Professional Documents
Culture Documents
PRODUCTION TEAM
Gouvernement du Qubec
Ministre de lducation, du Loisir et du Sport, 2007
FOREWORD
This instructional activity was made possible by financial support received under the Youth Entrepreneurship
Challenge, coordinated by the Secrtariat la jeunesse of the Ministre du Conseil excutif. Part of a series of
suggested instructional activities, it is intended to complement various college programs. Teachers will find
suggestions for helping students develop entrepreneurial qualities that are inherent in and essential to their academic
success.
This activity was designed to be incorporated into all programs. By using principles of active teaching, teachers will
be able to easily establish connections with their programs, be it in general education, pre-university education or
technical training, and make students aware of entrepreneurship and its values through specific objectives.
This activity was validated by a multidisciplinary team made up of teachers of different programs, education
consultants, specialists in individual and social entrepreneurship, entrepreneurs and members of the socioeconomic
community.
We hope that by implementing this activity you will discover a taste for entrepreneurship and help students in all
programs of study develop a passion for different types of projects. These projects will help students develop useful
competencies not only as future entrepreneurs, but also as committed citizens.
Publication of this entrepreneurial activity guide was made possible through the financial support of the Secrtariat
la jeunesse of the Ministre du Conseil excutif as part of the Youth Entrepreneurship Challenge
(<www.defi.gouv.qc.ca>).
This document is part of an activity kit whose aim is to help teachers promote entrepreneurial competencies and
provide them with the necessary tools to do so. It is a valuable tool for helping students maintain or further develop
their entrepreneurial skills in order to prepare them to better meet the many challenges ahead.
As coordinators of the project, we would first like to thank the Cgep de Saint-Hyacinthe for their work in carrying
out this mandate. More particularly, we are very grateful to Lise Lecours and Brigitte Bourdages, for the excellent
work they accomplished, from analyzing existing literature to selecting content elements and producing the
instructional materials.
We would also like to thank the members of the validation committee, whose names appear on the following pages,
who, through their work and their comments, contributed significantly to the quality and usefulness of this
publication.
Finally, we would like to thank all those who participated in the production of these materials, which we hope you
will find useful.
ENTREPRENEURSHIP COMMUNITY
entrepreneuriat
Riverin, Nathaly Director Centre de vigie et de recherche Fondation de lentrepreneurship
sur la culture entrepreneuriale
Touzel, Pierre Development director Association des clubs entrepreneurs
tudiants
SOCIOECONOMIC ORGANIZATION
Gagnon, Sagette Youth entrepreneurship awareness officer Carrefour Jeunesse Emploi Maskoutain
ENTREPRENEURS
INTRODUCTION......................................................................................................................11
SUGGESTED SCENARIO........................................................................................................23
IMPLEMENTATION GUIDE...................................................................................................25
STUDENT DOCUMENTS
1. Project Idea...........................................................................................................37
2. The Team...............................................................................................................41
5. Communication Plan.............................................................................................51
6. Action Plan............................................................................................................53
8. Financing Plan.......................................................................................................59
EVALUATION GRID
The Teams Project File...............................................................................................69
EVALUATION GRID
Logbook.......................................................................................................................75
REFERENCES...........................................................................................................................79
BIBLIOGRAPHY......................................................................................................................81
INTRODUCTION
Whatever projects we undertake in our lifetime, be they
academic, athletic, artistic or occupational, we must
have the desire to achieve our dreams.1
Why develop entrepreneurial spirit in college? development of skills that will enable young Entrepreneurship as
Some might say for purely economic reasons. people to achieve their full potential. an educational
According to others, entrepreneurship value
What is entrepreneurial culture?
education helps students develop qualities such
Entrepreneurial culture is made up of
as self-confidence, initiative, creativity, team
qualities and attitudes that reflect a desire to The Youth
spirit, self-esteem, passion, self-fulfillment, the
wholeheartedly undertake and see through to Entrepreneurship
will and motivation to act, the desire to learn, Challenge is a vast
completion whatever enterprise one chooses to
intellectual curiosity, the drive to excel, social undertaking
be involved in; they include independence,
appreciation for a job well done . . . 2 These in which the
creativity, initiative, self-confidence,
education
are important attitudes in education. Any leadership, team spirit, assiduity, community plays an
individual or group activity that calls these important role.
responsibility, solidarity and perseverance.4
qualities and attitudes into play and instills a
desire to undertake an enterprise can be An entrepreneurial project gives students an
considered instructional and conducive to the opportunity to develop entrepreneurial spirit. Entrepreneuria
This guide proposes a process that students l attributes:
development of entrepreneurial spirit.
- self-confidence
can apply in developing a suitable project. In
This activity is part of the Youth - motivation
addition to making the knowledge that they - effort
Entrepreneurship Challenge, a Qubec
have acquired in their courses more - sense of
government initiative that stems from a responsibility
meaningful, this process also provides
decision to foster the development of a true - initiative
entrepreneurial culture among young people students with a tried-and-true approach that - perseverance
they can apply in carrying out any project. - solidarity
across all of Qubecs regions.3 The Youth - team spirit
Entrepreneurship Challenge is a vast social This guide first presents teachers with a - resourcefulness
undertaking that aims at promoting the short text to help them understand how an - determination
entrepreneurial project could be
1. Qubec, Secrtariat la jeunesse, Dfi
incorporated into their course. Then, a
lentrepreneuriat jeunesse, <http//:defi.gouv.qc.ca/> pedagogical scenario proposes specific
(November 21, 2006) (free translation). A pamphlet on
the Youth Entrepreneurship Challenge. Three-Year objectives and a process for carrying out an
Action Plan 2004-2005-2006. Shaping My Future My entrepreneurial project. An implementation
Way is available in English at
<http://www.defi.gouv.qc.ca/publications/>.
