EIC - Entreprenurial Incubation Center

8/11/2019 EIC - Entreprenurial Incubation Center

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E ntrepreneurship

I ncubation

enter

“Seeding future businesses”

By Timothy Wahl

Evans CAS 1986-2012

Belmont Service Center 2012 –

“We learn by our mistakes, but we grow by our successes” - Dale Carnegie



Running Head: S UGGESTION FOR DACE E NTREPRENEURSHIP I NCUBATION CENTER

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© 2012 Timothy L. Wahl

Table of Contents

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... .. . . . 4

Introduction. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 5

Importance of Entrepreneur Instruction . . . . . . . . . . . . . . . . . . . 5

A Perspective on Existing State of Adult Ed . . . . . . . . . . . . . . 7

The State of Entrepreneurship . . . . . . . . . . . . . . . . . . . . . . . . . . 8

The Teaching of Entrepreneurship . . . . . . . . . . . . . . . . . . . . . .. 9

Overview of Existing LAUSD Entrepreneur Programs . . . . . . . 12

National Entrepreneurship Paradigms . . . . . . . . . . . . . . . . . . . . 14

State and Local Entrepreneurship Paradigms . . . . . . . . . . . . . . . 16

Proposed Entrepreneurship Incubation Center . . . . . . . . . . . . . . 17

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Annotated Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Disclaimer: This content in this prospectus is an independent, self-initiated study and has no affiliation withthe Los Angeles Unified School District Division of Adult Education, which has neither approved norendorsed the information contained herein.




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ABSTRACT : This paper proposes a hub in the Adult and Career Education division of the Los

Angeles Unified School District for students to grow their own businesses under the tutelage of

not only adult education faculty members but with the active participation of local businesses,

community-based organizations and government agencies that promote commerce. Needs,

market analysis and potential payoffs are examined, and a sketch of how the system ofentrepreneurship incubation would operate is discussed.




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Introduction

ot many would disagree that entrepreneurship is a robust force for economicgrowth. Entrepreneurship drives innovation, creates wealth and jobs, transforms

communities and generates greater competitiveness on a global scale, according to

a report issued jointly by the Immigration Policy Center and U.S. Chamber of Commerce (Hohn

2012). In these times that test a person’s soul with higher prices, reduced public services and job

losses, which create an even bigger burden on public resources, it is imperative a plan is hatched

and indeed implemented — not just talked about — to tackle these problems. And that plan, like

the old adage that charity begins at home, floats a concept that Los Angeles has a solution right

here in our local community. A program in entrepreneur studies in the Division of Adult and

Career Education, which includes an entrepreneurship incubation center, could well provide a

stimulus package far exceeding any bailout.

Importance of Entrepreneur Instruction

Congruent with the District’s Strategic Plan 2012-2015 , dedication to nurturing

entrepreneurship in adult education strikes a key theme in “All Students A chieving.” Just as the

Plan notes the involvement of families in the success of education for their young in LAUSD




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schools, CBET and CASAS competencies, current measures of adult student learning and

achievement, support the raising of the skills levels of pupils in the K-12 system. Both CBET

and CASA promote literacy among adults, most of whom are non-native English-speaking

immigrants or offspring of immigrants and acknowledged in many corners as the group most

likely to start new businesses (Building a 21st century immigration system 2011; DeBord 2011;

Esquivel 2012; Fairly and Woodruff 2007). They in turn are able to help their sons and daughters

succeed at school, making their integration in their children’s learning integral fare in preparing

them for college and career-readiness called for in the Plan. The Plan’s call for parents to be

involved in the success of K-12 pupils is also Sanctioned by State Ed Codes 315, 315.5, 316, 317(Appendix VI).

Federally-funded CASAS, in its assessments of reading, writing, listening, math, critical

thinking and citizenship, delivers adult learners — i.e. parents — to the doorstep of assimilation in

the American workplace. Parents who have job skills, from the intangible such as language to do

the job to the tangible such as actual performance at work, clearly, transmit a favorable familial

ambiance conducive to their children’s higher achievement at school. This incidence of superior

attainment exponentially increases for children whose parents are entrepreneurs (Wong,

Watanabe, Liu 2011), who explain that students in families whose parents own their own

business not only have a propensity to learn survival and social skills more readily but develop a

strong work ethic and, quite remarkably, a deep-seated desire to give back to the communities.

Children from these homes, the authors suggest, also have an elevated inclination for learning

things independently.




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A perspective on Existing State of Adult Ed

Adult school demographics at LAUSD represent diverse cultures, ethnicities and

languages. Many in adult schools are either foreign-born or first generation Americans who do

not claim English as the primary language. Adult education prepares learners in language skills,

mostly as related to day-to-day life skills, and the ability to perform at work, how to get and

retain a job (the crux of CASAS). Not that filling out a resume, writing a cover letter and how to

perform in an interview are not important, but virtually few if any competencies are on the ways

to begin and operate a business as a business owner, such as, but obviously not limited to,

understanding different kinds of business structures (i.e. sole proprietorship, partnership, limitedliability, etc). Currently, students are given CASAS instruction, where testing caters to

deciphering food labels, or preparing personal income tax forms, for instance, but nary a sheet of

information about what steps need to be taken with regard to getting a health permit so that food

may be purveyed legally. * Such is the irony in preparing DACE’s students to work for someone

else, when evidence underscores that much could be gained in terms of serving the students and

their families if the focus was on them taking the bull by the horns, as it were, and making their

own job and creating jobs for others.

Nationally, statewide and locally, more businesses are begun each year by immigrants

such as the students who make up the majority of the DACE consistency. Fairly and Woodruff

(2007, p28) note , “[L]anguage barriers notwithstanding, minus legal barriers, then [immigrant]

entrepreneurship exceeds that of native born, English speaking population.” Take away these

factors and immigrants no matter the nation of origin are more likely to own a business than are

native-born Americans.

* CASAS is put out by U.S. Department of Labor; how might the test be slanted if done as joint venture with U.S.Department of Commerce?




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Statistics indicate that about 33% of new businesses in the state of California are

immigrant endeavors, which goes up to 44% in Los Angeles (Esquivel 2012). Roberto Barrigan,

president of the Van Nuys-based Valley Economic Development Center (Strong nd), believes

that those figures are too low. Eighty percent of Los Angeles County new businesses, by his

estimate, are immigrant-owned.

The State of Entrepreneurship

The phenomenon of immigrants as entrepreneurs did not emerge overnight. Immigrants

starting their own businesses date back to as long as there have been immigrants. Data suggest

(DeBord 2011, Hsu 2012) that this trend of immigrants beginning businesses has surged upwardin recent years partly because there are more immigrants than in the past and also because

immigrants are often at a disadvantage to find a “real” job due to language insufficiency or other

reasons such as being in a new system, marked by a maze litigiousness (Hsu 2012), Esquivel

2012). Not unaccustomed to taking risks, immigrants opt for the path to success as an

entrepreneur often by becoming a vendor of products or services in their own ethnic

communities (Esquivel 2012). Though the path to business ownership is not any easier than

being an employer, it affords the freedom of doing something “one’ s own way. ’ In spite of long

hours and insecurity in self-employment, this way is preferable (DeBord 2011).

Statistics for the ratio of higher immigrant new businesses could be driven by the

likelihood that native-born Americans are complacent with a nine-to-five routine and the security

of a steady paycheck without the worries of business ownership. The picture emerges that

immigrants from every stripe, really, take tremendous risks, pulling up roots and sometimes at

great peril to get to these shores (Fairley and Woodruff 2007).




