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  • 1. Entrepreneurship Education Environments in Emerging Economies Team 5E Final project – DNLE course with Dr. Kim, 2012 Members: Ms. Zen Parry (South Korea/Indonesia), Mr. Guillermo Sicardi (Uruguay), Mr. Rolando Alagde (Philippines), Ms. Pearl Patra (USA), and Ms. Margarita Siquijor (Philippines)Have you ever wondered about entrepreneurship education and accessing entrepreneurs outside ofan education system? Often government and non-government programs rely on a pseudo-academicmodel of running classes for entrepreneurs to attend through a local classroom based infrastructure.(It is like a business school program but without the exams!)What Team Team 5E would like to do is design a new learning environment for entrepreneurs beingless academic in tradition and more lifestyle and environment aligned.Using the logic and experiential wisdom of Steve Blank (on Udacity.com) and the brilliance of Yvesand Alexander and their Business Model Canvas, the goal of this team is to design a new learningenvironment to reach entrepreneurs outside of the academic channels in Indonesia. Internet access isgrowing as is mobile phone ownership, along with participation rates on Facebook. With theemergence of these new digital populations, what Team Team 5E design, can be modified andadapted to numerous emerging economies globally.With an initial focus on Indonesia (http://www.bbc.co.uk/news/business-14244923), this project isexpanded to include the potential entrepreneurs of Uruquay and The Philippines.(https://www.cia.gov/library/publications/the-world-factbook/geos/id.html)(https://www.cia.gov/library/publications/the-world-factbook/geos/uy.html)(https://www.cia.gov/library/publications/the-world-factbook/geos/rp.html) The video that inspired the project – “The 8 Villages App” http://www.bbc.co.uk/news/world-asia-18327753 Page 1 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 2. Team 5E - Rational of the project Team 5E is focused on designing a learning system that can readily cross borders betweenacademic entrepreneurship programs and non-academic communities wanting to developentrepreneurial activities. The first demographic group Team 5E is targeting is “agribusiness”, with alearning model suitable for early implementation in Indonesia, Uruguay and The Philippines. Therationale for selecting this sector and continuing discussions to develop ideas comes from thebackground of the team participants. First hand observations have confirmed that the agriculturalsector often face significant challenges to support their efforts, including access to marketinformation, new techniques, new technologies, differing levels of completed education, literacyand financial stability, and other pertinent information. Agri-entrepreneurs tend to be older in ageand experience, which also matches key entrepreneurial traits noted in research. In designing this environment, key needs must be addressed:  Mobility - the learning devices must go to the environment, be ‘telecom’ network suitable, and display content appropriately  Literacy – it is difficult to assume that all users will be highly literate in their native languages or fluent in other languages and technologies  Learning content – numerous research studies (E.g. UNESCO, OECD, World Bank and Asian Development Bank) cite that small business owners frequently identify ‘a lack of access to finance’ as the major reason they cannot grow their business, closely followed by ‘not confident in managing their business to create sustainability’. Team 5E is focusing on learning content that introduces fundamental concepts for participants, to give structure to their natural inventiveness and experience, to bring their business ideas to more successful levels. Three key areas are identified: technical skills, management and marketing skills, and financial management skills. A brief discussion using Bloom’s Taxonomy as framework for this group project is included in the attached Annex A, page 7 of 10.  Eco-system – various levels of relationships must be considered from bank relationships for financing, community support through local agricultural businesses and suppliers, government organizations for infrastructure, non-government organizations and follow-up to mentor and create success. Page 2 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 3. Team 5E - System functionality and features System functionality and features are identified on our Business Model under DistributionChannels. Uruguay and to a lesser extent The Philippines benefit from the “One Laptop per Child”program, however Indonesia does not (http://one.laptop.org/). Indonesia has a dominant providerwith deep market penetration for Blackberry mobile devices however Uruguay and the Philippineshave dominant sales for non-Blackberry devices such Smart Phones. This disparity does impactcontent design, content delivery and infrastructure access and will require technical advice fromdesigners familiar with these platforms. Potential idiosyncrasies with various learning devices can best be identified through a formal“Needs Analysis and Technology Literacy” survey. With a focus on conveying learning through theparticipants’ mobile phone, simple requirements are identified such as a cell-phone network withaffordable access plans and content delivered in a format that creates easy reading through the LCDscreen as well as being able to access social media. Special hypothetical circumstances can include incentives for participants to disseminatetheir learning, such as gaining a small credit to their SMS or data plans when they forward a learningmessage to someone else registered in the learning network1. This is in contrast to typical dataplans where an account is charged to receive certain volumes of data, which acts as a de-incentive tosharing information. A