2. Paul Inchausp, Cultiver le got dentreprendre 4. Qubec, Ministre de lducation, du Loisir et du
lcole pour que senracine le meilleur. Excerpt from a Sport, Direction de la formation continue et du soutien,
conference at the Forum dautomne de la Fondation de Introduction to Entrepreneurial Culture. Project
lentrepreneurship, October 28, 2004, Development Guide for Teachers, (Qubec:
<http://www.jobboom.com/jobmag/2005/v6n1/v6n1- Gouvernement du Qubec, n.d.), 7
14f.html> (November 21, 2006) (free translation). <http://www.inforoutefpt.org/mse/documents/guidemes
3. Dfi de lentrepreneuriat jeunesse ure_ang_compl.pdf> (November 21, 2006).
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guide provides teachers with some tips and of these steps as well. Lastly, some
hints for each step of the project, and a evaluation tools and additional references
student document has been included for each have been recommended for teachers.
Table P.1 outlines the different sections of the guide, their intended audience and respective
functions.
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INCORPORATING AN
ENTREPRENEURIAL PROJECT IN A
COURSE
Importance of
clearly
Before incorporating an entrepreneurial An entrepreneurial project involves more distinguishing
project into a course, it is important to than the 10 per cent of students who will go between an
entrepreneurial
clearly distinguish between a pedagogical on to become entrepreneurs; it targets all
project and a
project and an entrepreneurial project. The students, because all will be required, at one pedagogical
aim of a pedagogical project is essentially to point or another in their lives, to actively project
have students acquire learning related to the participate in various forms of innovation
objectives of a course or program of study. and change in their environments.
An entrepreneurial project involves
An entrepreneurial project may focus on a
producing a product, service or event that
single competency or on a set of An entrepreneurial
meets an identified need; therefore, value is project could take
competencies. A project involving a number
added to a pedagogical project. The the form of a
of program competencies could be used as
following definitions also help clarify the comprehensive
part of a comprehensive assessment in order assessment.
difference between the two types of projects:
to evaluate students overall learning. Table
PROJECT-BASED LEARNING: trying out P.2 provides some examples of pedagogical
and understanding concepts and projects with an entrepreneurial focus, as
principles by completing projects, in they relate to certain programs of study.
order to make specific acquisitions in
the boundless realm of knowledge.
ENTREPRENEURIAL PROJECT: producing
something new, innovating, taking
action to produce products, services or
events that are valued in the community
because they meet specific needs.5
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We suggest that teachers have students carry the project is reflective of the workplace and
out the project in teams in order to improve the world of entrepreneurship, and, at the Importance
the quality of the work, to allow a larger- same time, to facilitate the correction of of teamwork
scale project to be undertaken, to ensure that students work. Team projects also help
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students develop the entrepreneurial questions to show what they have learned.
qualities of team spirit and solidarity. In The goal is to verify that students have
order to evaluate the students individual integrated the recommended process and
learning, each team member will keep a that they have met the learning objectives.
logbook in which they will answer specific
A logbook is CHOOSING A PROJECT FOR students by providing them with tools that
used to evaluate will enable them to find their own answers
STUDENTS
individual
and thus become more independent and
learning.
effective.
1st criterion: a project related to the
teachers expertise
Help students find 2nd criterion: a project related to the
their own answers It is important that teachers propose project
ideas that they are comfortable with so that achievement context of the competency or
to questions so
that a real they can help the students with their competencies
learning process projects. Carrying out a project as a The project must be carried out in a context
can begin.
pedagogical activity requires that students that corresponds to the achievement context
explore and examine a wide array of aspects for the course competency or competencies.
and ask their teachers questions that they Thus, a project to have a group of students
may not always be able to answer. This is in the Food Service and Restaurant
how a true learning process begins. It is Management program develop and
normal for teachers not to have all the standardize a recipe will be carried out in the
answers. What is important is that students context that the program establishes for this
are given guidance in how to seek answers competency, as presented in Table P.3. The
because in the job market, as well as in teacher should therefore provide students
many other situations, students will be with the relevant guidelines.
required to find answers on their own.
Teachers are in a position to truly help
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Once teachers have identified projects that Students must also apply the entrepreneurial Demonstration
they would feel comfortable with and that process. Table P.5 presents an example of of how the
entrepreneurial
are in line with the programs achievement how the entrepreneurial process can be process can be
context, they must list the competencies that applied for the competency Develop and applied in
standardize a recipe. The first column developing a
will be developed in carrying out the project.
competency.
outlines the steps in the entrepreneurial
Using the example of developing and
process, the second presents an offer of
standardizing a recipe, the elements of the
services for standardizing recipes, and the
competency presented in Table P.4 list the
third lists some of the value added to the
steps that the students need to carry out for
courses learning process.
the project. The entrepreneurial project must
allow students to apply this process, while at
the same time adding value to the process.
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Comprehensive assessment
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SUGGESTED SCENARIO
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IMPLEMENTATION GUIDE
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In this step, the students follow a procedure where they see the fruits of their labour and
for defining the role of each team member in apply the competency or competencies
required for the project. Each team member Students are
implementing the project. The team must
given questions to
define the task and responsibilities for each will prepare a work plan and will apply it.
help them review
job position. Students are given an example After the project has been implemented, their process.
to help them with this step. students will answer some questions to help
The team completes a document that them evaluate their process and the results
presents their human resources plan and obtained.
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Teachers may add any additional criteria The student document for this step, Project
related to implementing and evaluating the Implementation and Evaluation, is found on
project that they feel are necessary to verify page 61.
whether the students have acquired the
project competency or competencies.