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Twenty-Seven percent of the population of California is immigrant, and the figure is

substantially higher in Los Angeles County, which can also boast as home to nationally-known

companies founded by immigrants. Forever 21, El Pollo Loco, Curacao (née “la Curacao” ) and

Panda Express are only a few (Esquivel 2012). It would be hard to imagine any other city

having so many immigrant success stories as Los Angeles., where, according to Strong (nd),

twenty-two of the top fastest growing companies were founded by immigrants. Immigrants have

provided one of America's greatest competitive advantages. Their hunger to share in the

American Dream, their entrepreneurial drive, and hundreds of thousands of jobs created as a

result all have fueled growth in the American economy (Wadhwa, Saxenian, Rissing, & Gereffi2007).

The Teaching of Entrepreneurship

Entrepreneurship is not something that can be taught, per se, but can teach what to do in

order to increase the chances of success (Gray 2006). For example, how can risk-taking be

taught? Entrepreneurship study can teach calculated risk and how to minimize failure based on

the study of mark et realities and anecdotal evidence of others’ mistakes. This includes planning

and running companies through innovative classes that emphasize experience over study and

teaching designed to help students acquire the tools, which include language development, and

cultivate the mindset central to organizing, launching and managing new ventures (Intercambio

2012). Entrepreneurship education is less about teaching creativity in coming up with ideas than

it is the nuts and bolts from whence to build a business and give ideas an actionable platform

(Gray 2006).

“Taking an entrepreneurship class isn't likely to turn a student with no business smarts

into an opportunity-spotting, moneymaking genius ,” notes Gray (2006 ¶ 22). “ Yet plenty of




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anecdotal evidence suggests that the classes can speed the learning curve for those with the right

stuff. On the most fundamental level, the programs can teach students basic skills, such as

managing financials or writing a business plan, forcing them to impose a structure and deadlines

on dreams that they might never achieve otherwise .”

One famous proponent of entrepreneur training is Mark Cuban, who sold his startup,

Broadcast.com, to Yahoo! for $6 billion in 1999. He now owns the Dallas Mavericks and co-

owns the high-definition-TV network HDNet. Mr. Cuban notes that one of the best classes he

ever took was one in entrepreneurship at Indiana University, which he claims motivated him to

start a business and understand the necessary fundamentals of finance, accounting, andmarketing (Gray 2006). It is people with success stories — big and small — like Mr. Cuban that

the Entrepreneurship Incubation Center expects to bring not only inspiration though sharing

anecdotal experiences but by offering roll-up-the-sleeves guidance to aspiring entrepreneurs in

the program. Teaching what has worked with startup companies and tips from experts could

really make a difference, as Mr. Cuban said it did for him (Gray 2006).

The greatest factor in success or failure of a participant in entrepreneurship is the comfort

in an atmosphere of uncertainty. No one can predict the success of a venture, but imaginably the

risk and the feeling of apprehension associated with taking risks would be lessened in something

like an entrepreneur incubation center by knowing first what the risks are and exploring ways of

solving a particular problem without shooting into the dark "Some people can't be taught to be

comfortable in an environment of uncertainty and risk. We have to expose people to that

environment and have them make that decision." (Gray 2006)

Lack of knowledge on the rules of law and commerce can buttonhole a start-up venture,

making an on-the-seat-of-the pants system of operation. Such a trial and error way might be




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similar to on-the-job training if not for lack of a mentor, or experienced business person, to help

the would-be business person navigate the vast ocean of possibilities and whirlpools. In the

absence of schooling, the new venture is left to the mercy of a learning curve that could take

years before the operator gets a sense of doing things right, having figured out business protocol

and nuances, what works and what does not (Esquivel 2012, Hsu 2012).

Instruction in entrepreneurship reduces the learning curve by presenting the would-be

entrepreneur with the structured environment to learn and not only maximize chances of success

but shorten the span from start up to a successful outcome, however this is measured. An

entrepreneurship incubation center takes entrepreneurship education a step farther in presentingreal-world opportunity, in partnership with thriving businesses, to engage future entrepreneurs in

planning, organizing, marketing and growing his or her business. An entrepreneurship program

would attract participants who might have started their own business and started contributing to

the community long ago if only they had the tools, from language to starting and running their

own businesses within the strictures of American law and business protocol (Hsu 2012).

Shortening the span from concept to business implementation can thus hasten the economic

recovery by providing services to the community, creating jobs and, not least of all, an additional

revenue base for the funding of public programs and services cut or reduced in recent times.

From the White House to Los Angeles City Hall, political mouthpieces cite evidence of

how immigrants strengthen and enrich the economy through their historical contributions to the

American Dream by starting their own business. “Like every generation that came before them,

today’s immigrants bring an entrepreneurial spirit and have unique and important skills that can

provide significant benefits to the U.S. economy” (Building a 21 st Century Immigration System

2011, p 11) . In order to maximize the growth of immigrant s’ starting businesses, s everal things




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might be considered for an entrepreneurship education program: First, language development is

essential to help non-native speakers of English to understand not only the written and spoken

forms of English but the nuances and culture associated with the language, which can play into

future business dealings whether at a bank for financing or in negotiations with another

company. Second, entrepreneurship education can develop confidence, strengthen the

entrepreneurial mindset, foster a desire to achieve and inspire action (Gray 2006). It can also

provide training in social skills, networking, creative problem solving, opportunity seeking,

selling, interviewing, presentations, and group leadership (Gray 2006).

Overview of Existing LAUSD Entrepreneur ProgramsCurrently there are CDE-approved courses in entrepreneurship in DACE’s CTE/ROP.

Such programs include Administrative Assistant/Business English (90 hours); Small Business

Ownership and Management (90 hours); Business Economic: Entrepreneurship (180 hours) and

Virtual Enterprise (180 hours). The programs appear to lay dormant —just “on the books”—

remindful of Ralph Waldo Emerson ’s words about a weed, a plant whose virtue is yet to be

discovered. A reasonable guess for the shelving of this program in adult education is due to

budget and presumptive lack of demand.

The mission of California's Career Technical Education system is to “ provide industry-

linked programs and services that enable all individuals to reach their career goals in order to

achieve a high quality lifestyle, to be competitive in the global market place, and to sustain

California's economic dominance ” (from CTE website: http://pubs.cde.ca.gov/cte/ ). LAUSD

receives federal “Perkins” funding to build CTE programs. Inherent in the stated mission of

CTE is to promote the state's economic development by providing students with the world-class

knowledge and skill necessary to become successful and contributing members of society.

http://pubs.cde.ca.gov/cte/






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Career Technical Education states on its web site that it endeavors to “engage every student in

high-quality educational programs, developed in partnership with business and industry [and to]

promote creativity and innovation and allow all students to turn their passion into a paycheck. ”

This issue of a paycheck leaves open controversy. In the context of entrepreneurship, students

become issuers of paychecks. In view of the segment of a population that promises greater

prosperity for their communities, namely immigrants who do not speak English as a native

language, if properly equipped, such a vision must include entrepreneurship education.

Presently, in adult education there are entrepreneur segments embedded in CTE/ROP

programs such as but not limited to Buildings, Trades and Construction, Health Science andMedical Technology and Education, Child Development and Family (http://adulted-lausd-

ca.schoolloop.com/CTE ). These program s’ entrepreneur studies contain business English, which

includes writing customer correspondence, sales flyers and job descriptions. Such additional

courses with embedded entrepreneurship components include Floral Design (60-25-55), which

describes employability and entrepreneurial skills, Groundskeeping 2 (60-25-65), Computer

Animation (60-55-55), and many other vocational courses from flooring, carpentry, upholstery,

manicuring, auto body repair, electronics repair, all approved CDE courses that have a symbolic

existence but many if not most are not offered by the adult division if they ever were.

