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Week 11 - Leadership

What is the role of entrepreneurship in education? 
Education for Enterprise (The NZ Curriculum) is about promoting an approach to learning – one that is real, relevant, and gives students responsibility for their learning.
The Vision of NZ Curriculum (2016) is for young people who will be creative, energetic, and enterprising, who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country.
What are Skills Every Entrepreneur Needs?
According to Aileron (2017), the top skills every entrepreneur needs are
  • Resiliency - The ability to weather the ups and downs of any business since it never goes exactly the way the business plan described it. This skill enables the entrepreneur to keep going when the outlook is bleak.
  • Focus - After setting a long-term vision, knowing how to “laser focus” on the very next step to get closer to the ultimate goal. There are so many distracting forces when trying to build a business that this skill is not easy to master.
  • Invest for the long-term -Most entrepreneurs are not patient and focus only on what comes next, rather than where the company needs to go. Overnight success may take 7 to 10 years. Entrepreneurs need to stop, pause and plan on a quarterly basis.
  • Find and manage people. 
    • Only by learning to leverage employees, vendors and other resources will an entrepreneur build a scalable company. They need to learn to network to meet the right people. Entrepreneurs strive to guarantee they will get honest and timely feedback from all these sources.
  • Sell - Every entrepreneur is a salesperson whether they want to be or not. They are either selling their ideas, products or services to customers, investors or employees. They work to be there when customers are ready to buy. Alternately, they know how to let go and move on when they are not.
  • Learn - Successful entrepreneurs realize they don’t know everything and the market is constantly changing. They stay up to date on new systems, technology, and industry trends.
  • Self-reflection - Allow downtime to reflect on the past and plan for the future. Always working only leads to burnout physically and emotionally.
  • Self-reliance - While there is a lot of help for the entrepreneur, in the end, they need to be resourceful enough to depend on themselves.
Your own list might naturally differ. But you could also wonder how does that skill set map to other lists of skills we have examined on the course? 
PechaKucha
In this week's session, we'll trial aspects of this presentation style in which 20 slides are shown for 20 seconds each. The format, which keeps presentations concise and fast-paced, powers multiple-speaker events called PechaKucha Nights (PKNs). We will trial Flickr’s random PechaFlick picture generator. 
Social Entrepreneurship
Social entrepreneurship aims in some way to increase ‘‘social value,’’ i.e. to contribute to the welfare or well being in a given human community. The key to social enterprise involves taking a business-like, innovative approach to the mission of dealing with complex social needs or delivering community services. (Peredo & McLean, 2006; Pomerantz, 2003).
Social enterprise
Social enterprise is an organisation that applies commercial strategies to maximise improvements in human and environmental well-being - this may include maximising social impact rather than profits for external shareholders. Social enterprises are part of a continuum of enterprise types with different agendas.
The CEO Ākina Foundation, Louise Aitken, has written an interesting post about the definition, perception and what is ahead when it comes to social enterprises. In class, we will look at the akina.org.nz/ventures programmes and consider where they sit on this business model continuum.
Enterprise vs. Entrepreneur 
Recently many have wanted to emphasise enterprises more than entrepreneurs. Gibb (2002) claims how the pervasive ideology of the ‘heroic’ entrepreneur can be seen as a dysfunctional when viewed against the needs of a wider community. The wider notion of ‘enterprise’ is therefore introduced as a means of moving away from the hitherto narrow paradigm.
Some take this even a step further and talk about employee intrapreneurs and intrapreneurship that refers to employee initiatives in organisations to undertake something new, without being asked to do so (De Jong & Wennekers, 2008).
Lean Canvas - Startup Vision
The Lean Canvas (e.g. leanstack.com) maps out a potential startup vision, and it is an adaptation of The Business Model Canvas. Lean focuses on problems, solutions, key metrics, and competitive advantages, and promises an actionable and entrepreneur-focused business plan. It helps to replace elaborate business plans with a single page business model that is easier to grasp and share.
Half-Baked.com
Dave McClure came up with the original concept of the 5 Act ‘HalfBaked.com: Entrepreneurial Improv Theatre.’
Act 1: Start by having people yell out 50 or so random words.
Act 2: Each team given 2 words + ".com"
Act 3: Teams have 10 min to prepare their BlankBlank.com business plan
Act 4: Each team does a 5 minute pitch on their product
Act 5: Vote on who did the best job
In class, we will be doing an activity that has been developed by Nick Hindson and The Mind Lab PG team from this idea: Half-baked Lean Canvas which is in the Related media for this week if you want to use it in your own practice. 
Half Baked Lean Canvas Process (by The Mind Lab)
Create teams of between 3 - 5 people. Gather 30 random words from the group. Each team then chooses 2 words.
1. Start by thinking of real problems that somehow relate to those two words, add that into part 1 of the canvas.
2. Think about who are having the problem you chose to look at. Who are being affected by that? Then choose your main customer group that you want to focus on.
3. Ideate some solutions. Write down your favourite one to your lean canvas. Prepare a 30 sec elevator pitch about your business idea.
Take turns pitching your business ideas. The team that pitches the idea must listen to feedback without replying. Other teams discuss things they 'wonder about' and 'like'.
4. Based on the feedback make updates. Then consider who are your early adopters (the ones that are easiest to market your idea to).
5/6. What channels will you use to reach your customers? (How will you market it?) What resources do you need? (Human, finance ...) How can you make the plan sustainable and possible?
7. Purpose. Why do you want to do this? Why is it important? What is the big purpose behind it?
Resources for teachers and students
Young Enterprise offers a range of enterprise programmes and financial literacy resources that can be used by teachers throughout New Zealand. Each resource is designed for a specific age group, and aligns to the New Zealand Curriculum. www.youngenterprise.org.nz/
The Mind Lab -Lean Form
We've developed The Mind Lab Lean Form that helps you to explain and critique your innovation plan in a lean way. We hope this is a useful tool for your DIGITAL 2 assessment. Note that although Digital 2 and Leadership 2 are submitted together, this week we are just focusing on the Digital 2 component.
Filling in the form and seeking feedback (and feedforward) from your fellow students might help you to explain the innovation and critique it. Remember to keep your answers Lean!
Once you have answered in class, you can view the responses from others and copy your own data to another document for reference.
Building an Understanding of Business
More and more young people are using crowdfunding platforms to gain public support to seed fund new start-ups and early expansion plans for businesses.
Other ideas that students can use to build an understanding of business, entrepreneurship, marketing, target markets, sales, budgeting and economics include:
  1. Creating an online shop on a low-cost platform such as etsy.com. Online shops can allow students to sell items as diverse as art, crafts, digital assets such as Minecraft characters and simple services eg. car grooming, garage sorting, pet minding etc
  2. Set up a school-wide or community-based pop-up fair where parents with businesses can sell slow-moving or end of line products by hiring a stand where the community can shop.
  3. Create a community garden at the school and grow vegetables for sale at farmers markets or to parents. Choose seasonal items that make for great after school snacks (for parents to buy) such as strawberries and carrots.
In class, we will look at the crowdfunding projects you have shared at: tinyurl.com/TMLCrFunding (optional Flipped Prep). You could search projects from such platforms as PledgeMe, Kickstarter or Indiegogo.