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communication plan
7. Develop the Communication
Action plan
(logbook)
LEGEND:
Circles = steps in the activity
Italics = documents in this guide
Black rectangles = student productions
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Student Document
INTRODUCTION TO THE PROJECT
Have you already carried out some projects ENTREPRENEURIAL PROJECT: producing
during your elementary, secondary or something new, innovating, taking
college studies? For the most part, they were action to produce products, services or
pedagogical projects. The documents that events that are valued in the community
your teacher will present to you over the because they meet specific needs.8
next few weeks deal with an entrepreneurial
An entrepreneurial project involves more
project. Before starting your project, it is
than the 10 per cent of students who will go A pedagogical
important to distinguish between a project versus an
on to become entrepreneurs; it targets all
pedagogical project and an entrepreneurial entrepreneurial
students, because all will be required, at one
project. The aim of a pedagogical project is project
point or another in their lives, to actively
essentially to have students acquire learning
participate in various forms of innovation
related to the objectives of a course or
and change in their studies, their life
program of study. An entrepreneurial project Series of steps
experiences and their careers. to be completed
involves producing a product, service or
event that meets an identified need; Table P.7 outlines the steps to be carried out in order to have
an overview of
therefore, value is added to a pedagogical as part of an entrepreneurial process as well
the work to be
project. The following definitions also help as the work required of the team and each
done
clarify the difference between the two types member.
of projects.
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6. Develop their Text of approximately 300 to 400 Working alone, team members
action plan. words (1 to 2 pages) (excluding make an entry in their respective
the plan) logbooks for this step, specifying
Quality of the presentation and of the following:
English briefly describe your
Inclusion of all points to be covered: contribution to defining the
description of the project site action plan
provide your personal
description of any
assessment of the methods
improvements to be made to
selected
the premises
description of how raw
materials will be supplied for
projects that involve producing
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Student Document
1. PROJECT IDEA
Your teacher has given you an idea for a The following section provides several
project. Now you need to interpret it so that notions of creativity that may be helpful in Importance of
you can make it your own. Brainstorm with interpreting and defining your project. knowing yourself
well so that you
your team members to clearly define this
can optimize your
project idea. This document presents some involvement in
tools to help you with this step: first, some the project.
notions of creativity are explored so that you CREATIVITY
can develop your own definition of the
project; then, you will explain your choice; Show your
and lastly, you will identify the resources Some peoples minds are constantly filled creativity in your
available to you to carry the project through with new ideas; everything becomes an interpretation of
to completion. the project
opportunity to explore, to experience
proposed by the
The project idea is based on the observation, something new. But not everyone is like
teacher.
analysis and understanding of a given this, so this section provides some tips on
situation. In fact, the project becomes stimulating your creativity, so that you can
meaningful when it contributes to improving use it as a distinct aspect of your personality
Creativity is the
quality of life or collective wealth, be it and be an asset to your team. ability to
economic, cultural, humanitarian or First, a working definition of creativity is contribute
ecological. something new.
presented as well as the main elements that
To enjoy the experience, the project must comprise it. Then, we will look at how these
appeal to the team members; the members concepts can be used to identify the
must each be able to relate to the project and innovative aspects of a project.
want to be involved in carrying it out.
In order to clearly define the project, Definition of creativity
students must be familiar with the situation
presented or selected. Creativity comes into The simplest definition of creativity is the
play when honing in on the situation and ability to contribute something new. But
analyzing it. Students must demonstrate in what is something new? For whom? In
what ways their project is innovative and which circumstances? etc. In fact, newness
how it meets a need. must be perceived as such by persons other
than the individual introducing the new idea.
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identified limitations
Evaluation criteria for the logbook:
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Student Document
2. THE TEAM
Now that you have defined your idea for the 4. What are your specific skills?
project, it is time to show that you have the
You have strengths and skills that you have
resources to carry it out. This step involves Identify each team
acquired through different work or life members
identifying each team members qualities,
experiences and that can be assets to the qualities, skills
skills and experiences. and experiences.
project.
You will do this part of the project on your
own, although the team members will read
each others work to ensure that all the 5. Which of the competencies that you
elements have been included. Answer the acquired through your program of
following questions: study will help you carry out this
project?
Through your program of study, you have
1. What motivated you to commit to this
acquired knowledge and experience in a
project? multitude of situations. Analyze the courses
The project definition and your logbook for that you have taken (course outlines) and
Step 1 will help you answer this question. identify the competencies that you have
acquired that will be useful to the project.
Your teachers can also help you identify
2. What are your personal objectives? these competencies.
Your personal objectives may be to acquire
specific experience related to your career
6. Which entrepreneurial attributes do
choice and program of study, to play a
you possess that will help you in
meaningful role in society, to contribute to
carrying out this project?
carrying out a concrete project, etc.
To help you identify your entrepreneurial
attributes, your teacher has an activity that
3. How much time are you prepared to will help you define your entrepreneurial
devote to the project? profile.
This aspect is important in defining the
scope of the project and in setting realistic
expectations with your team members and
clientele.
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Student Document
3. CONTEXT OF THE PROJECT
Further detail
Your project idea is starting to take shape.
your project.
You are aware of the strengths that you can
3.2 LOCATION
bring to the project. Now it is time to define
the target clientele. Who is your average
Identify the
customer? Where can your customers be Next, you will specify your projects projects sector of
found? How many people are ready to take location. It may take place at the college, or activity and
advantage of your product or service? Do elsewhere. Define your needs in terms of the obtain
other similar projects exist? Is there a real information on
premises required, the availability of the
demand for what you are offering? To trends for this
premises, the importance of being able to sector.
answer these questions and accurately define easily access the premises, and any
the context of your project, you need to applicable costs.
specify the location of your project, the
market and its segmentation, the potential Where will the
project be
competition and potential income. 3.3 TARGET MARKET AND carried out?
CLIENTELE
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Accurately Statistics should be gathered on the clientele. As well, determine the number of
describe the following: persons that you wish to reach with your
target market and project as this will allow you to assess what
the number of persons in the territory,
clientele. you could earn and what you need to earn.
for example, the number of students and
employees at the college (depending on
the project), or the number of residents 3.4 THE COMPETITION
in the territory
knowing how your clientele breaks
down in terms of gender may be useful. Depending on your project, you may need to
The college administration or municipal identify the competition. If you plan on
offices can help you get this organizing an event and you learn that
information. another event is taking place the same week,
you may decide to change your date.
an estimate of the average yearly
Similarly, if you want to offer hot meals to
income of students and employees or,
seniors in a town, check to see if this service
Know your depending on the project, of families in
already exists, and if so, demonstrate how
competition so that the territory, as well as the amounts
your project differs from the competition. To
you can give your generally spent on recreation or meals.
project an edge.
do so, you need to gather information on the
competition and describe what it offers so
that you can explain your competitive edge.
