The University of Manitoba Asper School of Business Department of Business Administration ENTR 3104 Anatomy of an Entrepreneur

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1 The University of Manitoba Asper School of Business Department of Business Administration ENTR 3104 Anatomy of an Entrepreneur Term: Winter 2016 Class Time: 11:30-12:45PM Tuesday/Thursday Classroom: Instructor: Office: Phone: Fax: Drake Centre Brock Cordes 668 Drake Centre (204) (204) Office Hours: ½ hour after class, or by appointment TEXTBOOK: Entrepreneurship 1 st Cdn.Ed., Hisrich, Peters et al, McGraw-Hill, 2006 Confessions of An Entrepreneur Robson, Pearson, 2010 COURSE OBJECTIVES: This course is a broad introduction to the mind of the entrepreneur. As such it is only an overview of a large number of topics. The primary aim of the course is to make students appreciate and adapt to change in the world of entrepreneurship. Whether you take the entrepreneurial path or choose to remain a professional manager, as a graduate you will always find yourself in a supervisory position. As a means of easing you into your future management and entrepreneurial roles, this course will introduce you the skills and attitudes you will need to be successful. As a new entrepreneur you will be called upon to bring about purposeful change within a complex environment. Early in this course, we will summarize the attitudes and behaviours that are valuable in both coping with change and more importantly, precipitating meaningful change. We will then keep these attributes alive while pursuing our next goal: developing a plan to initiate new ideas as a means to introduce you to the entrepreneurial community. These skills include the ability to: Manage money Manage people 1

2 Direct business operations Direct sales and marketing operations Set up an idea as a business Follow trends and anticipate change EXPECTATIONS FOR THE STUDENTS Lecture periods will be used to introduce you to new skills you will need. Classes are designed to be interactive and all students are expected to participate. Students are also expected to act as independent learners and have the ability to learn on their own. Students are responsible for: 1. Mastery of the basic subject matter (as assigned readings) by recalling facts and principles (knowledge) and through the interpreting and extrapolating of this knowledge (comprehension); 2. Development of higher cognitive abilities by remembering knowledge or principles in order to solve a problem (application) and by identifying the elements, relationships and principles of a situation (analysis); 3. Application of knowledge to real problems by accomplishing a personal task after devising a plan of action (synthesis). COLLABORATIVE LEARNING The instructor of this course views himself as a coach and facilitator as opposed to a sole provider or interpreter of information. Professional pedagogical (teaching) methods, focusing on teaching young people, tend to concentrate on the teacher and the content being taught the teacher decides what will be taught, how it will be taught, learning objectives and evaluation methods. In contrast, andragogical models, focusing on the teaching of adults, concentrating on the student and the process of learning. The teacher becomes a facilitator of learning who involves the learners in establishing a learning climate, formulating objectives, creating learning experiences and evaluating learning outcomes. Collaborative learning provides opportunities for clarification of material by peers and for application of knowledge to general problems or issues. The minimum preparation for collaborative learning is the assigned readings, being aware of current issues, and participating in dialogue with the instructors and your classmates. The readings are meant to provide content knowledge and foundation for applying the material within collaborative learning situations. In class case studies assist students in developing their analytical skills. Students are expected to draw on past and current work and school experiences as well as their own reactions to their experiences with discussion partners or a group to make the courses content relevant to their professional and learning goals and needs. 2

3 GRADING & ASSIGNMENTS: EXAMS: Class Participation/Discussion/Attendance 10% Case Study #1 10% Case Study #2 10% Midterm Examination 15% Group Project: Paper 15% Presentation 15% Final Exam 25% Total 100% All exams will consist of multiple-choice questions. They will cover both the text and any materials covered in class. The final exam will be comprehensive covering all materials (i.e. prior to and after the two scheduled midterm exams). Final Exam will be scheduled by the Registrar s Office. EXAM RESCHEDULING AND CLASS RULES REQUESTS FOR EXAMINATION RESCHEDULING WILL ONLY BE CONSIDERED PRIOR TO THE SCHEDULED EXAM TIME. THERE IS A NO ELECTRONICS RULE IN CLASS AND DURING EXAMS. STUDENTS ARE NOT PERMITTED TO EXIT THE CLASS DURING THE LECTURE PERIOD. Date Class Schedule Chapter/ Page # Jan-07 I. The Perspective Introduction Jan-12 The Nature and Importance of Entrepreneurs 1 Case 1A Robinson Test Prep Co. page 90 Jan-14 The Entrepreneurial and Entrepreneurial Mind 2 Case 1B Blake Lock and Security Systems page 92 3