Business Economics: Entrepreneurship . (61-30-70 ) is a competence-based module

earning students 15 units of credit after 180 hours of study developing an awareness, according

to the catalogue, of the key concepts of business ownership (CTE web site). Others are Small

Business Ownership and Management (61-30-50), Virtual Enterprise (61-30-90). Despite the

pertinence of such skills, this coursework falls short of real-life details the student needs to

function in the real world of business like starting and running a business, something an

http://adulted-lausd-ca.schoolloop.com/CTE









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entrepreneurship program would start and an Entrepreneurship Incubation Center would propel

into fruition.

National Entrepreneurship Paradigms

The Latino Entrepreneurial Network, Inc.(Exito Directory, 2010), of Southern Wisconsin,

offers services and education for small business operators from starting or acquiring a new

business to bossiness planning and marketing. The organization centers on youth programs and

English as Second Language (ESL) entrepreneurial programs, educating low income and

underserved individuals on numerous business topics. http://www.lenwi.org/index.html . In a

special relationship with a Wisconsin organization calling itself Wisconsin MulticulturalEntrepreneurial Institute, LEN’s members receive a full bilingual entrepreneurial program which

includes workshops in estimating and bidding for Contractors, accounting for small businesses

and business writing for Individuals with English as a second language. LEN partners with the

US Hispanic Chamber of Commerce and receives additional funding from alliances with scores

of sources such as financial institutions, foundations, NGOs and individuals. Even the display

ads in the directory are revenue-generating to provide services.

Students at Prince George’s Community College, in Maryland, can earn a certificate in

entrepreneurship management. The certificate provides information that will help students

assess entrepreneurial opportunities. All coursework can be completed online. Students must

meet a minimum of ESL Advanced reading, through a placement test, before beginning

coursework. To obtain a certificate, students must take courses in accounting, introduction to

business, small business management, strategic planning, entrepreneurship management and one

required course in an area where command of English is essential. This one course can be in

http://www.lenwi.org/index.html







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Business Law, composition: writing for business, negotiations, introduction to marketing, or

introduction to speech communications.

Universities are investing heavily, offering moguls in the making everything from

residence halls outfitted as business incubators to startup money to access to business networks

(Gray 2006). Many acclaimed business builders say success depends as much on temperament as

on teaching (Gray 2006). Entrepreneurship is about having guts — something professors cannot

teach, says Paul Fleming, who founded P.F. Chang's China Bistro, a Scottsdale, Arizona-based

restaurant chain. "The steps you have to take, the risks you have to take--I don't think in a million

years you can teach it in a classroom" (Gray 2006, ¶ 11). Ultimately, building a successful business is about passion (Gray 2006).

Noting that language may be a barrier for many students, Intercambio (2011) of Boulder,

CO., recommends that the student who joins their entrepreneur program be at least Intermediate

High ESL. Wholly dedicated to ESL and business training, Intercambio suggests students to

have reached advanced ESL before admission to its entrepreneur program (which, partners with

local and national businesses and organizations for training and funding).

The following is a sample list of components in the Intercambio model of interactive

classes using English in the context of building and running a business.

Introducing yourself and your business. Students are able to articulate the

type of business and business objectives

Building a business that connects with the community and the market.

Putting business ideas into actionable plans.

Developing a marketing plan.

Using common financial terms and principles, doing basic accounting and




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finance.

Selecting a good name, location and legal business type.

Exploring long-term as well as short-term goals.

Presenting your business enthusiastically to engage others.

State and Local Entrepreneurship Paradigms

Most programs in Southern California and indeed statewide appear centered on high

school, community college and university levels (Entrepreneurship Everywhere 2012).

Appendix I lists entrepreneurship programs in California. Most are in secondary schools but

adult education is included in the shuffle. Commonly, it appears that adult education is taken up

by community colleges. Glendale College offers an associate’s degree in business

administration with an entrepreneurship emphasis (see Appendix V). Noncredit, extended

learning at Pasadena City College offers “tire -kicker” classes s uch as web-site design and how to

start an import- export business for a student’s self -edification or hobby pursuit. About the same

scenario exists with Santa Monica College with its retinue of pre- packaged “Ed2Go” courses.

Aside from Glendale’s degree program, a serious effort at entrepreneurship appears at

first glance to reside at Los Angeles City College, which hosts an Entrepreneurship Academy.

Maintaining partnership with the National Association for Community College Entrepreneurship

(NACCE), Sta rtup America, and the Obama Administration, the mission of the academy is “to

encourage economic growth through en trepreneurship” (see Appendix V ). The word

“encourage” is telling, for it appears that entrepreneurs “learn” in an academic context, under one

roof, in one class. A quick look makes it appear to be more of a “discover the entrepreneur

within” one -horse program than a staid venture on the part of the educational institution to

engage real businesses from the real world and deliver the student entrepreneur as a stimulus




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package to the community the way the proposed Entrepreneurship Incubation Center within

DACE would.

A call toward Entrepreneurship with an eye on an entrepreneurship incubation center, in

partnership with businesses, government agencies and NGOs, foundations and individuals as

potential funding sources and as subject-area experts providing hands-on guidance and

mentoring to entrepreneurship program participants, can help students in the adult division

prosper as new business owners, and in turn bring prosperity to the communities in Los Angeles

through job creation and a continuum of tax payers who contribute to public resources. And, as

mentioned, since the bulk of the LAUSD business is K-12 education, the implicit result can beimproved test scores for children, but more importantly, them having successful lives, prepared

for college and career-ready. Clearly, this involves a major effort on the part of the school

district to attract partnerships and identify funding opportunities and actually procure funding.

Considering the fact that the district is operating on a bare-bones budget for the 2012-2013

school year, and adult education barely escaped closure, capturing the interest of outside

organizations for the purpose of funding and liaising with for training seems to be the only viable

option. A list of possible affiliates for the proposed entrepreneurship incubation center is listed

in Appendix VII

Proposed Entrepreneurship Incubation Center

A veritable spectrum of courses in an entrepreneurship program would include, in

addition to preliminary coursework in business English, business planning, market analysis,

capitalization, S.W.O. T. (a summary of strengths, weaknesses, opportunities, threats),

negotiations, and more, through an active vis-à-vis symbolic affiliation with businesses, ones

unique to the local community to national ones with a local presence, government agencies




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dedicated to commerce mentioned below. ESL students would be ready to enter this program

upon completion of Intermediate High B or a placement test score of Advanced Low. Prior to

his or her entry, more vocabulary and terms of commerce would be encouraged to have been

incorporated into ESL classes.

The proposed Entrepreneurship Incubation Center, which could operate at centrally-

located Evans, or at Regional Occupational Centers (AFOC) in the West Valley (West Valley

OC), South and East Los Angeles (ELAOC), utilizes classroom instruction, one-on-one

counseling and mentorship to guide participants through the steps of starting a business and

address specific issues relative to each proposed business. In partnership with area businesses,government agencies, foundations and even individuals, counseling and mentorship are provided

the novice entrepreneur free of charge. For example, the Service Corps of Retired Executives

(SCORE), a service of the Small Business Administration, is one avenue for counseling and

mentorship. Its service is free, and though normal protocol has the client approaching them, it is

feasible an alliance could be formed in which a counselor holds court at the Incubation Center.

Also Pacific Asian Consortium in Employment Small Business Development Center (PACE), on

Wilshire Boulevard., Downtown Los Angeles, will come to the Incubation Center and provide

specialized services such as workshops in business planning, market analysis, tax preparation,

Web marketing and legal services, to name a few. (Presently, PACE offers its own classes and

workshops for nominal fees and legal services are free — See Appendix V for link to PACE).