3.3.2 Target Clientele
For a project that involves producing
You must define your clientele, and provide products, it would be important to know the
their age group as well as certain products that each of your competitors
characteristics that you consider important. offers, the production capacity, and how the
For example, your clientele may include products are offered to customers. In the
college students and employees, which are example of hot meals for seniors, it would
comprised of two groups: young adults 17 to be useful to know the variety and types of
25 years old on average and adults 20 to 65 meals offered, the production capacity
years old. This English-speaking customer according to the kitchen size, the way in
base totals 3 000 students and 500 which meals are offered to customers (home
employees. You could also form subgroups, delivery, pickup, etc.) and the range of sales
such as students in technical training prices. To obtain this information, simply
programs and students in pre-university call and explain that you are a student doing
education, support staff, teachers and an assignment.
management. Define the category or
categories that you will be focusing on and
estimate the numbers.
You also need to specify your needs and
requirements for each category of target
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of potential income must be identified as access the premises, the costs, the
realistically and accurately as possible. If planned location)
you are selling a product or service, the cost the target market and clientele (territory,
must reflect the market (the competition) statistics)
while remaining competitive in terms of
the competition and ways of
sales price and type of product or service
offered. differentiating the project
For products, once the sales price has been potential income (supporting documents
determined, multiply it by the quantity required)
produced in order to obtain the potential list of main sources of information
income. For an event, income is earned by
selling tickets. The number of estimated
visitors multiplied by the cost per ticket will THE LOGBOOK
give the potential income. Lastly, for a
Working alone, team members make an
service, the cost of the service multiplied by
entry in their respective logbooks for this
the number of potential customers provides
step, answering these questions:
an estimate of the potential income.
how did you contribute to defining the
Obviously, there are other advantages
context of the project? (provide a brief
besides financial ones in carrying out the
description)
project. The benefits may be numerous:
learning about the entrepreneurial process, what were the main difficulties
offering a service that meets a community encountered in defining the context of
need; a sense of personal accomplishment, the project?
etc. what means did you take to overcome
these difficulties?
PRESENTATION CRITERIA given the information provided on the
context of the project, what are the
Team presentation
chances of your project succeeding?
Explain.
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Student Document
4. CHARACTERISTICS OF THE OFFER
You have identified your sector of activity, Once you have all your completed surveys,
your projects location, the target market, the compile the results so that they can be used
competition and the potential income. Now for the remaining steps of the project.
you need to define what you will be offering
your customers and how you will offer it.
You will determine ways of meeting your 4.1 DESCRIPTION OF THE PRODUCT,
income forecast. For this step, you first need SERVICE OR EVENT
to know your clientele very well so that you
can define the characteristics of your offer. Survey your
Here you will present your product, service clientele so that
What better way to learn about your or event and describe how it will meet your you can better
customers than to meet with them and ask customers expectations and needs, how it know and meet
them questions? Prepare a short their expectations.
differs from the competition and how it is
questionnaire of roughly 10 questions that innovative. Also, specify the name of your
customers can answer in 5 minutes at most. product and give your project a title,
Have about 20 customers complete it. The providing explanations for your choices.
information obtained will be very valuable
in confirming your clienteles expectations
and needs. 4.2 ESTABLISHMENT OF SALES
The information that you have collected in PRICES
the preceding steps will help you prepare the
questionnaire. The answers to the questions
Several elements must be considered before
should allow you to describe your clientele
establishing sales prices. Firstly, it is important
(age group, occupation, gender, origin), and
to specify that each situation is unique and
be related to your product or service:
needs to be evaluated individually. Two basic
expectations regarding this type of service or
factors come into play when setting sales
product, selection criteria (sales price,
prices: the income required to cover expenses
quality, quantity, other relevant aspects),
and provide an interesting profit (if that is one
accessibility, services offered, etc. We
of your objectives); and the consumers
suggest that you use multiple-choice
perception of the value of the product, service
questions with an Other option where
or event. Table P.8 presents the main elements
respondents can expand on their answer.
to be considered.
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Define the profit margin that you would like, For an event, securing a location for the
Show that the
describe all your expenses, know the show is a way of making the event
various factors have
been considered in
competitions prices, and show how you accessible. Describe the features of the
establishing a sales arrived at your estimated sales price. Explain room and how you plan on selling
price. how you took into account the various factors tickets, if applicable.
in establishing this sales price.
For an information booth, you could
describe how the information will be
4.3 DISTRIBUTION OF YOUR OFFER conveyed to customers; for example,
two persons could be present at the
booth at the same time, from 11:00 a.m.
Define how you will distribute your offer to to 2:00 p.m., information pamphlets
customers. Here are a few examples: could be handed out, etc.
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Quality of the presentation and of English what means did you take to overcome
these difficulties?
Inclusion of all points to be covered:
given the information provided up to
the questionnaire and the results of the
now, do you still believe your project
compilation
will succeed? Explain.
the description of the product, service or
event
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Student Document
5. COMMUNICATION PLAN
Communicate
Once your offer has been well defined, you purchased. Once you have made your
your offer to your
need to determine how you will choices, you can develop a schedule of clientele.
communicate this offer to your clientele and activities that details the promotional costs
whether any promotions and after-sales and dates.
service will be offered, if applicable. Develop a
schedule of
PRESENTATION CRITERIA activities that
PUBLICITY AND PROMOTION details
Team presentation
promotional costs
Text of approximately 300 words (1 and dates.
