Description
During this brief description concerning stu clark chair in entrepreneurship and innovation.
ENTR 3100 1
Small Business Management - 22543 - ENTR 3100 - A02
Winter 2016
Type Time Days Where Date Range
Lecture 2:30 pm - 5:15 pm W DRAKE CENTRE 140 Jan 06, 2016 - Apr 08, 2016
INSTRUCTOR
Dr. Wenlong Yuan
Associate Professor
Stu Clark Chair in entrepreneurship and innovation
Asper School of Business
University of Manitoba
Office: 656 Drake Center
Phone: 204-474-9729
Email: [email protected]
OFFICE HOURS Wednesdays 5:15-6:15 pm after class or by appointment
COURSE MATERIALS
Required Textbook: Small Business Management: Launching and Growing New Ventures, 6th
Edition, by Justin Longenecker; Leo B. Donlevy; Terri Champion; J. William Petty; Leslie E. Palich; Frank
Hoy, ISBN-10: 0-17-653221-8, ISBN-13: 978-0-17-653221-5
COURSE DESCRIPTION
This course addresses the nature of entrepreneurship and the elements of the start-up and growth of a
small business. Major topics include opportunity identification, business model development,
integration of marketing and operating strategies, feasibility analysis, venture finance, and small
business management.
COURSE LEARNING OBJECTIVES
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? Identify the processes involved in starting a new venture; identify the processes involved in funding
and investing in a new or growing entrepreneurial venture; and understand methods for organizing
and managing an entrepreneurial venture
? Develop critical thinking and analytical skills
? Learn and work as a team member to conduct research projects
METHOD OF ASSESSMENT
ASSIGNMENT VALUE DUE DATE
In-class quizzes (4%*9) 36%
See schedule
Business plan critique 5%
See schedule
Case presentation (group) 10%
See schedule
Interview an entrepreneur
– written report
– presentation
15%
5%
See schedule
Feasibility study - written report 29%
See schedule
Total 100%
PERFORMANCE ASSESSMENTS
1. Quizzes (36 percent)
The instructor will use quizzes to emphasize the key points of chapters and lectures. The dates of these
quizzes are included in the class schedule. All quizzes are scheduled at the end of each class and each
quiz lasts around 20-30 minutes. The 9 quizzes with the highest marks (out of 10) will count for the final
grade. Students are NOT allowed to have make-up quizzes.
The instructor may not necessarily cover all of the materials in the chapter. It is the responsibility of
the student to understand the concepts presented in the textbook and lectures. If you are unsure of any
of the concepts, please take the initiative to ask the instructor.
2. Business plan critique (5 percent)
Business plans will be provided for assessment and critique. Each student will provide an individual
business plan evaluation (critique) that is a minimum 4 pages in length (double-spaced; 12-font).
Address your written critiques to the promoter(s) of the business and cover what is done well, what is
missing, and what are the most critical variables for the success of this business. The business plans to
be critiqued are available on the UM learn.
3. Case presentation (10 percent)
Each group will analyze a case and give a 15-minuite presentation to the class.
• Review the Questions at the end of the case;
• Take the point of view of the protagonist – as you read the case put yourself in the place of the
character identified in the case or study questions as the decision maker.
• Briefly introduce the basics of the case to the class.
• Use the facts to provide support for your argument. Take a definite stance and support it.
ENTR 3100 3
• ONLY use the information in the case.
• There is not a right answer but there is usually a better answer than others. More important is to
provide your answer and provide support for it.
• A – you've done an exceptional job of putting in the extra time in answering the questions thoughtfully
and concisely. Your analyses clearly draw on class material, answer the questions well, show good
analyses of key issues and offer strong ideas about how to take action.
B+ and B – You've read the case and answered the questions well. Your comments reflect basic
understanding of key material, and your effort to apply them to the practical setting.
C+ and C – you've read the case but put modest thought into answering the questions.
D or lower – Incomplete; miss important questions.
4. Entrepreneur Interview (group work; 20 percent)
The interview of a Founder/Entrepreneur will provide your group with significant information about
the organization as seen through the founder’s eyes, especially the issues faced throughout the stages
of the company. The interview should include the following topics:
1). Who is the entrepreneur? What is their business or venture? When did they start it?
2). How effectively does the founder/entrepreneur feel he/she was adequately prepared for starting
and running a business? What experience would have been invaluable to obtain prior to starting the
business?
3). How was the idea conceived for the business?
4). What process did the founder follow in developing the business? For instance, did the founder
write a business plan, search for financing, etc.?
5). Was the process successful? What would the entrepreneur have done differently at the initiation
of the venture?
6). What have been the biggest issues the entrepreneur has faced at different stages of the venture?
How did he/she deal with these issues?
7). What are the major personal goals and organizational goals that the entrepreneur has for the
next several years? How confident is the entrepreneur about these goals? Is the entrepreneur still
passionate about the business? How many hours does the entrepreneur work on the business every
week?
8). Identify the key takeaways from this conversation.
9). Some other guidelines:
a. Conduct the interview in person.
b. Note the critical milestones that the entrepreneur has achieved.
c. Don’t just report the interview, but also critique the entrepreneur’s process (e.g., do you agree
with the way the entrepreneur launched the business? What should he/she have done differently? If it
was an effective process, why?).
d. Include Direct Quotes.
e. Schedule the interview ASAP. Time is of the essence for the owner.
DELIVERABLES:
1). A 10-page paper that summarizes the questions above (double-spaced; 12-font).
ENTR 3100 4
2). A 5-minute presentation of the company and the interview. The presentation should address the
questions above. You do have the option to develop a video of the interview for class presentation or a
Powerpoint or Keynote presentation.
3). Please submit a business card of the founder/entrepreneur with detailed contact information.
4). Please submit your report to the founder/entrepreneur for her comments.
5. Feasibility Study
The purpose of a feasibility study is to determine if a business concept is viable. While a feasibility study
have some of the same elements as a start-up business plan, it is not “selling” an opportunity but rather
assessing its likelihood for success.
