Ang Nc-4328 Projet

Entrepreneurial Project
Enterprising Projects in the Classroom

Entrepreneurial Project
Entrepreneurial Spirit in College 2007

ENTREPRENEURIAL PROJECT
Coordination Pierre Duchaine

Direction de la formation continue et du soutien
Ministre de lducation, du Loisir et du Sport
PRODUCTION TEAM
Project Director Brigitte Bourdages

Coordinator
Continuing Education and Training
Cgep de Saint-Hyacinthe
Project Development, Lise Lecours

Coordination and Education consultant
Implementation Entrepreneurship coordinator
Cgep de Saint-Hyacinthe
Formatting Louise St-Germain

Office technology consultant
Graphics Ginette Morneau

Art director
Versicolore
Design graphique enr
English Version Direction de la production en langue anglaise

Secteur des services la communaut anglophone
Gouvernement du Qubec
Ministre de lducation, du Loisir et du Sport, 2007
FOREWORD
This instructional activity was made possible by financial support received under the Youth Entrepreneurship
Challenge, coordinated by the Secrtariat la jeunesse of the Ministre du Conseil excutif. Part of a series of
suggested instructional activities, it is intended to complement various college programs. Teachers will find
suggestions for helping students develop entrepreneurial qualities that are inherent in and essential to their academic
success.
This activity was designed to be incorporated into all programs. By using principles of active teaching, teachers will
be able to easily establish connections with their programs, be it in general education, pre-university education or
technical training, and make students aware of entrepreneurship and its values through specific objectives.
This activity was validated by a multidisciplinary team made up of teachers of different programs, education
consultants, specialists in individual and social entrepreneurship, entrepreneurs and members of the socioeconomic
community.
We hope that by implementing this activity you will discover a taste for entrepreneurship and help students in all
programs of study develop a passion for different types of projects. These projects will help students develop useful
competencies not only as future entrepreneurs, but also as committed citizens.

ACKNOWLEDGMENTS
Publication of this entrepreneurial activity guide was made possible through the financial support of the Secrtariat
la jeunesse of the Ministre du Conseil excutif as part of the Youth Entrepreneurship Challenge
(<www.defi.gouv.qc.ca>).
This document is part of an activity kit whose aim is to help teachers promote entrepreneurial competencies and
provide them with the necessary tools to do so. It is a valuable tool for helping students maintain or further develop
their entrepreneurial skills in order to prepare them to better meet the many challenges ahead.
As coordinators of the project, we would first like to thank the Cgep de Saint-Hyacinthe for their work in carrying
out this mandate. More particularly, we are very grateful to Lise Lecours and Brigitte Bourdages, for the excellent
work they accomplished, from analyzing existing literature to selecting content elements and producing the
instructional materials.
We would also like to thank the members of the validation committee, whose names appear on the following pages,
who, through their work and their comments, contributed significantly to the quality and usefulness of this
publication.
Finally, we would like to thank all those who participated in the production of these materials, which we hope you
will find useful.
Jean Nol Vigneault Jean-Paul Riverin

Director, Continuing education and support Coordinator, Entrepreneurship
Secteur de la formation professionnelle Secrtariat la Jeunesse
et technique et de la formation continue Ministre du Conseil excutif

MINISTRE DU CONSEIL EXCUTIF
Cyimpaye, Donatilla Analyst-consultant Secrtariat la jeunesse
MINISTERE DE LDUCATION, DU LOISIR ET DU SPORT
Duchaine, Pierre Entrepreneurship coordinator Direction de la formation continue

et du soutien
ENTREPRENEURSHIP COMMUNITY
Carrier, Lorraine Coordinator Youth and cooperative Conseil de coopration du Qubec

education
Ruel, Claude Director Institut de stratgie et de pdagogie en
entrepreneuriat
Riverin, Nathaly Director Centre de vigie et de recherche Fondation de lentrepreneurship
sur la culture entrepreneuriale
Touzel, Pierre Development director Association des clubs entrepreneurs
tudiants
SOCIOECONOMIC ORGANIZATION
Gagnon, Sagette Youth entrepreneurship awareness officer Carrefour Jeunesse Emploi Maskoutain
ENTREPRENEURS
Letendre, ric Owner STE Services Techniques

Lemonde, Geoffroy Owner Boutique Anneaux du temps

COLLEGE NETWORK
Sylvestre, Chantal Teacher and entrepreneurship resource Cgep de Granby

Martin, Isabelle Student Cgep de Granby
Thomas, Luc Student life adviser Entrepreneurship Collge Montmorency
Therrien, Benoit Student Collge Montmorency
Leblanc, Pierre Education consultant Cgep de Victoriaville
Landry, Denise Teacher Business Management Cgep de Victoriaville
Lemire, Kasandra Student Cgep de Victoriaville
Marchesseault, Claire Teacher Ornamental Horticulture ITA de Saint-Hyacinthe

Landscaping and Marketing
TEACHERS, CGEP DE SAINT-HYACINTHE
Campeau-Ploquin, Antoine Biology and Biotechnology
Carrier, Bruno Mathematics
Gosselin, Raymonde Dental Hygiene
Johnson, Marc Dental Hygiene
Lavigne, Isabelle Dental Hygiene
Saint-Louis, Karine Psychology
Thibeault, Huguette Biology
Tremblay, Alain Language and Literature
Watelle, ric Politics

TABLE OF CONTENTS
INTRODUCTION......................................................................................................................11
INCORPORATING AN ENTREPRENEURIAL PROJECT IN A COURSE...........................15
SUGGESTED SCENARIO........................................................................................................23
IMPLEMENTATION GUIDE...................................................................................................25
STUDENT DOCUMENTS
Introduction to the Project...........................................................................................31
1. Project Idea...........................................................................................................37
2. The Team...............................................................................................................41
3. Context of the Project...........................................................................................43
4. Characteristics of the Offer 47
5. Communication Plan.............................................................................................51
6. Action Plan............................................................................................................53
7. Human Resources Plan.........................................................................................57
8. Financing Plan.......................................................................................................59
9. Project Implementation and Evaluation................................................................61

10. Project File.............................................................................................................63
EVALUATION GRID
The Teams Project File...............................................................................................69
EVALUATION GRID
Logbook.......................................................................................................................75
REFERENCES...........................................................................................................................79
BIBLIOGRAPHY......................................................................................................................81
APPENDIX 1 Example of an entrepreneurial project............................................................83

Cooperative school cafeteria

Getting Down to Business
INTRODUCTION
Whatever projects we undertake in our lifetime, be they
academic, athletic, artistic or occupational, we must
have the desire to achieve our dreams.1
Why develop entrepreneurial spirit in college? development of skills that will enable young Entrepreneurship as
Some might say for purely economic reasons. people to achieve their full potential. an educational
According to others, entrepreneurship value
What is entrepreneurial culture?
education helps students develop qualities such
Entrepreneurial culture is made up of
as self-confidence, initiative, creativity, team
qualities and attitudes that reflect a desire to The Youth
spirit, self-esteem, passion, self-fulfillment, the
wholeheartedly undertake and see through to Entrepreneurship
will and motivation to act, the desire to learn, Challenge is a vast
completion whatever enterprise one chooses to
intellectual curiosity, the drive to excel, social undertaking
be involved in; they include independence,
appreciation for a job well done . . . 2 These in which the
creativity, initiative, self-confidence,
education
are important attitudes in education. Any leadership, team spirit, assiduity, community plays an
individual or group activity that calls these important role.
responsibility, solidarity and perseverance.4
qualities and attitudes into play and instills a
desire to undertake an enterprise can be An entrepreneurial project gives students an
considered instructional and conducive to the opportunity to develop entrepreneurial spirit. Entrepreneuria
This guide proposes a process that students l attributes:
development of entrepreneurial spirit.
- self-confidence
can apply in developing a suitable project. In
This activity is part of the Youth - motivation
addition to making the knowledge that they - effort
Entrepreneurship Challenge, a Qubec
have acquired in their courses more - sense of
government initiative that stems from a responsibility
meaningful, this process also provides
decision to foster the development of a true - initiative
entrepreneurial culture among young people students with a tried-and-true approach that - perseverance
they can apply in carrying out any project. - solidarity
across all of Qubecs regions.3 The Youth - team spirit
Entrepreneurship Challenge is a vast social This guide first presents teachers with a - resourcefulness
undertaking that aims at promoting the short text to help them understand how an - determination
entrepreneurial project could be
1. Qubec, Secrtariat la jeunesse, Dfi
incorporated into their course. Then, a
lentrepreneuriat jeunesse, <http//:defi.gouv.qc.ca/> pedagogical scenario proposes specific
(November 21, 2006) (free translation). A pamphlet on
the Youth Entrepreneurship Challenge. Three-Year objectives and a process for carrying out an
Action Plan 2004-2005-2006. Shaping My Future My entrepreneurial project. An implementation
Way is available in English at
<http://www.defi.gouv.qc.ca/publications/>.
2. Paul Inchausp, Cultiver le got dentreprendre 4. Qubec, Ministre de lducation, du Loisir et du
lcole pour que senracine le meilleur. Excerpt from a Sport, Direction de la formation continue et du soutien,
conference at the Forum dautomne de la Fondation de Introduction to Entrepreneurial Culture. Project
lentrepreneurship, October 28, 2004, Development Guide for Teachers, (Qubec:
<http://www.jobboom.com/jobmag/2005/v6n1/v6n1- Gouvernement du Qubec, n.d.), 7
14f.html> (November 21, 2006) (free translation). <http://www.inforoutefpt.org/mse/documents/guidemes
3. Dfi de lentrepreneuriat jeunesse ure_ang_compl.pdf> (November 21, 2006).
P 11
guide provides teachers with some tips and of these steps as well. Lastly, some
hints for each step of the project, and a evaluation tools and additional references
student document has been included for each have been recommended for teachers.
STRUCTURE OF THE GUIDE
Table P.1 outlines the different sections of the guide, their intended audience and respective
functions.
TABLE P.1 Structure of the guide

Section Intended for: Function
Teachers Students
Incorporating an Distinguishes between a pedagogical project
Entrepreneurial and an entrepreneurial project.
Project in a Suggests examples of entrepreneurial projects
Course for several programs of study.
Proposes two criteria for selecting a project to
be carried out as part of a course or program.
Demonstrates how the entrepreneurial process
can contribute to acquiring a competency.
Suggested Establishes the relationship with programs of
Scenario study.
Specifies the learning objectives of the project.
Proposes a procedure for carrying out the
project.
Implementation Provides teachers with tips and hints for the
Guide activity.
Student Provides students with the ten sections
Documents required for the learning process:
Introduction to the Project
Project Idea
The Team
Context of the Project
Characteristics of the Offer
Communication Plan
Action Plan
Human Resources Plan
Financing Plan
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Section Intended for: Function

Teachers Students
Student Provides students with the ten sections
Documents required for the learning process:
Introduction to the Project
Project Idea
The Team
Context of the Project
Characteristics of the Offer
Communication Plan
Action Plan
Human Resources Plan
Financing Plan
Project Implementation and Evaluation
Note: These documents are ready to be
photocopied.
Project File Provides students with a guide to help them
prepare a project file.
Evaluation Grid Provides teachers with a tool to evaluate
(The Teams student learning.
Project File)
Evaluation Grid Provides teachers with a tool to evaluate
(Logbook) student learning.
References Provides teachers with additional information
sources.
Bibliography Lists the documents consulted to develop the
activity.
P 13
INCORPORATING AN
ENTREPRENEURIAL PROJECT IN A
COURSE
Importance of
clearly
Before incorporating an entrepreneurial An entrepreneurial project involves more distinguishing
project into a course, it is important to than the 10 per cent of students who will go between an
entrepreneurial
clearly distinguish between a pedagogical on to become entrepreneurs; it targets all
project and a
project and an entrepreneurial project. The students, because all will be required, at one pedagogical
aim of a pedagogical project is essentially to point or another in their lives, to actively project
have students acquire learning related to the participate in various forms of innovation
objectives of a course or program of study. and change in their environments.
An entrepreneurial project involves
An entrepreneurial project may focus on a
producing a product, service or event that
single competency or on a set of An entrepreneurial
meets an identified need; therefore, value is project could take
competencies. A project involving a number
added to a pedagogical project. The the form of a
of program competencies could be used as
following definitions also help clarify the comprehensive
part of a comprehensive assessment in order assessment.
difference between the two types of projects:
to evaluate students overall learning. Table
PROJECT-BASED LEARNING: trying out P.2 provides some examples of pedagogical
and understanding concepts and projects with an entrepreneurial focus, as
principles by completing projects, in they relate to certain programs of study.
order to make specific acquisitions in
the boundless realm of knowledge.
ENTREPRENEURIAL PROJECT: producing
something new, innovating, taking
action to produce products, services or
events that are valued in the community
because they meet specific needs.5
5. Introduction to Entrepreneurial Culture. Project

Development Guide for Teachers, p. 27.
P 15
TABLE P.2 Examples of entrepreneurial projects

Program of study Examples of pedagogical projects with an entrepreneurial
focus
Creative Arts, Literature Offering services to review literature for a publishing house
and Languages Offering services to write articles of interest to young
people 17 to 25 years old
Offering services to revise texts for a publishing house
Offering services to write articles for a local newspaper
Creating a touring, cooperative cultural or theatre troupe
Offering assistance services to a group of local artists
Producing a cultural or literary magazine
Producing a show (e.g. readings, poetry)
Producing a newspaper (e.g. a monthly publication)
Fine Arts Organizing an exhibit of student productions
Designing and setting up a booth at a fair or exhibition
Music Organizing a concert
Offering music courses
Creating an orchestra and producing shows
Social Science Offering homework assistance services in an elementary
school
Starting up a nonprofit community service organization
Organizing an international aid project
Conducting a survey for the course in question on a subject
of interest to the college
Offering peer mentoring and assistance
Doing volunteer work
Science Carrying out a school/workplace project that supports
certain technical programs at the college through the
creation of new consumer products (e.g. Dietetics,
Biotechnology)
Offering analysis services (e.g. biomedical analyses)
Organizing a science fair
Offering ecosystem characterization services
Biotechnology Offering services for:
o microbiological analyses
o biochemical analyses
o product or waste toxicity analyses
o quality control
o composting
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Program of study Examples of pedagogical projects with an entrepreneurial

focus
Biotechnology Offering services for:

o microbiological analyses
o biochemical analyses
o product or waste toxicity analyses
o quality control
o composting
o water treatment
o ferment production
Building System Offering services to prepare renovation project plans
Engineering Technology
Nursing Designing an information booth with a health prevention
theme
Offering private homecare services
Dental Hygiene Presenting a social economy project in a disadvantaged
area
Designing an information booth with a dental health theme
Carrying out a fundraising project for a practicum abroad
Carrying out a project related to a programs achievement
context, practicum outside of the programs regular
timetable where students deal with clients at a clinic
Organizing a clinic on a theme related to dental prevention
Writing a dental information column or series for a local
newspaper, with different themes each issue (smoking,
cavities, cardiovascular disease, periodontal disease)
Preparing a dental information pamphlet on different
themes for students or other target populations to be
defined, that will be handed out at the dental clinic
Designing an information booth with a screening session
Dietetics Offering services to review menus for school cafeterias and
food services in senior citizen homes
Offering services to deliver cooked meals to senior citizens
in disadvantaged areas (meals on wheels)
We suggest that teachers have students carry the project is reflective of the workplace and
out the project in teams in order to improve the world of entrepreneurship, and, at the Importance
the quality of the work, to allow a larger- same time, to facilitate the correction of of teamwork
scale project to be undertaken, to ensure that students work. Team projects also help
P 17
students develop the entrepreneurial questions to show what they have learned.
qualities of team spirit and solidarity. In The goal is to verify that students have
order to evaluate the students individual integrated the recommended process and
learning, each team member will keep a that they have met the learning objectives.
logbook in which they will answer specific
A logbook is CHOOSING A PROJECT FOR students by providing them with tools that
used to evaluate will enable them to find their own answers
STUDENTS
individual
and thus become more independent and
learning.
effective.
1st criterion: a project related to the
teachers expertise
Help students find 2nd criterion: a project related to the
their own answers It is important that teachers propose project
ideas that they are comfortable with so that achievement context of the competency or
to questions so
that a real they can help the students with their competencies
learning process projects. Carrying out a project as a The project must be carried out in a context
can begin.
pedagogical activity requires that students that corresponds to the achievement context
explore and examine a wide array of aspects for the course competency or competencies.
and ask their teachers questions that they Thus, a project to have a group of students
may not always be able to answer. This is in the Food Service and Restaurant
how a true learning process begins. It is Management program develop and
normal for teachers not to have all the standardize a recipe will be carried out in the
answers. What is important is that students context that the program establishes for this
are given guidance in how to seek answers competency, as presented in Table P.3. The
because in the job market, as well as in teacher should therefore provide students
many other situations, students will be with the relevant guidelines.
required to find answers on their own.
Teachers are in a position to truly help
TABLE P.3 Example of a statement of competency and its achievement context 6

Statement of Achievement context
An example of a competency using recipe books and other reference materials, nutrition
project related to facts tables, as well as culinary, menu, Web site and writing
a competencys guidelines directories
Develop and
achievement
standardize a recipe interacting with cooks
context
in consultation with nutrition specialists
in accordance with the objectives established regarding
customer satisfaction, profitability constraints and expectations
6. Qubec, Ministre de lducation, du Loisir et du Sport, Gestion dun tablissement de restauration.