Which methods did you select to attract your pages)
customers attention? Today, people are
Quality of the presentation and of English
inundated with information, so you need to
hook them in, while staying within your Inclusion of all points to be covered:
budget. First, identify the media that you can a table presenting the methods selected,
use to reach your customers, then the the cost, the frequency of the
message you wish to convey. For example, a advertising, the duration, the dates
college already has methods of
explanation of the choices made
communicating with people: internal
newsletter, bulletin board, portal, mass
mailings, etc. Municipalities have local
THE LOGBOOK
newspapers, which are often expensive, but
other means may also be available through Working alone, team members make an
community groups, for example. It all entry in their respective logbooks for this
depends on your project and budget. Learn step, specifying the following:
about the costs of advertising in the various briefly describe your contribution to
media and establish a budget before making
defining the publicity and promotion
your choices.
provide your personal assessment of the
Promotional activities are used to advertise
methods selected
your offer. You could decide to have a draw
to attract customers, offer group rates or
give discounts based on the amounts
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Student Document
6. ACTION PLAN
The preceding steps described the what of Are there any fees associated with using
the project; the action plan describes the these premises? What steps should be taken
how. The projects action plan answers the in order to have access to these premises?
following questions: How do we proceed?
What is the best way to carry out the
6.2 SITE IMPROVEMENTS
project?
This step is more demanding for projects
that involve producing products rather than What equipment is needed for the project? The action plan
describes how the
offering a service. A series of questions have Make a brief list. Is this equipment already
project will be
been included to help you prepare your available at the site? If not, should you lease carried out.
action plan. or buy it? What are the potential costs
involved?
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TABLE P.9 Outline of an action plan that can be adapted and expanded on
Means Resources Estimated Schedule Comments
cost
Objective: SEEK FINANCING
Apply for a Local development Weeks 1 and 2
grant centre (CLD),
Apply for a loan college foundation
Financial
Find seed
money institution
Student in charge
of the projects
financing
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Means Resources
Estimated Schedule Comments
cost
Objective: MAKE ANY NECESSARY ADJUSTMENTS
Improve the All team members Ongoing
offer according
to the
comments
received
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Student Document
7. HUMAN RESOURCES PLAN
In Step 2, you identified each team Find a title for each position required
Find a title for
members skills. Now it is time to give each (production manager, quality control
each position
member a title and a job description, taking manager, customer service manager, cost required for your
care to capitalize on the strengths of each as control manager, etc.), describe the main project, describe
much as possible. tasks associated with each position, and the main tasks
establish the working hours for each associated with
Clearly describe each team members tasks each position,
position. Table P.10 provides an example for
by referring to the action plan and all the and establish the
a production manager. working hours for
information that you have on the project.
each position.
TABLE P.10 Example of the job description for the student in charge of production
Title Production manager
Main tasks Coordinate the purchasing of equipment.
Supervise and participate in setting up the premises.
Ensure supplies of raw materials.
Ensure that food is properly stored.
Coordinate the inventory.
Supervise and participate in production tasks.
Supervise and participate in maintenance tasks.
Schedule Monday to Friday from 11:00 a.m. to 2:00 p.m.
Person in the position Mark: Monday and Wednesday
Helen: Tuesday and Thursday
Pierre: Friday
Comments:
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TABLE P.11 Examples of the responsibilities that may be assigned to each team member
Producing a product Offering a service Holding an event
In charge of finances: In charge of finances: In charge of finances:
control of income and control of income and control of income and
expenses expenses expenses
preparation of financial preparation of financial preparation of financial
statements statements. statements
In charge of communications In charge of communications In charge of communications
In charge of purchasing: In charge of operations: In charge of operations:
purchase of raw materials setup of premises and setup of premises and
equipment required for equipment required for
offering the service holding the event
In charge of producing the In charge of providing the In charge of preparing and
product service (quality, location of holding the event (quality,
resources required) location of resources
required)
In charge of quality In charge of sales and In charge of ticket sales and
customer service customer service
In charge of distribution
In charge of sales and
customer service
Operatorsmanufacturing the
product
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Student Document
8. FINANCING PLAN
Rarely can a project be carried out without you need, for example, computer equipment,
any expenses being incurred. This step raw materials to produce a product or civil
Rarely can a
involves assessing the projects start-up and liability insurance at a cost of $700. For a
project can be
operating costs. You need to estimate the project that involves selling calendars as part
carried out
initial investment required and where it will of a fundraising campaign, for example, you without any
come from. The process is much simpler if may be able to use the colleges computer expenses being
you are providing the initial investment and printer, but you might have to purchase incurred.
yourself or if your teacher has a budget for your own glossy paper and binding. You
the project; otherwise you must identify therefore need to estimate the amount of
possible sources of financing and prepare to materials required.
convince a potential lender to advance you
the required funds. You must develop a
clear, easily understandable case that is 8.2 SOURCES OF FINANCING
backed up by numbers that show the
projects potential.
In this step, you will describe how you plan
The financing plan is carried out in three on meeting your financial needs. Table P.12
steps. uses the example of calendars and suggests
how the sources of financing could be
presented.
8.1 START-UP FUNDS
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TABLE P.13 Example of an income statement forecast for a calendar sales project
For the period ended December 10, 20XX
INCOME
Sales $750
Gross profit $750
EXPENSES
Publicity $40
Office supplies $150
Materials $50
Miscellaneous $25
Total expenses $265
PROFIT $485
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Student Document
9. PROJECT IMPLEMENTATION AND
EVALUATION
It is time to
step into
9.1 IMPLEMENTATION into action! Each team member will prepare
action!
a personal work plan that takes into account
their respective responsibilities. For
This step is the culmination of the project, example, the communications manager
where the individual strengths of each team defines the message to be conveyed,
member and the numerous skills you validates it with the team and with potential
acquired through your studies and personal customers, designs posters or writes a press
experience are utilized and built on. release, records a message for the student
You have your project idea, you know each radio station, etc.
team members strengths, you have defined
the context for your project, you know your
9.2 EVALUATION
target market and the characteristics of your
offer, you know how you plan on offering
your project to your clientele, and you have The evaluation consists in reviewing or
prepared your communication plan.
assessing the results of the project. Table
Now you will apply the action plan you P.14 presents a list of questions to help you
prepared in Step 6 as well as the human evaluate your project.
resources plan in Step 7. It is time to step
TABLE P.14 Questions to help in evaluating the entrepreneurial project A list of questions
1. Did you meet the objectives identified in Step1? to help you
2. Did you meet your personal objectives? evaluate the
project
3. Which of your competencies (personal and acquired in your program of study) were the
experience
most useful?