The Entrepreneur Incubation Center would take a page out of Stanford University

Business School (2012), whose Entrepreneurship Studies program is indeed entrepreneurial,

ending each semester with a mock trade show. A trade show at one of DACE ’s schools, such as

in the cafeteria at Evans, provides a venue for student entrepreneurs to showcase their new




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businesses to invited as well as walk-in guests from the local business community. Businesses

would be largely those that have joined in sponsorship of the program as well as others brought

in due to publicity. This event — in a light vein akin to Professor Higgins rolling out Eliza

Doolittle to royalty — would put the students ’ presentational skills to a test, obviously, providing

a rear-view mirror to see if the concept or plan for a business holds merit, for instance, when

presenting to an SBA officer for funding purposes.

That connections count as much in the entrepreneurial world as they do on Wall Street is

a fact that should not be lost on educators in the Entrepreneurship Incubation Center. Bragging

rights a successful start up at the Center might bring would be expedited with the teacher in therole of matchmaker for students seeking management teams, advisors and investors. For

example, a faculty member might know of a real estate developer and a student in the Center

whose start up is renovating dilapidated apartments. A simple exchange of business cards or an

introduction could be the extent of the matchmaking or it could be an introduction such as at the

year-end trade show.

This capstone event permits both the student exhibitor and attendee to gain from each

other. The exhibitor clearly gets to see the strengths and weakness of his business through the

eyes of the business people, who comb through the details of the exhibitor ’s proposed business

while also forming business-related bonds; the business attendee can assess the value of each

exhibit for future considerations. For example, a food chain might see a product in development

and may offer a proposal to help with marketing or packaging; or a service firm could see the

promise in an entrepreneurial venture at the exhibit with promise of a niche market and propose

ways of blending or piggybacking services. This affair would be as convenient a place as any to

raise capital, form or tweak strategy, or just talk the talk and walk the walk of business with




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potential partners. The event might even resemble a bazaar, as psyched up investors wander the

aisles of the Entrepreneurship Incubation Center trade show sniffing the air for that one thing

that picks their fancy. Of course there’s always the poss ibility that an exhibitor has a product or

service so hot that there is an immediate buy out! Mostly, what could be expected is that the

exhibit is like an exhibition football game. After the game is over, fledging entrepreneurs are

back at the drawing board, reshaping, improving, making stronger, better, and in some cases

reinventing.

For some the end of the trade show will mean yet more time in the Entrepreneurship

Incubation Center, while for others it is, like the character Grasshopper in the old TV series Kung Fu , time to go. The real world is in wait, but wait, there is a catch: All students who complete

the Entrepreneurship Incubation Center will have upon entry to the Center signed an agreement,

a pledge, to make himself or herself available for mentorship at the center for one year (or

longer) from the date of formally ending ties. Furthermore, all students who enter the program

will have signed a symbolic pledge to return some aspect of their training to the community

throughout their lifetimes. Giving back is crucial to the long-term success of the

Entrepreneurship Incubation Center as indeed it is to the communities to which the entrepreneurs

take their businesses. Just as the Kauffman foundation considers its grants to be investments

because the recipients in one form or the other “give it back, “ the Entrepreneurship Incubation

Center can expect similar payouts.

Conclusion

It is important not to lose sight of the fact that a high percentage of entrepreneurs, as

noted, are expected to continue to be non-native born Americans (Esquivel 2012) whose learning

curve could be lessened by practical hands-on guidance by associates in the real business world,




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not just cerebral, classroom lessons. An Entrepreneurship Incubation Center provides the learner

a unique opportunity to do what is widely believed is needed to give this stagnate economy a

short in the arm. By setting up an Entrepreneurship Incubation Center, DACE not only fulfills its

mission to boost the educational achievement and socioeconomic well-being of its students by

preparing them to exercise control over their destinies but it also plays a role in job creation and

the overall economic recovery. DACE, ever-more pressed to make itself relevant in this hard-

pressed day and age, gets to triumph in areas where community colleges and other entities have

fallen short with a program like none other. Among the biggest challenges, aside from setting up

and administering the program, is procuring funding and partnerships. This might mean thecreation of a position in public relations or grant-writing. Participants in the program get to

experience the value of team work and the integral concept of what goes around comes around.

Indeed Entrepreneurs are very much a part of the work force. They will be better trained and

motivated, as a result of the Entrepreneurship Program, to pay back to the community . DACE’s

role to the mission of All Student’s Achieving will have been upgraded. In fact, such a program,

the Entrepreneur Incubation Center, could be the very thing that saves adult education.

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ANNOTATED SOURCES

2010-2011 eixito directory. (2010). In Latino Entrepreneurial Network . Retrieved August 15,2012, from http://www.lenwi.org/css/images/LEN_directory_2012_web.pdfl

This service and membership directory impressively outlines a bold mission to empowerits Latinos to strike out on their own and dare to become successful The directory seemsto present a winning combination of insights, members and organizations that can movemountain. Although nothing is said of the kind, it is possible the organization is cognizantthat demographics in small business start ups among Latinos is low compared to otherimmigrant groups.

(2012). In Prince George's Community College . Retrieved August 15, 2012, fromhttp://www.pgcc.edu/Programs_and_Courses/Credit_Offerings.aspx

Building a 21st century immigration system. (2011, May). In White House Blueprint to Immigration Job Creation . Retrieved August 13, 2012, fromhttp://www.whitehouse.gov/sites/default/files/rss_viewer/immigration_blueprint.pdf

DeBord, M. (2011, December 1). The future of wealth in LA: entrepreneurship is the name of thegame. In the DeBord Report . Retrieved August 15, 2012, fromhttp://www.scpr.org/blogs/economy/2011/12/01/3917/future-wealth-la-entrepreneurship-name-game/

This analyzes the current trends in business in LA in formulating a picture that LA isimmigrant-driven and as go the immigrants and their story so does the economy of LA(and probably the rest of the nation. This interesting strory if not a read that shed muchnew light strongly supports a need in LA to train immigrants to run their own

businesses —and, though the article doesn’t say this outright— be tax paying citizens asoppose to the underground economy (ie: selling fruits or flowers at freeway offramps).

English for entrepreneurs (2012). In Intercambio: Uniting communities . Retrieved August 12,2012, from http://www.intercambioweb.org/study-with-us/english-for-business/

Intercambio is a 501(c)(3) organization in Colorado that conducts training in life skills,citizenship, financial and computer literacy, American culture and entrepreneurship.Founded in 2000, Intercambio works with families to help them assimilate into theAmerican mainstream, noting that language is not the only barrier. The organizationhosts events and gatherings to build a sense of community, and structured environmentfor participants to learn that business is not just about making money and supportingone’s livelihood but to give back to the community. Having formed an alliance withhundreds of local businesses, foundations and private contributors(http://www.intercambioweb.org/wp/wp-content/uploads/2011_AR_web.pdf ),Intercambio facilitates a myriad of workshops on finances, cross-cultural understanding,

http://www.lenwi.org/css/images/LEN_directory_2012_web.pdfl



http://www.pgcc.edu/Programs_and_Courses/Credit_Offerings.aspx


http://www.whitehouse.gov/sites/default/files/rss_viewer/immigration_blueprint.pdf


http://www.scpr.org/blogs/economy/2011/12/01/3917/future-wealth-la-entrepreneurship-name-game/



http://www.intercambioweb.org/study-with-us/english-for-business/



http://www.intercambioweb.org/wp/wp-content/uploads/2011_AR_web.pdf













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laws, citizenship and more to bridge the old culture and customs with the new. Businessliteracy, s tarting and running one’s one business according to American system of lawand tradition are included.

