Subject: ENTREPRENEURSHIP

Department: Accountancy, Business,

and Management
Duration: 2 weeks
 ENTREPRENEURSHIP
Course Outline
3rd Quarter, 2nd Semester SY 2020-2021
References :
Entrepreneurship
Edralin, D. (2016)
Vibal Group, Inc: Quezon City, Philippines

Grading System: Applied Subject

Semestral Grade = Midterm Grade (50%) Final Grade (50%)

Written Works 25% Written Works 25%

Performance Task 45% Performance Task 45%
Quarterly Assessment 30% Quarterly Assessment 30%

Instructors: Ms. Jane Malou D. Armayan

Mr. Fred Picar
Ms. Agustine Jessa D. Plasabas
Mr. Agiel Dave R. Reid
Ms. Janedie Queenie Y. Valdehueza

Written Works:
Written works constitute long tests, post-tests, quizzes, seat works, assignments, or any written activity. These will be
given depending on the need and will be usually scheduled. Questions for quizzes are usually exercise questions or
applications to practice the concepts learned but will sometimes be “objective” type. They may be held before or after
the lecture or activity, so students are held responsible to study and be prepared. Assignments or homework are given
with the intention of encouraging self-study among students, not just to review their lecture notes but also to pursue
skills development not readily acquired during class hours or learning time.

Performance Tasks:
Performance tasks (PT) are given or announced to students at the start of the quarter. Ample time and appropriate
scaffold tasks are given so that students can prepare well.

Quarterly Assessment:
There are two major exams for quarterly assessment: Midterm and Final. Delayed exam will be given within one
week after the scheduled examination. There will be no removal examinations.

Reading Assignments:
Students are expected to read all required material(s) given by the teachers. One must refer to the topics in the course
outline.

Non-regular Activity:
During the cautious return to on-campus learning and depending on the availability of facilities some class periods may
be spent in the Audio-Visual Room for other instructional modes like video-showing, PowerPoint presentations or multi-
media activities.

Study/Activity group and Activity Partner:

During the class orientation on the first day, a study/activity group and partner are created. This is created to allow
students to interact with each other through group activities or activity with a partner.

Class Decorum:
For virtual classes, students are expected to observe netiquette. Taking down notes is an integrated function of every
student as well as studying and participating in class. For students who cannot join the virtual classes, they will have to do
the tasks on their own, following the prescribed Learning Time.

GENERAL OBJECTIVES:
The course aims for students to acquire knowledge of appropriate reading strategies for a better understanding of
academic texts and to comprehend and make various types of academic papers.

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 Duration: 10 weeks (3rd Quarter)

WEEK ESSENTIAL TOPICS Activities/ Tasks/ ONLINE MATERIALS OFFLINE MATERIALS

Assessment
1  GTKY/Subject Subject Orientation MODULE 1  Course Outline
Orientation  Business Plan
Pre-test  Course Outline Format
 Introduction of Picture Analysis  PPT slides
 Business Plan Format
Business Plan Article Analysis (Handouts)
 Pre-recorded videos
outline  Assignments
 Articles
 YouTube videos  Quiz
Dec. 1 -4, MODULE 1 Mini-task 1  Reading materials
2020 introduction  Reading Materials
 Concept of
Entrepreneurship Market Needs
 Development of Analysis:
Entrepreneurship Survey Result Analysis
 Relevance of
Entrepreneurship
 Entrepreneurship
in Economic
Development and
Society

2 Entrepreneurship Mini-task 1 MODULE 1  Course Outline

Career Opportunities Submission  Business Plan
for Academic, Sports, Market Needs  Module 1 PDF File Format
Arts, and TVL Track Analysis:  PPT slides
 Power Point Presentation
Dec. 7 -11, Survey Result Analysis (Handouts)
 YouTube
2020  Assignments
 Quiz
 Reading materials

3 Identifying Business Mini-task 2 MODULE 2  Market

Opportunities Introduction Survey Form
The 7Ps of Marketing 7Ps  Pre-recorded videos  Articles
1. Product
 Articles
Dec.14 -18, 2. Price Mini-task 2
 YouTube videos
2020 3. Promotion Submission
4. Packaging 7Ps outline
5. Place Power Point
6. People
7. Physical Evidence

4 Identifying Business Mini-task 3 MODULE 2

Opportunities Submission
The 7Ps of Marketing 7Ps Online  MS Teams
1. Product Presentation
 Power Point
Jan. 4 -8, 2. Price
 PDF Files
2021 3. Promotion
 MS Word File
4. Packaging
5. Place
6. People
7. Physical Evidence

5 Midterm Exam Midterm Exam MODULE 1 Reading Materials

Coverage: Module 1
Jan. 11 -15 Chapter 1 and 3 REVIEWER Module 2
MATERIALS Module 3