4 Jan-19 The Individual Entrepreneur 3 Case 1C Beijing Sammies page 94 II. Creating and Starting the Venture page 117 Jan-21 Creativity and the Business Idea 4 Case 1D Mamma Mia! The Little Show That Could! page 109 Jan-26 Legal Issues for the Entrepreneur 5 Case 2A BizLand Inc. page 309 Jan-28 The Business Plan: Creating and Starting the Venture 6 Case 2B The Beach Carrier page 315 Feb-02 The Marketing Plan 7 Case 2C Gourmet Express (INDIVIDUAL WRITTEN CASE #1) Feb-04 The Organizational Plan 8 page 317 Case 2D Intervela D.O.O. Koper - Victory Sailmakers page 324 Feb-09 MIDTERM EXAM (Chapters 1-8) Feb-11 The Financial Plan 9 Feb-15 Feb-17 Case 3A The Winslow Clock Company page 429 READING WEEK READING WEEK III. Financing the Venture page 333 Feb-23 Financing New and Growing Enterprises 10 Feb-25 Mar-01 Mar-03 Mar-08 Case 3B NewMed Technologies page 438 Franchising, Acquisitions, and Other Start-Up and Growth Opportunities Case 3C Rug Bug Corporation page 451 CASE AND GROUP PREPARATION CASE AND GROUP PREPARATION IV. Managing, Growing, And Ending the New Venture page 469 Entrepreneurial Strategy: Generating and Exploiting New Entries Case 3D Nature Bros. Ltd. (INDIVIDUAL WRITTEN CASE #2) Mar-10 Strategies for Growth and Managing The Implications of page 461 4

5 Growth Case 4A Data Inc. page 578 Mar-15 Going Public 14 Case 4B Window Tech Inc. page 588 Mar-17 Ending the Venture 15 Mar-22 Group Presentation 1, 2 Mar-24 Group Presentation 3, 4 Mar-29 Group Presentation 5, 6 Mar-31 Group Presentation 7, 8 Apr-05 Group Presentation 9, 10 Apr-07 Course Appreciation Day CASE ANALYSIS: NOTE: This course outline is subject to change. 1. Each student is required to hand in two case analyses due on Feb 2 nd and March 8 th, Case 2C Gourmet Express and Case 3D Nature Bros. Ltd. 3. The case should be analyzed according to the case analysis outline provided below. 4. The analyses will be restricted to a maximum of 4 pages plus appendices where necessary. Format for Case Writing Instructions ***READ INSTRUCTIONS AND FORMAT CAREFULLY. ALL CASES MUST BE PRESENTED IN THIS FORMAT *** All cases must be in twelve point type, with 3cm margins on all sides, double-spaced and NO LONGER than the designated number of pages specified in the course outline excepting the title page. Cases that are too long will be docked by 50% of the case s worth. For example Case #1 will be marked out of 50% if it s too long. However two or three pages would not do justice to a case study of this nature. Situation Analysis: Bold heading Two or three paragraphs describing the circumstances and background of this case. 5