Programme dtudes techniques (Qubec: Gouvernement du Qubec, 2005), 75 (free translation). This program is
currently offered only in French.
P 18
Statement of Achievement context

competency using recipe books and other reference materials, nutrition
facts tables, as well as culinary, menu, Web site and writing
Develop and guidelines directories
standardize a recipe interacting with cooks
in consultation with nutrition specialists
in accordance with the objectives established regarding
customer satisfaction, profitability constraints and expectations
using a word processor
Once teachers have identified projects that Students must also apply the entrepreneurial Demonstration
they would feel comfortable with and that process. Table P.5 presents an example of of how the
entrepreneurial
are in line with the programs achievement how the entrepreneurial process can be process can be
context, they must list the competencies that applied for the competency Develop and applied in
standardize a recipe. The first column developing a
will be developed in carrying out the project.
competency.
outlines the steps in the entrepreneurial
Using the example of developing and
process, the second presents an offer of
standardizing a recipe, the elements of the
services for standardizing recipes, and the
competency presented in Table P.4 list the
third lists some of the value added to the
steps that the students need to carry out for
courses learning process.
the project. The entrepreneurial project must
allow students to apply this process, while at
the same time adding value to the process.
TABLE P.4 Elements of the competency: Develop and standardize a recipe 7

1. Search for resource recipes.
2. Plan, write and name a recipe.
3. Determine a culinary profile for the meals prepared.
4. Specify and verify the quality standards for the new recipe.
5. Calculate the cost of the recipe.
6. Test the recipe, using an experimental process.
7. Record the recipe.
TABLE P.5 The entrepreneurial process
7. Gestion dun tablissement de restauration. Programme dtudes techniques, p. 75 (free translation).
P 19
The entrepreneurial Offering recipe Value added to the

process standardization services courses learning process
for the student
1. Define their project Each team gains an Understand the project
idea. understanding of what is presented by the teacher
involved in offering services and attach their own
to standardize recipes. interpretation to it.
2. Describe the teams Team members each define Identify all the resources
strengths and their personal strengths and that each student already
weaknesses in the competencies acquired possesses.
carrying out the during the program that they Reinvest learning
project. can bring to the project. acquired in previous
courses; this learning will
take on new meaning for
students.
Identify any additional
references required to
carry the project through
to completion.
3. Define the context of The competencys Understand the context
the project. achievement context forms specific to the
the basis for defining the competency and the
project context, but context as it pertains to
entrepreneurial aspects are the role that this
added: the sector of activity competency plays in the
for this offer of services, the workplace.
location, the target market, Students will not just
the target clientele, the standardize a recipe; they
potential competition and will standardize it for a
the potential income. specific clientele and will
forecast potential income.
All these aspects broaden
and give additional
meaning to the
acquisition of the
competency.
4. Describe their offer. Students clearly position Concretely validate how
their offer. They interview the services can meet a
potential customers, set need.
sales prices for their services
and reflect on other related
aspects that will increase the
value of their services.
5. Define their The team identifies ways of Discover how to
informing the market of communicate and reach
P 20
The entrepreneurial Offering recipe Value added to the

process standardization services courses learning process
for the student
5. Define their The team identifies ways of Discover how to
communication plan. informing the market of communicate and reach
their services. the target market.
6. Develop their action The team specifies all the Break down their offer of
plan. steps involved in services into concrete
implementing their offer of operational steps.
services.
7. Develop their human The team prepares job Distribute the tasks
resources plan. descriptions to define the (solidarity and team
role of each member. spirit). Capitalize on each
members strengths.
8. Develop their The team forecasts the Analyze potential income
financing plan. potential income and and expenses.
expenses involved in Become aware that
carrying out the project. nothing is free.
9. Implement and Students apply the Apply the competency in

evaluate the project. competency in order to offer the workplace.
recipe standardization Become aware of the
services; they must first learning acquired.
demonstrate how their Students placed in a real
services meet a need in the
work context will be
market.
hugely motivated by the
It would be interesting to project and will gain a
actually offer their services great deal from it. They
to the colleges cafeteria, to will no longer perceive
the cafeteria of a the competency in the
neighbouring school or to a same light.
restaurant in the area. Students involved in this
The team therefore offers The
project are initiated to the
their services to real or entrepreneurial process, entrepreneurial
hypothetical customers and which they will be able to project as a
presents their product or reinvest in other courses in comprehensive
assessment
services to them. The their program or in another
project is then evaluated in program as well as in their
order to identify its strengths future occupation,
and weaknesses. regardless of whether they
become entrepreneurs or
intrapreneurs.
P 21
Comprehensive assessment
It is important to emphasize that this process

could easily be integrated into a
comprehensive assessment for the program.
In this case, the teaching team should
provide students with specific projects and
instructions in order to ensure that all of the
competencies targeted by the comprehensive
assessment are covered.
P 22
SUGGESTED SCENARIO
1. Relationship with programs of study Apply different principles to convey a

TO BE DEFINED ACCORDING TO THE message or promote an offer to a target
market.
PROGRAM OF STUDY.
3. Suggested procedure
2. Targeted learning objectives
Table P.6 outlines the suggested procedure Teachers must
Contextualize the learning to be clearly define
and duration.
acquired as part of a course or program. the scope of
Note: The time allotted to each step may the project and
Discover personal strengths and
vary significantly, depending on the number adjust its
competencies acquired in the program duration
of team members and the scope of the
that can be used to carry out a concrete accordingly.
project; it could represent half of the time
project.
estimated in the table or longer. It is
Apply the entrepreneurial process as important that teachers clearly define the
part of the learning in a program of scope of the project.
study.
TABLE P.6 Suggested procedure and duration

Presentation of the project and forming of in class 0: 30
teams
Explanation of Step 1 in class 0: 15
Completion of Step 1 and support and in class or at home 2: 00
supervision; definition of the project idea
in class for explanations and
Definition of the teams strengths
the remainder at home 2: 00
Description of the offer of services in class for explanations and 3: 00
(assignment of tasks to team members) the remainder at home
Definition of communication plan in class for explanations and 2: 00
the remainder at home
Development of action plan in class for explanations and 3: 00
Development of human resources plan in class for explanations and 2: 00
Development of financing plan in class for explanations and 2: 00
Project implementation and evaluation in class for explanations and 3: 00
P 23
IMPLEMENTATION GUIDE
This section outlines the procedure and tools

for conducting the project in class. The
1. Define the project idea A nine-step activity
Appendix contains an example of an
entrepreneurial project for a cooperative Students first read the document entitled
Project Idea (page 37). Figure P.1 illustrates A schedule
school cafeteria that was carried out for the
should be
Dietetics program. This example has been how this document fits into the entire
prepared to help
included to illustrate how students can process. students and
integrate the suggested procedure. The Students will use their creativity to interpret teachers with the
possibilities are limitless, and depend only various steps
the project idea that their teacher has
on the number of projects proposed, the involved.
proposed. It is important that students fully
teachers specific instructions, and the understand the project idea and that they
students interpretation of the projects. attach their own interpretation to it. In this
Students use
The suggested procedure allows students to way, the project will be very meaningful and
their creativity to
construct their knowledge, making them the motivating for them, and they will be more interpret the
most active participants in their learning. invested in it. The student document project proposed
Figure P.1 illustrates the procedure provides several definitions of creativity by the teacher.
recommended to the student teams. The title in order to help students define their project,
of the activity, Entrepreneurial Project, bring out their innovative side and respond
appears at the centre. It is connected to the to the target clienteles need.
nine steps in the learning process by means The student teams will present the result of
of arrows. Each step is labelled and their work in the teams project file.
numbered. Before beginning the project, Presentation criteria have been
students should read the student document recommended. An example of a completed
entitled Introduction to the Project (page document is included in the Appendix in
31), which presents an overview of the order to help teachers provide appropriate
procedure for carrying out the project. support and supervision.
We suggest that teachers prepare a detailed
schedule for the projects steps and plan
meetings at specific times with the teams so
that progress can be monitored. Dates for
handing in assignments should also be
planned for each step.
Figure P.1 shows the nine steps involved in
the process:
P 25
be explained to the students so that they can

take them into account when defining their
2. Describe the strengths of the team that
Students identify project context.
the personal can be used to carry out the project
resources that they In this step, students identify the personal
have acquired
resources of each team member as well as 4. Describe their offer
through their life
experience and the resources related to the program of study
In this step, the students define the
studies and that or course in which the project is being characteristics of their offer. We suggest that
can prove to be conducted. they conduct a short survey to help them
assets in
developing the Before handing out the student document better understand their clientele. Students
project. entitled The Team (page 41), teachers could will prepare a questionnaire, distribute it to
first demonstrate how this course and about 20 people and then compile the
preceding courses (general education and results. The questionnaire should comprise
The specific courses including contributory roughly 10 questions that take 5 minutes at
Entrepreneurial subjects) can help the students with their the most to complete. Students will be given
Profile activity projects. This would be very useful in some instructions on how to prepare their
could be done with questionnaire.
providing students with guidance for this
students to help
step. The students will use the information
them identify their
entrepreneurial The entrepreneurial qualities of each team gathered to describe their product, service or
qualities. member will help them effectively carry out event, to establish an actual or hypothetical
the project. To assist the students in sales price, and to identify how they will
identifying their entrepreneurial qualities, meet their clienteles needs and
The context of the teacher should conduct the expectations. Lastly, students will identify
the project must how they will distribute their offer to their
Entrepreneurial Profile activity, presented in
be imbued with
the activity guide that each college received. clientele.
the competencys
achievement 3. Define the context of the project The student document entitled
context. Characteristics of the Offer (page 47) will
In the student document entitled Context of help students with this step.
the Project (page 43), students define the
A product, service sector of activity and location of their
or event that project, the target market and segmentation
corresponds to the
of this market (territory, statistics and target
expectations of
the target clientele clientele), the potential competition as well
as a brief estimate of possible income.
Access to a computer for the information
search would be very useful for this step.
The achievement context for the course or
program competency or competencies must
P 26
5. Develop their communication plan explains their choices. Individually, students

make an entry in their respective logbooks,
In this step, the student document entitled
explaining how they personally contributed
Communication Plan (page 51) recommends
to this step. Students are also asked to make Presentation of
a procedure for developing a communication
connections between the personal a schedule for
plan. The students will present a schedule
assessment they completed for Step 2 and communication
for the communication and promotional activities
the project tasks assigned to them.
activities that they have selected and they
will explain their choices. The student document for this step, Human
Resources Plan, is on page 57. A layout plan for
the premises, a
6. Develop their action plan clear procedure
8. Develop their financing plan and
In this step, students follow a procedure for
identification of
defining their action plan. They define their In order to make the project as concrete as
human resources
needs in terms of project site and layout of possible, the team will propose a three-step needs
the premises, and describe the steps financing plan:
involved in producing a product or
1) the start-up funds required
providing a service so that they can identify Clear definition of
the human resources required for the project. 2) the sources of financing
the tasks of each
A sample of an action plan is provided. 3) the income statement forecast (examples person involved;
as much as
The team completes a document presenting are provided in the student document
possible, the tasks
their action plan and explaining their entitled Financing Plan on page 59). correspond to each
choices. Individually, students make an The team must present their financing plan team members
entry in their respective logbooks, respective
and, individually in their respective
strengths.
explaining how they personally contributed logbooks, their personal contribution to this
to this step. step.
The student document for this step, Action
A work plan for
Plan, is on page 53. each person
9. Implement and evaluate the project
involved,
Carrying out the project is the most according to the
7. Develop their human resources plan gratifying step for the students. This is tasks assigned
In this step, the students follow a procedure where they see the fruits of their labour and
for defining the role of each team member in apply the competency or competencies
required for the project. Each team member Students are
implementing the project. The team must
given questions to
define the task and responsibilities for each will prepare a work plan and will apply it.
help them review
job position. Students are given an example After the project has been implemented, their process.
to help them with this step. students will answer some questions to help
The team completes a document that them evaluate their process and the results
presents their human resources plan and obtained.
P 27
Teachers may add any additional criteria The student document for this step, Project
related to implementing and evaluating the Implementation and Evaluation, is found on
project that they feel are necessary to verify page 61.
whether the students have acquired the
project competency or competencies.
P 28

Example
(support document
for the teacher) Document presenting
the project
(logbook)
Project idea Document on their
Introduction strengths and motivation
to the project 1. Define the project idea The team in carrying out the project
(logbook)
2. Describe the teams

strengths in carrying
Implement the project out the project
(logbook)
Document presenting
Evaluate the the context of the
project project (logbook)
9. Implement and Project
evaluate the project ENTREPRENEURIAL context
3. Define the context
PROJECT of the project
Financing plan The characteristics of

(logbook) their offer
4. Describe their
offer
8. Develop the The financing plan The characteristics

of their offer
financing plan
(logbook)
5. Develop the
communication plan
7. Develop the Communication
human resources 6. Develop the plan

plan
action plan Communication plan
Human resources plan Human resources (logbook)
(logbook) plan Action plan
Action plan
(logbook)
FIGURE P.1 Entrepreneurial Project Suggested Procedure and Useful Documents
LEGEND:
Circles = steps in the activity
Italics = documents in this guide
Black rectangles = student productions
P 29
Student Document
INTRODUCTION TO THE PROJECT
Have you already carried out some projects ENTREPRENEURIAL PROJECT: producing
during your elementary, secondary or something new, innovating, taking
college studies? For the most part, they were action to produce products, services or
pedagogical projects. The documents that events that are valued in the community
your teacher will present to you over the because they meet specific needs.8
next few weeks deal with an entrepreneurial
An entrepreneurial project involves more
project. Before starting your project, it is
than the 10 per cent of students who will go A pedagogical
important to distinguish between a project versus an
on to become entrepreneurs; it targets all
pedagogical project and an entrepreneurial entrepreneurial
students, because all will be required, at one
project. The aim of a pedagogical project is project
point or another in their lives, to actively
essentially to have students acquire learning
participate in various forms of innovation
related to the objectives of a course or
and change in their studies, their life
program of study. An entrepreneurial project Series of steps
experiences and their careers. to be completed
involves producing a product, service or
event that meets an identified need; Table P.7 outlines the steps to be carried out in order to have
an overview of
therefore, value is added to a pedagogical as part of an entrepreneurial process as well
the work to be
project. The following definitions also help as the work required of the team and each
done
clarify the difference between the two types member.
of projects.
PROJECT-BASED LEARNING: trying out

and understanding concepts and
principles by completing projects, in
order to make specific acquisitions in
the boundless realm of knowledge.
8. Qubec, Ministre de lducation, du Loisir et du

Sport, Direction de la formation continue et du soutien,
Introduction to Entrepreneurial Culture. Project
Development Guide for Teachers (Qubec:
Gouvernement du Qubec, n.d.), 27
<http://www.inforoutefpt.org/mse/documents/guidemes
ure_ang_compl.pdf> (25 October 2006).
P 31
TABLE P.6 Steps in the project and team or individual involvement

Team involvement Individual involvement
Entrepreneurial Preparation of a project file Preparation of a logbook
process
highlighting the learning
acquired
1. Define their A team presentation Working alone, team members
project idea. Short text of approximately 150 make an entry in their respective
logbooks for this step, specifying
words (maximum 300)
the following:
Quality of the presentation and of
describe your contribution to the
English project idea
Inclusion of all points to be covered: describe the components of the
project name project that you found the most
target clientele interesting
describe the components of the
target objectives
project that you found the most
identified limitations difficult
Evaluation criteria for the logbook:
a presentation by each team

member
a text of a maximum of 300
words that includes the three
points to be mentioned
clear demonstration that they
have understood the project
quality of the presentation and
of English
2. Describe the Presentation by each team For this part of the file, students
teams strengths member insert their personal assessment in
and weaknesses Presentation of a personal their logbook.
in carrying out assessment (2 to 3 pages)
the project. Quality of the presentation and of
English
Inclusion of all points to be covered:
name and contact information
motivation and personal
objectives for the project
time available to invest in the
project
skills (work and life
P 32

process
acquired
teams strengths member insert their personal assessment in
and weaknesses Presentation of a personal their logbook.
the project. Quality of the presentation and of
English
project
experiences)
competencies acquired during
their studies
personal entrepreneurial profile
3. Define the Text of approximately 1 000 Working alone, team members
context of the words (5 pages) make an entry in their respective
project. Quality of the presentation and of logbooks for this step, answering
English these questions:
Inclusion of all points to be covered: how did you contribute to
the sector and its stage of defining the context of the
project? (provide a brief
growth
description)
the project site (needs related to
what were the main difficulties
premises, availability of
encountered in defining the
premises, importance of being
context of the project?
able to easily access the
premises, the costs, the planned what means did you take to
location) overcome these difficulties?
the target market and clientele given the information provided
(territory, statistics) on the context of the project,
the competition and ways of what are the chances of your
project succeeding? Explain.
differentiating the project
potential income (supporting
documents required)
list of main sources of
information
P 33

process
acquired
4. Describe their Text of approximately 800 words Working alone, team members
offer. (5 pages) (excluding the make an entry in their respective
questionnaire and the compilation) logbooks for this step, answering
Quality of the presentation and of these questions:
English how did you contribute to
Inclusion of all points to be covered: defining the characteristics of
the questionnaire and the the offer? (provide a brief
description)
results of the compilation
the description of the product,
encountered in this step?
service or event
what means did you take to
establishment of sales price
overcome these difficulties?
distribution of the offer
given the information provided
up to now, do you still believe
your project will succeed?
Explain.
5. Define their Text of approximately 300 words Working alone, team members
communication (1 pages) make an entry in their respective
plan. Quality of the presentation and of logbooks for this step, specifying
English the following:
briefly describe your
a table presenting the methods contribution to defining the
publicity and promotion
selected, the cost, the
frequency of the advertising, provide your personal
the duration, the dates assessment of the methods
explanation of the choices made selected
6. Develop their Text of approximately 300 to 400 Working alone, team members
action plan. words (1 to 2 pages) (excluding make an entry in their respective
the plan) logbooks for this step, specifying
Quality of the presentation and of the following:
English briefly describe your
Inclusion of all points to be covered: contribution to defining the
description of the project site action plan
provide your personal
description of any
assessment of the methods
improvements to be made to
selected
the premises
description of how raw
materials will be supplied for
projects that involve producing
P 34

process
acquired
6. Develop their Text of approximately 300 to 400 Working alone, team members
action plan. words (1 to 2 pages) (excluding make an entry in their respective
the plan) logbooks for this step, specifying
Quality of the presentation and of the following:
English briefly describe your
Inclusion of all points to be covered: contribution to defining the
description of the project site action plan
description of any
selected
the premises
materials will be supplied for
projects that involve producing
products
description of the steps
involved in producing a
product or providing a service
labour requirements (list only
of the personnel required)
a table presenting the action
plan
explanation of the choices made
7. Develop their Presentation in the form of a table, Working alone, team members
human as shown in the example make an entry in their respective
resources plan. Clear description of tasks for each logbooks for this step, specifying
job position required to carry out the following:
the project present the tasks that were
Quality of the presentation and of assigned to you
English make the connection between
your tasks and the personal
assessment you conducted in
Step 2
8. Develop their Presentation of the need for start- Working alone, team members
financing plan. up funds, sources of financing and make an entry in their respective
the income statement forecast logbooks for this step, answering
Accurate calculations the following questions:
Quality of the presentation and of how did you contribute to
English developing the financing plan?
P 35

process
acquired
encountered?
9. Implement and Responses to the first 14 questions Working alone, team members
evaluate the in the evaluation of the make an entry in their respective
project. entrepreneurial project logbooks for this step, specifying
Presentation of a document in the the following:
form of questions and answers describe your contribution to
Well-supported answers provided carrying out the project
to questions present your response to
Quality of the presentation and of question 15
English identify the main difficulties
encountered
indicate the means taken to
overcome these difficulties
P 36
Student Document
1. PROJECT IDEA
Your teacher has given you an idea for a The following section provides several
project. Now you need to interpret it so that notions of creativity that may be helpful in Importance of
you can make it your own. Brainstorm with interpreting and defining your project. knowing yourself
well so that you
your team members to clearly define this
can optimize your
project idea. This document presents some involvement in
tools to help you with this step: first, some the project.
notions of creativity are explored so that you CREATIVITY
can develop your own definition of the
project; then, you will explain your choice; Show your
and lastly, you will identify the resources Some peoples minds are constantly filled creativity in your
available to you to carry the project through with new ideas; everything becomes an interpretation of
to completion. the project
opportunity to explore, to experience
proposed by the
The project idea is based on the observation, something new. But not everyone is like
teacher.
analysis and understanding of a given this, so this section provides some tips on
situation. In fact, the project becomes stimulating your creativity, so that you can
meaningful when it contributes to improving use it as a distinct aspect of your personality
Creativity is the
quality of life or collective wealth, be it and be an asset to your team. ability to
economic, cultural, humanitarian or First, a working definition of creativity is contribute
ecological. something new.
presented as well as the main elements that
To enjoy the experience, the project must comprise it. Then, we will look at how these
appeal to the team members; the members concepts can be used to identify the
must each be able to relate to the project and innovative aspects of a project.
want to be involved in carrying it out.
In order to clearly define the project, Definition of creativity
students must be familiar with the situation
presented or selected. Creativity comes into The simplest definition of creativity is the
play when honing in on the situation and ability to contribute something new. But
analyzing it. Students must demonstrate in what is something new? For whom? In
what ways their project is innovative and which circumstances? etc. In fact, newness
how it meets a need. must be perceived as such by persons other
than the individual introducing the new idea.
P 37
According to Jacques Baronet,9 creativity is: helps you perceive problems or

the ability to regularly find solutions to uncomfortable situations for which you can
Regularity, find solutions. Your grasp of the situation, of
problems, to construct new products, to
newness and
define new questions in a given field, in a the problem to be resolved, puts you in a
acknowledgment
of this newness are manner that is, at least initially, considered state of creativity, where you can resolve
the three basic new or original, but which is ultimately this problem in an innovative manner.
components accepted and recognized, and sometimes
For example, in 1942, the chemist Edwin
generally present even compensated within a given cultural
in creativity. Land created the Polaroid when he felt a
framework.
need to have immediate access to his
Regularity, newness and acknowledgment of vacation pictures. Similarly, your
this newness are the three basic components understanding of a problem in Perus
An individuals
ability to find a new generally present in creativity. Regularity daycares could result in developing a
idea as part of a refers to the creative person, an individual humanitarian aid project for this country.
project, among who, in the face of different situations, This project could propose a new approach
other things, stems shows a propensity for finding solutions to to a problem, one that is recognized and
from personal
problems, perceiving an opportunity in a accepted but that has not been previously
knowledge of the
situation or thinking of a new way of doing used in this country: in short, an interesting
field related to the
project. things. Newness is generally what is opportunity to improve an existing service.
associated with creativity: it is the scoop, the
originality, the audacity, the innovation.
Acknowledgment by others is an important Several elements that promote creativity
Your idea must
be original, but aspect, because without it, the newness does The first element that fosters creativity is
also accepted. not have any value. If you are suggesting a solitude. It is important to isolate oneself
new way of doing things, but others do not from all outside influences. Right before
acknowledge or accept it, then this new idea going to sleep is an ideal time for new ideas
has little value. Your idea must be original, to emerge: rational barriers fall to the side,
but also accepted. the imagination takes over and a state of
semi-consciousness is conducive to
analyzing different situations. To promote
The creative process
creativity, you must be open to change and
An individuals ability to find a new idea as be curious. These tips can help:
part of a project, among other things, stems
Tips for promoting write down the first idea that comes to
creativity from personal knowledge of the field related
mind, without changing or criticizing it
to the project, which may, for example, be
the field of study. The knowledge that you note your thoughts, the ideas that cross
have acquired to date in your field of study your mind
do things that you would normally not
9. Filion, Louis Jacques et al. Raliser son projet do, such as taking a different route
dentreprise. Une initiation complte au mtier
dentrepreneur (Montral: Collection Entreprendre, home or doing a sport that you have
2001), 101 (free translation).
P 38
never done before, cooking a new meal, DEFINING THE PROJECT

watching a TV program that you do not
usually watch
The information provided previously helped
frequent new places and people
you generate a number of ideas that you can
now use to define your project. Here, you
will describe the basic idea for your project,
In the midst of a creative process, most of
its raison dtre. Describe your project in a
all, you should not be afraid of making
few sentences: what the project entails, the
mistakes. If you immediately strive for the
field of activity concerned, where the project
perfect idea, you will be limiting yourself
will be carried out. Also highlight the
and might bypass some of the best ideas.
projects innovative aspects, its potential, its
You also need to set aside enough time,
particular features, and demonstrate how it
because good ideas often come at the end of
meets the target clienteles need. Answer the
the process. You must persevere to the end
following questions when defining the
of the process if you want to fully benefit
project:
from it.
What clientele is your project targeting?
The more you are familiar with the field of
the project, the more easily new ideas will What services are you offering? It is
emerge that will be recognized and accepted important to clearly define your idea.
by those working in that field.
What are your projects objectives?
Lastly, before choosing what you feel is the
Do you have any limitations in terms of
best idea, you can develop a tool to help you
time available to devote to the project,
evaluate the ideas put forth by team
skills, geographical location? Do you
members. The following questions can help
need a team?
you analyze ideas and choose the most
appropriate for the project: Your definition must clearly describe the Your definition must
nature of your project, the main features of clearly describe the
Do you have the resources to implement
the product or service, and the target market. nature of your
this idea (people, time, money if project, the main
It may prove interesting to see what your
needed, knowledge, etc.)? features of the
family and friends think about your project.
product or service,
Would this idea be easy to carry out? They might even have some interesting
and the target
Does this idea bring any interesting and ideas that could improve it. Take the market.
opportunity to also find a name for your
innovative aspects to the project?
project.
Does this idea make it possible to better
meet the need that was identified for the
project?
P 39
PRESENTATION CRITERIA THE LOGBOOK
A team presentation Working alone, team members make an

entry in their respective logbooks for this
Short text of approximately 150 words
step, specifying the following:
(maximum 300)
describe your contribution to the project
Quality of the presentation and of English
idea
describe the components of the project
project name that you found the most interesting
target clientele describe the components of the project
target objectives that you found the most difficult
identified limitations
Evaluation criteria for the logbook:
a presentation by each team member
a text of a maximum of 300 words that

includes the three points to be
mentioned
clear demonstration that they have
understood the project
quality of the presentation and of
English
P 40
Student Document
2. THE TEAM
Now that you have defined your idea for the 4. What are your specific skills?
project, it is time to show that you have the
You have strengths and skills that you have
resources to carry it out. This step involves Identify each team
acquired through different work or life members
identifying each team members qualities,
experiences and that can be assets to the qualities, skills
skills and experiences. and experiences.
project.
You will do this part of the project on your
own, although the team members will read
each others work to ensure that all the 5. Which of the competencies that you
elements have been included. Answer the acquired through your program of
following questions: study will help you carry out this
project?
Through your program of study, you have
1. What motivated you to commit to this
acquired knowledge and experience in a
project? multitude of situations. Analyze the courses
The project definition and your logbook for that you have taken (course outlines) and
Step 1 will help you answer this question. identify the competencies that you have
acquired that will be useful to the project.
Your teachers can also help you identify
2. What are your personal objectives? these competencies.
Your personal objectives may be to acquire
specific experience related to your career
6. Which entrepreneurial attributes do
choice and program of study, to play a
you possess that will help you in
meaningful role in society, to contribute to
carrying out this project?
carrying out a concrete project, etc.
To help you identify your entrepreneurial
attributes, your teacher has an activity that
3. How much time are you prepared to will help you define your entrepreneurial
devote to the project? profile.
This aspect is important in defining the
scope of the project and in setting realistic
expectations with your team members and
clientele.
P 41
PRESENTATION CRITERIA specific skills (work and life

Presentation by each team member experiences)
competencies acquired during their
Presentation of a personal assessment (2 to 3
studies
pages)
personal entrepreneurial profile

THE LOGBOOK
For this part of the file, students insert their
motivation and personal objectives for
personal assessment in their logbook.
the project
time to invest
P 42
Student Document
3. CONTEXT OF THE PROJECT
Further detail
Your project idea is starting to take shape.
your project.
You are aware of the strengths that you can
3.2 LOCATION
bring to the project. Now it is time to define
the target clientele. Who is your average
Identify the
customer? Where can your customers be Next, you will specify your projects projects sector of
found? How many people are ready to take location. It may take place at the college, or activity and
advantage of your product or service? Do elsewhere. Define your needs in terms of the obtain
other similar projects exist? Is there a real information on
premises required, the availability of the
demand for what you are offering? To trends for this
premises, the importance of being able to sector.
answer these questions and accurately define easily access the premises, and any
the context of your project, you need to applicable costs.
specify the location of your project, the
market and its segmentation, the potential Where will the
project be
competition and potential income. 3.3 TARGET MARKET AND carried out?
CLIENTELE
3.1 SECTOR OF ACTIVITY