6 Business Plan Business Plan Draft MODULE 3 Reading Materials

 Formulation Module 1
 Consultation  Pre-recorded videos Module 2

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Jan. 18 - 22  Articles Module 3
 YouTube videos
 Online Group Work
Consultation

7 Business Plan Business Plan Draft MODULE 3 Reading Materials

 Formulation Module 1
 Consultation  Pre-recorded videos Module 2
Jan. 25 - 29 Module 3
 Articles
 YouTube videos
 Online Group Work
Consultation

8 Business Plan Business Plan  MS Teams Reading Materials

Performance Task  Power Point Module 1
Feb. 1 - 5 Week  PDF Files Module 2
 MS Word File Module 3

9 Business Plan Business Plan Online  MS Teams Reading Materials

Online Validation Validation  Power Point Module 1
Feb. 8 - 12  PDF Files Module 2
MS Word File Module 3

10 Final Exam No Final Exams for

Entrep 201

Feb. 15 - 19

*Schedule may be subject to change.

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 MODULE NO. 1
Nature and Relevance of Entrepreneurship and its opportunities as a career

LESSONS OVERVIEW

Welcome to our first module! As your subject teacher, I am very excited to teach Entrepreneurship to you for
this quarter. This subject will provide you fun, curiosity, and creativity as you develop your Entrepreneurial
competencies. If you have concerns, questions, or clarifications you may contact us through these details:

Jane Malou D. Armayan Fred Picar Agustine Jessa D. Plasabas Agiel Dave R. Reid Janedie Queenie Y. Valdehueza
jarmayan@xu.edu.ph fpicar@xu.edu.ph aplasabas@xu.edu.ph areid@xu.edu.ph jvaldehueza@xu.edu.ph

In this module, you will take the following topics and you are expected to demonstrate the following as
evidence of learning:

Content Standards: The learner demonstrates understanding of key concepts, underlying principles, and core
competencies in Entrepreneurship

Performance Standards: The learner independently creates/provides a quality and marketable product and/or
service in Entrepreneurship prescribed in the TESDA Training Regulation.

Formation Standards: To develop competent entrepreneurs with cura personalis which are vital characteristics
of an effective entrepreneur who provides valuable goods and services and is responsive to the needs of the
market.

Most Essential Learning Competencies:

 Discuss the relevance of the course
 Explore job opportunities for Entrepreneurship as a career

Essential Topics:  Discuss the relevance of the course

 Analyze the market need and explore job opportunities for Entrepreneurship as
a career.
Title: Nature and Relevance of Entrepreneurship and its opportunities as a career
Learning Objectives At the end of the unit, learners shall be able to:
Cognitive:
 Explain the concept of Entrepreneurship
 Discuss the development and relevance of Entrepreneurship
 Analyze Entrepreneurship in economic development and society
 Explain the concept of Market Needs
 Differentiate the various career opportunities open to learners who will take the
Academic Track,
 Identify the career options using the competencies and skills learned in the
Entrepreneurship subjects for students who will take the Arts, Sports, and TVL.
Affective:
 Appreciate the importance of Entrepreneurship
 Appreciate the significance of their dreams and aspirations no matter how small,
big, simple, or complex may it be.

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  Realize that their aspirations will be valued by their parents, friends, and people
around them.
Psychomotor:
 Conduct market analysis survey
 Share and express their dream job, desired profession, or ambitions in life during
online class.
Evidence of Learning The learner will present a result data based from the market analysis survey
questionnaires.
Self-regulated 1. Time Management
Strategies 2. Task Organization and Prioritization
3. Brainstorming
4. Self-Reflection
5. Brainstorming
6. Resource Management
References Edralin, D. (2016). Entrepreneurship. Quezon City: Vibal Group, Inc.

By the end of the quarter, you are expected to show the following as Performance
Task: Business Plan

You are now starting to plan your own business according to your recognized potential market,
marketing
strategy, and operations. Your challenge is how to craft your business plan effectively and efficiently. To
start, you must manifest the understanding of starting and operating a simple business concept. You
must practice key characteristics of an effective entrepreneur while planning your business operation in
line with your organization’s goals and objectives. Through providing valuable goods and services, you
may be able to maximize your costumers’ satisfaction.
BUSINESS PLAN OUTLINE
1. Executive Summary

2. Management and organization

- company name - organizational chart
- company logo - type of ownership
- address - capital
- vision / mission - salary
- key personnel - external management

3. Production Plan
- purpose of the product -Distribution logistics
- products unique feature - Regulatory and other compliance (BIR, DTI, MAYORS PERMIT, BUSINESS
- production process PERMIT, SAFETY STANDARDS, ISO CERTIFICATION)

4. Market Plan
- marketing and sales strategies -sales projections
Month / Marketing Activities/Purpose - market analysis: who are your customers
- product characteristics and feature - pricing policy

5. Financial Plan
- start-up capital - startup summary

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 SCAFFOLD FOR TRANSFER

MINI TASK 1 MINI TASK 2 MINI TASK 3 PERFORMANCE TASK

SURVEY ANALYSIS MARKETING MIX MARKETING MIX BUSINESS PLAN
PRESENTATION
Students will make a market Students will craft their
survey to recognize Students will create the company’s business plan.
potential market and 7Ps or marketing mix. Students will present the
analyze the need of the 7Ps or marketing mix
market. 1. Product through a power point
2. Price presentation.
Students will be divided into
3. Promotion
three groups. They can
4. Packaging
choose a specific industry
5. Place
that they want to focus on.
6. People
Students have to identify 7. Physical Evidence
one product that can be use
in their chosen industry.
Students have to craft 15
questions in order to
innovate their existing
product idea and to know
the needs and wants of the
market related to their
product.

Students will have to look

for 50 participants to
answer their survey
questions.

Students will have to

analyze the gathered data
and come up with a
conclusion on the need of
the market.

To manage your time well, observe the Learning Time below:

Week Lesson Activity No./ Task Target Date of Completion

1 Introduction Mini-task 1- Introduction December 1 -4,2020

1. Concept of Entrepreneurship Market Needs Analysis:
2. Development of Entrepreneurship Survey Result Analysis:
3. Relevance of Entrepreneurship 1.Brainstorming (by group)
4. Entrepreneurship in Economic 2. Create 10 Survey Questions
Development and Society
2 Entrepreneurship Career Opportunities for Mini-task 1- Submission December 7 -11, 2020
Academic, Sports, Arts, and TVL Track Market Needs Analysis:
Survey Result Analysis
3 Identifying Business Mini-task 2- Introduction December 14 -18,2020
Opportunities Crafting of 7Ps or Marketing Mix
The 7Ps of Marketing
1. Product Mini-task 2- Submission
2. Price
3. Promotion 7Ps outline
4. Packaging Power Point
5. Place
6. People
7. Physical Evidence
4 Identifying Business Mini-task 3 January 18 – 22, 2020
Opportunities 7Ps Online Presentation
The 7Ps of Marketing

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 1. Product Online presentation via MS Teams
2. Price using their Mini-task 2 output
3. Promotion
4. Packaging
5. Place
6. People
7. Physical Evidence
5 Business Plan Performance Task January 25 – 29,2020

Business Plan (Consultation and

Submission)
6 Business Plan Oral Final Exam February 8 – 12, 2020

Business Plan Online Oral Defense

PRE-TEST:

Let’s find out how much you already know about this module. Encircle the letter that you think best answers the
question. Please answer all items. After taking this short test, you will see the answer key. Take note of the items
that you were not able to correctly answer and look for the right answer as you go through this module.

1. Who is the proponent of this statement, “having profits from bearing uncertainty and risk?”
A. Cole (1959) C. Knight (1921)
B. Hoselitz (1952) D. Schumpeter (1934)

2. Which represents the meaning of SME?

A. Small Macro Enterprise C. Small Medium Enterprise
B. Small Macro Engagement D. Short Medium Enterprise

3. What does DTI stand for?

A. Department of Trade and Industry C. Department of Transport and Innovation
B. Department of Tax and Interchange D. Department of Transaction and Income

4. What contribution does an entrepreneur gives to society when it can provide for the needs of its family?
A. Employment C. New market
B. Innovation D. Role model

5. Restructuring, merging, or buying-out firms to respond to changes in order to achieve sustainability in

business is under what entrepreneurial role?
A. Creates employment C. Introduces Innovation
B. Develops new market D. Serves as role model

6. Chingkeetea is offering alternative valuable goods and services to its customers. This is an example of what
entrepreneurial role?
A. Develops new market C. Provides alternatives for consumers
B. Introduces Innovation D. Serves as role model

7. The word Entrepreneur is derived from which language and word?

A. French, Entreprendre C. Italian, Entreprendo
B. Greek, Entrepren D. Spanish, Entreprienda

7. Stacey identifies opportunities for social innovation, social impact, and assumes risk over uncertainty. What
role does she exemplifies?
A. Advocate C. Entrepreneur
B. Businessman/woman D. Vendor

8. What entrepreneurial competency refers to the ability to communicate with customers, relate with
employees, and talk to investors?
A. Commitment C. Relationship
B. Organizing D. Strategic

9. What competency is related to the organization of different internal and external human, physical, financial,

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and technological resources, including team building, leading employees, training, and controlling?
A. Commitment C. Organizing
B. Opportunity D. Relationship

11. Setting, evaluating, and implementing the strategies of the firm fall under which competency?
A. Conceptual C. Opportunity
B. Organizing D. Strategic
12. Suzy and Geno are business partners who are both determined to succeed in their new venture. Which
among the following characteristics of an entrepreneur do they possess?
A. Commitment C. Perseverance
B. Intuitive D. Responsibility