6 SWOT Analysis: Bold heading Use 2 columns to list SWOT elements Strengths: - Bold this subheading Weaknesses: - Bold this subheading - Single space - Single space - Point form - Point form - Describe the INTERNAL - Describe the INTERNAL STRENGTHS WEAKNESSES Opportunities: - Bold this subheading Threats: - Bold this subheading - Single space - Single space - Point form - Point form - Describe the EXTERNAL - Describe the EXTERNAL OPPORTUNITIES THREATS Problem Statement: Bold heading Two or three paragraphs on the problem and/or the situation the organization is facing. Alternatives: Bold heading Summarize the alternative in one or two sentences List three or four alternatives. List more than one pro and con associated with each alternative. Use point form in a vertical format for the pros and cons under each alternative as follows: Alternative #1: (State alternative #1 here) Pros: - Use this subheading and bold Cons: - Use this subheading and bold - List Pros in VERTICAL point form - List Cons in VERTICAL point form - Single space - Single space Alternative #2: (State alternative #2 here) Pros: - Use this subheading and bold Cons: - Use this subheading and bold - List Pros in VERTICAL point form - List Cons in VERTICAL point form - Single space - Single space Recommendation: Bold heading State the ONE alternative you are recommending in paragraph form Avoid I statements when writing the case. In two or three paragraphs defend why you chose this alternative, how it will assist the company with its problems and state specific steps that will be taken to implement your recommendation. In addition, explain how you will overcome the cons to this alternative. 6

7 Additional Notes: Ensure that there is a cover sheet containing the case name, course name, number and section, your name, prof s name, and the date. Number the pages Conduct a spellcheck Spell the professor s name correctly Follow the guidelines set out in the course outline with regards to proper case writing. USE HEADINGS!!! MINI CASE SUMMARIES Mini case summaries are prepared individually and are a summary of your analysis, and should include four paragraphs with the following headings: Situation Analysis, Problem Statement, Alternatives, and Recommendation. In order to receive participations points, a Summary must be handed in at the beginning of the appropriate class. A Summary should normally be one page (double-spaced) in length. PROJECT ASSIGNMENT: Jan 26, 2016 Projects selected. Students will provide a one page typed summary of the topics selected. Feb 25 th, 2016 Each group will provide a two-page maximum, double-spaced, type-written progress report on their project. March 17 th, 2016 Project completed and handed in on group presentation date. Prepare and present to the class a minute presentation based on your report. All group members must participate equally. The analysis will be restricted to a maximum of six pages plus appendices where necessary. Aural reading of material solely is not desirable and will be marked accordingly. Props, transparencies, slides, videos, etc. are encouraged. April 7 th, 2016 Last projects completed and handed in. PROJECT AREA NO.1 Search for a franchise opportunity in a business paper such as the Financial Post or Globe and Mail, or through some other source. Contact the franchiser and obtain details on the opportunity, their information package for prospective franchisees and a copy of their typical franchise agreement, if available. Analyze the opportunity from the perspective of setting up a franchise somewhere in Manitoba and prepare a report. Is the information you received clearly written and easy to understand? Does it provide all the required information? Are there clauses in the agreement you would find unacceptable as a prospective franchisee? Would you invest in the opportunity? Why or why not? PROJECT AREA NO.2 7

8 Conduct a journalistic field of study or empirical investigation of some area of small business. This could involve a number of interviews or observations and discussions with appropriate individuals in the community. For example, this project might include such topics as: 1. A study of the criteria used by Canadian venture capitalists in assessing new venture proposals. 2. A study of the growth and development of small business incubators in Canada. 3. A report on the development and evolution of female entrepreneurship in Canada. 4. A formatting and testing of specific hypothesis relating to some aspect of entrepreneurship and small business. PROJECT AREA NO.3 Prepare a case study describing and discussing a management problem in a local small business. The case should describe how the business started and grew to its present status, and provide some background on the industry and the founder of the company. The case should then focus on issues or problems facing the business today, and provide an accompanying set of recommendations for possible implementations. This project area has three major parts: 1. The case (similar to those outlined in your test). 2. Issues or problem areas facing the business. 3. Provide alternatives to resolve the problem(s) including your final recommendations(s) and justification for choosing same. Important Notices University Policy Effective September 1, 2013, the U of M will only use your university account for official communications, including messages from your instructors, department or faculty, academic advisors, and other administrative offices. If you have not already been doing so, please send all s from your UofM account. Remember to include your full name, student number and faculty in all correspondence. For more information visit: Deferred Exams For all students who have been approved by their faculty office to have a deferred exam: Effective September 2005, the Department of Business Administration has instituted a policy which provides ONE DATE ONLY for students who have deferred their final exams. The deferred final exam date has been pre-set for Friday May 6, 2016 at 1:00 p.m. The room is Drake 104. This does not apply to take home final exams. 8