3.3.1 Target Market
You will do some research to choose the The target market must be defined so that its
most appropriate sector for your project and potential can be assessed. Are your
you will explain your choice. Emploi- customers college students, elementary
Qubec defines 33 sectors of activity. school students or seniors in the
Consult the Web site at community? You may need to make some
<http://imt.emploiquebec.net/mtg/inter/nonc calls in order to obtain information on the
ache/contenu/asp/mtg941_accueil_angl_01.a market potential.
sp>. This information will help you choose
The territory that the project will cover may
the sector and guide your research.
be the college or one or more cities or towns
Once you have identified the sector, you can in your region.
start gathering information on it. Is the
sector experiencing growth? For example, if
you decide to offer exercise classes for
seniors, your project falls in a growth sector.
What makes you think that your project
meets a need and that this need will grow?
P 43
Accurately Statistics should be gathered on the clientele. As well, determine the number of
describe the following: persons that you wish to reach with your
target market and project as this will allow you to assess what
the number of persons in the territory,
clientele. you could earn and what you need to earn.
for example, the number of students and
employees at the college (depending on
the project), or the number of residents 3.4 THE COMPETITION
in the territory
knowing how your clientele breaks
down in terms of gender may be useful. Depending on your project, you may need to
The college administration or municipal identify the competition. If you plan on
offices can help you get this organizing an event and you learn that
information. another event is taking place the same week,
you may decide to change your date.
an estimate of the average yearly
Similarly, if you want to offer hot meals to
income of students and employees or,
seniors in a town, check to see if this service
Know your depending on the project, of families in
already exists, and if so, demonstrate how
competition so that the territory, as well as the amounts
your project differs from the competition. To
you can give your generally spent on recreation or meals.
project an edge.
do so, you need to gather information on the
competition and describe what it offers so
that you can explain your competitive edge.
3.3.2 Target Clientele
For a project that involves producing
You must define your clientele, and provide products, it would be important to know the
their age group as well as certain products that each of your competitors
characteristics that you consider important. offers, the production capacity, and how the
For example, your clientele may include products are offered to customers. In the
college students and employees, which are example of hot meals for seniors, it would
comprised of two groups: young adults 17 to be useful to know the variety and types of
25 years old on average and adults 20 to 65 meals offered, the production capacity
years old. This English-speaking customer according to the kitchen size, the way in
base totals 3 000 students and 500 which meals are offered to customers (home
employees. You could also form subgroups, delivery, pickup, etc.) and the range of sales
such as students in technical training prices. To obtain this information, simply
programs and students in pre-university call and explain that you are a student doing
education, support staff, teachers and an assignment.
management. Define the category or
categories that you will be focusing on and
estimate the numbers.
You also need to specify your needs and
requirements for each category of target
P 44
3.5 POTENTIAL INCOME Text of approximately 1 000 words (5

pages)
Projects obviously involve certain expenses,
and if there are expenses, then there should Inclusion of all points to be covered:
Assess the
be some income to offset them. Potential potential
the sector and its stage of growth
income could come from a number of income and the
sources: funding from student services or the project site (needs related to other benefits to
from the college foundation; outside premises, availability of premises, be gained from
sponsorships; the sale of goods. The sources importance of being able to easily the project.
of potential income must be identified as access the premises, the costs, the
realistically and accurately as possible. If planned location)
you are selling a product or service, the cost the target market and clientele (territory,
must reflect the market (the competition) statistics)
while remaining competitive in terms of
the competition and ways of
sales price and type of product or service
offered. differentiating the project
For products, once the sales price has been potential income (supporting documents
determined, multiply it by the quantity required)
produced in order to obtain the potential list of main sources of information
income. For an event, income is earned by
selling tickets. The number of estimated
visitors multiplied by the cost per ticket will THE LOGBOOK
give the potential income. Lastly, for a
Working alone, team members make an
service, the cost of the service multiplied by
the number of potential customers provides
step, answering these questions:
an estimate of the potential income.
how did you contribute to defining the
Obviously, there are other advantages
context of the project? (provide a brief
besides financial ones in carrying out the
description)
project. The benefits may be numerous:
learning about the entrepreneurial process, what were the main difficulties
offering a service that meets a community encountered in defining the context of
need; a sense of personal accomplishment, the project?
etc. what means did you take to overcome
these difficulties?
PRESENTATION CRITERIA given the information provided on the
context of the project, what are the
Team presentation
chances of your project succeeding?
Explain.
P 45
Student Document
4. CHARACTERISTICS OF THE OFFER
You have identified your sector of activity, Once you have all your completed surveys,
your projects location, the target market, the compile the results so that they can be used
competition and the potential income. Now for the remaining steps of the project.
you need to define what you will be offering
your customers and how you will offer it.
You will determine ways of meeting your 4.1 DESCRIPTION OF THE PRODUCT,
income forecast. For this step, you first need SERVICE OR EVENT
to know your clientele very well so that you
can define the characteristics of your offer. Survey your
Here you will present your product, service clientele so that
What better way to learn about your or event and describe how it will meet your you can better
customers than to meet with them and ask customers expectations and needs, how it know and meet
them questions? Prepare a short their expectations.
differs from the competition and how it is
questionnaire of roughly 10 questions that innovative. Also, specify the name of your
customers can answer in 5 minutes at most. product and give your project a title,
Have about 20 customers complete it. The providing explanations for your choices.
information obtained will be very valuable
in confirming your clienteles expectations
and needs. 4.2 ESTABLISHMENT OF SALES
The information that you have collected in PRICES
the preceding steps will help you prepare the
questionnaire. The answers to the questions
Several elements must be considered before
should allow you to describe your clientele
establishing sales prices. Firstly, it is important
(age group, occupation, gender, origin), and
to specify that each situation is unique and
be related to your product or service:
needs to be evaluated individually. Two basic
expectations regarding this type of service or
factors come into play when setting sales
product, selection criteria (sales price,
prices: the income required to cover expenses
quality, quantity, other relevant aspects),
and provide an interesting profit (if that is one
accessibility, services offered, etc. We
of your objectives); and the consumers
suggest that you use multiple-choice
perception of the value of the product, service
questions with an Other option where
or event. Table P.8 presents the main elements
respondents can expand on their answer.
to be considered.
P 47
TABLE P.8 Main elements to be considered when establishing sales prices

Elements Additional Information
The competition The competitions prices are an important barometer. Identify
Two basic factors your competitive edge: your product or services may offer
contribute to more and consequently, your price may be perceived as
establishing sales more advantageous.
prices: the income
Economic conditions A favourable economic context will make customers less
required to cover
concerned about sales prices.
expenses and
provide an Ease of supply The possibility of obtaining products at advantageous prices
interesting profit (if means that meals are sold at lower prices.
that is one of your The quality of the The higher the quality of the products, the more expensive
objectives); and the merchandise they are; this will directly impact the sales price.
consumers
perception of the The clientele Your customers may not have a great deal of income and the
value of the sales price must take this into account.
product, service or Also, some customers will be more sensitive than others to
event. pricing.
Sales volume The more customers, the lower the fixed expenses (rental of
premises, telephone charges, etc.) per customer and the
lower the production costs.
The characteristics of your The innovative aspect of your offer as well as its specific
offer advantages influence the sales price. For example, selling
merchandise in order to raise funds for a humanitarian aid
project impacts the customers sensitivity to the price. The
customer will probably be willing to pay more.
Define the profit margin that you would like, For an event, securing a location for the
Show that the
describe all your expenses, know the show is a way of making the event
various factors have
been considered in
competitions prices, and show how you accessible. Describe the features of the
establishing a sales arrived at your estimated sales price. Explain room and how you plan on selling
price. how you took into account the various factors tickets, if applicable.
in establishing this sales price.
For an information booth, you could
describe how the information will be
4.3 DISTRIBUTION OF YOUR OFFER conveyed to customers; for example,
two persons could be present at the
booth at the same time, from 11:00 a.m.
Define how you will distribute your offer to to 2:00 p.m., information pamphlets
customers. Here are a few examples: could be handed out, etc.
P 48
In the example of hot meals for seniors, establishment of sales price

Define how your
you could describe how customers will
distribution of the offer offer will be
obtain these meals. If the meals are to distributed to
be delivered, describe the service. If the your clientele.
meals are to be served at a table, you THE LOGBOOK
could describe the features of the dining
Working alone, team members make an
room, etc.
PRESENTATION CRITERIA how did you contribute to defining the
Team presentation characteristics of the offer? (provide a
brief description)
Text of approximately 800 words (5 pages)
(excluding the questionnaire and the what were the main difficulties
compilation) encountered in this step?
Quality of the presentation and of English what means did you take to overcome
these difficulties?
given the information provided up to
the questionnaire and the results of the
now, do you still believe your project
compilation
will succeed? Explain.
the description of the product, service or
event
P 49
Student Document
5. COMMUNICATION PLAN
Communicate
Once your offer has been well defined, you purchased. Once you have made your
your offer to your
need to determine how you will choices, you can develop a schedule of clientele.
communicate this offer to your clientele and activities that details the promotional costs
whether any promotions and after-sales and dates.
service will be offered, if applicable. Develop a
schedule of
PRESENTATION CRITERIA activities that
PUBLICITY AND PROMOTION details
Team presentation
promotional costs
Text of approximately 300 words (1 and dates.
Which methods did you select to attract your pages)
customers attention? Today, people are
inundated with information, so you need to
hook them in, while staying within your Inclusion of all points to be covered:
budget. First, identify the media that you can a table presenting the methods selected,
use to reach your customers, then the the cost, the frequency of the
message you wish to convey. For example, a advertising, the duration, the dates
college already has methods of
explanation of the choices made
communicating with people: internal
newsletter, bulletin board, portal, mass
mailings, etc. Municipalities have local
THE LOGBOOK
newspapers, which are often expensive, but
other means may also be available through Working alone, team members make an
community groups, for example. It all entry in their respective logbooks for this
depends on your project and budget. Learn step, specifying the following:
about the costs of advertising in the various briefly describe your contribution to
media and establish a budget before making
defining the publicity and promotion
your choices.
provide your personal assessment of the
Promotional activities are used to advertise
methods selected
your offer. You could decide to have a draw
to attract customers, offer group rates or
give discounts based on the amounts
P 51
Student Document
6. ACTION PLAN
The preceding steps described the what of Are there any fees associated with using
the project; the action plan describes the these premises? What steps should be taken
how. The projects action plan answers the in order to have access to these premises?
following questions: How do we proceed?
What is the best way to carry out the
6.2 SITE IMPROVEMENTS
project?
This step is more demanding for projects
that involve producing products rather than What equipment is needed for the project? The action plan
describes how the
offering a service. A series of questions have Make a brief list. Is this equipment already
project will be
been included to help you prepare your available at the site? If not, should you lease carried out.
action plan. or buy it? What are the potential costs
involved?
6.1 PROJECT SITE Make a rough layout plan of your premises.

Describe your needs in
terms of the project
6.3 SUPPLIES site and layout of the
You must first describe what you require in premises.
terms of a site for your project. In Step 3,
you briefly described the location of the
Supplies are more of an issue for projects
project, your needs with respect to premises
that involve producing products. Who might
and the possible cost of these premises. Supplies are more of
your suppliers be? What is your storage
Here, you need to be more detailed and an issue for projects
capacity? What are the usual payment terms that involve producing
specify how the premises will be set up.
and conditions? products.
Your answers to the questions below will
help you describe the project site.
What type of site do you require? Do 6.4 PROJECTS INVOLVING
customers and suppliers need to be able to PRODUCTS OR SERVICES
access it? Answer these questions, providing
explanations that take into account your
Now it is time to describe how you will
projects specific characteristics.
produce your product or provide your
Where is your site located? At the college, in service. What are the major steps involved
a school, in the municipalitys recreation in producing your finished product? For
department? In your home? example, to offer data entry and document
formatting services, the finished product
P 53
must be an attractive document that meets

the customers requirements. The following 6.5 LABOUR REQUIREMENTS
steps are involved:
1) Have on hand different models that you
can show customers to help them make For each step involved in producing a
product or providing a service, you must
choices and clarify their expectations.
indicate your labour requirements. List only
2) Meet with customers to ensure that you
the job titles as you will provide detailed
understand their expectations, take note
information in the next step that deals with
of their requirements, and receive the
preparing a human resources plan.
document to be processed.
Once you have completed your analysis,
3) Keyboard and format the document.
prepare your action plan in the form of a
4) Print the document (if requested). table, as presented in Table P.9.
5) Give the final document to the customer
(in printed or electronic version,
depending on the request).
TABLE P.9 Outline of an action plan that can be adapted and expanded on
Means Resources Estimated Schedule Comments
cost
Objective: SEEK FINANCING
Apply for a Local development Weeks 1 and 2
grant centre (CLD),
Apply for a loan college foundation
Financial
Find seed
money institution
Student in charge
of the projects
financing
Objective: PURCHASE THE REQUIRED MATERIALS AND EQUIPMENT

Order by Student in charge Week 1 Validate with
catalogue of purchasing your teacher
Visit a supplier
Have materials
and equipment
delivered
P 54

cost
Objective: SET UP THE PREMISES
Set up materials All team members Weeks 2 and 3
and equipment
Clean and dust
Have electricity
connected
Do the
woodworking
and painting
Etc.
Objective: PUBLICIZE THE PRODUCT OR SERVICE

Develop a Student in charge of Week 2
message communications
Make a poster The colleges
Send the communication
department
message to the
student Local newspaper
newspaper
Objective: START OPERATIONS

Provide the Student in charge of Week 4
service upon operations
request All team members
Produce the involved in the
products and production
sell them Raw materials and
equipment according to
the type of project
Objective: EVALUATE HOW THE PROJECT IS PROCEEDING

Evaluate Student in charge of Week 4 and
customer customer service ongoing
satisfaction by Student in charge of
contacting them
operations
or having them
complete a short
evaluation form
P 55
Means Resources
Estimated Schedule Comments
cost
Objective: MAKE ANY NECESSARY ADJUSTMENTS
Improve the All team members Ongoing
offer according
to the
comments
received
PRESENTATION CRITERIA labour requirements (list only of the

Team presentation personnel required)
a table presenting the action plan
Text of approximately 300 to 400 words (1
to 2 pages) (excluding the plan) explanation of the choices made
Inclusion of all points to be covered: THE LOGBOOK
description of the project site Working alone, team members make an
description of any improvements to be
made to the premises
briefly describe your contribution to
description of how raw materials will be
defining the action plan
supplied for projects that involve
producing products provide your personal assessment of the
methods selected
description of the steps involved in
producing a product or providing a
service
P 56
Student Document
7. HUMAN RESOURCES PLAN
In Step 2, you identified each team Find a title for each position required
Find a title for
members skills. Now it is time to give each (production manager, quality control
each position
member a title and a job description, taking manager, customer service manager, cost required for your
care to capitalize on the strengths of each as control manager, etc.), describe the main project, describe
much as possible. tasks associated with each position, and the main tasks
establish the working hours for each associated with
Clearly describe each team members tasks each position,
position. Table P.10 provides an example for
by referring to the action plan and all the and establish the
a production manager. working hours for
information that you have on the project.
each position.
TABLE P.10 Example of the job description for the student in charge of production
Title Production manager
Main tasks Coordinate the purchasing of equipment.
Supervise and participate in setting up the premises.
Ensure supplies of raw materials.
Ensure that food is properly stored.
Coordinate the inventory.
Supervise and participate in production tasks.
Supervise and participate in maintenance tasks.
Schedule Monday to Friday from 11:00 a.m. to 2:00 p.m.
Person in the position Mark: Monday and Wednesday
Helen: Tuesday and Thursday
Pierre: Friday
Comments:
The nature of the