13. How can an entrepreneur help the society when he/she goes beyond existing places in order to look for
people who will be interested to buy his/her product?
A. Creates employment C. Improves the quality of life
B. Develops new markets D. Introduces innovation

14. The use of automatic gadgets such as cellphones, emails, internet, and social media brings what to
economic development and society?
A. Develops new materials C. Improves the quality of life
B. Generates new sources of materials D. Introduces Innovation

15. What personal characteristic does Mr. James exemplify when he expresses his mission and vision
statements to his employees?
A. Commitment C. Perseverance
B. Innovativeness D. Self-confidence

ANSWER KEY:

1. C. Cole (1959) 9. C. Relationship

2. C. Small Medium Enterprises 10. C. Organizing
3. A. Department of Trade and Industry 11. D. Strategic
4. A. Employment 12. C. Perseverance
5. B. Develops new market 13. B. Develops new markets
6. C. Provides alternatives of consumers 14. C. Improves the quality of life
7. A. French, Entreprendre 15. D. Self-confidence
8. C. Entrepreneur

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I. CONTEXT

Have you ever wondered how Entrepreneurship can be an avenue for opportunity to serve the market in times
of pandemic? Is becoming a STEM student the best choice at this current situation? Will our creative business
ideas become acceptable to our customers? What are the roles of entrepreneurs in addressing the COVID 19
pandemic?

Activity 1: From me to we: COVID-19 heralds a new model of Entrepreneurship

Instruction: Read the article and answer the processing questions provided below.

The COVID-19 pandemic has challenged the very nature of our existence. An analysis of Google searches for the
phrase “social distancing” over the past 90 days shows how a phrase that had hardly any traction online till the
end of February was topping the charts by the third week of March. Today, we are asked to maintain social
distance from our fellow humans to survive. This strikes at the very heart of the human story and our way of life
as a species, because to interact socially, to collectively build societies that become nations and civilizations,
and to live in ‘collective purpose’ is at the core of being human.

The 21st century has seen an exceptional rise in individualist consumerism. There is a greater demand for
individual expression in the socio-political arena as well. The digital age and the Fourth Industrial Revolution
have created platforms that enable individual contribution at a large scale. Business models, political reforms
and even social change are all designed in a way the individual is at the center of the experience and the
outcome.

But it has also thrown open opportunities for individuals to work with others like never. It has given great
impetus to convergence, collaboration, and co-creation. It has given us the idea that many can act as one and –
that we can do so with ease and speed. At present, we face a challenging virus that has shaken our way of life.
To overcome it we need entrepreneurship at the societal and global scales working in collaboration for a
collective purpose.

All entrepreneurs are, at heart, problem solvers. They bring a product or service to the market to meet a need
or a gap. In the fight against COVID-19, entrepreneurship has taken a lead role in developing contact tracing
apps, repurposing factories to manufacture ventilators and PPE, creating makeshift hospitals, and accelerating
the search for a vaccine, to name a few examples. But do we need a virus to catalyze harmony between
enterprise and societal good? After all, it is human to have collective purpose. Within the new social distancing
norms, people have learned to work, exercise, study, celebrate weddings, attend funeral services, act in films,
conduct concerts and do much more using collaborative digital platforms. The question, therefore, is not
whether we should work in collective purpose at all – but how we do it.

For decades, individual enterprise has forged ahead – in many cases at a societal cost. Profits have often had a
greater say than quality of life. The damaging impact of certain business models on the planet and its natural
systems is one such example. But maybe this pandemic has given us the opportunity to repurpose
entrepreneurship itself. We can now explore an entrepreneurial way of life where enterprises can help
communities across the globe solve socioeconomic problems while being true to market forces. Maybe it is
time for individual enterprise and collective purpose to work in harmony.

The tools, frameworks, and models for such an endeavor are already with us – and we will doubtless discover
many more as we move forward. In 2008, for example, the Harvard Business Review published an article about
how companies can expand their market, capacity, and growth horizons by leveraging their users’ contributions.
We already have the tools, digital and otherwise, that make working with a collective purpose possible for
people from all walks of life.

But there are systemic interventions needed for this new way of entrepreneurship to take root and grow.
Entrepreneurs are impacted by the terms of finance to which they have access – terms which, today, often have
a very small percentage of criteria for societal good. Governments across the world have incentivized
businesses to innovate in the fight against COVID-19, and the same needs to be done for enterprises that are
solving societal issues.

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All entrepreneurship can be socially impactful if governments can develop policy frameworks for creating a
virtuous cycle of shared value. All investments can have societal impact if we create ways for markets to reward
with price and preference those products and services that work in harmony with collective purpose. Most
entrepreneurship education continues to be profit-focused, however – and balancing profit with the collective
good is not a skill either widely taught or sought. Often such a balance means navigating some difficult choices
and mediating through conflicting interests – and such skill sets do not feature in most entrepreneurship
pedagogy.

Systemic shifts require collective intent – something that is still scarce in business communities across the globe.
The COVID-19 pandemic has suddenly changed that and has created the necessary conditions for collective
intent. The human race is at a crossroads, and the choices we make now will define future generations and
their way of life. Therefore, it is imperative to think about how we can create local and global ecosystems that
support models of individual enterprise acting in harmony with collective purpose. How can we move towards a
world order where entrepreneurship is in harmony with greater societal good? Governments, businesses, civil
society, academia, media, innovators, philanthropists, and developmental institutions must all now collaborate
to co-create a roadmap for ‘entrepreneurship with collective purpose’.

Source:
(https://www.weforum.org/agenda/2020/05/covid-19-is-showing-us-a-new-model-of-entrepreneurship/)
(Bhairavi Jani, Executive Director, SCA Group of Companies)

Processing Questions:
1. What are your thoughts about the article?
2. As an entrepreneur, what opportunities can you find in providing valuable goods and services
while addressing the pandemic?
3.How do we change from “profit-focused” to “harmonious greater societal good”?

Student’s responses:

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II. EXPERIENCE

Lesson 1: The Concept of Entrepreneurship

Understanding Entrepreneurship
 Defining Key Terms
 Overview of the Definition
Entrepreneur: Entreprendre “to undertake” (French)
Entrepreneurship: art of observing correct practices in managing and operating a self-owned wealth-
creating business enterprise by providing goods and services that are valuable to the customers.
Small Business and Ordinary Small Business
 Concept of Entrepreneurship in the Philippines: in developing countries, SMEs account for more than
90% of all jobs, sales, and value added; while in developed countries, they account for only over 50% of
these measures.

THE DEFINITION OF ENTREPRENEURSHIP THROUGH THE YEARS

CONTRIBUTOR DEFINITION
Knight (1921) Profits from bearing uncertainty and risk
Schumpeter (1934) Firm organizations
New products
New services
New sources of raw materials
New methods of production
New markets
New form of organizations
Hoselitz (1952) Introduction of innovation
Cole (1959) Purposeful activity to initiate and develop a profit-oriented business
McClelland (1961) Taking moderate risk
Shapero (1975) Initiative talking
Organizing and reorganizing economic mechanisms
Acceptance of risk failure
Casson (1982) Decisions and judgements about the coordination of scarce
resources
Ronstadt (1984) Valuable goods and services.
Drucker (1985) Behavior over personality. Concept and theory over intuition
Gartner (1985) Creation of new organization
Hisrich & Brush (1985) New products and services with value resulting in rewards of
monetary and personal satisfaction (consumers’ perspective)
Stevenson & Grousebeck (1989) Pursuit of opportunity (attitude / characteristics of an Entrepreneur)
Hart, Stevenson, & Dial (1995) Pursuit of opportunity based on the founder’s previous choices and
industry-related experience.
Shane (2003) An activity that involves discovery, evaluation, and exploitation of
opportunities to introduce new goods and services.
Kuratko (2009) Dynamic process of vision, change, and creation.
Dyck and Neubert (2012) Conceiving an opportunity to offer new or improved goods and
services, showing the initiative to pursue that opportunity, making
plans, mobilizing the resources necessary to convert the opportunity
into reality.

Although each of these definitions’ views entrepreneurship from a slightly different perspective, they all contain
the following common elements:
1. Innovation 4. Encountering risks and uncertainties
2. Opportunity seeking and exploitation 5. Economic and personal rewards
3. Resource mobilization

A Brief History on Entrepreneurship in the Philippines

99.7% of all firms operating in the country are small and medium enterprises employing 67% of the labor force,
and 47% of the 803,476 registered establishments are SMEs owned by women.

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2004 to 2010 SME Development PLAN identifies the following specific programs to promote Entrepreneurship:
1. Provision of Business Opportunities
2. Strategic Business Plan
3. Product Development and Design Services
4. Support to Start-up Enterprises in Selected
Areas
5. Business Opportunity and Enterprise
Creation Approaches
6. Entrepreneurship Training Camps and
Enterprise Development Programs
7. Business Opportunity Development and
Investment Promotion for Innovative Ideas
8. Institutionalization of the SME
Opportunities Caravan
9. Franchising Seminars
10. Cooperative Business Development
Program

Lesson 2: Development of Entrepreneurship

The evolution of the field of Entrepreneurship has been formulated by scholars based on theories that are
rooted in economics, psychology, sociology, anthropology, and management.

PERIOD THEORY and CONCEPT

The earliest period Marco Polo (1254 – 1324): a merchant from Venice who travelled to many
places in Asia to trade and enter into formal agreement with a capitalist to sell
his goods.