Entrepreneurship everywhere. (2012). In Consortium for Entrepreneurship Education . Retrieved

August 12, 2012, from http://www.entre-ed.org/

Labeling itself the “first link to entrepreneurship education, ” this website is at oncecomprehensive in the information it presents about education programs across thecountry, special events near and far related to entrepreneurial pursuits and the nuts and

bolts in everything a would-be entrepreneur would want to know to get going and keepgoing. In an easy to navigate environment using multimedia devices and links to storedinformation and databases, Entrepreneurship Everywhere sets out to answer the who-what-where-why-and-how of entrepreneur education. All the many links can make theclick-happy, well, happy, with each click yielding a fruitful bounty of information,which, at once, can be confusing if not overwhelming like the old caveat of telling a

person more than what he/she needs to know. Nonetheless, one can pick and chooseindeed (though leave a bread crumb to get back to from whence ye came).

Most significantly, this powerhouse website is packed with useful details about studiessuch as schools, training seminars and workshops, professional conferences, trade showsfoundations and non-profit organizations that help entrepreneurs. There are plenty ofnews items about successful entrepreneurs and their stories, and a section on awards andcontests for entrepreneurs.

Of particular interest was a state by state list of schools where entrepreneur studies aretaught: http://www.entre-ed.org/_arc/states.htm . Even more so was the link to programs

of study in California. Each program was bundled into ROP or CTE domains orfacsimile as in the case with university programs. Programs covered a broad spectrum:Sports marketing, youth entrepreneurship, secondary and post-secondary education.Programs close to Los Angeles were Beverly Hills, Carson, Whittier and Pomona.

Esquivel, P. (2012, June 15). California leads U.S. in immigrant entrepreneurship, study finds. Los Angeles Times , pp. B1, B4. Retrieved August 12, 2012, fromhttp://articles.latimes.com/2012/jun/15/local/la-me-0615-immigrant-business-20120615

This article begins poignantly with the story of Gloria Suen, a Chinese immigrant startingout years ago in LA’s Chinat own. Though now a success story conducting business on anational scale, then, her knowing so little English frustrated her ability to understand thelanguage of business rules and regulations. The article chronicles the contributions of afew immigrants in Los Angeles through the businesses they have started. Based on thisreading, one could state the case that the task for non-native speakers of English to get setup in business could be expedited through an education and training program centered on

http://www.entre-ed.org/



http://www.entre-ed.org/_arc/states.htm



http://articles.latimes.com/2012/jun/15/local/la-me-0615-immigrant-business-20120615








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the English language in helping them understand the complexities of US business practices and regulations.

Fairley, R., & Woodruff, C. (2007, December). Mexican-American entrepreneurship. In National Poverty Center Working Paper Series . Retrieved August 15, 2012, from

http://www.npc.umich.edu/publications/u/working_paper07-34.pdf

This White Paper presented by researchers at University of California at Santa Cruz andSan Diego, and published by the University of Michigan, states has gathered data thatshows Mexican Americans, the nation’s largest immigrant group, alo ng with AfricanAmericans, have the lowest incidence of business start-ups in the United States. is yetthe least apt to start their own business. Possibly owning to lower rates of education andless wealth than other immigrant groups is a possible reason, according to the report.Limited English ability is another. Though the article examines the plight of the MexicanAmerican community, its conclusions that additional education and training in Englishlanguage is essential to getting Mexican-Americans to start their own business, the same

sentiment can be projected to other immigrant groups who are limited in English.Gray, P. B. (2006, March 10). Can entrepreneurship be taught? Fortune Small Business .

Retrieved August 17, 2012, fromhttp://money.cnn.com/magazines/fsb/fsb_archive/2006/03/01/8370301/index.htm

This article ponders if entrepreneurship is innate or if it can be learned. In addition totangible skills in running a business such as finance and accounting can any program inthe field of entrepreneurship teach the intangible of taking risks and being creative?Through a collection of anecdotal evidence of programs at colleges across the countryand quotes from the gospel of entrepreneurship, the Marian Ewing Kauffman Foundation,

the reader is guided to a conclusion that in spite of celebrated drop outs like Steve Jobs,Michael Dell and Bill Gates entrepreneurship studies is not just a cash cow on campuses but that it has indeed helped countless to become, if not moguls in the making,contributors by starting businesses with varying degrees of success beyond Mom and Popshops.

Hohn, Marcia D (2012, January 25) Immigrant Learning Center & U.S. Dept. of Commerce.(2012, January 25). Immigrant entrepreneurs: Creating jobs and strengthening theeconomy. Retrieved July 30, 2012, from http://www.ilctr.org/wp-content/uploads/2012/01/Immigrant-Entrepreneur-Report-1-25-2012-FINAL1396.pdf

Examines Immmigrants’ role in job creation and in advocating changes in immigrationlaw, discusses how immigrants who start their own businesses bolster the U.S. Economy.

Hsu, T. (2012, June 15). Immigrant small-business ownership growing, nearly 1 in 5 in U.S. Los Angeles Times , p. B1. Hard copy viewed and digitally retrieved June 15, 2012, from



http://money.cnn.com/magazines/fsb/fsb_archive/2006/03/01/8370301/index.htm


http://www.ilctr.org/wp-content/uploads/2012/01/Immigrant-Entrepreneur-Report-1-25-2012-FINAL1396.pdf











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http://www.latimes.com/business/money/la-fi-mo-immigrant-small-business-20120615,0,4485245.story

This short business-pages article announces the growing phenomenon of émigré start-up businesses. Citing the Fiscal Foreign Policy Report for its information, it delineates the

demographic statistics in new business owners, namely national origin, educational leveland gender, and it states the favored kinds of start-up enterprises by immigrants.

Stanford University Graduate School of Business. (2012). In Center for Entrepreneurial Studies .Retrieved August 12, 2012, from http://www.gsb.stanford.edu/ces/about

The Center for Entrepreneurial Studies at Stanford University is dedicated to the study ofentrepreneurship, providing an objective means to develop greater understanding ofcurrent and future entrepreneurial companies. The Center acts as a hub for the interests

and pursuits of the entrepreneurial players — faculty, students, and practitioners. It promotes and supports research in entrepreneurship, developing and teaching courses to be taught within the MBA curriculum. Among its objectives is to graduate not only well-trained, entrepreneurial thinkers but also doers. Founded in 1996 to address the need forgreater understanding of the issues faced by entrepreneurial individuals and companies.,the entrepreneur programs include internships and topical panels and speakers. Some oftheir programs are open to the community at large.