The different job positions depend on the offer a service or hold an event. Depending
project and the
number of students on each team. The nature on the number of students participating in
number of persons
of the project also influences the tasks to be the project, each team member should be on the team directly
carried out. Table P.11 provides examples of assigned one or more responsibilities influence the
the types of responsibilities that may be distribution of tasks.
assigned, according to whether your
projects objective is to produce a product,
P 57
TABLE P.11 Examples of the responsibilities that may be assigned to each team member
Producing a product Offering a service Holding an event
In charge of finances: In charge of finances: In charge of finances:
control of income and control of income and control of income and
expenses expenses expenses
preparation of financial preparation of financial preparation of financial
statements statements. statements
In charge of communications In charge of communications In charge of communications
In charge of purchasing: In charge of operations: In charge of operations:
purchase of raw materials setup of premises and setup of premises and
equipment required for equipment required for
offering the service holding the event
In charge of producing the In charge of providing the In charge of preparing and
product service (quality, location of holding the event (quality,
resources required) location of resources
required)
In charge of quality In charge of sales and In charge of ticket sales and
customer service customer service
In charge of distribution
In charge of sales and
customer service
Operatorsmanufacturing the
product
Team presentation Working alone, team members make an

Presentation in the form of a table, as shown
in the example
present the tasks that were assigned to
Clear description of tasks for each position
you
required to carry out the project
make the connection between your tasks
and the personal assessment you
conducted in Step 2
P 58
Student Document
8. FINANCING PLAN
Rarely can a project be carried out without you need, for example, computer equipment,
any expenses being incurred. This step raw materials to produce a product or civil
Rarely can a
involves assessing the projects start-up and liability insurance at a cost of $700. For a
project can be
operating costs. You need to estimate the project that involves selling calendars as part
carried out
initial investment required and where it will of a fundraising campaign, for example, you without any
come from. The process is much simpler if may be able to use the colleges computer expenses being
you are providing the initial investment and printer, but you might have to purchase incurred.
yourself or if your teacher has a budget for your own glossy paper and binding. You
the project; otherwise you must identify therefore need to estimate the amount of
possible sources of financing and prepare to materials required.
convince a potential lender to advance you
the required funds. You must develop a
clear, easily understandable case that is 8.2 SOURCES OF FINANCING
backed up by numbers that show the
projects potential.
In this step, you will describe how you plan
The financing plan is carried out in three on meeting your financial needs. Table P.12
steps. uses the example of calendars and suggests
how the sources of financing could be
presented.
8.1 START-UP FUNDS
After having determined what you and your

team can provide in terms of materials,
furniture or equipment, prepare a list of what
TABLE P.12 Example of sources of financing for a calendar sales project

Materials required Estimated value
Premises, computer, printer and desk provided by the college: value $5 000
of
Investment by team to purchase materials: $100
Grant from the college foundation: $100
P 59
8.3 INCOME STATEMENT college project, may also be several weeks,

FORECAST depending on the project.
In Step 3, you assessed your market and
potential income. This information will be
An income statement forecast indicates the
The income very helpful in preparing your income
statement forecast projected sales and the expenses that will be
statement forecast. For a calendar sales
indicates the incurred to achieve these sales. The
project, the forecast could resemble the
projected sales and difference between the two represents the
the expenses that example in Table P.13.
profit or loss for a fiscal period that is
will be incurred to
usually one year, but that in this context of a
achieve these sales.
TABLE P.13 Example of an income statement forecast for a calendar sales project
For the period ended December 10, 20XX
INCOME
Sales $750
Gross profit $750
EXPENSES
Publicity $40
Office supplies $150
Materials $50
Miscellaneous $25
Total expenses $265
PROFIT $485

Presentation of start-up funds, sources of
financing and the income statement forecast
how did you contribute to developing
Accurate calculations
the financing plan?
encountered?
what means did you take to overcome
these difficulties?
P 60
Student Document
9. PROJECT IMPLEMENTATION AND
EVALUATION
It is time to
step into
9.1 IMPLEMENTATION into action! Each team member will prepare
action!
a personal work plan that takes into account
their respective responsibilities. For
This step is the culmination of the project, example, the communications manager
where the individual strengths of each team defines the message to be conveyed,
member and the numerous skills you validates it with the team and with potential
acquired through your studies and personal customers, designs posters or writes a press
experience are utilized and built on. release, records a message for the student
You have your project idea, you know each radio station, etc.
team members strengths, you have defined
the context for your project, you know your
9.2 EVALUATION
target market and the characteristics of your
offer, you know how you plan on offering
your project to your clientele, and you have The evaluation consists in reviewing or
prepared your communication plan.
assessing the results of the project. Table
Now you will apply the action plan you P.14 presents a list of questions to help you
prepared in Step 6 as well as the human evaluate your project.
resources plan in Step 7. It is time to step
TABLE P.14 Questions to help in evaluating the entrepreneurial project A list of questions
1. Did you meet the objectives identified in Step1? to help you
2. Did you meet your personal objectives? evaluate the
project
3. Which of your competencies (personal and acquired in your program of study) were the
experience
most useful?
4. Which entrepreneurial qualities were the most useful to you?
5. Have you identified the strengths and weaknesses of your project site? Explain.
6. Did you target the right clientele? Explain.
7. Did you accurately identify the potential competition?
8. How would you qualify the sales price established? Was it too high, too low? Explain.
9. Were the means chosen to provide your service appropriate? Explain.
10. Was your communication plan effective? Explain.
11. Were the responsibilities distributed and the work organized effectively? Explain and
suggest possible improvements.
P 61
12. Did you meet your financial objectives? Which factors contributed to the results
obtained?
13. As a team, indicate three to five elements that you found especially interesting in carrying
out this project.
14. As a team, indicate three to five elements that you found especially difficult in carrying
out this project. Explain why and suggest ways of overcoming these difficulties.
15. Individually, indicate two aspects that you enjoyed and two that you appreciated less, and
explain why.

Responses to the first 14 questions in the entry in their respective logbooks for this
evaluation of the entrepreneurial project
Presentation of a document in the form of describe your contribution to carrying
out the project
questions and answers
Well-supported answers provided to present your response to question 15
questions identify the main difficulties

Quality of the presentation and of English encountered
indicate the means taken to overcome

these difficulties
P 62
Student Document
10. PROJECT FILE
PRESENTATION INSTRUCTIONS
Table P.15 presents the different parts of the project file and their components
Entrepreneurial Preparation of a logbook
process Preparation of a project file highlighting the learning
acquired
1. Define their A team presentation Working alone, team members
project idea. Short text of approximately 150 make an entry in their respective
logbooks for this step, specifying
words (maximum 300)
the following:
Quality of the presentation and
describe your contribution to
of English
the project idea
Inclusion of all points to be
describe the components of the
covered: project that you found the
project name most interesting
target clientele describe the components of the
target objectives project that you found the
most difficult
Evaluation criteria for the
logbook:
a presentation by each team
member
a text of a maximum of 300
clear demonstration that they
quality of the presentation and
of English
P 63

acquired
teams strengths member insert their personal assessment
and weaknesses Presentation of a personal in their logbook.
the project. Quality of the presentation and
of English
covered:
project
experiences)
competencies acquired during
their studies
personal entrepreneurial
profile
project. Quality of the presentation and logbooks for this step, answering
of English these questions:
Inclusion of all points to be how did you contribute to
covered: defining the context of the
the sector and its stage of project? (provide a brief
description)
growth what were the main difficulties
the project site (needs related encountered in defining the
to premises, availability of context of the project?
premises, importance of what means did you take to
being able to easily access
the premises, the costs, the
planned location) given the information provided
the target market and on the context of the project,
what are the chances of your
clientele (territory, statistics)
P 64

acquired
project. Quality of the presentation and logbooks for this step, answering
of English these questions:
Inclusion of all points to be how did you contribute to
covered: defining the context of the
the sector and its stage of project? (provide a brief
description)
growth what were the main difficulties
the project site (needs related encountered in defining the
to premises, availability of context of the project?
premises, importance of what means did you take to
being able to easily access
the premises, the costs, the
planned location) given the information provided
the target market and on the context of the project,
what are the chances of your
clientele (territory, statistics)
differentiating the project
potential income (supporting
documents required)
information
4. Describe their Text of approximately 800 Working alone, team members
offer. words (5 pages) (excluding the make an entry in their respective
questionnaire and the logbooks for this step, answering
compilation) these questions:
Quality of the presentation and how did you contribute to
of English defining the characteristics of
Inclusion of all points to be the offer? (provide a brief
covered: description)
the questionnaire and the what were the main difficulties
encountered in this step?
the description of the
product, service or event
given the information provided
establishment of sales price
up to now, do you still believe
distribution of the offer your project will succeed?
P 65

acquired
Explain.
5. Define their Text of approximately 300 Working alone, team members
communication words (1 pages) make an entry in their respective
plan. Quality of the presentation and logbooks for this step, specifying
of English the following:
Inclusion of all points to be briefly describe your
covered: contribution to defining the
a table presenting the means publicity and promotion
selected, the cost, the provide your personal
frequency of the advertising, assessment of the methods
the duration, the dates selected
explanation of the choices
made
6. Develop their Text of approximately 300 to Working alone, team members
action plan. 400 words (1 to 2 pages) make an entry in their respective
(excluding the plan) logbooks for this step, specifying
Quality of the presentation and the following:
of English briefly describe your
Inclusion of all points to be contribution to defining the
covered: action plan
description of the project site provide your personal
description of any assessment of the methods
selected
the premises
materials will be supplied
for projects that involve
producing products
product or providing a
service
labour requirements (list of
personnel required only)
a table presenting the action
plan
made
P 66

acquired
7. Develop their Presentation in the form of a Working alone, team members
human resources table, as shown in the example make an entry in their respective
plan. Clear description of tasks for logbooks for this step, specifying
the following:
each job position required to
carry out the project present the tasks that were
Quality of the presentation and assigned to you
of English make the connection between
your tasks and the personal
assessment you conducted in
Step 2
8. Develop their Presentation of the need for Working alone, team members
financing plan. start-up funds, sources of make an entry in their respective
financing and the income logbooks for this step, answering
statement forecast the following questions:
Accurate calculations how did you contribute to
Quality of the presentation and developing the financing plan?
of English what were the main difficulties
encountered?
9. Implement and Responses to the first 14 Working alone, team members
evaluate the questions in the evaluation of make an entry in their respective
project the entrepreneurial project logbooks for this step, specifying
Presentation of a document in the following:
the form of questions and describe your contribution to
answers carrying out the project
Well-supported answers present your response to
provided to questions question 15
Quality of the presentation and identify the main difficulties
of English encountered
EVALUATION CRITERIA FOR PROJECTS THAT INVOLVE PRODUCING

PRODUCTS OR PROVIDING SERVICES
The work will be evaluated based on the following criteria:
P 67
inclusion of all points to be covered

well-supported statements
quality of the presentation and of English
P 68
EVALUATION GRID
THE TEAMS PROJECT FILE
Insufficient Incomplete, Partial, Clear,

information succinct sufficient complete
STEPS ITEM TO INCLUDE provided information information information
statements provided provided provided
poorly statements statements well statements
supported lacking support supported fully supported
1. Define their A team presentation
project idea. Short text of approximately 0% 4% 7% 10%
150 words (maximum 300)
Quality of the presentation
and of English
covered:
project name
target clientele
target objectives
2. Describe the Presentation by each team
teams member Individual evaluation in the logbook
strengths and Presentation of a personal
weaknesses in
assessment (2 to 3 pages)
carrying out
the project. Quality of the presentation
and of English
covered:
name and contact
information
time available to invest in
the project
experiences)
competencies acquired
during their studies
personal entrepreneurial
profile
P 69

3. Define the Text of approximately 1 000
context of the words (5 pages) 0% 4% 7% 10%
project. Quality of the presentation
and of English
covered:
the sector and its stage of
growth
the project site (needs
related to premises,
availability of premises,
importance of being able
to easily access the
premises, the costs, the
planned location)
the target market and
clientele (territory,
statistics)
the competition and ways
of differentiating the
project
potential income
(supporting documents
required)
information
4. Describe their Text of approximately 800
offer. words (5 pages) (excluding 0% 6% 10% 15%
the questionnaire and the
compilation)
and of English
covered:
establishment of sales
P 70

4. Describe their Text of approximately 800
offer. words (5 pages) (excluding 0% 6% 10% 15%
compilation)
and of English
covered:
establishment of sales
price
distribution of the offer
5. Define their Text of approximately 300
communication words (1 pages) 0% 4% 7% 10%
plan.
and of English
covered:
a table presenting the
means selected, the cost,
the frequency of the
advertising, the duration,
the dates
made
6. Develop their Text of approximately 300 to
action plan. 400 words (1 to 2 pages) 0% 4% 7% 10%
(excluding the plan)
and of English
covered:
description of the project
site
description of any
P 71

improvements to be made
to the premises
materials will be supplied
for projects that involve
producing products
product or providing a
service
labour requirements (list of
personnel required only)
a table presenting the
action plan
made
7. Develop their Presentation in the form of a
human table, as shown in the 0% 4% 7% 10%
resources example
plan. Clear description of tasks for
each job position required to
carry out the project
and of English
8. Develop their Presentation of the need for
financing start-up funds, sources of 0% 4% 7% 10%
plan. financing and the income
statement forecast
Accurate calculations
and of English
9. Implement Responses to the first 14
and evaluate questions in the evaluation of 0% 10% 15% 25%
the project. the entrepreneurial project
Presentation of a document in
the form of questions and
answers
Well-supported answers
P 72

9. Implement Responses to the first 14
and evaluate questions in the evaluation of 0% 10% 15% 25%
the project. the entrepreneurial project
Presentation of a document in
the form of questions and
answers
Well-supported answers
provided to questions
and of English
P 73
COMMENTS:
P 74
EVALUATION GRID
LOGBOOK