The middle ages Entrepreneurs in this age were the people who oversaw great architectural
works such as public buildings and cathedrals.

The 17th Century Richard Cantillon (1680 – 1734): an economist who viewed the entrepreneur
as risk taker and a bearer of uncertain

The 18th Century Jean-Baptiste Say (1767 – 1832): Jean-Baptiste Say (1767 – 1832): “someone
who coordinates, leads, and manages all the activities of the firm.”

19th and 20th Centuries Joseph Schumpter (1883 – 1950): Austrian-Hungarian-American economist
and scientist.
“The entrepreneur is neither a risk-bearer nor a manager or capitalist.”

21st Century “Today, many people regard Entrepreneurship as “pioneership” on the

frontiers of business.”(Kuratko & Hodgetts, 2004)

The small and medium enterprises (SMEs) became the embodiment of entrepreneurship in the country. The
SME development regulatory framework and policies started in 1935 when the 1935 Philippine Constitution
first recorded the national commitment to economic success through industrial and technological growth.

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 Lesson 3: Relevance of Entrepreneurship and
Entrepreneurs in Economic Development and Society
Role of Entrepreneurship and Entrepreneurs in Economic Development and Society
1. Creates Employment 6. Improves the quality of life
2. Develops New Market 7. Serves as role models
3. Introduces Innovation 8. Brings social benefits to the people
4. Generates New Sources of Materials 9. Utilizes and mobilizes indigenous resources
5.Stimulates investment interest in the new 10. Provides more alternatives for consumer
business ventures being created

Let’s try this:

Activity 2: The Entrepreneurial mindset assessment
Description: Personal SWOT assessment in Entrepreneurship

You are most likely to succeed in life if you use your talents to their fullest extent. Similarly, you'll suffer fewer
problems if you know what your weaknesses are, and if you manage these weaknesses so that they don't
matter in the work you do. So how do you go about identifying these strengths and weaknesses, and analyzing
the opportunities and threats that flow from them? SWOT Analysis is a useful technique that helps you do this.

What makes SWOT especially powerful is that, with a little thought, it can help you uncover opportunities that
you would not otherwise have spotted. And by understanding your weaknesses, you can manage and eliminate
threats that might otherwise hurt your ability to move forward.

Strengths
 1. What advantages do you have that others do not
have
 (for example, skills, certifications, education, or
 connections)?
 2. What do you do better than anyone else?
 3. What personal resources can you access?
 4. What do other people (and your boss, in particular)
see
 as your strengths?
 5. Which of your achievements are you most proud of?
 6. What values do you believe in that others fail to
Weaknesses
1. What are some tasks do you usually avoid because
you are not feeling confident doing it?
2. What will the people around you see as your
weaknesses?
3. Are you completely confident in your education and
skills training? If not, where are your weakest?
4. What are your negative work habits (for example,
are you often late, are you disorganized, do you?
have a short temper, or are you poor at handling
stress)?
5. Do you have personality traits that hold you back in
your field? For instance, if you must conduct
meetings on a regular basis, a fear of public
speaking would be a major weakness.

exhibit?
 7. Are you part of a network that no one else is
involved
 in? If so, what connections do you have with
influential
 people?
Opportunities Threats
1. What new technology can help you? Or can you get 1. What obstacles do you currently face at work?
help from others or from people via the internet? 2. Are any of your colleagues competing with you for
2. Do you have a network of strategic contacts to help projects or roles?
you, or offer good advice? 3. Is your situation (or the demand for the things you
3. What trends (management or otherwise) do you see in do) changing?
your company, and how can you take advantage of 4. Does changing technology threaten your position?
them? 5. Could any of your weaknesses lead to threats?
4. Do customers or vendors complain about something in
a company? If so, could you create an opportunity by
offering a solution?
5. Networking events, educational classes, or conferences.
6. A new role or project that forces you to learn new skills,
like public speaking or international relations.

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If you look at yourself using the SWOT framework, you can start to separate yourself from your peers, and
further develop the specialized talents and abilities you need to advance your career and help you achieve your
personal goals.

Here are some guide questions for your SWOT analysis.

Process Questions:
1. What are your thoughts while assessing yourself through SWOT analysis?
2. Among the 4 points (Strength, Weaknesses, Opportunities, Threats) which struck you the most?
Why?
3. Do you see yourself as a resilient entrepreneur? How and Why?

Student’s responses:

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Now that you know the important ideas about the concept, development, and relevance of Entrepreneurship. Let
us go deeper by moving on to the next activity.

Lesson 4: Entrepreneurship Career Opportunities

for the Academic Track
The rewards can be great and abundant. Even the risks are certainly high, too. But, if anyone has the
opportunity, conceptual, and organizing entrepreneurial competencies but not yet ready to start one’s own
business, there are other ways to use the entrepreneurial skills. These may very well be the career options for
you, enumerated by Michalowicz (2011).