If you have difficulty picking a topic, please bring your ideas and interests to the Instructor and we will
discuss options and ideas. We occasionally have external groups that would benefit from student work
on feasibility studies.
A feasibility study has a greater emphasis (than a business plan) on the critical analysis of the
opportunity. In other words, you are expected to collect sufficient and relevant data that will allow you
to expertly analyze the strength of the opportunity, be able to point out flaws, and lastly, to make
suggestions as to what changes could be made to strengthen the opportunity. You may need to talk to
potential customers, suppliers, competitors, and other industry people to understand your opportunity.
This will help you assess if the business opportunity should be pursued (or not).
The actual feasibility report document is the culmination of your planning, research, and business model
development. It serves as a document that critically analyses whether or not you should proceed with
the opportunity identified. There is no fixed length for the feasibility report, but it will likely be 15-20
pages (double-spaced; 12-font), excluding Appendices. Be precise and concise. Your feasibility study
should use the following format:
A. Title Page: Business name; full contact information of the team members.
B. Executive Summary: 1-2 pages in length; generally one paragraph for each of sections (note: this
section is written after the rest of the report is completed and should be a stand-alone summary of your
entire report).
C. Table of Contents: with page numbers.
D. Value Proposition: What is the Value Proposition (VP) – customer segment and market fit elements
that solve a customer’s pain or gain. What is your product service, who is your customer and what is the
“stickiness” of the opportunity and its potential scalability?
E. Proposed Company Description: Name of company & entrepreneur(s); ownership & legal structure;
summary of proposed business – product/service, industry/target market, management and operations,
funds needed and used, and sales projections.
F. Competitive Advantage: Based on the management structure and capacity you have developed
within your business model, what exactly is your competitive advantage (CA), for how long, the factors
that limit its strengths, and dynamic management of the CA into the future?
G. Internal feasibility: Based upon the information provided in d., e., and f., do you have all the pieces in
place to realistically deliver?
H. External feasibility: Is there a market for your product? How will your business be influenced by
potential competitors, suppliers, and potential buyers?
I. Financial Feasibility: Provide the following: 1) revenue projections based on best, worst and average
case scenarios 2) a break-even analysis.
ENTR 3100 5
J. Overall Assessment: Conduct a critical analysis E, F, G, H and I above.
K. Conclusion: Make your recommendation as GO, NO GO, or PARTIAL GO.
There are essentially two distinct parts of the report. First, you have to develop your business idea
sufficiently so that it can be evaluated. Second, you need to expertly and critically evaluate what you
have developed. You will not be marked on how “successful” your opportunity may be, but on how you
have evaluated it (coming up with an evaluation that states the opportunity is feasible or not and why,
or what changes might be needed in order to make the opportunity feasible). You will be assessed on
realistic business opportunities so please don’t attempt to develop a poor opportunity, somehow
believing that will help your feasibility study easier - it won’t! Thus, pick a business you might realistically
consider launching and then, follow a realistic process to see if you should pursue the opportunity.
Remember to start early and allow sufficient time to collect your information and synthesize your ideas.
Also, while this is a practical or highly applied task, it is also an academic process. You will be required to
source information you have collected and cite where that information has come from.
You may need to conduct qualitative and quantitative research on your market opportunity.
Entrepreneurs must quickly and inexpensively attempt to understand their target market and learn to
ask a series of questions that will be helpful in determining the feasibility of a proposed business
opportunity. You may choose to do one or more of the following to assess the feasibility of your
opportunity:
A survey. This can be done using SurveyMonkey®, FluidSurveys™, or other e-survey tools (or using
hard copy handouts) with sample populations drawn from Facebook, person to person, work groups, or
friends, depending upon the opportunity and target market.
Semi-structured interviews with key informants (minimum of ten).
A focus group with 5-8 participants: in person or online.
Other primary research (as discussed with the course instructor).
The course instructor acts as the primary mentor for you if you decide to conduct this task. The
instructor will provide detailed feedback on your research strategies to provide you with a mentored
learning approach to conduct inexpensive and valid data collection techniques.
6. SUBMISSIONS
All reports/Powerpoint files should be submitted in the electronic format (via UM Learn). Please
include your name in the header.
Students need to submit the slides to the instructor (via UM Learn) before their presentations, and
failing to do so may result in a 40 per cent deduction in the final grade.
Any report (Team and Individual Projects) that is submitted late will lose 20 marks and continue to
lose 20 marks per day that it is late. Please note that poor term papers will be returned to the team for
revision. The highest grade with a successful revision is 60%. Deferrals may only be granted in
extenuating circumstances such as extreme illness or other serious circumstances beyond the student’s
control. Work commitments, holidays or traffic are not considered legitimate reasons for missing a
project deadline.
7. ATTENDANCE REQUIREMENTS
Students who miss four sessions or more with no legitimate justification may receive no more than a
passing grade of this class.
ENTR 3100 6
Missed Quizzes: Alternative arrangements for writing a missed quiz may be made at the discretion of
the instructor. Deferrals may only be granted in extreme circumstances such as serious illness or other
emergency circumstances beyond the student’s control. Work commitments, holidays or traffic are not
considered legitimate reasons for missing a quiz.
GRADING SCHEME
Percent
Mark
Letter Grade Percent Mark Letter Grade
90-100 A+ 80-89 A
75-79 B+ 70-74 B
65-69 C+ 60-64 C
50-59 D
? Final grades may be curved.
COURSE POLICIES
1. Prerequisites. It is the responsibility of students to check the prerequisites for courses before
registration. If students are found to be registered in a course for which they do not have the
prerequisites, and they have not received prior permission from the appropriate program chair, they
can be de-registered.
2. Exam policies: Data or internet-enabled phones (i.e. Blackberry, I-Phone etc.), laptops or other
electronic devices may not be used during examinations without prior approval of the instructor.
Students, who are found to have an electronic device on their person or desk during an
examination, could be in breach of the electronic devices policy, which could result in a 0 grade on
the exam. Please see additional examination policies in the University Calendar.
3. Academic Dishonesty. In cases of academic misconduct, you will receive an F on the assignment
and/or you will receive an F in the course. Students can find further information in the University
Calendar.
Ethical Conduct: The University’s policies are described in the calendar and all students are
expected to read and comply with them. Special care should be taken to understand and avoid the
Academic Offenses of Plagiarism and Cheating listed in the Student Discipline Policy.
Students will respect the basic standards of intellectual integrity, including, but not limited to,
refraining from plagiarism, cheating or copying someone else’s work. In addition, students are expected
to take an active role in encouraging other members of the academic community to refrain from
academic dishonesty, and are asked to advise the instructor if they are aware of any such violations.
This provision applies to any work submitted as a group project.
Plagiarism: “to steal and pass off the ideas and words of another as one’s own” (Webster’s).
Plagiarism will not be tolerated and will automatically result in a zero grade for the submission. Any
student caught plagiarizing may also be subject to additional University sanctions. For the current
university policy on Cheating and Plagiarism, please consult University calendar. The instructor
subscribes to a plagiarism detection service. Students are required to submit their written work in the
electronic form for plagiarism checking.
ENTR 3100 7
CLASSROOM EXPECTATIONS
GROUP FORMATION
Students will form groups by themselves. It is the responsibility of students to form groups.
The group, consisting of 4-6 (preferably 4-5) members, will work on all group tasks.
Your choice of the group members significantly affects your final grade. Before you team
together, you should ask the following questions:
What is my/your objective in this class? (Do I want A? Or pass is sufficient?)
What is my/your track record? (Did I do well in the past? If I didn’t, what I shall do to improve?)
What can I contribute to the team?
Can we find time to meet? (do you have a busy schedule? When can we meet? Do you plan to
travel?)
The group should develop a Ground Rule and keep a record of Group Meetings. Students who
encounter difficulties with their group partners are advised to contact the instructor as early as possible.
In this unfortunately situations, the sooner the instructor is aware of the difficulties, the more changes
you have to prevent this situation from affecting your grade. Failure to develop a ground rule or keep a
record of group meetings may result in 2% deduction from your final grade.
Peer Evaluations: Students are required to complete a peer evaluation that corresponds to each
group member’s contribution to the group project. The instructor reserve the right to adjust the group
project marks to reflect individual peer assessments. Failure to submit peer evaluations on time may
result in 2% deduction from your final grade.
TEACHING METHODOLOGY
Teaching methods will include lectures, case analyses, videos, class discussions (of papers and
cases), group presentations, and individual examinations. The lectures are intended to be dynamic and
informal in nature, and student’s participation is highly recommended. The instructor will provide the
general ideas about the topic and then the focus of the session will be on the more important aspects of
the subject. Cases and videos would be selected in order to provide students with the basic knowledge
about corporate strategies and practices of well-known corporations.
You should prepare a name card, preferably printed with large letters, so the instructor can keep
track of your class participation. Make sure to bring your name card for each class and place it in front
of you.
CONTACT YOUR INSTRUCTOR AND PROPER BUSINESS USE OF EMAIL
I encourage you to talk with me about any questions or difficulties you may have. My schedule is
flexible, and I will work with you to find a time that we can meet. You can call me, talk to me before or
after class, or e-mail me. I check my e-mail regularly, but you must give me 48 hours to respond. So if
you email me at 1 a.m., and if it is 5 a.m. and you still haven’t heard from me, that’s a sure shot sign that
you need to adjust your expectations.
CLASS SCHEDULE
ENTR 3100 8
Below is merely a tentative outline. Depending on how coverage of various issues progresses, we may
spend more time on certain topics and less time on others.
DATE TOPIC
Assignments
1
Jan 6
Course outline
1 Entrepreneurs
Roaming, getting to know each other
(for potential teams)
2
Jan 13
2 Start-Up and the Need for Competitive Advantage
Case 1: Dori’s
Feedback on syllabus/course design
3
Jan 20
5 Developing an Effective Business Plan
Case 9: Noise Solutions
List of team members due
(email/hardcopy)
Choose the case;
4
Jan 27
3 Family Enterprise
Quiz (chapter 1/2/5)
Business plan critique due
5
Feb 3
4 Franchising and Buyouts
Case 3: Smitty’s
Quiz (chapter 3)
6
Feb 10
6 Small Business Marketing, Product, and Pricing
Strategies
Case 6: Napier
Quiz (chapter 4)
Feb 17 No Class – Reading week
7
Feb 24
7 Distribution and Promotional Strategies
Case 5: Ultimate Garage
Quiz (chapter 6)
8
Mar 2
9 The New Venture Team, Small Firm Management, and
Managing Human Resources
Case 15: D’Artagnan
Quiz (chapter 7)
9
Mar 9
10 Form of Organization and Legal Issues
Case 10: CitiSotrage
Quiz (chapter 9)
Interview an entrepreneur
– written report due
– presentation
10
Mar 16
11 Selecting a Location and Planning the Facilities
Case 11: Prestige
Quiz (chapter 10)
11
Mar 23
13 Understanding Financial Statements and Forecasting
Second half: research class
Quiz (chapter 11)
12
Mar 30
14 Sources of Financing
Case 14: Moonworks
Quiz (chapter 13)
13
Apr 6
15 Managing Growing Firms and Exit Strategies
Case 2: Dillon’s
Quiz (chapter14/15)
Apr 11 Feasibility study - written report due
Peer evaluation
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
ENTR 3100 9
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
Goals and
Objectives
Addressed in
this Course
Course Item(s)
Relevant to these
Goals
and Objectives
1 Quantitative Reasoning
A. Determine which quantitative analysis technique is
appropriate for solving a specific problem.
?
Chapter 5/13/14
B. Use the appropriate quantitative method in a technically
correct way to solve a business problem.
?
Quantitative analysis in case
assignments; Business plan
critique; feasibility analysis
C. Analyze quantitative output and arrive at a conclusion.
?
Chapter 5/13/14
2 Written Communication
A. Use correct English grammar and mechanics in their
written work.
?
Business plan critique;
interview an entrepreneur
(written report); feasibility
analysis
B. Communicate in a coherent and logical manner
?
Business plan critique;
interview an entrepreneur
(written report); feasibility
analysis
C. Present ideas in a clear and organized fashion.
?
interview an entrepreneur
(presentation)
3 Ethical Thinking
A. Identify ethical issues in a problem or case situation
?
Chapter 9
B. Identify the stakeholders in the situation.
?
Chapter 9
C. Analyze the consequences of alternatives from an ethical
standpoint.
?
Chapter 9
D. Discuss the ethical implications of the decision.
?
Chapter 9
4 Core Business Knowledge ?
Entire course
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
ENTR 3100 10
- 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
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.
IMPORTANT: Effective September 1, 2013, the U of M will only use your university email 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 emails
from your UofM email account. Remember to include your full name, student number and faculty in all
correspondence.
For more information visit:http://umanitoba.ca/registrar/e-mail_policy
Deferred Exams
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 January 15, 2016 1:00 p.m., Drake Ctr Room 117. This does not apply to take
home final exams.
Please refer to University of Manitoba’s Policy 1305 – Exam Regulations
(http://umanitoba.ca/admin/governance/governing_documents/academic/454.htm) 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.
ENTR 3100 11
Getting Started With Group Work – Developing Ground Rules
Ground rules outline the expected behaviours of all group members. Along with the ground rules, it is
necessary that there are consequences for violating the ground rules. The consequences should focus on
removing points from the peer evaluation.
When developing ground rules, it is best to separate the various aspects of group work. Below are
suggested ground rules that your group can modify, add to or delete – depending on your particular
situation.
1. Personal
a. Honesty with group members
b. Respectful of others and their opinions
c. Use supportive communication (focus on behaviours not personalities)
d. Ask when you are unsure (first ask yourself, then other group members and as a last
resort, the instructor)
e. Solve with issues as they arise – involve the instructor if necessary
2. Communication
a. Verbal
i. Respectful
ii. Behavioural based (not personality based)
iii. No criticism of other group members behaviours when they are not present
b. E-mail
i. Include subject
ii. Address the recipient (e.g., use their name, title, etc.)
iii. Make sure the e-mail is short and concise
iv. Tell the recipient that the e-mail is finished by signing off (e.g., thanks, see you
at the meeting, etc.)
v. Check e-mails everyday
vi. Respond to e-mails within a specific period of time (group must decide this)
vii. If any e-mail addresses change, make sure all group members are notified
c. Phone
i. Make the phone call short and concise
ii. Only use phone as a last resort of communication
iii. If leaving a voice mail, make sure that it short and concise
3. Class
a. Do not be late for class
b. Be willing to ask questions during class time regarding the subject matter that can help
with the term project
c. Only one person in the class can talk at a time – if someone is talking, do not talk
d. Do not leave class early
4. Project –
a. Issues that need to be discussed include:
i. What expertise does each group member bring to the project?
ii. How is work going to be allocated?
iii. What grade do we expect on this project?
iv. When should meetings be set?
b. Research
i. Use correct citation format
ii. Maintain a record of citations used
ENTR 3100 12
iii. Research must be quality
iv. Research must be relevant
v. Plagiarism is not allowed
vi. Reported to group on time (at set meeting or through e-mail)
vii. Each group member should do equal amounts of work
viii. If having trouble with research tell other group members and ask other group
members for help
ix. Attend the library research clinic
c. Meetings
i. Two (2) group meetings are set per week – if we do not need the meeting then
we cancel it
ii. Come to the meetings on time
iii. Come to the meeting prepared
iv. Participate in the meetings
v. Respect others in the meeting
vi. Volunteer for responsibilities
vii. If a group member cannot make it to a meeting notify group members as soon
as possible
d. Report
i. Equal participation
ii. No plagiarism
iii. Citation is accurate, complete, and in correct format
iv. Report must be submitted on time
e. Presentation
i. Everyone participates
ii. Everyone helps other group members in preparing their part for the
presentation (coach)
iii. Feedback sheet must be attached to the front of the presentation to be
submitted to the instructor
iv. Presentation submitted to the instructor will be printed six (6) slides to a page
Presentation – general grading rubrics
Content: good examples; appropriate use of data
Structure: logical; good timing (quite important for your term paper presentation due to time
constraints); clear introduction and conclusion
Self-presentation: enthusiastic; relaxed; good knowledge of the subject; professional appearance
Interaction: engaging the audience; looking at/speaking to the audience; asking the audience some
questions (not necessary for the term paper presentation)
Presentation aids: clear/useful slides; other appropriate visual aids
ENTR 3100 13
Self-evaluation and peer evaluation HIGHLY CONFIDENTIAL
Consider your group collaboration up to this point in ENTR 3100, and evaluate yourself and your group members on the basis of the three
competencies provided in this table. Use the top row to fill in your name and the names of your group members. Then for each competency,
give yourself and each group member a rating using the three-point evaluation scale. Use the space below the table to provide comments on
any ratings that you feel require additional explanation or clarification. Finally, please answer the question below. The ratings and comments
you provide will be kept private and will not be shared with any of your group members.
Evaluation scale:
Pass – Contributed equally through-out the course
Fail – Did not contribute their fair share through-out the course
NA (Not sure/not applicable)
Competency Action required to
demonstrate
competency
Self: Group
member:
Group
member:
Group
member:
Group
member:
Group
member:
Communicating
Expresses and
exchanges
information in a clear
and concise manner
Communicated
information to the
group members in a
clear and concise
manner
Team leadership
and development
Invites and accepts
constructive input
and feedback from
team members
Solicited the input of
all team members in
the discussion(s).
Participation in
Group Activities
Ensured that
individually they
played a equal part
at getting their tasks
done on a timely
basis
Each individual
person completed
their tasks as part of
the whole team in a
timely manner when
promised.
Question: If you
had only $100.00 in
your pocket, based
on participation and
effort in this course
…
How would you
distribute this
$100.00? (Keep in
mind you need to
keep some of that
money.)
Note. If you assigned a team member very low or very high score, I would appreciate a brief explanation. You may use the back of this sheet should you need more space.
doc_804776643.pdf
During this brief description concerning stu clark chair in entrepreneurship and innovation.