1. Define their Working alone, team
project idea. members make an entry in 0% 4% 7% 10%
their respective logbooks for
this step, specifying the
following:
describe your contribution
to the project idea
describe the components of
the project that you found
the most interesting
describe the components of
the project that you found
the most difficult
A presentation by each team
member
A text of a maximum of 300
Clear demonstration that they
and of English
2. Describe the For this part of the file,
teams students insert their personal 0% 4% 7% 10%
strengths and assessment in their logbook.
weaknesses in
carrying out
the project.
3. Define the Working alone, team
context of the members make an entry in 0% 4% 7% 10%
project. their respective logbooks for
this step, answering these
questions:
how did you contribute to
P 75

defining the context of the
project? (provide a brief
description)
what were the main
difficulties encountered in
defining the context of the
project?
overcome these
difficulties?
given the information
provided on the context of
the project, what are the
chances of your project
succeeding? Explain.
4. Describe their Working alone, team
offer. members make an entry in 0% 4% 7% 10%
this step, answering these
questions:
defining the characteristics
of the offer? (provide a
brief description)
what were the main
difficulties encountered in
this step?
overcome these
difficulties?
given the information
provided up to now, do
you still believe your
project will succeed?
Explain.
communication members make an entry in 0% 4% 7% 10%
plan. their respective logbooks for
following:
P 76

communication members make an entry in 0% 4% 7% 10%
plan. their respective logbooks for
following:
contribution to defining the
publicity and promotion
selected
6. Develop their Working alone, team
action plan. members make an entry in 0% 4% 7% 10%
following:
contribution to defining the
action plan
selected
human members make an entry in 0% 4% 7% 10%
resources plan. their respective logbooks for
following:
present the tasks that were
assigned to you
make the connection
between your tasks and the
personal assessment you
conducted in Step 2
financing plan. members make an entry in 0% 4% 7% 10%
this step, answering the
following questions:
developing the financing
P 77

plan?
what were the main
difficulties encountered?
overcome these
difficulties?
9. Implement and Working alone, team
evaluate the members make an entry in 8% 12% 20%
project. their respective logbooks for
following:
describe your contribution
to carrying out the project
present your response to
question 15
identify the main
difficulties encountered
COMMENTS:
P 78
REFERENCES
Entrepreneurial process Resources to help the student carry

out each step
1. Define their project idea. For certain steps of the project, the
2. Describe the teams strengths and weaknesses in teacher could invite a speaker to give
carrying out the project. details on the step to be carried out.
3. Define the context of the project. After learning about the students
project, the speaker could refer to his
4. Describe their offer.
or her personal experience.
5. Define their communication plan. Another teacher from the program,
6. Develop their action plan. from another program or from the
7. Develop their human resources plan. colleges continuing education
department could also be consulted.
8. Develop their financing plan.
9. Implement and evaluate the project.
Canadian Council for Small Business & Entrepreneurship (CCSBE). The CCSBE is the
only national membership-based organization in Canada whose goals are to promote and
advance the development of small business and entrepreneurship through research, education
and training, networking and dissemination of scholarly and policy-oriented information. This
site provides access to certain research studies conducted in the field of education:
<http://www.ccsbe.org/index_en.htm>.
Fondation de lentrepreneurship. Portal for entrepreneurship in Qubec, link to an

entrepreneurship library and search engine for articles or books on the topic:
<http://www.entrepreneurship.qc.ca/fr/accueil>.
Institut de stratgie et de pdagogie en entrepreneuriat. Nonprofit organization working in

the field of entrepreneurship and international communications. The Institut will soon be
launching a community of practice, which will enable all interested parties to share their
knowledge, questions, solutions, points of view, enthusiasm and experience on the Internet
with other parties throughout the world: <http://www.institut-entrepreneuriat.org/>.
P 79
Conseil qubcois de la coopration. The Conseils mission is to represent the cooperative

and mutualist movement, to defend the interests of its members and to work at improving the
conditions for cooperative development. It brings together sectoral and regional cooperative
organizations across Qubec, which include more than 3 200 cooperatives and 39 mutuals.
These enterprises employ 81 000 people and count more than 7 million members. For more
information on cooperative education tools or for the contact information for the youth officer
in the your region, visit <http://www.coopquebec.coop/>.
INTERESTING REFERENCE DOCUMENT
Qubec. Ministre de lducation, du Loisir et du Sport. Direction de la formation continue et

du soutien. Introduction to Entrepreneurial Culture. Project Development Guide for
Teachers. (Qubec: Gouvernement du Qubec, n.d.)
<http://inforoutefpt.org/mse/documents/guidemesure_ang_compl.pdf> (25 October 2006).
P 80
BIBLIOGRAPHY
Fayolle, Alain. "Entrepreneuriat, de quoi parlons-nous?" Management_EMR.

<http://www.lexpansion.com/Pages/PrintArticle.asp?ArticleId=78266>
(25 October 2006).
Filion, L. J. Pour une vision inspirante en milieu scolaire, 2nd edition. Cap-Rouge: Les
Presses Inter Universitaires, 2005.
Filion, L. J. Raliser son projet dentreprise, 3rd edition, Collection Entreprendre. Montral:
Les ditions Transcontinental inc. and Les ditions de la fondation de
lentrepreneurship, 2003.
Fraser, Pierre. La pense rflexive en pratique. Qubec: ditions Marie-France lte, 2005.
Institut economique de Montral. Les obstacles lentrepreneuriat au Qubec. Collection

Rglementation, Montral, December 2005.,
<http://www.iedm.org/uploaded/pdf/dec05_fr.pdf> (25 October 2006).
Morissette, Rose and Micheline Voynaud. Accompagner la construction des savoirs.

Montral: Chenelire/McGraw-Hill, 2002.
Qubec. Ministre de lducation. Guide pdagogique sur lentrepreneurship. Qubec:

Gouvernement du Qubec, 1998.
Qubec, Ministre de lEducation. Sensibilisation lentrepreneurship. Qubec:

Gouvernement du Qubec, 1995.
Qubec. Ministre de lducation, du Loisir et du Sport. Gestion dun tablissement de

restauration. Programme dtudes techniques. Qubec: Gouvernement du Qubec,
2005.
P 81
Qubec. Ministre de lducation, du Loisir et du Sport, Direction de la formation continue et

du soutien. Introduction to Entrepreneurial Culture. Project Development Guide for
Teachers. Qubec: Gouvernement du Qubec, n.d.
<http://www.inforoutefpt.org/mse/documents/guidemesure_ang_compl.pdf>
(25 October 2006).
P 82
APPENDIX EXAMPLE OF AN
Cooperative cafeteria at the

Saint-Charles-sur-Richelieu elementary school
LEAU LA BOUCHE
Gastronomy is the art of using food to create happiness.

Theodore Zeldin, sociologist and history professor (free translation)
Developed by: Isabelle Dagenais

Dietetics Technician
(as a student)
P 83
1. PROJECT DEFINITION .................................................................................... 87

2. PRESENTATION OF TEAM MEMBERS......................................................... 87
3. CONTEXT OF THE PROJECT .......................................................................... 87
3.1 Sector of Activity .................................................................... 87
3.2 Location .................................................................................. 87
3.3 Target Market and Clientele.................................................... 87
3.4 The Competition...................................................................... 88
3.5 Potential Income...................................................................... 88
3.6 Some Information Sources ...................................................... 89
4. CHARACTERISTICS OF THE OFFER............................................................. 90
4.1 Description of the Service....................................................... 94
4.2 Establishment of Sales Prices.................................................. 95
4.3 Distribution of the Offer.......................................................... 95
5. COMMUNICATION PLAN ............................................................................... 95
5.1 Publicity .................................................................................. 95
5.2 Promotion................................................................................ 96
6. ACTION PLAN ................................................................................................. 96
6.1 Project Site .............................................................................. 96
6.2 Improvements to Premises ...................................................... 97
6.3 Summary Layout Plan............................................................. 98
6.4 Supplies................................................................................... 99
6.5 Providing the Service .............................................................. 99
6.6 Labour Requirements .............................................................. 99
6.7 Action Plan Table ................................................................... 99
7. HUMAN RESOURCES PLAN........................................................................... 102
P 84
8. FINANCING PLAN............................................................................................ 104

8.1 Start-up Funds......................................................................... 104
8.2 Sources of Financing............................................................... 104
8.3 Income Statement Forecast .................................................... 105
9. ACTION PLAN AND EVALUATION .............................................................. 105
LOGBOOK ................................................................................................ 109
P
85
PROJECT DEFINITION
PROJECT FILE A team presentation
Short text of
approximately 150
1. PROJECT DEFINITION 3. CONTEXT OF THE PROJECT words (maximum 300)
Quality of the
presentation and
I noticed that students at my former 3.1 SECTOR OF ACTIVITY of English
elementary school are still not being offered Inclusion of all
According to Emploi-Qubec, our project
hot meals even though enrollment has points to be covered:
falls under the restaurant services sector of - project name
increased and most students eat their lunch
activity. We looked at the other sectors and - target clientele
at school because they take the school bus.
felt this was the most appropriate one for our - target objectives
After doing a short survey, I realized that - identified limitations
project because food services are a type of
parents would be happy to have access to a
restaurant: only the customers and location
hot meal service. The demand is there and CONTEXT OF
(education sector) differ slightly.
has not yet been met. Other students in my THE PROJECT
class and I therefore decided to apply our The sector is expected to experience an Text of approximately
knowledge of nutrition and food service annual growth of 1% to 2% from 2005 to 1 000 words (5 pages)
management in order to set up a cooperative 2009. Throughout Qubec, cooks are among Quality of the
school cafeteria that serves hot, nutritious those occupations most in demand at this presentation and
time. of English
meals to the students at Saint-Charles-sur-
Inclusion of all
Richelieu elementary school. Since we were
points to be covered:
all studying full-time, we decided to share
3.2 LOCATION - the sector and its
management tasks and to hire a parent to stage of growth
prepare the meals. We had to complete our A room at the school that is currently not - the project site (needs
assignment within a given time line, that is, being used will be the site for the project. It related to premises,
the first seven weeks of the course. availability of
will be accessible during the schools normal
premises, importance
hours, that is, when the janitor begins in the
of being able to
morning (6:30 a.m.) to when the doors are easily access the
2. PRESENTATION OF TEAM locked (5:00 p.m.). Because our service is premises, the costs,
MEMBERS nonprofit, we are not being charged for the the planned location)
room. - the target market

and clientele
See the logbook. (territory, statistics)
- the competition and
3.3 TARGET MARKET
ways of differentiating
AND CLIENTELE the project
- potential income
(supporting
3.3.1 Target Market documents required)
The primary market is first and foremost

comprised of students at the Saint-Charles-
P 87
sur-Richelieu elementary school. Then, with The competition for the takeout counter
a view to expanding and improving the comes from sales points in the area (grocery
service, the market could include the stores, takeout/delivery restaurant menus,
schools teachers as well as office and etc., offering the same service). This
support staff. competition is very limited in Saint-Charles-
sur-Richelieu; however, it is stronger in
There are approximately 200 students in
Mont-Saint-Hilaire, a city only 15 minutes
kindergarten to grade six, and 9 to 11 adults:
from Saint-Charles. We need to show that
6 to 8 teachers, 1 principal, 1 secretary and 1
our products are fresh, of the highest quality,
janitor.
economical, and tailored to our customers
The market could also be expanded by by fulfilling their needs; our service could
offering a takeout counter for parents save parents valuable time because they can
picking up their children. pick up their children and their meals at the
same time.
3.3.2 Target Clientele
Initially, the target clientele comprises all 3.5 POTENTIAL INCOME

students at the school, 5 to 12 years old. Income will be generated through the sale of
Girls make up 60% of the target clientele meals to children and adults, and possibly
and boys, 40%. The clientele could also through a takeout counter. The goal is to
include adults (teachers, other school staff have a project that is self-financing and that
and parents). There are only two men among pays the salary of a cook. Any profits could
the staff: the principal and the janitor. Most be redistributed to members in various
of these adults live in the town, while some forms: members could get a discount on
come from neighbouring communities. their meals; the profits could be reinvested
in the system to benefit members, for
example, toward the purchase of new
3.4 THE COMPETITION equipment, an educational field trip, hiring
The main competition is the lunchbox. another employee, if needed, etc.
Because the school is situated in a rural area, The projects benefits are not just financial.
the children do not go home for lunch. This is an opportunity to carry out a concrete
Parents prepare their childrens meals. We project as a team, as well as to develop a
need to create a niche for ourselves by sense of belonging and pride in our
offering children healthy, inexpensive meals profession by demonstrating our skills and
and freeing their parents from the drudgery creativity. The project also gives us a chance
of preparing lunches. This project will also to contribute as citizens by supporting two
employ a parent and generate profits that the important causes: the health of young people
school can use, for example, for field trips. by offering balanced mealsand
cooperationby carrying out a cooperative
project.
P 88
3.6 SOME INFORMATION SOURCES Government of Canada. Creating a Co-

operative An Information Guide.
<http://www.coop.gc.ca/index_e.php?%20s
Gouvernement du Qubec. Legislation 1=guides&s2=kit&page=intro> (25 October
concerning cooperatives. 2006).
<http://www.mdeie.gouv.qc.ca/page/web/po
rtail/entreprises/nav/cooperatives.html>
Fdration des coopratives
(25 October 2006).
dalimentation du Qubec (FCAQ).
<http://www.fcaq.coop/1024x768/index2.ht
CLD Les Maskoutains. Business plan and ml> (25 October 2006).
preparation of financial projections.
<http://www.cld-
Association des restaurateurs du Qubec
lesmaskoutains.qc.ca/client/page1.asp?page
(ARQ). <http://www.restaurateurs.ca/>
=324&clef=307&Clef2=100&p=1.6320422
(25 October 2006).
8878021> (25 October 2006).
Conseil qubcois de la coopration et de la

CLD Les Maskoutains. Guide de plan mutualit. <http://www.nouveau.qc.ca/cgi-
daffaires. <http://www.cld- bin/r.pl?site=libertel&la=fr&i=123875&cate
lesmaskoutains.qc.ca/client/page1.asp?page g=ka244509&u=http://www.coopquebec.qc.
=818&clef=758&Clef2=104> (25 October ca> (25 October 2006).
2006).
Gouvernement du Qubec. Exemple

dentente avec un distributeur au detail.
<http://www.mdeie.gouv.qc.ca/mdercontent/
000021780000/upload/publications/pdf/Entr
eprises/outils_gestion/dist_det.pdf>
(25 October 2006).
Gouvernement du Qubec. The cooperative

option. Pamphlet.
<http://www.mdeie.gouv.qc.ca/mdercontent/
000021780000/upload/publications/pdf/Entr
eprises/cooperatives/DepliantOptionCoop_e
n.pdf> (25 October 2006).
P 89
4. CHARACTERISTICS OF THE lunchtime to teachers and other staff or

CHARACTERISTICS
OFFER placed it in their mailboxes; we put the
OF THE OFFER
questionnaire in the students agendas for
Text of
the students or their parents to fill out.
approximately 800
In order to be clear about what we want to
words (5 pages) The questionnaire is included below. We
(excluding the offer, we must know our clientele. We
obtained responses from 20 participants: 10
questionnaire and prepared a questionnaire and compiled the
students, 5 parents, 3 teachers, 1 support
the compilation) results. This questionnaire focuses on the
staff member and 1 administrative
Quality of the clientele (age, occupation, gender) and on
employee.
presentation and of specific questions (e.g. sales price,
English preferences). We handed it out during
Inclusion of all
points to be
covered:
- the questionnaire
and the results of
the compilation
- the description of QUESTIONNAIRE
the product, service
or event
- establishment of
Proposal for a cooperative food service at the
sales price Saint-Charles-sur-Richelieu elementary school
- distribution of the
offer
We would like your opinion on a project to set up a cooperative food service at the Saint-
Charles-sur-Richelieu elementary school. Rest assured that your answers will remain
confidential.
Instructions for completing the questionnaire:
In the right-hand column, please check off one or more answers (depending on the question).
Thank-you for your participation!
P 90
Quick service
1. What are you looking for in a meal at Generous portions

Flexible hours
school?
Other (specify):
_________________________________
Price
2. What is the most important aspect of a Freshness
Originality
meal?
Variety
Balanced/healthy
Sandwiches
Full menu
Hot meal Vegetarian
Fast food
3. What types of menus would you like?
Salads
Cold meal
Pasta
Other (specify):
_________________
$2.50
4. How much would you be willing to pay $3.00
$3.50
for a meal?
$4.00
$4.50
Salads
5. If a takeout counter were available, Soups
Hot meals
what kinds of items would you like to
Cold meals
see on the menu?
Desserts
Snacks
P
91
Yes
6. Do you know what a cooperative is? (specify):________________________
_________________________________
No
7. What would you expect of a
cooperative food service at a school?
8. Are you . . . Female?