• Business Consultant
• Sales
• Research and Development
• Non-profit Fundraiser
• Teacher
• Talent Recruiter
• Business Reporter

“Successful entrepreneurs possess sound commercial sense, creativity, motivation, and leadership which they
acquired through learning experience.”

There are other career opportunities that are open to people who have Entrepreneurship background and
competencies. Entrepreneurial careers go beyond specific job titles, career paths, and industries.
Entrepreneurial careers can be found in just about every field, industry, and organization.

• New Venture Creation. It refers to launching of a company, buying a business or franchise, starting a new
venture in a family enterprise or commercializing a technology.

• Career in Existing Entrepreneurial Ventures. It refers to working for a startup, small business, corporate
entrepreneur, strategic entrepreneurial unit, or other area, such as education, research public
policy, and accelerators.

Other graduates go on to working in areas such as:

1. Innovation Direction 7. Financial Analyst
2. Innovation Architecture 8. Management in innovation centers,
3. R & D technology centers, creativity centers,
4. Business Development clean-tech, and sustainable energy.
5. Innovation and Management Consulting 9. Marketing and Sales
6. Policy Advice

Something to ponder:
“Entrepreneurial careers transcend specific job titles, career paths, and industries.”
“The possibilities in Entrepreneurship are endless. The reward can be high.”

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 Lesson 5: Career Opportunities Using Entrepreneurship
Competencies for Students in the Sports, Arts, and TECHVOC Track
One of the best things about pursuing a career using the learned Entrepreneurship skills, although one is not a
graduate of the course, but comes from other fields such as arts, sports, and technical-vocational training is
wide-open.

Fine Arts
• Artist • Art Gallery Manager
• Graphic Designer • Curator
• Photographer • Arts Administrator
• Illustrator • Secondary School Teacher
• Film Director

ACTIVITY 2: Article Reading

Here are articles about the different career opportunities for students who were able to take the different
tracks in Senior High School.

Hand out 1:
https://www.artworkarchive.com/blog/artists-are-entrepreneurs-your-art-is-your-business

Fashion Designing
• Designer wear production and promotion of brands
• Fashion marketing, planning and concept • Costumer designer
management • Fashion consultant and personal stylist
• Fashion media design production • Technical designer and graphic designer
management • Production pattern maker
• Fashion accessory design, quality control, • Fashion coordinator

Handout 2:
http://www.fashionbusinessinsider.com/8-characteristics-of-a-successful-fashion-entrepreneur/

Sports and Fitness Management Jobs

• Health club manager • Corporate fitness director
• Strength, wellness, or conditioning coach • Rehabilitation center director
• Professional or amateur team manager • Nutrition center manager
• Sports facility manager

Handout3:
https://www.businessnewsdaily.com/5346-sports-business-ideas.html

Technical – Vocational Track

• Cook / Chef • Data Analyst
• Automotive Mechanic • Surveyor
• Electrician • Network Support Associate
• Technical Support Specialist • Mechanical Technologist
• Tool keeper and Technician

Handout 4 and 5:
https://www.tesda.gov.ph/Gallery/Details/10231
https://www.philstar.com/other-sections/education-and-home/2017/08/23/1731989/tesda-graduates-can-now-become-
entrepreneurs

Something to ponder:
“Generally, there will be a life event, key motivator, or a source of inspiration that causes a person to work
on their own rather than work inside a bigger firm.”
“Entrepreneurship is the pursuit of opportunity without regard to resources currently controlled.”

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 Process Questions:
1. What are your thoughts after reading the articles?
2. Evaluate the career opportunities you think are more appropriate for you?
3. How can you apply your passion in your chosen career opportunity?

Student’s responses:

Activity 3: The Need of Entrepreneurs

Now that you know and understand the relevance of Entrepreneurship as a career path of opportunity. It is
time to check how you may be able to see yourselves in the current trends of the market needs amidst the
pandemic.

List down 10 trending businesses (goods or services) being managed online. This will help you know and
understand the different types of business that caters to the multiple demands of the market. The market is
able to help you identify your valuable Entrepreneurial venture.
1.________________________________________ 6.________________________________________
2.________________________________________ 7.________________________________________
3.________________________________________ 8.________________________________________
4.________________________________________ 9.________________________________________
5.________________________________________ 10._______________________________________

Process questions:
1.Why are these Entrepreneurial ventures in demand?
2. Which is the most feasible Entrepreneurial venture?
3. How could we make our Entrepreneurial venture as effective as they are?
4. How can Entrepreneurship serve as an effective career of choice?

Student’s responses:

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 Activity 4: Concept Mapping
Description: Make connections of the concepts learned and write these in the concept map below.

Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section.

III. REFLECTION

1. Why should we consider Entrepreneurship as a career opportunity in this time of pandemic?

2. What opportunities can you find in providing valuable goods and services
while addressing the pandemic as an Entrepreneur?
3. How do we change from “profit-focused” to “harmonious greater societal good”?

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IV. ACTION

MINI-TASK 1: Market Needs Analysis (Survey Questionnaire)

Instruction:

You are tasked to come up with 10 survey questions that provides the needs of the market such as
valuable goods and services. This will help you in preparing your selected product or service for the
Product Ideation (2nd Minitask).

Processing Questions:

How did you find the mini- task?

___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________

How did the lessons help you see the real-world use of the topic?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________

Your work will be evaluated based on the attached rubric.

Scoring Rubric:

Well below
Exceeds expectations Meets expectations Below expectations
Criteria expectations
4 3 2
1

 All components of the  All components of the  Most of the market  Many of the market
market survey market survey survey analysis survey analysis
analysis were analysis were components were in components lacked
complete and in addressed in writing, writing; the missing sufficient detail to
Content writing. but some aspects elements diminished take action or were
needed further the proposal’s missing altogether.
description. effectiveness.

 Information was clear  Information was clear  Information was not  Information was too
and easy to with only a few items clear and took much vague to
Communication Skills understand. being difficult to effort to understand. understand.
understand.

 Information  Information  Information  Information was

presented was presented was presented was difficult to follow
Organization
logical and easy to generally logical sometimes difficult and illogical.
follow. and easy to follow. to follow.

TOTAL

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 CLOSURE ACTIVITY:

Activity 5: Metaphorical Imaging

Description: Draw or illustrate an object that represents your Entrepreneurial venture.

You are about to complete this lesson. Now answer the post-assessment to check how well you learned.

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V. EVALUATION POST-TEST:
It’s now time to evaluate your learning. Encircle the letter of the answer that you think best answers the question.
Your score will be disclosed by your teacher during Consultation Periods.

1. Who is the proponent of this statement, “having profits from bearing uncertainty and risk?”
A. Cole (1959) C. Knight (1921)
B. Hoselitz (1952) D. Schumpeter (1934)

2. Which represents the meaning of SME?

A. Small Macro Enterprise C. Small Medium Enterprise
B. Small Macro Engagement D. Short Medium Enterprise

3. What does DTI stand for?

A. Department of Trade and Industry C. Department of Transport and Innovation
B. Department of Tax and Interchange D. Department of Transaction and Income

4. What contribution does an entrepreneur gives to society when it can provide for the needs of its family?
A. Employment C. New market
B. Innovation D. Role model

5. Restructuring, merging, or buying-out firms to respond to changes in order to achieve sustainability in

business is under what entrepreneurial role?
A. Creates employment C. Introduces Innovation
B. Develops new market D. Serves as role model

6. Chingkeetea is offering alternative valuable goods and services to its customers. This is an example of what
entrepreneurial role?
C. Develops new market C. Provides alternatives for consumers
D. Introduces Innovation D. Serves as role model

7. The word Entrepreneur is derived from which language and word?

A. French, Entreprendre C. Italian, Entreprendo
B. Greek, Entrepren D. Spanish, Entreprienda

10. Stacey identifies opportunities for social innovation, social impact, and assumes risk over uncertainty.
What
role does she exemplifies?
A. Advocate C. Entrepreneur
B. Businessman/woman D. Vendor

11. What entrepreneurial competency refers to the ability to communicate with customers, relate with
employees, and talk to investors?
A. Commitment C. Relationship
B. Organizing D. Strategic

12. What competency is related to the organization of different internal and external human, physical,
financial,
and technological resources, including team building, leading employees, training, and controlling?
A. Commitment C. Organizing
B. Opportunity D. Relationship

11. Setting, evaluating, and implementing the strategies of the firm fall under which competency?
A. Conceptual C. Opportunity
B. Organizing D. Strategic
12. Suzy and Geno are business partners who are both determined to succeed in their new venture. Which
among the following characteristics of an entrepreneur do they possess?
A. Commitment C. Perseverance
B. Intuitive D. Responsibility

14. How can an entrepreneur help the society when he/she goes beyond existing places in order to look for
people who will be interested to buy his/her product?

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 A. Creates employment C. Improves the quality of life
B. Develops new markets D. Introduces innovation

14. The use of automatic gadgets such as cellphones, emails, internet, and social media brings what to
economic development and society?
A. Develops new materials C. Improves the quality of life
B. Generates new sources of materials D. Introduces Innovation

15. What personal characteristic does Mr. James exemplify when he expresses his mission and vision
statements to his employees?
A. Commitment C. Perseverance
B. Innovativeness D. Self-confidence

You have completed Module 1.

You can now proceed to the next module.

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