ENTR 3100 1
Small Business Management - 22543 - ENTR 3100 - A02
Winter 2016
Type Time Days Where Date Range
Lecture 2:30 pm - 5:15 pm W DRAKE CENTRE 140 Jan 06, 2016 - Apr 08, 2016
INSTRUCTOR
Dr. Wenlong Yuan
Associate Professor
Stu Clark Chair in entrepreneurship and innovation
Asper School of Business
University of Manitoba
Office: 656 Drake Center
Phone: 204-474-9729
Email: [email protected]
OFFICE HOURS Wednesdays 5:15-6:15 pm after class or by appointment
COURSE MATERIALS
Required Textbook: Small Business Management: Launching and Growing New Ventures, 6th
Edition, by Justin Longenecker; Leo B. Donlevy; Terri Champion; J. William Petty; Leslie E. Palich; Frank
Hoy, ISBN-10: 0-17-653221-8, ISBN-13: 978-0-17-653221-5
COURSE DESCRIPTION
This course addresses the nature of entrepreneurship and the elements of the start-up and growth of a
small business. Major topics include opportunity identification, business model development,
integration of marketing and operating strategies, feasibility analysis, venture finance, and small
business management.
COURSE LEARNING OBJECTIVES
ENTR 3100 2
? Identify the processes involved in starting a new venture; identify the processes involved in funding
and investing in a new or growing entrepreneurial venture; and understand methods for organizing
and managing an entrepreneurial venture
? Develop critical thinking and analytical skills
? Learn and work as a team member to conduct research projects
METHOD OF ASSESSMENT
ASSIGNMENT VALUE DUE DATE
In-class quizzes (4%*9) 36%
See schedule
Business plan critique 5%
See schedule
Case presentation (group) 10%
See schedule
Interview an entrepreneur
– written report
– presentation
15%
5%
See schedule
Feasibility study - written report 29%
See schedule
Total 100%
PERFORMANCE ASSESSMENTS
1. Quizzes (36 percent)
The instructor will use quizzes to emphasize the key points of chapters and lectures. The dates of these
quizzes are included in the class schedule. All quizzes are scheduled at the end of each class and each
quiz lasts around 20-30 minutes. The 9 quizzes with the highest marks (out of 10) will count for the final
grade. Students are NOT allowed to have make-up quizzes.
The instructor may not necessarily cover all of the materials in the chapter. It is the responsibility of
the student to understand the concepts presented in the textbook and lectures. If you are unsure of any
of the concepts, please take the initiative to ask the instructor.
2. Business plan critique (5 percent)
Business plans will be provided for assessment and critique. Each student will provide an individual
business plan evaluation (critique) that is a minimum 4 pages in length (double-spaced; 12-font).
Address your written critiques to the promoter(s) of the business and cover what is done well, what is
missing, and what are the most critical variables for the success of this business. The business plans to
be critiqued are available on the UM learn.
3. Case presentation (10 percent)
Each group will analyze a case and give a 15-minuite presentation to the class.
• Review the Questions at the end of the case;
• Take the point of view of the protagonist – as you read the case put yourself in the place of the
character identified in the case or study questions as the decision maker.
• Briefly introduce the basics of the case to the class.
• Use the facts to provide support for your argument. Take a definite stance and support it.
ENTR 3100 3
• ONLY use the information in the case.
• There is not a right answer but there is usually a better answer than others. More important is to
provide your answer and provide support for it.
• A – you've done an exceptional job of putting in the extra time in answering the questions thoughtfully
and concisely. Your analyses clearly draw on class material, answer the questions well, show good
analyses of key issues and offer strong ideas about how to take action.
B+ and B – You've read the case and answered the questions well. Your comments reflect basic
understanding of key material, and your effort to apply them to the practical setting.
C+ and C – you've read the case but put modest thought into answering the questions.
D or lower – Incomplete; miss important questions.
4. Entrepreneur Interview (group work; 20 percent)
The interview of a Founder/Entrepreneur will provide your group with significant information about
the organization as seen through the founder’s eyes, especially the issues faced throughout the stages
of the company. The interview should include the following topics:
1). Who is the entrepreneur? What is their business or venture? When did they start it?
2). How effectively does the founder/entrepreneur feel he/she was adequately prepared for starting
and running a business? What experience would have been invaluable to obtain prior to starting the
business?
3). How was the idea conceived for the business?
4). What process did the founder follow in developing the business? For instance, did the founder
write a business plan, search for financing, etc.?
5). Was the process successful? What would the entrepreneur have done differently at the initiation
of the venture?
6). What have been the biggest issues the entrepreneur has faced at different stages of the venture?
How did he/she deal with these issues?
7). What are the major personal goals and organizational goals that the entrepreneur has for the
next several years? How confident is the entrepreneur about these goals? Is the entrepreneur still
passionate about the business? How many hours does the entrepreneur work on the business every
week?
8). Identify the key takeaways from this conversation.
9). Some other guidelines:
a. Conduct the interview in person.
b. Note the critical milestones that the entrepreneur has achieved.
c. Don’t just report the interview, but also critique the entrepreneur’s process (e.g., do you agree
with the way the entrepreneur launched the business? What should he/she have done differently? If it
was an effective process, why?).
d. Include Direct Quotes.
e. Schedule the interview ASAP. Time is of the essence for the owner.
DELIVERABLES:
1). A 10-page paper that summarizes the questions above (double-spaced; 12-font).
ENTR 3100 4
2). A 5-minute presentation of the company and the interview. The presentation should address the
questions above. You do have the option to develop a video of the interview for class presentation or a
Powerpoint or Keynote presentation.
3). Please submit a business card of the founder/entrepreneur with detailed contact information.
4). Please submit your report to the founder/entrepreneur for her comments.
5. Feasibility Study
The purpose of a feasibility study is to determine if a business concept is viable. While a feasibility study
have some of the same elements as a start-up business plan, it is not “selling” an opportunity but rather
assessing its likelihood for success.