9 Please refer to University of Manitoba s Policy 1305 Exam Regulations ( or the Undergraduate Program Office for rules and regulations concerning deferred exams. Unclaimed Assignments Pursuant to the FIPPA Review Committee s approved recommendations as of August 15, 2007, all unclaimed student assignments will become the property of the faculty and will be subject to destruction six months after the completion of any given academic term. Academic Integrity It is critical to the reputation of the Asper School of Business and of our degrees that everyone associated with our faculty behave with the highest academic integrity. As the faculty that helps create business and government leaders, we have a special obligation to ensure that our ethical standards are beyond reproach. Any dishonesty in our academic transactions violates this trust. The University of Manitoba General Calendar addresses the issue of academic dishonesty under the heading Plagiarism and Cheating. Specifically, acts of academic dishonesty include, but are not limited to: - using the exact words of a published or unpublished author without quotation marks and without referencing the source of these words - duplicating a table, graph or diagram, in whole or in part, without referencing the source - paraphrasing the conceptual framework, research design, interpretation, or any other ideas of another person, whether written or verbal (e.g., personal communications, ideas from a verbal presentation) without referencing the source - copying the answers of another student in any test, examination, or take-home assignment - providing answers to another student in any test, examination, or take-home assignment - taking any unauthorized materials into an examination or term test (crib notes) - impersonating another student or allowing another person to impersonate oneself for the purpose of submitting academic work or writing any test or examination - stealing or mutilating library materials - accessing test prior to the time and date of the sitting - changing name or answer(s) on a test after that test has been graded and returned - submitting the same paper or portions thereof for more than one assignment, without discussions with the instructors involved 9

10 Group Projects and Group Work Many courses in the Asper School of Business require group projects. Students should be aware that group projects are subject to the same rules regarding academic dishonesty. Because of the unique nature of group projects, all group members should exercise special care to ensure that the group project does not violate the policy on Academic Integrity. Should a violation occur, group members are jointly accountable unless the violation can be attributed to a specific individual(s). Some courses, while not requiring group projects, encourage students to work together in groups (or at least do not prohibit it) before submitting individual assignments. Students are encouraged to discuss this issue as it relates to academic integrity with their instructor to avoid violating this policy. In the Asper School of Business, all suspected cases of academic dishonesty are passed to the Dean's office in order to ensure consistency of treatment. AACSB Assurance of Learning Goals and Objectives. The Asper School of Business is proudly accredited by AACSB. Accreditation requires a process of continuous improvement of the School and our students. Part of student improvement is ensuring that students graduate with the knowledge and skills they need to succeed in their careers. To do so, the Asper School has set the learning goals and objectives listed below for the Undergraduate Program. The checked goal(s) and objective(s) will be addressed in this course and done so by means of the items listed next to the checkmark. Goals and Objective in the Undergraduate Program 1 Quantitative Reasoning A. Determine which quantitative analysis technique is appropriate for solving a specific problem. B. Use the appropriate quantitative method in a technically correct way to solve a business problem. Goals and Objectives Addressed in this Course Course Item(s) Relevant to these Goals and Objectives Quantitative analysis in case assignments C. Analyze quantitative output and arrive at a conclusion. 2 Written Communication A. Use correct English grammar and mechanics in their written work. Written case assignments B. Communicate in a coherent and logical manner Written case assignments C. Present ideas in a clear and organized fashion. Written case assignments 3 Ethical Thinking A. Identify ethical issues in a problem or case situation Case assignments B. Identify the stakeholders in the situation. Case assignments C. Analyze the consequences of alternatives from an ethical Lectures standpoint. D. Discuss the ethical implications of the decision. Lectures 4 Core Business Knowledge Entire course 10

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Department of Psychology PSYC 2700H-B: INTRODUCTION TO SOCIAL PSYCHOLOGY WI 2013 PTBO Instructor: Dr. Terry Humphreys Teaching Assistant: TBA Email: terryhumphreys@trentu.ca Email: Office: LHS C 114 Office: