Renatha's+Assignment

=__ toc Title of assignment and task: __= HDHET-WIL, Assignment 1, 20 June 2012

// Author: Renatha I. Hartman // // Institution: Boland College, Worcester Campus // =__ Context of your assignment, e.g. discipline, students, level of studies __= **//Discipline://** //Students:// ** //Level of Students:// Level 5
 * ENTREPRENEURSHIP AND BUSINESS MANAGEMENT N4 **
 * -Post-matric
 * -Male and Female
 * -Ages: 18-35
 * -Ethnicity: Black and Coloured
 * -Location: Worcester and surrounding towns

=__ Full task description including title of assignment and formative tasks leading up to summative task __= = = Working in groups of two to five members per group, students will think of a business idea, do research on it, draw up a business plan and present it to the class, lecturer and successful entrepreneurs in the community (Worcester and surrounding towns). Groups need to think of a business idea that they would like to use to start a business. The idea should be simple and known to them e.g. something that is needed in their community like a spaza-shop or a hair salon. Students need to be very creative in their thinking process, especially when it comes to the needs of their community. After the groups have decided on their idea, they need to draw up a business plan for their idea. The business plan includes the following components:
 * TITLE OF ASSIGNMENT: PRESENTATION OF A BUSINESS IDEA**
 * DESCRIPTION:**
 * Introduction and Summary
 * Marketing Plan (Includes both the Market Feasibility Study and Marketing Plan)
 * Financial Plan (Includes both the Financial Feasibility Study and the Financial Plan)
 * Operating Plan (Includes Office administration, Human Resources and Operating Plan)
 * Motivation/Conclusion

These components are all part of the syllabus for Entrepreneurship and Business Management N4. It is crucial that groups does in-depth research on their business idea, taking into consideration the content of the syllabus. Their research can include interviews with existing entrepreneurs, internet research, market research through questionnaires, going to banks or other institutions to find out about funding and also going to the library and read up on Entrepreneurship. Students have about two months to do research on their business idea, draw up the business plan and prepare for the presentation. This assignment accounts for 40% of their semester mark. When choosing groups, students need to take a few things into consideration. They need to choose people whom they can trust will give their full co-operation. They also need to take logistics into account. Most of Worcester campus’ students are from surrounding towns, e.g. Robertson, Montagu, Ceres, De Doorns, Ashton and some of them as far as Saron. This is why students need to take into account where they live and where their peers live when choosing a group to work with. Working with members coming from the same town/area as the student is ideal, but not always possible. The important thing is that students take these factors into consideration. After research has been done and the business plan is drawn up, students need to prepare for the summative assessment, which is the presentation of the business idea. The presentation must be 10-15 minutes long. Students will be assessed by using a rubric which will also be given to them when handing out the assignment. It is important that they know what they will be assessed on. Groups will be assessed on the following:
 * Introduction to their presentation
 * Content (which includes all the components of the business plan)
 * Motivation (this is where they pitch/convince the audience that their business idea is feasible and viable)
 * Research and evidence (students will be handing in hard copies of evidence of all of their research, including formative assessments done prior to summative assessment)
 * Professionalism (attitude and the way in which they carry themselves)
 * Communication (verbal and non-verbal)
 * Visual aids (including PowerPoint, flipcharts, posters, dressed up, notes etc)

Groups will be made aware of the local entrepreneurs that will also be sitting in on the presentations. Authenticity is very important and getting objective opinions, forms part of having an authentic assessment. The role of the local entrepreneurs is not only to help with the assessment, but they will also choose the best presentation, among themselves, and award the group with a prize. The prize will include a visit to their different businesses to see how things are done in practice. //FORMATIVE ASSESSMENTS LEADING UP TO THE SUMMATIVE ASSESSMENT//:


 * A guest speaker from SEDA (Small Enterprise Development Agency) will come and give a 2 hour workshop on business plans and what funders look for when they read a business plan.


 * A two to three page summary of their business idea and plan needs to be handed in to the lecturer. It will then be evaluated by the lecturer and feedback will be given to students.


 * A two minute presentation on their business idea to other groups. The other groups will then peer assess and give feedback on muddy cards.


 * Reflection on formative assessments. They need to reflect on the information they received from the guest speaker, feedback given from lecturer and also from peers. Reflection can be done in an unstructured manner (groups have total freedom on their reflection).

Groups will attach the summary, muddy cards and reflection together with research evidence to the rubric on the day of the presentation. =__ Marking grid/rubric __= = = = = =__ Rationale for design based on theoretical educational literature __= = = = Peer review = Name of peer reviewer: James a good authentic task - you can compare it to the AA criteria i n the paper we gave you. The grid is also fine and gives students detail of what is required of them. You could think of more focus i nthe grid on assessing the marketing and finacial plans? It is quite focused on structure at the moment, so you could make these criteria themselves? You probably need some outcomes for the course? i like the FA which i think is good. Underline that there is group work here as well so students are 'constructing' knowledge 9they are also doing this when they reflect, so point this out).

Name of peer reveiwer: Matilda I agree with James, a good authentic task relating to what is being taught currently.The grid is good, I would however have prefered to see the content section broken down further, with marks being allocated for specific components in that section. (Please correct your mark allocation in the rubric as you only cater for a 10 mark allocation per section but in the 2nd criteria you allocate 20 marks.) Furthermore I suggest that you specify dates of completion, eg date of presentation of formative as well as a due date for the summative instead approximately 2 months. (we know what students are like, they only really work under pressure and if the date is imminent they will ensure that they are ready for presentation.) Overall a well thought out task. =__ Changes implemented after peer review __=