who are the potential customers for your product or service and why will they purchase it from you?
- How will you reach your potential customers?
- Where will you get the financial resources to start your business?
Sample Solution
techniques. However, the experience of the module has illustrated to me that it is not an option: interpersonal effectiveness basically demands that individuals exercise this facility, or develop it, as appropriate. As Bolton explains, âReflective practice and reflexivity are not subjects but a pedagogical approach which should pervade the curriculum.â (5) This is not say that formally defined subject knowledge, academic skills, or the didactic position, itself, are in any way less relevant or marginal in the curriculum process. It does indicate however that the ability to manage the dynamics of learning, and to demonstrate it through interpersonal growth, has become more prominent. It is fair to argue then, as Fraser and Bosanquet have done, that ââ¦Students are the receptors of the curriculum and their impact upon it variesâ¦â (6) I found that, in the interactive learning environment, the effectiveness of the curriculum was determined and defined to a significant degree by us as learners, and in particular by our willingness to contribute new knowledge as perceptions. In this respect, the module was As Fraser and Bosanquet point out, âThe changing nature of knowledge relevant to the discipline, and research in the discipline area, also influence the structure and learning goals of the programmeâ¦â. (7). I consider that one of the key aspects of the module was its capacity to develop interpersonal working and the ability to work within a group dynamic. The resolution of issues, coordination of effort, and maximisation of individual skills through delegation are all highly transferable skills, which added to the developmental strengths of the formal curriculum. As Davis observes, âWhilst there is demand for the traditional ability to analyse, think critically an work independentlyâ¦â, there is also a growing demand for ââ¦transferable skillsâ¦.communication, team working,â¦and problem solving.â This requires âcareful curriculum planning, support mechanisms, teaching methodologies and assessment strategiesâ¦â (8). As discussed above, there are a range of factors which form the individualâs attitudes and effectiveness within this dynamic, in terms of what they deem acceptable or effective approaches. Many of these are culturally formed, and may be interpreted within frameworks such Hofstedeâs Cultural Dimensions Index. Within this, Hofestede projects, each culture has tolerances and behavioural norms which dictate group behaviour, as well as strategic thinking within organisations. He defines these criteria as uncertainty avoidance, power distance, long/short term orientation, gender, i.e. masculinity and femininity, and individualism/collectivism. (9). Perhaps more revealing than this scheme of wide cultural sub-groups, however, is the related idea that these are just one component in tripartite scheme which includes universal human traits, âlearnedâ behaviour and values, and individual personality traits. (10) I consider that the recognition of individual strengths and weaknesses is a key factor, not only in the recognition of individual contributions, but in effective team building. I have definitely learned that assembling a team is a skill in itself. Simply pushing together a random group of individuals is not team-building. Correspondingly, one learning point which I can take from team working on the module, is that different individuals place value upon different aspects of interpersonal dealings, and that this has to recognised, despite personal preferences. For example, some co-learners on the module â and through logical extension, some colleagues in a professional situation â placed a high value on directness within relationships, and preferred immediate action to a deferred approach. Conversely, some personalities felt far more secure with an incremental approach to issues, preferring to delay action until the maximum possible information and analysis was assembled. Some individuals placed a high premium on relationship building through personal interaction, and took this as the inception of a trust network, before moving on to the specifics of a problem or issue. Meanwhile, some individuals were comfortable with the exact reverse of this; they wanted to stay focused on the dimensions of the issue, and preferred to leave the interpersonal dimensions of team building to take their natural course. The main learning point which emerged from this for me, was that such characteristics neede>
techniques. However, the experience of the module has illustrated to me that it is not an option: interpersonal effectiveness basically demands that individuals exercise this facility, or develop it, as appropriate. As Bolton explains, âReflective practice and reflexivity are not subjects but a pedagogical approach which should pervade the curriculum.â (5) This is not say that formally defined subject knowledge, academic skills, or the didactic position, itself, are in any way less relevant or marginal in the curriculum process. It does indicate however that the ability to manage the dynamics of learning, and to demonstrate it through interpersonal growth, has become more prominent. It is fair to argue then, as Fraser and Bosanquet have done, that ââ¦Students are the receptors of the curriculum and their impact upon it variesâ¦â (6) I found that, in the interactive learning environment, the effectiveness of the curriculum was determined and defined to a significant degree by us as learners, and in particular by our willingness to contribute new knowledge as perceptions. In this respect, the module was As Fraser and Bosanquet point out, âThe changing nature of knowledge relevant to the discipline, and research in the discipline area, also influence the structure and learning goals of the programmeâ¦â. (7). I consider that one of the key aspects of the module was its capacity to develop interpersonal working and the ability to work within a group dynamic. The resolution of issues, coordination of effort, and maximisation of individual skills through delegation are all highly transferable skills, which added to the developmental strengths of the formal curriculum. As Davis observes, âWhilst there is demand for the traditional ability to analyse, think critically an work independentlyâ¦â, there is also a growing demand for ââ¦transferable skillsâ¦.communication, team working,â¦and problem solving.â This requires âcareful curriculum planning, support mechanisms, teaching methodologies and assessment strategiesâ¦â (8). As discussed above, there are a range of factors which form the individualâs attitudes and effectiveness within this dynamic, in terms of what they deem acceptable or effective approaches. Many of these are culturally formed, and may be interpreted within frameworks such Hofstedeâs Cultural Dimensions Index. Within this, Hofestede projects, each culture has tolerances and behavioural norms which dictate group behaviour, as well as strategic thinking within organisations. He defines these criteria as uncertainty avoidance, power distance, long/short term orientation, gender, i.e. masculinity and femininity, and individualism/collectivism. (9). Perhaps more revealing than this scheme of wide cultural sub-groups, however, is the related idea that these are just one component in tripartite scheme which includes universal human traits, âlearnedâ behaviour and values, and individual personality traits. (10) I consider that the recognition of individual strengths and weaknesses is a key factor, not only in the recognition of individual contributions, but in effective team building. I have definitely learned that assembling a team is a skill in itself. Simply pushing together a random group of individuals is not team-building. Correspondingly, one learning point which I can take from team working on the module, is that different individuals place value upon different aspects of interpersonal dealings, and that this has to recognised, despite personal preferences. For example, some co-learners on the module â and through logical extension, some colleagues in a professional situation â placed a high value on directness within relationships, and preferred immediate action to a deferred approach. Conversely, some personalities felt far more secure with an incremental approach to issues, preferring to delay action until the maximum possible information and analysis was assembled. Some individuals placed a high premium on relationship building through personal interaction, and took this as the inception of a trust network, before moving on to the specifics of a problem or issue. Meanwhile, some individuals were comfortable with the exact reverse of this; they wanted to stay focused on the dimensions of the issue, and preferred to leave the interpersonal dimensions of team building to take their natural course. The main learning point which emerged from this for me, was that such characteristics neede>