4. Which entrepreneurial qualities were the most useful to you?
5. Have you identified the strengths and weaknesses of your project site? Explain.
6. Did you target the right clientele? Explain.
7. Did you accurately identify the potential competition?
8. How would you qualify the sales price established? Was it too high, too low? Explain.
9. Were the means chosen to provide your service appropriate? Explain.
10. Was your communication plan effective? Explain.
11. Were the responsibilities distributed and the work organized effectively? Explain and
suggest possible improvements.
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12. Did you meet your financial objectives? Which factors contributed to the results
obtained?
13. As a team, indicate three to five elements that you found especially interesting in carrying
out this project.
14. As a team, indicate three to five elements that you found especially difficult in carrying
out this project. Explain why and suggest ways of overcoming these difficulties.
15. Individually, indicate two aspects that you enjoyed and two that you appreciated less, and
explain why.
Responses to the first 14 questions in the entry in their respective logbooks for this
step, specifying the following:
evaluation of the entrepreneurial project
Presentation of a document in the form of describe your contribution to carrying
out the project
questions and answers
Well-supported answers provided to present your response to question 15
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Student Document
10. PROJECT FILE
PRESENTATION INSTRUCTIONS
Table P.15 presents the different parts of the project file and their components
Team involvement Individual involvement
Entrepreneurial Preparation of a logbook
process Preparation of a project file highlighting the learning
acquired
1. Define their A team presentation Working alone, team members
project idea. Short text of approximately 150 make an entry in their respective
logbooks for this step, specifying
words (maximum 300)
the following:
Quality of the presentation and
describe your contribution to
of English
the project idea
Inclusion of all points to be
describe the components of the
covered: project that you found the
project name most interesting
target clientele describe the components of the
target objectives project that you found the
most difficult
identified limitations
Evaluation criteria for the
logbook:
a presentation by each team
member
a text of a maximum of 300
words that includes the three
points to be mentioned
clear demonstration that they
have understood the project
quality of the presentation and
of English
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EVALUATION GRID
THE TEAMS PROJECT FILE
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COMMENTS:
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EVALUATION GRID
LOGBOOK
member
A text of a maximum of 300
words that includes the three
points to be mentioned
Clear demonstration that they
have understood the project
Quality of the presentation
and of English
2. Describe the For this part of the file,
teams students insert their personal 0% 4% 7% 10%
strengths and assessment in their logbook.
weaknesses in
carrying out
the project.
3. Define the Working alone, team
context of the members make an entry in 0% 4% 7% 10%
project. their respective logbooks for
this step, answering these
questions:
how did you contribute to
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REFERENCES
Canadian Council for Small Business & Entrepreneurship (CCSBE). The CCSBE is the
only national membership-based organization in Canada whose goals are to promote and
advance the development of small business and entrepreneurship through research, education
and training, networking and dissemination of scholarly and policy-oriented information. This
site provides access to certain research studies conducted in the field of education:
<http://www.ccsbe.org/index_en.htm>.
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BIBLIOGRAPHY
Filion, L. J. Pour une vision inspirante en milieu scolaire, 2nd edition. Cap-Rouge: Les
Presses Inter Universitaires, 2005.
Filion, L. J. Raliser son projet dentreprise, 3rd edition, Collection Entreprendre. Montral:
Les ditions Transcontinental inc. and Les ditions de la fondation de
lentrepreneurship, 2003.
Fraser, Pierre. La pense rflexive en pratique. Qubec: ditions Marie-France lte, 2005.
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APPENDIX EXAMPLE OF AN
ENTREPRENEURIAL PROJECT
LEAU LA BOUCHE
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5.2 Promotion................................................................................ 96
6.4 Supplies................................................................................... 99
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PROJECT DEFINITION
PROJECT FILE A team presentation
Short text of
approximately 150
1. PROJECT DEFINITION 3. CONTEXT OF THE PROJECT words (maximum 300)
Quality of the
presentation and
I noticed that students at my former 3.1 SECTOR OF ACTIVITY of English
elementary school are still not being offered Inclusion of all
According to Emploi-Qubec, our project
hot meals even though enrollment has points to be covered:
falls under the restaurant services sector of - project name
increased and most students eat their lunch
activity. We looked at the other sectors and - target clientele
at school because they take the school bus.
felt this was the most appropriate one for our - target objectives
After doing a short survey, I realized that - identified limitations
project because food services are a type of
parents would be happy to have access to a
restaurant: only the customers and location
hot meal service. The demand is there and CONTEXT OF
(education sector) differ slightly.