Strong, D, ed. (nd). 10 questions…on the power of immigrant entrepreneurs for JonathanBowles. In Cal State University Domiguez Hills (CSUDH)’ The Report: Newsletter of theCollege of Business Administration and Public Policy . Retrieved August 15, 2012, from

http://cbapp.csudh.edu/newsletter/042007/questionson.htm Wadhwa, V., Saxenian, A., Rissing, B., & Gereffi, G. (2007, January 4). Immigration and the

American economy. In Kauffman Foundation . Retrieved August 14, 2012, fromhttp://www.kauffman.org/uploadedFiles/entrep_immigrants_1_61207.pdf

This PDF document promulgates a consensus that immigrants have provided one ofAmerica's greatest competitive advantages. Their quest to achieve an education forthemselves and their children propel them to share in the American Dream. Theirseeming ability to take risks and first-hand knowledge help them create and push theeconomy forward. However, as this document purports, the contributions of their effortsare under-valued. The paper is a scholarly analysis of the economic and intellectualcontributions of immigrants. It primarily looks at ones who were middle class and aboveand were fairly well-educated in their countries. Though the content may not pertain tothe typical profile of an adult ESL students at LAUSD, for example, the message is clearthat Immigrants drive the economic in all sectors through their drive and willingness totake risks, which ultimately all lead to job creation and economic growth.




http://www.gsb.stanford.edu/ces/about



http://cbapp.csudh.edu/newsletter/042007/questionson.htm


http://www.kauffman.org/uploadedFiles/entrep_immigrants_1_61207.pdf










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Wong, N. A., Watanabe, P. Y., & Liu, M. (2011, November). Adult children of immigrantentrepreneurs: Memories and influences. Retrieved August 11, 2012, fromhttp://www.ilctr.org/wp-content/uploads/2011/11/ILC-Adult-Children-of-Immigrant-Entrepreneurs.pdf

This research document commissioned by the Immigrant Learning Center, Inc., inMalden, Massachusetts, assembles a cross-section of the U.S. immigrant population andtheir offspring for a look at the diverse educational and career choices of immigrant-entrepreneur children. The study focuses on small businesses from 2 to 10 employees.Children in such families understood, respected and were often deeply affected by thestruggles and accomplishments of their parents. The consensus among the students was adeep importance of education rooted in their homes. Whether communicated directlyfrom parents to children or recognized more indirectly through the example set by

parents, the students in this study understood that in the long run the need to pursueadvanced studies. Many parents, according to their children, viewed education as avehicle for respect and stability as well as advancement. In some cases, parents perceived

advanced education as a vital fact or in their children’s own pursuit of an entrepreneurial path that would result in the independence accompanying business ownership.

While not comparing case studies of children of immigrants who were not entrepreneurs,the study did elaborate greater consensus among immigrant-entrepreneur children to

pursue high level careers such as in medicine or law and to have instilled in them a senseof filial and community responsibility. Whether this is so among the children ofimmigrants who did not have their own businesses is not part of the discussion. Thethrust is that immigrants who owned their own businesses and their children were highlymotivated and felt an attraction to the greater world. This paper makes a strong case thatthe offspring of immigrants in business for themselves are determined to be givers ratherthan takers. The information in this article makes a strong case, inferentially, thatentrepreneur studies are supportive of the intended outcomes in LAUSD’s CBET

program.

http://www.ilctr.org/wp-content/uploads/2011/11/ILC-Adult-Children-of-Immigrant-Entrepreneurs.pdf



http://www.calvin.edu/library/knightcite/index.php






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APPENDIX I

Sample Entrepreneurship Programs in California (for a complete state by state listing:http://www.entre-ed.org/_arc/states-c.htm#ca )

BEVERLY HILLS HIGH SCHOOL —SPORTS MARKETING: ACAREER FOR THE 21ST CENTURY

Steve Rappaport, CoordinatorThe Management InstituteBeverly Hills High School241 Moreno DriveBeverly Hills, CA 90212310-201-0661

Fax: 310-286-7446

Focus: Senior high school

Abstract: Sports are a wonderful way to teach marketing to the high school student. Find outwhat it takes to create a sports marketing curriculum and introduce your students to this excitingcareer for the twenty-first century. Licensed products alone account for over $60 billion inannual revenue.

Steve Rappaport has found a way to effectively involve students in sports licensing andmerchandising, endorsements, and event management and sponsorships. See what it takes tooperate a sports-marketing school-based enterprise. Rappaport uses a variety of instructionalactivities that can add excitement to your classroom.

Steve has been employed at Beverly Hills High School since 1988 and is an ROP instructor andsoccer coach. Working in conjunction with the Los Angeles County Regional OccupationalProgram, he has developed and implemented a successful sports marketing curriculum. Inaddition, Steve teaches hotel management, entrepreneurship, and a community internshipcourse, and coordinates a Carl Perkins vocational grant.

CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA,

SMALL BUSINESS MENTOR PROGRAMINTERNATIONAL DIVERSIFIED TECHNOLOGIES

Lorenzo Tony Ortega, Ph.D., DirectorBusiness Development AcademyCalifornia State Polytechnic University, Pomona3801 West Temple AvenuePomona, CA 91768;

http://www.entre-ed.org/_arc/states-c.htm#ca






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Jackirae Sagouspe, PartnerInternational Diversified Technologies2201 East Winston Road, Suite K

Anaheim, CA 92806714-635-1815Email: [email protected]

Focus: The area of program emphasis is a university economic development program inpartnership with community-based and private-sector organizations.

Abstract: The Small Business Mentor Program is an alliance with university affiliations andcommunity-based and private-sector organizations. This combination of contributing entitiesbrings about a rare blend of practical experience, institutional research, and communityeconomic development, all focused on the revitalization of entrepreneurial businesses.

The target communities are low- and moderate-income, directly affected by small businesses inor immediately adjacent to them. Many of these businesses can be categorized as "low risk"due to a high level of compentency in a trade or service; however, they are "high risk" often dueto a lack of business and financial management knowledge. These businesses often fail togrow, and some collapse. Business failures resulting from a lack of business and financial skillscontribute to neighborhood economic blight, impeding community development.

A unique feature of the Small Business Mentor Program is that it provides personal andconsistent guidance through mentors and integrated educational materials built on thefundamentals of small-business management. The content and structure of the program use thetheory of multiple intelligences. This is not a "return" to the classroom program; rather, the SmallBusiness Mentor Program is an "incubator without walls." Due to the one-on-one workingrelationship with the business owners, it is critical that the mentors, instructors, and serviceproviders are sensitive to the fact that each individual learns differently; therefore, the multipleintelligences approach has been implemented.

The philosophy, as well as the organization, of the Small Business Mentor Program becomesmore important when working in communities with a dominant ethnic population. Presently thetarget areas served by the Small Business Mentor Program have a substantial number ofHispanic business owners who qualify for the benefits of the program. Bilingual mentoring isprovided, and business educational materials are available in Spanish.

The program provides each participating small-business owner with a financial managementadvisor (Financial Management Mentor) who provides continuing intensive guidance to theowner with regard to financial management of the business. This guidance includes businessplan preparation and revision; assistance with the selection of, and applications for, public and

private programs available to help such owners; loan, permit, and other application preparation;ongoing cash flow analysis; and all other aspects of financial management.

The Small Business Mentor Program's goal is to create a partnership with struggling smallbusinesses, community economic development agencies, and financial institutions. A teamapproach is taken to find solutions, make changes, and revitalize each entrepreneurial venturefor future growth.

mailto:[email protected]







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CALIFORNIA STATE UNIVERSITY, FRESNO

Genelle TaylorLyles Center for Innovation and EntrepreneurshipScholarships in Entrepreneurship

California State University, Fresno2743 E. Shaw Avenue, Suite 120Fresno, CA 93710559.294.2045Email: [email protected] Web site: www.lylescenter.com

Focus: $10,000 scholarship for high school and community college students that have started abusiness or are interested in starting a business and attending California State University,Fresno.

Geographic Area: Recruiting nationally to attend CSU, Fresno

Age Level: High school and seniors and community college students

Key Partners: Lyles Center for Innovation and Entrepreneurship at California State University,Fresno and The Coleman Foundation.

Abstract: The Scholarships in Entrepreneurship program provides high school and communitycollege students, who have an existing business and enroll at Fresno State, the opportunity toshowcase their entrepreneurial spirit. Three students will receive $10,000 each for supportingtheir education and expanding their business while in school. Students enrolling in Spring 2005and Fall 2006 are eligible.