Male?
6-8 years old (grades 1 and 2)

9. What age group are you in? 20-29 years old
30-39 years old
40-49 years old
50 and +
A student?
A parent of a student?
10. Are you . . . A teacher?
A member of the office or management
staff?
A member of the support staff?
Instructions for returning the questionnaire: Please return the questionnaire to your
teacher, to your childs teacher or to the school office, by Friday, September 8, 2006 at the
latest.
P 92
Compilation of results
Quick service (11X)
1. What are you looking for in a meal at Generous portions (3X)

Flexible hours (6X)
school?
Other (specify):
________________________________
Price (11X)
2. What is the most important aspect of a Freshness (1X)
Originality
meal?
Variety (1X)
Balanced/healthy (7X)
Sandwiches (4X)
Hot meal Full menu (10X)
Vegetarian (1X)
(13X)
Fast food (1X)
3. What types of menus would you like?
Salads (3X)
Cold meal
(7X) Pasta
Other (specify):
1X: main meal only
$2.50 (14X)
4. How much would you be willing to pay $3.00 (3X)
$3.50 (1X)
for a meal?
$4.00 (2X)
$4.50
Salads (4X)
5. If a takeout counter were available, what Soups (1X)
Hot meals (15X)
kinds of items would you like to see on
Cold meals (6X)
the menu?
Desserts (9X)
Snacks16X)
P
93
Yes (specify): (7X) in general, it is a

6. Do you know what a cooperative is? nonprofit service that benefits the
community.
No (13x)
7. What would you expect of a cooperative Satisfactory menu, balanced, involvement
of organizers and economic council /

food service at a school?
board of directors
8. Are you . . . Female? (16X)

Male? (4X)
6-8 years old (grades 1 and 2) (3x)
8-10 years old (grades 3 and 4) (3X)

10-12 years old (grades 5 and 6) (4X)
9. What age group are you in? 20-29 years old (2X)
30-39 years old (4X)
40-49 years old (3X)
50 and + (1X)
10. Are you . . . A student? (10X)

A parent of a student? (5X)
A teacher? (3X)
A member of the office or management
staff? (1X)
A member of the support staff? (1X)
4.1 DESCRIPTION OF THE SERVICE as well as healthy, balanced meals at
A cooperative food service in an elementary reasonable prices, with quick service. The
service will be available during the school
school will be set up for students, teachers
year and the cooperative cafeteria will be
and other school personnel during the
run by a board of directors made up of
schools lunch hour. It meets the clienteles
members representing students, teachers,
expectations because it offers what they
parents, etc.
most want: a variety of hot and cold meals
P 94
4.2 ESTABLISHMENT OF SALES 5. COMMUNICATION PLAN

PRICES
Obviously, sales prices must reflect the fact
5.1 PUBLICITY
that the food service is a cooperative and
therefore nonprofit. We decided to set the The team selected the teachers and staffs e-
lowest price possible, taking into account mail addresses and the students agendas as
that enough income must be generated to the primary method of communication. We
cover the salary of the cook (parent) who will also advertise in the local newspaper
will be hired. If we want to make sure that and in the papers of neighbouring towns. We
we get enough daily business, we also need will also promote our project through the
to consider the responses we obtained to our Optimist Club at one of their activities.
questionnaire. We came to the conclusion Lastly, we will be asking teachers if one of
that individual meals should cost $3.50, and the students could be in charge of writing
a monthly card, $50 ($2.50 x 20 days). the daily menu on the classrooms
blackboard.
The messages will contain the specials of
4.3 DISTRIBUTION OF THE OFFER
the week or month, contests, special events,
Meals will be served in a room set up in the news about the cooperative (dividends, new
students lunch area. The room will be purchases, suggestions, etc.), recipes and
equipped with food warmers, and customers nutritional information.
will take a tray at the beginning of the
counter and pay or have their card punched
at the cash.
Monthly meal cards will be sold at the
school office or at the food service cash one
week before the beginning of each month.
P 95
This calendar presents the frequency of the advertising and related costs.
Method of
Frequency Cost Comments
communication
Teachers and staffs Contact the school
2x/month none principal for the e-mail
e-mail addresses
addresses
Students agendas 1x/month none Contact the teachers
Classroom blackboard every day none Ask the teachers
permission
Town newspaper 2x/year (fall and $25 / page Contact the newspaper
spring) before the deadline
Optimist Club 3x/year (fall, none Contact the president of

winter and the Optimist Club:
spring) Serge Papillon
5.2 PROMOTION or theme gift (e.g. Christmas stocking with a

surprise in it, an Easter basket, etc.) and, if
We thought about offering a customer
the budget allows, there could be a draw for
loyalty card similar to those available at
a ski lift ticket!
coffee shops. After a certain number of
purchases of juice or salad, for example, the
next item would be free. In order to make it
6. ACTION PLAN
easier for parents to pay for meals and so
that children do not need to carry money,
prepaid lunches will be available. A monthly 6.1 PROJECT SITE
card with 20 meals (5 days x 4 weeks) will
be offered that will be punched at the cash. We require a small room with access to
basic equipment such as refrigerator, stove,
In order to improve our service and meet our
etc., as well as a sink and, if possible, a wall
customers expectations, we will ask
separating customers from the food
students to fill out an evaluation card and we
preparation area in order to prevent cross
will organize a contest to encourage them to
contamination.
do so. When students complete their
evaluation card and hand it in at the counter,
they will have the chance to win a free lunch
P 96
There should also be a door leading directly 6.2 IMPROVEMENTS TO THE ACTION PLAN
to the outside so that food suppliers can PREMISES Text of
enter easily without having to go through the approximately
Some basic equipment is required:
school. 300 to 400 words
1 second-hand refrigeration cabinet: (1 to 2 pages)
The room will be located in the students (excluding the
$400
lunch area within the school. Because this is plan)
a nonprofit project, the school is providing 1 second-hand microwave oven: $50 Quality of the
the premises free of charge. 1 second-hand range: $200 presentation
and of English
second-hand kitchen utensils (spatula,
Inclusion of
ladle, cutting board, chefs knife, all points to
whisk): $50 be covered:
- description of
second-hand cooking utensils (pans,
the project site
pots, half-size and full-size containers - description of any
for steam table): $200 improvements to
be made to the
new, reusable serving utensils and
premises
plates: $150 - description of
second-hand dishwasher: $250 how raw
materials will be
computer equipment: use of our supplied for
personal equipment or the colleges projects that
involve producing
equipment
products
- description of the
steps involved in
producing a
product or
providing a
service
- labour
requirements (list
only of the
personnel
required)
- a table
presenting the
action plan
- explanation of
the choices made
P 97
6.3 SUMMARY LAYOUT PLAN
Counter
Counter
Range
Counter
Dishwasher
Sinks
Garbage
Movable counter
Refrigeration
Storage of dry goods
Movable counter cabinet
Lunch food service counter

Entrance
P 98
6.4 SUPPLIES 5. divide recipes into portions
Potential suppliers include the co-centre de 6. serve customers

la Valle (agricultural co-op in Saint-
7. punch the meal card or take payment for
Charles-sur-Richelieu), JG Fruits et
the meal
Lgumes, Agropur, Delimax, Viandes
Robert et fils, Excel (for other supplies,
hand towels, etc.). Our storage capacity is
6.6 LABOUR REQUIREMENTS
approximately 4 m3 for dry goods and
The labour requirements are as follows (the
approximately 5 m3 for refrigerated and
numbers correspond to the steps identified in
frozen products. Payment terms vary from
one supplier to another, but are usually 30 section 6.5 above):
days net by cheque. 1. dietetics students involved in this
project
6.5 PROVIDING THE SERVICE 2. dietetics students involved in this
project
The following steps are involved in
providing our service: 3. dietetics students involved in this
project
1. find recipes that meet the criteria
established 4. cook (parent)
2. purchase the required ingredients 5. cook (parent)
3. standardize recipes (so that the desired 6. cook (parent)

quantity is produced) 7. member of the cooperative: a parent or
student
4. prepare recipes (cut, mix, cook, ...)
6.7 Action plan table

cost
Objective: SEEK FINANCING
Apply for a grant Local development Weeks of Organize a first
Apply for a loan centre (CLD), September 4 meeting
Community Futures and 11, 2006 Set up a board
Carry out Development
of directors
fundraising Corporation
activities Caisse populaire Meet with the
school principal
Desjardins
Student in charge
and parents wanting
to become involved
P 99

cost
Objective: PURCHASE THE REQUIRED MATERIALS AND EQUIPMENT
Order by Student in charge Week of Order the

catalogue September 4, catalogue first
Visit a supplier 2006 Find out where
Visit auctions, auctions are
taking place
bankruptcies,
etc. (for second- Find a parent to
hand equipment) hire as the cook
Objective: SET UP THE PREMISES
Set up materials The team $200 Weeks of Visit the
and equipment (paint, September 11 premises to
Clean electricity) and 18, 2006 check the
Paint, if required number of
electrical outlets
Have electricity Buy recycled
connected, if paint (less
required expensive)
Objective: PUBLICIZE THE SERVICE

Develop the Student in charge $200 Week of Contact the
message (e- Local newspaper September 10, newspaper for
mails, 2006 the deadline
newspapers, Optimist Club (end of August)
board, etc.) Photocopy centre Go to tender for
Make a poster meal cards
Make cards
(meal cards,
member cards,
evaluation cards)
P 100
Means Resources Estimated Deadline Comments

cost
Objective: START OPERATIONS
Prepare and Cook in charge Week of
sell meals of counter and September 25,
meals, with 2006
team members
help
Student in
charge of
operations
Objective: EVALUATE THE OPERATIONS
Evaluate Team members Week of Have customers
customer and cook in September 25, complete the
satisfaction charge of the 2006 and evaluation cards
counter ongoing
Student in
charge of
operations
Objective: MAKE ANY NECESSARY ADJUSTMENTS
Improve the The team Ongoing
services
based on the
comments
received
P 101
7. HUMAN RESOURCES PLAN
HUMAN Title Finance manager

RESOURCES PLAN Main tasks Manage costs (expenses vs income).
Presentation in the Prepare budget forecasts.
form of a table, as Pay suppliers within the allotted time.
shown in the
example Establish sales prices.
Retrieve cash reports to evaluate whether the
Clear description
of tasks for each project is paying for itself.
position required Manage members shares.
to carry out the
project
Schedule Monday or Friday, from 1:00 p.m. to
4:00 p.m.
Quality of the
presentation and Person in the position Catherine
of English Comments: The student will be working more regularly (minimum of 2 days/week) at the
beginning in order to start off the project.
Title Quality control manager / Board of

directors of the cooperative
Main tasks Train employees and provide them with
information related to food safety and
hygiene measures.
Use sensory analysis to evaluate food.
Check cooking and/or refrigeration
temperatures.
Ensure proper cleaning and disinfection in
conformity with standards of the Ministre de
lAgriculture, des pcheries et de
lalimentation du Qubec.
Form a board of directors.
Plan meetings and agendas.
Schedule Monday or Thursday, from 11:00 a.m. to
2:00 p.m.
Person in the position Amlie
Comments: When the student is absent, the cook performs the sensory analysis because he
or she will have been trained to do this. The student will be working more regularly
(minimum of 2 days/week) at the beginning in order to start off the project.
P 102
Title Production manager

Main tasks Prepare the service counter.
Prepare the daily recipes.
Ensure that sufficient quantities are prepared.
Ensure that the counter opens as scheduled.
Estimate leftovers.
Perform maintenance tasks.
Store and plan how leftovers will be used.
Schedule Monday to Friday, from 8:00 a.m. to
2:00 p.m.
Person in the position Sylvie
Comments: This is the only position held by a paid employee, a students parent, who will be
working 30 hours per week at $11 an hour for 42 weeks, at an annual salary of $13 860.
During the first few weeks of the project, the students will help when available.
Title Operations manager

Main tasks Coordinate the purchase of equipment.
Supervise and participate in setting up the
premises.
Ensure supplies of raw materials.
Ensure that food is properly stored.
Coordinate the inventory.
Supervise and participate in production.
Supervise and participate in maintenance.
Schedule Tuesday or Thursday, from 10:00 a.m. to
1:00 p.m.
Person in the position Joan
Comments: The student will be working more regularly (minimum of 2 days/week) at the
Title Customer service / communications

manager
Main tasks Find recipes.
Select and apply promotional strategies.
Purchase promotional and/or decorative
items.
Design and write messages.
Promote nutrition (recipe card with nutritional
P 103
information, health tips, etc.).

Post the daily menu.
Check the members evaluation of the menu
and service.
Continually seek new services and/or
communication strategies.
Check that cards are properly punched at the
cash.
Schedule Monday and Wednesday, from 10:30 a.m. to
1:00 p.m.
Person in the position Isabelle
Comments: The student will be working more regularly (minimum of 2 days/week) at the
FINANCING PLAN 8. FINANCING PLAN
Presentation of
start-up funds, 8.1 START-UP FUNDS 8.2 SOURCES OF FINANCING
sources of
financing and the 1 second-hand refrigeration cabinet: Loan from the Caisse populaire
income statement $400 Desjardins: $1 000
forecast
1 second-hand microwave oven: $50 Grant from the Community Futures
Accurate
calculations 1 second-hand range: $200 Development Corporation: $500
Quality of the Fundraising activities: $1 000

second-hand kitchen utensils (spatula,
presentation and
ladle, cutting board, chefs knife, Sale of member cards: $600 ($12 x
of English
whisk): $50 50 members)
second-hand cooking utensils (pans, Sponsorship from Copie du Centre:
pots, half-size and full-size containers $200
for steam table): $200
Total: $3 300
new, reusable serving utensils and
plates: $150
second-hand dishwasher: $250
raw materials (ingredients): $2 000
publicity: $200
renovations: $200
Total: $3 300
P 104
P 105
4. Which entrepreneurial attributes 7. Did you accurately identify

were the most useful to you? the potential competition?
Initiative and resourcefulness, solidarity Completely. Given the geographical
and team spirit, self-confidence, location and the presence of school
motivation and prior entrepreneurial buses, the lunchbox is the only
experiences. competition.
5. Have you identified the strengths 8. How would you qualify the sales
and weaknesses of your project site? price established? Was it too high or
Explain. too low? Explain.
The strengths of our site pertain to our Our price was perfect because it was as
geographic location. Because we low as it could be while ensuring that
operate in a village, there is no the cook could be paid a decent salary.
competition nearby and this increases We need to plan for some surplus so
the chances of our project being able to that we can reinvest in equipment or
continue. The fact that everyone knows deal with unexpected things as they
and helps each other has allowed other come up.
people besides the team to become
involved.
9. Were the means chosen to provide
Weaknesses relate primarily to
your service appropriate?
travelling to the school. Not all the team
Explain.
members could easily make their way to
Saint-Charles-sur-Richelieu. There is no Yes, providing our service by means of
public transit and some had to carpool, a counter was a good choice because it
while others spent more on gas because was an easy, quick and less expensive
the school is on a completely different option than providing table service. The
route than their usual drive. meal card was also a great idea because
students did not have to carry money
with them and the process at the cash
6. Did you target the right register was faster.
clientele? Explain.
Yes, because at lunchtime, the school
10. Was your communication
cafeteria is full of students, teachers and
plan effective? Explain.
other staff members. It would not have
been effective to target residents of the It was effective because numerous
nearby village. people became members of the
cooperative school cafeteria and
benefited from the schools food
service. A number of parents enjoyed
P 106
P 107
15. Individually, indicate two aspects that