has not yet been met. Other students in my THE PROJECT
class and I therefore decided to apply our The sector is expected to experience an Text of approximately
knowledge of nutrition and food service annual growth of 1% to 2% from 2005 to 1 000 words (5 pages)
management in order to set up a cooperative 2009. Throughout Qubec, cooks are among Quality of the
school cafeteria that serves hot, nutritious those occupations most in demand at this presentation and
time. of English
meals to the students at Saint-Charles-sur-
Inclusion of all
Richelieu elementary school. Since we were
points to be covered:
all studying full-time, we decided to share
3.2 LOCATION - the sector and its
management tasks and to hire a parent to stage of growth
prepare the meals. We had to complete our A room at the school that is currently not - the project site (needs
assignment within a given time line, that is, being used will be the site for the project. It related to premises,
the first seven weeks of the course. availability of
will be accessible during the schools normal
premises, importance
hours, that is, when the janitor begins in the
of being able to
morning (6:30 a.m.) to when the doors are easily access the
2. PRESENTATION OF TEAM locked (5:00 p.m.). Because our service is premises, the costs,
MEMBERS nonprofit, we are not being charged for the the planned location)
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sur-Richelieu elementary school. Then, with The competition for the takeout counter
a view to expanding and improving the comes from sales points in the area (grocery
service, the market could include the stores, takeout/delivery restaurant menus,
schools teachers as well as office and etc., offering the same service). This
support staff. competition is very limited in Saint-Charles-
sur-Richelieu; however, it is stronger in
There are approximately 200 students in
Mont-Saint-Hilaire, a city only 15 minutes
kindergarten to grade six, and 9 to 11 adults:
from Saint-Charles. We need to show that
6 to 8 teachers, 1 principal, 1 secretary and 1
our products are fresh, of the highest quality,
janitor.
economical, and tailored to our customers
The market could also be expanded by by fulfilling their needs; our service could
offering a takeout counter for parents save parents valuable time because they can
picking up their children. pick up their children and their meals at the
same time.
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In the right-hand column, please check off one or more answers (depending on the question).
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Quick service
Price
2. What is the most important aspect of a Freshness
Originality
meal?
Variety
Balanced/healthy
Sandwiches
Full menu
Hot meal Vegetarian
Fast food
3. What types of menus would you like?
Salads
Cold meal
Pasta
Other (specify):
_________________
$2.50
4. How much would you be willing to pay $3.00
$3.50
for a meal?
$4.00
$4.50
Salads
5. If a takeout counter were available, Soups
Hot meals
what kinds of items would you like to
Cold meals
see on the menu?
Desserts
Snacks
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Yes
6. Do you know what a cooperative is? (specify):________________________
_________________________________
No
A student?
A parent of a student?
10. Are you . . . A teacher?
A member of the office or management
staff?
A member of the support staff?
Instructions for returning the questionnaire: Please return the questionnaire to your
teacher, to your childs teacher or to the school office, by Friday, September 8, 2006 at the
latest.
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Compilation of results
Quick service (11X)
Price (11X)
2. What is the most important aspect of a Freshness (1X)
Originality
meal?
Variety (1X)
Balanced/healthy (7X)
Sandwiches (4X)
Hot meal Full menu (10X)
Vegetarian (1X)
(13X)
Fast food (1X)
3. What types of menus would you like?
Salads (3X)
Cold meal
(7X) Pasta
Other (specify):
1X: main meal only
$2.50 (14X)
4. How much would you be willing to pay $3.00 (3X)
$3.50 (1X)
for a meal?
$4.00 (2X)
$4.50
Salads (4X)
5. If a takeout counter were available, what Soups (1X)
Hot meals (15X)
kinds of items would you like to see on
Cold meals (6X)
the menu?
Desserts (9X)
Snacks16X)
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A cooperative food service in an elementary reasonable prices, with quick service. The
service will be available during the school
school will be set up for students, teachers
year and the cooperative cafeteria will be
and other school personnel during the
run by a board of directors made up of
schools lunch hour. It meets the clienteles
members representing students, teachers,
expectations because it offers what they
parents, etc.
most want: a variety of hot and cold meals
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This calendar presents the frequency of the advertising and related costs.
Method of
Frequency Cost Comments
communication
Teachers and staffs Contact the school
2x/month none principal for the e-mail
e-mail addresses
addresses
permission
Town newspaper 2x/year (fall and $25 / page Contact the newspaper
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There should also be a door leading directly 6.2 IMPROVEMENTS TO THE ACTION PLAN
to the outside so that food suppliers can PREMISES Text of
enter easily without having to go through the approximately
Some basic equipment is required:
school. 300 to 400 words
1 second-hand refrigeration cabinet: (1 to 2 pages)
The room will be located in the students (excluding the
$400
lunch area within the school. Because this is plan)
a nonprofit project, the school is providing 1 second-hand microwave oven: $50 Quality of the
the premises free of charge. 1 second-hand range: $200 presentation
and of English
second-hand kitchen utensils (spatula,
Inclusion of
ladle, cutting board, chefs knife, all points to
whisk): $50 be covered:
- description of
second-hand cooking utensils (pans,
the project site
pots, half-size and full-size containers - description of any
for steam table): $200 improvements to
be made to the
new, reusable serving utensils and
premises
plates: $150 - description of
second-hand dishwasher: $250 how raw
materials will be
computer equipment: use of our supplied for
personal equipment or the colleges projects that
involve producing
equipment
products
- description of the
steps involved in
producing a
product or
providing a
service
- labour
requirements (list
only of the
personnel
required)
- a table
presenting the
action plan
- explanation of
the choices made
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Counter
Counter
Range
Counter
Dishwasher
Sinks
Garbage
Movable counter
Refrigeration
Storage of dry goods
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Presentation of
start-up funds, 8.1 START-UP FUNDS 8.2 SOURCES OF FINANCING
sources of
financing and the 1 second-hand refrigeration cabinet: Loan from the Caisse populaire
income statement $400 Desjardins: $1 000
forecast
1 second-hand microwave oven: $50 Grant from the Community Futures
Accurate
calculations 1 second-hand range: $200 Development Corporation: $500
publicity: $200
renovations: $200
Total: $3 300
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5. Have you identified the strengths 8. How would you qualify the sales
and weaknesses of your project site? price established? Was it too high or
Explain. too low? Explain.
The strengths of our site pertain to our Our price was perfect because it was as
geographic location. Because we low as it could be while ensuring that
operate in a village, there is no the cook could be paid a decent salary.
competition nearby and this increases We need to plan for some surplus so
the chances of our project being able to that we can reinvest in equipment or
continue. The fact that everyone knows deal with unexpected things as they
and helps each other has allowed other come up.
people besides the team to become
involved.