Selected students can use the funds toward tuition, student housing and books. Incorporatedinto the scholarships, students will be provided with office space in the new Lyles Center forInnovation and Entrepreneurship's "Hatchery," an area where students receive mentoring,access to resources, a complete office, and access to facilities at the Lyles Center such as aboard room and classrooms. The deadline for spring 2006 were to be submitted by December15, 2005. Applications for fall 2006 must be submitted by May 1, 2006.

CAMP ENTERPRISE — THE ROTARY CLUB OF SAN DIEGO, CA

Executive DirectorThe Rotary Club of San Diego, CAEmail: [email protected]

Abstract: Since 1976, the San Diego Rotary Club has sponsored Camp Enterprise in an effortto educate San Diego youths about the free-enterprise system and the world of business.Students learn from some of San Diego's top business leaders in a fun and educationalenvironment at Camp Cedar Glen in Julian. Volunteer Rotarians and prominent San Diegobusiness leaders serve as presenters, discussion group leaders, and team facilitators.




http://www.lylescenter.com/











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During the two to seven days of camp, the students work in teams to develop a business planoutline for the business they select. This year's industry topic is "Business in Cyberspace,"which requires students to work together to create a business using the Internet, or supplyingthose companies that do business on the Internet. The participating students come from over 20different schools in San Diego, both public and private.

Through panel discussions and presentations, Camp Enterprise teaches the participants:

An understanding of the free-enterprise system, management, and labor; How to start, organize, and run their own business; How to use teamwork and creativity to prepare business and marketing plans; How to accomplish a task, and how to prepare and deliver a presentation within a given

time frame; Business ethics; and Maintaining charity and community involvement as a business person and leader.

GLOBAL EDUCATION PARTNERSHIP

FOSTERING SELF-RELIANT YOUTH AND COMMUNITIES

Teresa Tennant, Enterprise DirectorGlobal Education Partnership624 Ninth Street, NW - Suite 222,Washington DC 20001202-390-6824; Fax. 202-347-4471 Email: [email protected] Web site: www.geponline.org

Focus: Youth entrepreneurship and employment skills training program that encourages self-reliance and social responsibility.

Geographic Area: U.S., Kenya, Guatemala, Tanzania, and Indonesia

Age Level: 14 to 22 years old

Key Partners: Middle schools, high schools, and community-based organizations

Abstract: From Vision to Action consists of 5 modules. Modules 1, 2, and 5 focus onentrepreneurship and the skills needed to develop a solid business from the ground up.Students plan and implement one-day business projects and develop long-term business plans.

Marketing, sales, operations, social responsibility, and financial analysis are some of the majortopics covered. Modules 3 and 4 emphasize life competency skills such as teamwork andinterpersonal skills, as well as proactive character traits that enable students to acquire andretain well-paying, meaningful jobs. Conducting job searches, resumé writing, interviewing, timemanagement, and personal financial planning skills are included in these modules as well.

"Global Connection" lessons on subjects ranging from world trade to cross-culturalcommunication complete each chapter. Students gain exposure to a variety of global




http://www.geponline.org/








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marketplace issues from an international point of view. "Real World Exchanges" are conductedvia email with peers from one of Global Education Partnership's (GEP) foreign divisions.

Program: This versatile program, which meets SCANS skills and competencies objectives, isdesigned to suit multiple needs. It can be used as the core curriculum in a business or careereducation program, or as an elective course. It can also be used as a supplement to a math,language arts, or social studies class. The hands-on experience in technology skills such asusing Microsoft Word, Excel, PowerPoint, and conducting Internet research, prepares studentsfor success in today's business world. Customized training and support, provided byexperienced GEP staff, is available as needed for successful program implementation. For thefull table of contents and additional information, please visit our Web site at: www.geponline.org .

http://www.entre-ed.org/_arc/gogep.htm







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APPENDIX I I

Sample Courses in Continuing Education at the

Entrepreneurial Center at Arizona Western College AWC Entrepreneurial Center: 1351 South Redondo Center DriveYuma, Arizona 85365(928) 317-6150(928) 317-6183: fax

Customer Service Course

AWC Entrepreneurial Center offers a wide range of customer service courses for business

clients looking to empower their employees with a review of various skills andstrategies. Employees that wish to increase their confidence level as well as knowledge basefor career advancement are welcome to attend these courses.

· Exceptional Customer Service through Effective Communication, Part 1 & 2

Part 1: Discover fundamental skills necessary to offer exceptional customer service.

• Identify, recognize and acknowledge your customers

• Demonstrate active listening skills

• Describe the importance of verbal and non-verbal communication

• Explore strategies to reduce conflict and miscommunication

• Target key points for customer satisfaction

Part 2: Discuss the following effects on customer service:

• 7 Deadly sins

• Moments of truth

• Personal customer service style

• Exceed the customers’ expectations • Impacts of email and worldwide web

• E-mail and telephone etiquette

· How to Deal with Difficult Customers

http://www.azwestern.edu/learning_services/business_and_workforce_development_at_the_entrepreneurial_center/







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This training will minimize the anxiety and frustration customer service representatives experience whendealing with problematic customers. Employees within your organization will benefit greatly by learninghow to tactfully address service issues and conflict resolution.

· Internal Customer Service

What is your attitude toward complaints? Teach your employees to respect internal customers as if theywere paying clients. By asking questions, listening and keeping their word, your employees can create apositive and productive work environment, which will inevitably reflect on your external customers.

· Telephone Skills

Participants will:

• List several ways to prepare for a caller

• Describe the three elements of a greeting

• Describe the best method for placing a customer on hold

• List examples of “listening noises”

• State and explain the four e lements of a responsive approach to meeting a customer’s needs

· Email Etiquette

• Learn proper e-mail etiquette

• Avoid top 12 e-mail mistakes

• Discover the importance of e-mail etiquette

• Get tips to be concise and professional

• Use proper spelling, grammar, manners and tone

• Learn rules for attachments

· Email and Telephone Etiquette

• Learn proper e-mail & telephone etiquette

• List several ways to prepare for a caller

• Avoid top 12 e-mail mistakes

• Get helpful hints on how to create a good first impression

• Describe the three elements of a greeting

• Discover the importance of e-mail etiquette




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• Get tips to be concise and professional

• Describe the best method for placing a customer on hold

• Use proper spelling, grammar, manners and tone

• Learn rules for attachments

· Time Management

Learn the latest time management techniques that will raise your efficiency level on and off the job. Getyourself organized. Control things instead of letting them control you. Tackle tasks in order of importance.These techniques and dozens of others will show you how to make better use of your time.

Additional Sample courses (from course catalogue)

ENT-100-001 The Entrepreneurial Venture

3.00 Richard Jahna 3/4 TTH12:15PM01:30PMLECLA107 ENT-100-001 50260 9/20 - 12/13,Web-enhanced - meets face-to-face; requires internet access

ENT-131-001 Capitalizing a Small Business 2.00 Glen Hoogendoorn 16/25 TH05:55PM08:35PMLECBA201 ENT-131-001 50261

Web-enhanced - meets face-to-face; requires internet access

ENT-220-001 Marketing/Entrepren. Venture 3.00 Douglas Pearson 15/24 TH05:55PM08:35PMLECBA119 ENT-220-001 50262

Web-based - 100% online, $25 fee, ORI 102 is recommended for all new online students

ENT-240-001 Business Plan Development 3.00 Carlos Figari 18/25 TBAN/AN/ALECTBATBA ENT-240-001 51789

Web-based - 100% online, $25 fee, ORI 102 is recommended for all new online students

________________________________________________________________________










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APPENDIX V

Websites of importance related to entrepreneurship and training

The Ewing Marion Kauffman Foundation:

http://www.kauffman.org/

The Ewing Marion Kauffman Foundation , considered to be the largest foundation inthe United States dedicated to entrepreneurship, is marked by a philosophy that asociety of economically independent individuals who are engaged citizens, contribute tothe improvement of their communities. In obtaining its mission to help individuals attaineconomic independence by advancing educational achievement and entrepreneurialsuccess, the Kauffman Foundation identifies, develops innovative, research-basedprograms leading to practical, self-sustain solutions. The website lists a myriad of grantopportunities for entrepreneurs and educational programs offering entrepreneurshipprograms.