Digital and leadership 2 assignment
Keywords - evaluate and reflect
References:
Aileron. (2017). The Top Skills Every Entrepreneur Needs. Forbes.com. Retrieved from http://www.forbes.com/sites/aileron/2013/11/26/the-top-skills-every-entrepreneur-needs/
Davis, V. (2014, Feb). The ultimate guide to crowdfunding in New Zealand. idealog. Retrived from https://idealog.co.nz/venture/2014/02/ultimate-guide-crowdfunding-new-zealand
De Jong, J. & Wennekers, S. (2008). Conceptualizing entrepreneurial employee behaviour. EIM-SCALES (Scientific Analysis of Entrepreneurship and SMEs). Retrieved from  http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.460.5106&rep=rep1&type=pdf
Gibb, A. (2002). In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledge. International Journal of Management Reviews, 4(3), 233-269.
Peredo, A. M., & McLean, M. (2006). Social entrepreneurship: A critical review of the concept. Journal of world business, 41(1), 56-65.
Pomerantz, M. (2003). The business of social entrepreneurship in a ‘‘down economy’’. In Business, 25(3).
Provini, C. (2014). Raise Money With Crowdfunding: Top 9 Tips for Schools. Retrieved from http://www.educationworld.com/a_admin/crowdfunding-fundraising-schools-tips-best-practices.shtml
The NZ Curriculum Online. (2016). The NZ Curriculum: Vision. Ministry of Education. Retrieved from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum  

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