9. Were the means chosen to provide
Weaknesses relate primarily to
your service appropriate?
travelling to the school. Not all the team
Explain.
members could easily make their way to
Saint-Charles-sur-Richelieu. There is no Yes, providing our service by means of
public transit and some had to carpool, a counter was a good choice because it
while others spent more on gas because was an easy, quick and less expensive
the school is on a completely different option than providing table service. The
route than their usual drive. meal card was also a great idea because
students did not have to carry money
with them and the process at the cash
6. Did you target the right register was faster.
clientele? Explain.
Yes, because at lunchtime, the school
10. Was your communication
cafeteria is full of students, teachers and
plan effective? Explain.
other staff members. It would not have
been effective to target residents of the It was effective because numerous
nearby village. people became members of the
cooperative school cafeteria and
benefited from the schools food
service. A number of parents enjoyed
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PROJECT
LOGBOOK DEFINITION
Working alone,
team members make
an entry in their
1. PROJECT DEFINITION prepared so that we can avoid waste as much respective logbooks
for this step,
as possible. specifying the
following:
I am on the board of directors of my describe your
contribution to
CEGEPs student cooperative, responsible 2. PRESENTATION OF TEAM the project idea
for cooperative education. I strongly believe MEMBERS describe the
components of
in this approach as well as in the concept of the project that
members and dividends. I really enjoy you found the
most interesting
production and distribution courses as well Isabelle Dagenais describe the
as the dietetics counter that we offer. I think 125, rue Gaucher, app.6 Saint- components of
the project that
it would be interesting to combine these Hyacinthe (Qubec) J2S 8N8 you found the
aspects and offer a service. I explained my most difficult
ideas and my experience to my colleagues I want to be involved in this project because
and they all seem interested in the idea. PRESENTATION
I would like to help children eat healthily. I
OF MEMBERS
I find several aspects appealing in this believe that it is important that children A presentation by
cooperative school cafeteria project. First, discover, at a young age, the pleasures of each team member
Presentation of a
children will have an opportunity to eat well eating, the colours, textures and benefits of personal
on a daily basis, that is, to eat nutritional, food. I would also like the opportunity to assessment (2 to
3 pages)
balanced, varied, tasty meals cooked by a bring some personal touches to the menu in Quality of the
parent who is nutrition conscious. Second, terms of creativity and variety. It could be presentation
and of English
because this is a nonprofit project fun to have themes or seasonal menus. Inclusion of
(cooperative), we could offer meals at My objectives are to gain work experience
all points to
be covered:
affordable prices. Lastly, I enjoy the creative in managing inventory, personnel, supplies, - name and
side of preparing menus: doing something recipe standardization, schedules, as well as contact
informatio
specific with a limited budget, a limited recipe production. I do not have much n
number of foods, makes us apply what we experience in management and this is a good - motivation and
have learned in our courses. Its an personal
opportunity for me to try my hand at it. This objectives for
interesting challenge. project will also give me the chance to use the project
- time available
I think it might be difficult to manage this what I have learned at school and to have to invest in the
food service so that it can survive and cover contact with children, parents and my project
- skills (work and
all the expenses incurred. We will also need colleagues. life experiences)
to train the cook in principles of hygiene and - competencies
I am prepared to invest time in this project acquired during
food safety; but this should not be a problem because I am enthusiastic about it. Because I their studies
if the parent is open to constructive - personal
am a full-time student and I also work 15 entrepreneurial
comments. We need to check that the recipes hours/week, I think I could realistically give profile
have been well standardized and that the 2 to 3 hours a week to the project. The entire
correct number of portions are being team should have a certain
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CONTEXT OF
THE PROJECT cohesiveness and, in my opinion, that After having completed the Entrepreneurial
What was your requires a certain time commitment from Self-Assessment Quiz provided by the
contribution to
each member. But because we have one hour teacher, the six traits (themes grouped for
defining the
context of the per week for five weeks, this is a total of the test) that will help me with the project
project? only approximately 12 to 15 hours per week are, in decreasing order of importance:
What were the for the team. initiative and resourcefulness; solidarity and
main difficulties team spirit; self-confidence and motivation;
encountered in
I cannot afford to invest any money in the
and entrepreneurial experience. The two
defining the context project at this time because I have certain
aspects of my personality that need
of the project? financial obligations myself (rent, electricity,
improvement are effort and sense of
What means groceries, school supplies, etc.). We could,
did you take to responsibility; and perseverance and
however, find ways of raising funds, or
overcome these determination.
applying for a bursary or grant.
difficulties?
Given the In my past student work experience, I have
information developed certain skills such as cooperation, 3. CONTEXT OF THE PROJECT
provided on the active listening, perseverance, creativity,
context of the
openness, respect, the ability to adapt and
project, what My contribution to the context of the project
are the chances the ability to intervene in a crisis situation. I
feel that these qualities will be assets to the was to find certain statistical data on the
of your project
succeeding? projects development and progress. Internet, to contact teachers and students
Explain. parents at my former elementary school as
The skills that I specifically developed
well as to visit the school to verify the
during my program of study are: computer
potential clientele.
use; preparation, use and cooking of foods;
knowledge of the nutritional needs of The main difficulties involved researching
various groups in society; explanation of statistics on customers and the market as
technical terms in everyday language; well as accurately identifying the
familiarization with the equipment and competition, because in order to offer good
materials of a food service; price setting; service, we need to know who we are
inventory management; supplies; targeting and what makes our service
standardization; cost calculations; different from others.
preparation of a schedule and work plan; the At first, we validated certain data directly
aptitude to develop recipes for a target with the school administration; we also
clientele; sensory evaluation; basic concepts asked friends if they knew of ways and/or
of management accounting; microbiological sites to find specific statistics. We also
concepts for targeting and identifying looked around the town (grocery stores,
microorganisms; understanding of hygiene snack bars, food markets) to see what was
and food safety; work psychology. These available to customers.
skills are obviously needed to start and
We believe that our project has a real chance
sustain the project.
of succeeding because parents have
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CDR Montrgie
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