If you have difficulty picking a topic, please bring your ideas and interests to the Instructor and we will
discuss options and ideas. We occasionally have external groups that would benefit from student work
on feasibility studies.
A feasibility study has a greater emphasis (than a business plan) on the critical analysis of the
opportunity. In other words, you are expected to collect sufficient and relevant data that will allow you
to expertly analyze the strength of the opportunity, be able to point out flaws, and lastly, to make
suggestions as to what changes could be made to strengthen the opportunity. You may need to talk to
potential customers, suppliers, competitors, and other industry people to understand your opportunity.
This will help you assess if the business opportunity should be pursued (or not).
The actual feasibility report document is the culmination of your planning, research, and business model
development. It serves as a document that critically analyses whether or not you should proceed with
the opportunity identified. There is no fixed length for the feasibility report, but it will likely be 15-20
pages (double-spaced; 12-font), excluding Appendices. Be precise and concise. Your feasibility study
should use the following format:
A. Title Page: Business name; full contact information of the team members.
B. Executive Summary: 1-2 pages in length; generally one paragraph for each of sections (note: this
section is written after the rest of the report is completed and should be a stand-alone summary of your
entire report).
C. Table of Contents: with page numbers.
D. Value Proposition: What is the Value Proposition (VP) – customer segment and market fit elements
that solve a customer’s pain or gain. What is your product service, who is your customer and what is the
“stickiness” of the opportunity and its potential scalability?
E. Proposed Company Description: Name of company & entrepreneur(s); ownership & legal structure;
summary of proposed business – product/service, industry/target market, management and operations,
funds needed and used, and sales projections.
F. Competitive Advantage: Based on the management structure and capacity you have developed
within your business model, what exactly is your competitive advantage (CA), for how long, the factors
that limit its strengths, and dynamic management of the CA into the future?
G. Internal feasibility: Based upon the information provided in d., e., and f., do you have all the pieces in
place to realistically deliver?
H. External feasibility: Is there a market for your product? How will your business be influenced by
potential competitors, suppliers, and potential buyers?
I. Financial Feasibility: Provide the following: 1) revenue projections based on best, worst and average
case scenarios 2) a break-even analysis.
ENTR 3100 5
J. Overall Assessment: Conduct a critical analysis E, F, G, H and I above.
K. Conclusion: Make your recommendation as GO, NO GO, or PARTIAL GO.
There are essentially two distinct parts of the report. First, you have to develop your business idea
sufficiently so that it can be evaluated. Second, you need to expertly and critically evaluate what you
have developed. You will not be marked on how “successful” your opportunity may be, but on how you
have evaluated it (coming up with an evaluation that states the opportunity is feasible or not and why,
or what changes might be needed in order to make the opportunity feasible). You will be assessed on
realistic business opportunities so please don’t attempt to develop a poor opportunity, somehow
believing that will help your feasibility study easier - it won’t! Thus, pick a business you might realistically
consider launching and then, follow a realistic process to see if you should pursue the opportunity.
Remember to start early and allow sufficient time to collect your information and synthesize your ideas.
Also, while this is a practical or highly applied task, it is also an academic process. You will be required to
source information you have collected and cite where that information has come from.
You may need to conduct qualitative and quantitative research on your market opportunity.
Entrepreneurs must quickly and inexpensively attempt to understand their target market and learn to
ask a series of questions that will be helpful in determining the feasibility of a proposed business
opportunity. You may choose to do one or more of the following to assess the feasibility of your
opportunity:
A survey. This can be done using SurveyMonkey®, FluidSurveys™, or other e-survey tools (or using
hard copy handouts) with sample populations drawn from Facebook, person to person, work groups, or
friends, depending upon the opportunity and target market.
Semi-structured interviews with key informants (minimum of ten).
A focus group with 5-8 participants: in person or online.
Other primary research (as discussed with the course instructor).
The course instructor acts as the primary mentor for you if you decide to conduct this task. The
instructor will provide detailed feedback on your research strategies to provide you with a mentored
learning approach to conduct inexpensive and valid data collection techniques.
6. SUBMISSIONS
All reports/Powerpoint files should be submitted in the electronic format (via UM Learn). Please
include your name in the header.
Students need to submit the slides to the instructor (via UM Learn) before their presentations, and
failing to do so may result in a 40 per cent deduction in the final grade.
Any report (Team and Individual Projects) that is submitted late will lose 20 marks and continue to
lose 20 marks per day that it is late. Please note that poor term papers will be returned to the team for
revision. The highest grade with a successful revision is 60%. Deferrals may only be granted in
extenuating circumstances such as extreme illness or other serious circumstances beyond the student’s
control. Work commitments, holidays or traffic are not considered legitimate reasons for missing a
project deadline.
7. ATTENDANCE REQUIREMENTS
Students who miss four sessions or more with no legitimate justification may receive no more than a
passing grade of this class.
ENTR 3100 6
Missed Quizzes: Alternative arrangements for writing a missed quiz may be made at the discretion of
the instructor. Deferrals may only be granted in extreme circumstances such as serious illness or other
emergency circumstances beyond the student’s control. Work commitments, holidays or traffic are not
considered legitimate reasons for missing a quiz.
GRADING SCHEME
Percent
Mark
Letter Grade Percent Mark Letter Grade
90-100 A+ 80-89 A
75-79 B+ 70-74 B
65-69 C+ 60-64 C
50-59 D
? Final grades may be curved.
COURSE POLICIES
1. Prerequisites. It is the responsibility of students to check the prerequisites for courses before
registration. If students are found to be registered in a course for which they do not have the
prerequisites, and they have not received prior permission from the appropriate program chair, they
can be de-registered.
2. Exam policies: Data or internet-enabled phones (i.e. Blackberry, I-Phone etc.), laptops or other
electronic devices may not be used during examinations without prior approval of the instructor.
Students, who are found to have an electronic device on their person or desk during an
examination, could be in breach of the electronic devices policy, which could result in a 0 grade on
the exam. Please see additional examination policies in the University Calendar.
3. Academic Dishonesty. In cases of academic misconduct, you will receive an F on the assignment
and/or you will receive an F in the course. Students can find further information in the University
Calendar.