2010-2011 Catalog of Catalog of Authorized Regional Occupational programs (ROP) Courses:

http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/FLDR_ORGANIZATIONS/FLDR_INSTRUCTIONAL_SVCS/CAREER_TECHNICAL_EDUCATION/CAREER_TECH_ED/CAREER_PERKINS/PERKINS_RESOURCES/2010-2011-CATALOG-OF-AUTHORIZED-ROP-COURSES-07-09-2010.PDF (or Googlesearch string: course descriptions entrepreneurship dace lauds)

Lists ROP courses and programs, which either have an entrepreneurship componentbuilt into the course description or are in themselves about entrepreneurship, such asunder the program Sale, Marketing and many of which have an entrepreneurshipmodule built in or are in themselves, under the program of Marketing, Sales and ServiceIndustry Sector.

Erasmus for Young Entrepreneurs:

http://www.erasmus-entrepreneurs.eu/



http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/FLDR_ORGANIZATIONS/FLDR_INSTRUCTIONAL_SVCS/CAREER_TECHNICAL_EDUCATION/CAREER_TECH_ED/CAREER_PERKINS/PERKINS_RESOURCES/2010-2011-CATALOG-OF-AUTHORIZED-ROP-COURSES-07-09-2010.PDF


















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Erasmus is a business start-up incubation system, based in Cyprus, that helps aspiringEuropean entrepreneurs with the skills necessary to start and/or successfully run a smallbusiness in Europe. New entrepreneurs gather and exchange knowledge and businessideas with an experienced entrepreneurs. With limitless opportunities for networking,participants can discover new European markets or business partners, and differentways of doing business.

PACELA —Business Development Center & Women’s Business Deve lopment Center

PDF (brochure general info & schedule of classes/workshops):http://pacela.org/sites/default/files/publications/2012_pace_bdc_schedule_of_courses_july-dec.pdf

Website : http://www.pacelabdc.org/

PACE BDC & WDC offers programs and services in the way of classes, workshops andcounseling for aspiring entrepreneurs to start, grow or strengthen their business.

Additionally, the center, just a few blocks from LAUSD’s Beaudry Street headquarters,PACE also provides opportunities to connect with one another and find resources thatwill illuminate the path to success. Services are either free or at a nominal cost. PACEreceives funding from a myriad of sources, both public and private, corporate andindividual.

Prince George’s College Certificate Program in Entrepreneur Management

http://www.pgcc.edu/Programs_and_Courses/Program_Detail.aspx?programID=6442461635

From website: This certificate provides students with the basic skills to be successful asentrepreneurs. All courses can be applied towards an associate degree in BusinessManagement.

Glendale Community College

http://www.glendale.edu/index.aspx?page=3888 Associatess degree in Small Business Administration with Entrepreneurshipemphasis

Entrepreneurship Academy at Los Angeles City College

http://www.lacitycollege.edu/academic/departments/workforce/_ea/

http://pacela.org/sites/default/files/publications/2012_pace_bdc_schedule_of_courses_july-dec.pdf



http://www.pacelabdc.org/







http://www.glendale.edu/index.aspx?page=3888














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A one-course program to let interested parties see if they have what it takes to be anentrepreneur. Students get the basics, ideas about naming a business, location, type oforganization, planning, marketing, financing etc., all in one course spread over asemester.

APPENDIX VI

EDUCATION CODE (abbreviated)

SECTION 315-317

315. In furtherance of its constitutional and legal requirement to

offer special language assistance to children coming from backgrounds

of limited English proficiency, the state shall encourage family

members and others to provide personal English language tutoring to

such children, and support these efforts by raising the general level

of English language knowledge in the community. Commencing with the

fiscal year in which this initiative is enacted and for each of the

nine fiscal years following thereafter, a sum of fifty million

dollars ($50,000,000) per year is hereby appropriated from the

General Fund for the purpose of providing additional funding for free

or subsidized programs of adult English language instruction to

parents or other members of the community who pledge to provide

personal English language tutoring to California school children with

limited English proficiency.

315.5. (a) In furtherance of its constitutional and legal

requirement to offer special language assistance to children coming

from backgrounds of limited English proficiency, the state shall

encourage family members and others to provide personal English




37 | P a g e

language tutoring to those children, and support these efforts by

raising the general level of English language knowledge in the

community.

APPENDIX V II

Partners with PACELA Small Business Development Center

PACE BDC is a part of the Pacific Asian Consortium in Employment (PACE) and we are very grateful toreceive the financial support and in-kind gifts from our supporters that allow us to continue to offer ourprograms and services and little to no cost to our clients. Over the years, PACE BDC has receivedfunding from several different government and private sources and each and every one of them has been

crucial for our growth and development and the advancement of the entrepreneurs and small businessowners that we serve.

Our recent supporters include:Government

City of Los Angeles, Community Development Department (CDD)U.S. Small Business Administration, Office of Women’s Business Ownership (OWBO)U.S. Department of Health & Human Services - Office of Refugee Resettlement (ORR)

U.S. Small Business Administration, Project for Investment in Entrepreneurship (PRIME)U.S. Small Business Administration - Micro Loan Fund

U.S. Department of Health & Human Services - Office of Community ServicesCity of Los Angeles, Community Reinvestment Authority (CRA/LA)

CorporateBank of AmericaComerica Bank

CitibankHSBC Bank USA

Northern TrustSouthwest Airlines

Union Bank of CaliforniaUS Bank

Wells Fargo Bank (Wachovia)

FoundationsBank of America Foundation

Joseph Drown FoundationUnited Way of Greater Los Angeles

At PACE BDC we understand the importance of collaboration within the non-profit community in order toinspire individuals, and therefore our communities, to reach their fullest potential. To reach that goal, wemaintain active working relationships with agencies and community-based organizations throughout Los

Angeles in order to collaborate on programs and provide referrals to each others programs, offeringholistic solutions to the challenges that our clients face.




Partnerships includePublic Counsel Law Center

Episcopal Housing Alliance Los Angeles (EHALA)Westlake Worksource Center

Children’s Bureau United Way of Los Angeles

Mama’s Hot Tamales Café Centro Latino for LiteracySouth Bay Center for Counseling (SBCC)

Helpline Youth Counseling Alma Family Services

Central American Resource Center (CARECEN)Salvadoran American Legal and Education Fund (SALEF)

U.S. Small Business Administration (SBA)Los Angeles Business Assistance Program (LABAP)

National Association of Women Business Owners (NAWBO-LA)Los Angeles Area Chamber of Commerce

FAME Assistance CorporationCommunity Financial Resource Center (CFRC)

Internal Revenue Service (IRS)Housing & Urban Development Department (HUD)

State of California Employment Development Department (EDD)State of California Board of Equalization (BOE)

United Way of Greater Los Angeles

ACKNOWLEDGEMENTS :

Swann Do, Director, SBA Women’s Business Center PACE Los Angeles Business Service Center Brenda Vargas, Los Angeles Office of Xavier Becerra, Member of Congress Arturo Bencosme , co-founder Intercambio, Boulder, CO

Special thanks to Dr. Phil Dwyer , Assistant Principal Operations, Evans Service Center.

Documents

EIC - Entreprenurial Incubation Center