you enjoyed and two that you
appreciated less, and explain why.
See the logbook.
P 108
PROJECT
LOGBOOK DEFINITION
Working alone,
team members make
an entry in their
1. PROJECT DEFINITION prepared so that we can avoid waste as much respective logbooks
for this step,
as possible. specifying the
following:
I am on the board of directors of my describe your
contribution to
CEGEPs student cooperative, responsible 2. PRESENTATION OF TEAM the project idea
for cooperative education. I strongly believe MEMBERS describe the
components of
in this approach as well as in the concept of the project that
members and dividends. I really enjoy you found the
most interesting
production and distribution courses as well Isabelle Dagenais describe the
as the dietetics counter that we offer. I think 125, rue Gaucher, app.6 Saint- components of
the project that
it would be interesting to combine these Hyacinthe (Qubec) J2S 8N8 you found the
aspects and offer a service. I explained my most difficult
ideas and my experience to my colleagues I want to be involved in this project because
and they all seem interested in the idea. PRESENTATION
I would like to help children eat healthily. I
OF MEMBERS
I find several aspects appealing in this believe that it is important that children A presentation by
cooperative school cafeteria project. First, discover, at a young age, the pleasures of each team member
Presentation of a
children will have an opportunity to eat well eating, the colours, textures and benefits of personal
on a daily basis, that is, to eat nutritional, food. I would also like the opportunity to assessment (2 to
3 pages)
balanced, varied, tasty meals cooked by a bring some personal touches to the menu in Quality of the
parent who is nutrition conscious. Second, terms of creativity and variety. It could be presentation
and of English
because this is a nonprofit project fun to have themes or seasonal menus. Inclusion of
(cooperative), we could offer meals at My objectives are to gain work experience
all points to
be covered:
affordable prices. Lastly, I enjoy the creative in managing inventory, personnel, supplies, - name and
side of preparing menus: doing something recipe standardization, schedules, as well as contact
informatio
specific with a limited budget, a limited recipe production. I do not have much n
number of foods, makes us apply what we experience in management and this is a good - motivation and
have learned in our courses. Its an personal
opportunity for me to try my hand at it. This objectives for
interesting challenge. project will also give me the chance to use the project
- time available
I think it might be difficult to manage this what I have learned at school and to have to invest in the
food service so that it can survive and cover contact with children, parents and my project
- skills (work and
all the expenses incurred. We will also need colleagues. life experiences)
to train the cook in principles of hygiene and - competencies
I am prepared to invest time in this project acquired during
food safety; but this should not be a problem because I am enthusiastic about it. Because I their studies
if the parent is open to constructive - personal
am a full-time student and I also work 15 entrepreneurial
comments. We need to check that the recipes hours/week, I think I could realistically give profile
have been well standardized and that the 2 to 3 hours a week to the project. The entire
correct number of portions are being team should have a certain
P 109
CONTEXT OF
THE PROJECT cohesiveness and, in my opinion, that After having completed the Entrepreneurial
What was your requires a certain time commitment from Self-Assessment Quiz provided by the
contribution to
each member. But because we have one hour teacher, the six traits (themes grouped for
defining the
context of the per week for five weeks, this is a total of the test) that will help me with the project
project? only approximately 12 to 15 hours per week are, in decreasing order of importance:
What were the for the team. initiative and resourcefulness; solidarity and
main difficulties team spirit; self-confidence and motivation;
encountered in
I cannot afford to invest any money in the
and entrepreneurial experience. The two
defining the context project at this time because I have certain
aspects of my personality that need
of the project? financial obligations myself (rent, electricity,
improvement are effort and sense of
What means groceries, school supplies, etc.). We could,
did you take to responsibility; and perseverance and
however, find ways of raising funds, or
overcome these determination.
applying for a bursary or grant.
difficulties?
Given the In my past student work experience, I have
information developed certain skills such as cooperation, 3. CONTEXT OF THE PROJECT
provided on the active listening, perseverance, creativity,
context of the
openness, respect, the ability to adapt and
project, what My contribution to the context of the project
are the chances the ability to intervene in a crisis situation. I
feel that these qualities will be assets to the was to find certain statistical data on the
of your project
succeeding? projects development and progress. Internet, to contact teachers and students
Explain. parents at my former elementary school as
The skills that I specifically developed
well as to visit the school to verify the
during my program of study are: computer
potential clientele.
use; preparation, use and cooking of foods;
knowledge of the nutritional needs of The main difficulties involved researching
various groups in society; explanation of statistics on customers and the market as
technical terms in everyday language; well as accurately identifying the
familiarization with the equipment and competition, because in order to offer good
materials of a food service; price setting; service, we need to know who we are
inventory management; supplies; targeting and what makes our service
standardization; cost calculations; different from others.
preparation of a schedule and work plan; the At first, we validated certain data directly
aptitude to develop recipes for a target with the school administration; we also
clientele; sensory evaluation; basic concepts asked friends if they knew of ways and/or
of management accounting; microbiological sites to find specific statistics. We also
concepts for targeting and identifying looked around the town (grocery stores,
microorganisms; understanding of hygiene snack bars, food markets) to see what was
and food safety; work psychology. These available to customers.
skills are obviously needed to start and
We believe that our project has a real chance
sustain the project.
of succeeding because parents have
P 110
expressed a need for a food service at the

Saint-Charles-sur-Richelieu elementary
5. COMMUNICATION PLAN
school. Also, teachers and other school staff CHARACTERISTICS
are enthusiastic about the projects OF THE OFFER
cooperative aspect. They feel more involved I believe that advertising is an essential part What was your
because they know that any profits contribution to
of the project; it is a type of marketing that
defining the
(dividends) will be returned to the school we must consider for the development and characteristics
and that all users will benefit. survival of our food service. We must target of the offer?
the advertising; it needs to be simple but What were the
effective and inexpensive. Promotional main difficulties
4. CHARACTERISTICS OF THE encountered in
activities must not only encourage
OFFER this step?
customers, but also thank them and instill
What means did you
loyalty.
take to overcome
My contribution was to prepare the In this sense, I feel that my work experience these difficulties?
questionnaire. We had to make sure that the in a number of sectors will help us Given the
questionnaire reflected the information that concretely understand the short- and long- information
provided up to
we needed to gather in order to be able to term usefulness of these indispensable
now, do you still
offer the best service possible. advertising and promotional tools. believe your
The main difficulty encountered was in I feel that the methods selected are suitable project will
succeed?
setting sales prices because they had to be as to the projects scope and objectives.
Explain.
low as possible to take into account the Because it will take place in a limited area,
projects cooperative aspect, but they also that is, an elementary school, regional
had to cover an employees salary. advertising is not necessary. We will
COMMUNICATION
therefore focus our efforts locally in order to
We visited other cooperative food services PLAN
reach customers served by the school. I
offered in elementary schools similar to Saint- Working alone,
think the methods selected will be very team members make
Charles-sur-Richelieu elementary school
effective, especially since most are free and an entry in their
including schools in Upton and in Mont-Saint-
directly reach the desired clientele (e.g. the respective logbooks
Hilaire. Also, during interviews, we verified
Optimist Club where parents can be targeted for this step.
what the employee expected to be paid.
during certain activities with their children!). Describe your
I still believe the project will be successful contribution
because it is becoming increasingly to defining the
publicity and
motivating to be involved in it as we
promotion.
proceed through all the steps. The persons
Provide your
involved (parents, teachers) are also very personal
enthusiastic about the project. assessment of the
methods
selected.
P 111
one or two tasks that we enjoyed. However,

ACTION PLAN
to be effective, we also needed to understand
Working alone, 6. ACTION PLAN
that some students are better than others in
team members make
an entry in their certain areas.
respective logbooks For this step, I contributed ideas and At the beginning, I found it difficult to leave
for this step. suggestions that I believe in, but that I also certain tasks to others, but we concluded that
Briefly describe
had the chance to use in other jobs. we had to set our egos aside so that we could
your contribution
to defining the In terms of the action plan itself, I primarily focus on our projects objective of offering a
action plan. contributed to setting up the premises and to food service to the school.
Provide your the advertising. I enjoy setting up an area, I believe that my tasks accurately reflect my
personal arranging furniture and equipment, and
assessment of the
aptitudes, skills and initial motivation.
picking out paint colours that will make
methods
selected. people feel comfortable in their
surroundings. I was in charge of the 8. FINANCING PLAN
HUMAN advertising because I have contacts with a
RESOURCES PLAN graphic artist and photocopy centre;
therefore, I know how it works and it is easy Team members must each present the
Working alone,
team members make for me to become more involved and enjoy general expenses for the activities or job
an entry in their the task. positions assigned to them. My contribution
respective logbooks to developing the financing plan primarily
I believe the methods selected are suitable
for this step. involved the costs related to advertising and
Present the tasks
for our project because they are effective,
promotion as well as to setting up the
that were assigned inexpensive, affordable and simple. Lastly, I
premises.
to you. believe that our teachers experience will be
Make the a good starting point. The main difficulties encountered concern
connection the sale of member cards. I had to explain to
between your tasks parents (because we already had the
and the personal 7. HUMAN RESOURCES PLAN teachers support) the concept of the new
assessment you
conducted in Step
cooperative food service set up at the school.
2. Parents did not understand why they had to
I think that our team members each have pay twiceonce for the member card and
tasks that suit them. Obviously, some once for the meal card!
members wanted the same task and some
tasks, no one wanted. We had to make
compromises so that each of us could have
P 112
During an information meeting on the principle of cooperation and feel that it is

FINANCING PLAN
project, I explained the cooperative principle one of the rare formulas to present a win-
Working alone,
and the numerous advantages that parents win approach: it makes the community
team members make
and students would benefit from. Because a participate and it meets a need. an entry in their
number of teachers and the school principal respective logbooks
I also enjoyed the type of clientele involved.
also attended, our project had more for this step:
I find dealing with children very energizing
credibility in the face of parents concerns. A What was your
and more creative in terms of
few weeks beforehand, we had asked contribution to
communication and finding recipes or developing the
parents to fill out a short questionnaire, but
contests. financing
an information session was effective at
One of the aspects that I least appreciated plan?
reassuring them and recruiting them to help
What were the
us with various tasks. was the financial side of the project. I am
main difficulties
much less adept with finances than my other encountered?
team members. For example, I experienced What means
9. PROJECT IMPLEMENTATION some difficulties in setting menu prices. did you take to
AND EVALUATION Finding financing was also a challenge for overcome these
me. difficulties?
Another aspect that I didnt enjoy was the

15. Individually, indicate two aspects that
time allocated to setting up the project. It
you enjoyed and two that you appreciated
was a somewhat large project and in spite of
less, and explain why.
the teachers support and help, I think it
would have been less stressful if we had had
I particularly liked that the project was a more time to spend at the school cafeteria.
cooperative enterprise. I believe in the
P 113
New cooperatives had a great deal of success, including

LE GOT-HEURE
<http:// www.fcdrq.coop/insert.php?docid=1313>
CDR Montrgie
Le Got-Heure, A tasty affair!

Solidarity cooperative
In September 2003, the administration of the Au-Fil-de-LEau elementary school in Mont-

Saint-Hilaire needed to replace its cafeteria food concession. As well, students parents
wanted to improve the quality of the food served. And so, the solidarity cooperative was born!
In addition to providing meals, it will also organize various activities related to the schools
educational project. Its social mission consists in promoting healthy, balanced eating among
its members and supporting local agriculture, especially organic farming. Its vision is
accurately defined by action, information and education. Two projects were carried out in the
first year: Ouverture aux cultures (openness to cultures) which gives members the
opportunity to taste foods from different countries, and Dfi Coop (co-op challenge) which
helps members learn about cooperative principles and values.
P 114

Ang Nc-4328 Projet

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Entrepreneurial Project

Enterprising Projects in the Classroom

Entrepreneurial Spirit in College 2007

Coordination Pierre Duchaine

Project Director Brigitte Bourdages

Project Development, Lise Lecours

Formatting Louise St-Germain

Graphics Ginette Morneau

English Version Direction de la production en langue anglaise

Entrepreneurial Spirit in College 2007

Jean Nol Vigneault Jean-Paul Riverin

Entrepreneurial Spirit in College 2007

Cyimpaye, Donatilla Analyst-consultant Secrtariat la jeunesse

MINISTERE DE LDUCATION, DU LOISIR ET DU SPORT

Duchaine, Pierre Entrepreneurship coordinator Direction de la formation continue

Carrier, Lorraine Coordinator Youth and cooperative Conseil de coopration du Qubec

Letendre, ric Owner STE Services Techniques

Entrepreneurial Spirit in College 2007

Sylvestre, Chantal Teacher and entrepreneurship resource Cgep de Granby

Thomas, Luc Student life adviser Entrepreneurship Collge Montmorency

Therrien, Benoit Student Collge Montmorency

Leblanc, Pierre Education consultant Cgep de Victoriaville

Landry, Denise Teacher Business Management Cgep de Victoriaville

Lemire, Kasandra Student Cgep de Victoriaville

Marchesseault, Claire Teacher Ornamental Horticulture ITA de Saint-Hyacinthe

TEACHERS, CGEP DE SAINT-HYACINTHE

Campeau-Ploquin, Antoine Biology and Biotechnology

Carrier, Bruno Mathematics

Gosselin, Raymonde Dental Hygiene

Johnson, Marc Dental Hygiene

Lavigne, Isabelle Dental Hygiene

Saint-Louis, Karine Psychology

Thibeault, Huguette Biology

Tremblay, Alain Language and Literature

Watelle, ric Politics

Entrepreneurial Spirit in College 2007

INCORPORATING AN ENTREPRENEURIAL PROJECT IN A COURSE...........................15

Introduction to the Project...........................................................................................31

3. Context of the Project...........................................................................................43

4. Characteristics of the Offer 47

7. Human Resources Plan.........................................................................................57

9. Project Implementation and Evaluation................................................................61

Entrepreneurial Spirit in College 2007

APPENDIX 1 Example of an entrepreneurial project............................................................83

Entrepreneurial Spirit in College 2007

Getting Down to Business

Getting Down to Business

STRUCTURE OF THE GUIDE

TABLE P.1 Structure of the guide

Getting Down to Business

Section Intended for: Function

Getting Down to Business

5. Introduction to Entrepreneurial Culture. Project

Getting Down to Business

TABLE P.2 Examples of entrepreneurial projects

Getting Down to Business

Program of study Examples of pedagogical projects with an entrepreneurial

Biotechnology Offering services for:

Getting Down to Business

TABLE P.3 Example of a statement of competency and its achievement context 6

6. Qubec, Ministre de lducation, du Loisir et du Sport, Gestion dun tablissement de restauration.

Getting Down to Business

Statement of Achievement context

TABLE P.4 Elements of the competency: Develop and standardize a recipe 7