Ethical Conduct: The University’s policies are described in the calendar and all students are
expected to read and comply with them. Special care should be taken to understand and avoid the
Academic Offenses of Plagiarism and Cheating listed in the Student Discipline Policy.
Students will respect the basic standards of intellectual integrity, including, but not limited to,
refraining from plagiarism, cheating or copying someone else’s work. In addition, students are expected
to take an active role in encouraging other members of the academic community to refrain from
academic dishonesty, and are asked to advise the instructor if they are aware of any such violations.
This provision applies to any work submitted as a group project.
Plagiarism: “to steal and pass off the ideas and words of another as one’s own” (Webster’s).
Plagiarism will not be tolerated and will automatically result in a zero grade for the submission. Any
student caught plagiarizing may also be subject to additional University sanctions. For the current
university policy on Cheating and Plagiarism, please consult University calendar. The instructor
subscribes to a plagiarism detection service. Students are required to submit their written work in the
electronic form for plagiarism checking.
ENTR 3100 7
CLASSROOM EXPECTATIONS
GROUP FORMATION
Students will form groups by themselves. It is the responsibility of students to form groups.
The group, consisting of 4-6 (preferably 4-5) members, will work on all group tasks.
Your choice of the group members significantly affects your final grade. Before you team
together, you should ask the following questions:
What is my/your objective in this class? (Do I want A? Or pass is sufficient?)
What is my/your track record? (Did I do well in the past? If I didn’t, what I shall do to improve?)
What can I contribute to the team?
Can we find time to meet? (do you have a busy schedule? When can we meet? Do you plan to
travel?)
The group should develop a Ground Rule and keep a record of Group Meetings. Students who
encounter difficulties with their group partners are advised to contact the instructor as early as possible.
In this unfortunately situations, the sooner the instructor is aware of the difficulties, the more changes
you have to prevent this situation from affecting your grade. Failure to develop a ground rule or keep a
record of group meetings may result in 2% deduction from your final grade.
Peer Evaluations: Students are required to complete a peer evaluation that corresponds to each
group member’s contribution to the group project. The instructor reserve the right to adjust the group
project marks to reflect individual peer assessments. Failure to submit peer evaluations on time may
result in 2% deduction from your final grade.
TEACHING METHODOLOGY
Teaching methods will include lectures, case analyses, videos, class discussions (of papers and
cases), group presentations, and individual examinations. The lectures are intended to be dynamic and
informal in nature, and student’s participation is highly recommended. The instructor will provide the
general ideas about the topic and then the focus of the session will be on the more important aspects of
the subject. Cases and videos would be selected in order to provide students with the basic knowledge
about corporate strategies and practices of well-known corporations.
You should prepare a name card, preferably printed with large letters, so the instructor can keep
track of your class participation. Make sure to bring your name card for each class and place it in front
of you.
CONTACT YOUR INSTRUCTOR AND PROPER BUSINESS USE OF EMAIL
I encourage you to talk with me about any questions or difficulties you may have. My schedule is
flexible, and I will work with you to find a time that we can meet. You can call me, talk to me before or
after class, or e-mail me. I check my e-mail regularly, but you must give me 48 hours to respond. So if
you email me at 1 a.m., and if it is 5 a.m. and you still haven’t heard from me, that’s a sure shot sign that
you need to adjust your expectations.
CLASS SCHEDULE
ENTR 3100 8
Below is merely a tentative outline. Depending on how coverage of various issues progresses, we may
spend more time on certain topics and less time on others.
DATE TOPIC
Assignments
1
Jan 6
Course outline
1 Entrepreneurs
Roaming, getting to know each other
(for potential teams)
2
Jan 13
2 Start-Up and the Need for Competitive Advantage
Case 1: Dori’s
Feedback on syllabus/course design
3
Jan 20
5 Developing an Effective Business Plan
Case 9: Noise Solutions
List of team members due
(email/hardcopy)
Choose the case;
4
Jan 27
3 Family Enterprise
Quiz (chapter 1/2/5)
Business plan critique due
5
Feb 3
4 Franchising and Buyouts
Case 3: Smitty’s
Quiz (chapter 3)
6
Feb 10
6 Small Business Marketing, Product, and Pricing
Strategies
Case 6: Napier
Quiz (chapter 4)
Feb 17 No Class – Reading week
7
Feb 24
7 Distribution and Promotional Strategies
Case 5: Ultimate Garage
Quiz (chapter 6)
8
Mar 2
9 The New Venture Team, Small Firm Management, and
Managing Human Resources
Case 15: D’Artagnan
Quiz (chapter 7)
9
Mar 9
10 Form of Organization and Legal Issues
Case 10: CitiSotrage
Quiz (chapter 9)
Interview an entrepreneur
– written report due
– presentation
10
Mar 16
11 Selecting a Location and Planning the Facilities
Case 11: Prestige
Quiz (chapter 10)
11
Mar 23
13 Understanding Financial Statements and Forecasting
Second half: research class
Quiz (chapter 11)
12
Mar 30
14 Sources of Financing
Case 14: Moonworks
Quiz (chapter 13)
13
Apr 6
15 Managing Growing Firms and Exit Strategies
Case 2: Dillon’s
Quiz (chapter14/15)
Apr 11 Feasibility study - written report due
Peer evaluation
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
ENTR 3100 9
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
Goals and
Objectives
Addressed in
this Course
Course Item(s)
Relevant to these
Goals
and Objectives
1 Quantitative Reasoning
A. Determine which quantitative analysis technique is
appropriate for solving a specific problem.
?
Chapter 5/13/14
B. Use the appropriate quantitative method in a technically
correct way to solve a business problem.
?
Quantitative analysis in case
assignments; Business plan
critique; feasibility analysis
C. Analyze quantitative output and arrive at a conclusion.
?
Chapter 5/13/14
2 Written Communication
A. Use correct English grammar and mechanics in their
written work.
?
Business plan critique;
interview an entrepreneur
(written report); feasibility
analysis
B. Communicate in a coherent and logical manner
?
Business plan critique;
interview an entrepreneur
(written report); feasibility
analysis
C. Present ideas in a clear and organized fashion.
?
interview an entrepreneur
(presentation)
3 Ethical Thinking
A. Identify ethical issues in a problem or case situation
?
Chapter 9
B. Identify the stakeholders in the situation.
?
Chapter 9
C. Analyze the consequences of alternatives from an ethical
standpoint.
?
Chapter 9
D. Discuss the ethical implications of the decision.
?
Chapter 9
4 Core Business Knowledge ?
Entire course
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
ENTR 3100 10
- 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
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.
IMPORTANT: Effective September 1, 2013, the U of M will only use your university email 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 emails
from your UofM email account. Remember to include your full name, student number and faculty in all
correspondence.
For more information visit:http://umanitoba.ca/registrar/e-mail_policy
Deferred Exams
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 January 15, 2016 1:00 p.m., Drake Ctr Room 117. This does not apply to take
home final exams.
Please refer to University of Manitoba’s Policy 1305 – Exam Regulations
(http://umanitoba.ca/admin/governance/governing_documents/academic/454.htm) 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.
ENTR 3100 11
Getting Started With Group Work – Developing Ground Rules
Ground rules outline the expected behaviours of all group members. Along with the ground rules, it is
necessary that there are consequences for violating the ground rules. The consequences should focus on
removing points from the peer evaluation.
When developing ground rules, it is best to separate the various aspects of group work. Below are
suggested ground rules that your group can modify, add to or delete – depending on your particular
situation.
1. Personal
a. Honesty with group members
b. Respectful of others and their opinions
c. Use supportive communication (focus on behaviours not personalities)
d. Ask when you are unsure (first ask yourself, then other group members and as a last
resort, the instructor)
e. Solve with issues as they arise – involve the instructor if necessary
2. Communication
a. Verbal
i. Respectful
ii. Behavioural based (not personality based)
iii. No criticism of other group members behaviours when they are not present
b. E-mail
i. Include subject
ii. Address the recipient (e.g., use their name, title, etc.)
iii. Make sure the e-mail is short and concise
iv. Tell the recipient that the e-mail is finished by signing off (e.g., thanks, see you
at the meeting, etc.)
v. Check e-mails everyday
vi. Respond to e-mails within a specific period of time (group must decide this)
vii. If any e-mail addresses change, make sure all group members are notified
c. Phone
i. Make the phone call short and concise
ii. Only use phone as a last resort of communication
iii. If leaving a voice mail, make sure that it short and concise
3. Class
a. Do not be late for class
b. Be willing to ask questions during class time regarding the subject matter that can help
with the term project
c. Only one person in the class can talk at a time – if someone is talking, do not talk
d. Do not leave class early
4. Project –
a. Issues that need to be discussed include:
i. What expertise does each group member bring to the project?
ii. How is work going to be allocated?
iii. What grade do we expect on this project?
iv. When should meetings be set?
b. Research
i. Use correct citation format
ii. Maintain a record of citations used
ENTR 3100 12
iii. Research must be quality
iv. Research must be relevant
v. Plagiarism is not allowed
vi. Reported to group on time (at set meeting or through e-mail)
vii. Each group member should do equal amounts of work
viii. If having trouble with research tell other group members and ask other group
members for help
ix. Attend the library research clinic
c. Meetings
i. Two (2) group meetings are set per week – if we do not need the meeting then
we cancel it
ii. Come to the meetings on time
iii. Come to the meeting prepared
iv. Participate in the meetings
v. Respect others in the meeting
vi. Volunteer for responsibilities
vii. If a group member cannot make it to a meeting notify group members as soon
as possible
d. Report
i. Equal participation
ii. No plagiarism
iii. Citation is accurate, complete, and in correct format
iv. Report must be submitted on time
e. Presentation
i. Everyone participates
ii. Everyone helps other group members in preparing their part for the
presentation (coach)
iii. Feedback sheet must be attached to the front of the presentation to be
submitted to the instructor
iv. Presentation submitted to the instructor will be printed six (6) slides to a page
Presentation – general grading rubrics
Content: good examples; appropriate use of data
Structure: logical; good timing (quite important for your term paper presentation due to time
constraints); clear introduction and conclusion
Self-presentation: enthusiastic; relaxed; good knowledge of the subject; professional appearance
Interaction: engaging the audience; looking at/speaking to the audience; asking the audience some
questions (not necessary for the term paper presentation)
Presentation aids: clear/useful slides; other appropriate visual aids
ENTR 3100 13
Self-evaluation and peer evaluation HIGHLY CONFIDENTIAL
Consider your group collaboration up to this point in ENTR 3100, and evaluate yourself and your group members on the basis of the three
competencies provided in this table. Use the top row to fill in your name and the names of your group members. Then for each competency,
give yourself and each group member a rating using the three-point evaluation scale. Use the space below the table to provide comments on
any ratings that you feel require additional explanation or clarification. Finally, please answer the question below. The ratings and comments
you provide will be kept private and will not be shared with any of your group members.
Evaluation scale:
Pass – Contributed equally through-out the course
Fail – Did not contribute their fair share through-out the course
NA (Not sure/not applicable)
Competency Action required to
demonstrate
competency
Self: Group
member:
Group
member:
Group
member:
Group
member:
Group
member:
Communicating
Expresses and
exchanges
information in a clear
and concise manner
Communicated
information to the
group members in a
clear and concise
manner
Team leadership
and development
Invites and accepts
constructive input
and feedback from
team members
Solicited the input of
all team members in
the discussion(s).
Participation in
Group Activities
Ensured that
individually they
played a equal part
at getting their tasks
done on a timely
basis
Each individual
person completed
their tasks as part of
the whole team in a
timely manner when
promised.
Question: If you
had only $100.00 in
your pocket, based
on participation and
effort in this course
…
How would you
distribute this
$100.00? (Keep in
mind you need to
keep some of that
money.)
Note. If you assigned a team member very low or very high score, I would appreciate a brief explanation. You may use the back of this sheet should you need more space.
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