key example is quoted in this document under ‘Business ModelImplementation’ and the relationship that Nokia has with farmers in an application based program inIndonesia.1 This is an idea in development with decision makers at the Jakarta business school. Currently partners are being identified to launch apilot of this concept. The intention is to create an incentive to share information in contrast to current practices of hoarding information oronly having it available in academic environments. It could be like a paid mini-MOOC of sorts…… This practice of ‘sharing’ supports thecollective environments where agribusiness exists, however, further research is needed to define performance measurements tha t candefine the incentives scheme. Page 3 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 4. Team 5E - Target audience and learning conditions In the agriculture business world, the target audience originates from:  Traditional farming families (including land owners and tenant families often in remote regions)  Other family members (perhaps not involved in farming directly but with entrepreneurial ideas and thoughts, and often from extended family relationships)  Vendors and suppliers, and  Non-government organizations that bring new technologies or practices to communities. The agricultural business overall is at the mercy of global markets and climate patterns, withlittle control over significant weather events such as floods, famine and drought. Relationships withvendors and suppliers can bring new products to communities such as drought resistance grains,including education programs to support the implementation of these new products, often againsttime-honoured conservative practices. In numerous emerging economies, the collective level of education within a farming family tendsto be much lower when compared to equivalent urban family profiles. Another important feature ofthis target audience is household incomes are cyclical and seasonal, with a pattern of large revenuesarriving at one point in the calendar, having to be budgeted over the next season/s. Based ondecades of field work in these regions by some team members, their observations include learningenvironments tending to be informal and irregular, with common practices including communitymeetings led by Elders and information shared in the oral tradition. New patterns in communication are emerging that include the prolific use and presence ofmobile phones with access to real-time information, although a formal study can address the userattitudes towards using their phone as a learning device. Government infrastructures play asignificant role in establishing frameworks to support agribusiness enterprises including taxation,special loans to farms and small enterprises, and in many regions, creating a useable road so thatgoods can be brought to market. The ‘elephant in the room’ is the topic of corruption in theseemerging economies that does impact a reliance on technologies, making agri-entrepreneursvulnerable in financial ways (e.g. http://news.bbc.co.uk/2/hi/asia-pacific/7547414.stm) Page 4 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 5. Team 5E - Business Model and ImplementationAn example of the business model for the system proposed by Team 5E is included in thisdocument2. The proposed business model is for entrepreneurship related content to be delivered toregistered participants as an “App” for real-time decisions. This model is complimented by typicalworkshops/study for topics requiring higher learning. Some of the apps will be designed to accessreal-time data such as current selling prices and market information, while traditional businessrelated content will include topics on marketing, management, hiring employees, taxes, etc. Thecontent delivery model is experiential based in design and is ‘flipped’ to suit the participant with thespace being defined through the mobile device and application. Support involves establishingcommunity relationships, similar to village elders and government administered ‘chambers ofcommerce’3 to facilitate specific workshops such as ‘going to your first bank interview for a loan’.Qualifying for this information requires registration through a central website (on mobile devices),which also gives access to other non-app based resources. This business model is a non-profit legal entity similar to known existing models, and asdifferent national governances allow, can include profit-making initiatives under the non-profit legalstatus. Although not a balanced hybrid, the business model is not a charity or pure non-profit either.Areas where profit making relationships can be established include working with telecom companiesand designing data plans and access to networks4 to support entrepreneurial learning throughmobile devices including incentives to share information. Designing a mobile device interface tosupport this interaction can also be a vendor relationship. Areas where ‘freemium’ activity willdominate are the integration of social media in the dissemination of information5. Team 5E has not decided on a formal business name for this project and has not definedexplicitly many key elements, including projected Return on Investment etc. Many of these issuesare understood by team members, and are intended for further discussion in ongoing Skypeconference calls.2 The business model is authored by Mr. Guillermo Sicardi who is embedded in the Uruquay scenario, supported by Mr. Rolando Alagdefrom the Philippines. Ms. Zen Parry is currently involved in a similar entrepreneurship development project in Indonesia through a Jakartabusiness school attached to a Foundation focused on micro-financing entrepreneurs (and with an emphasis on agri-entrepreneurs -http://www.mekar.biz/). The team has also benefitted from the expertise and experience of Ms. Pearl Para and Ms. Margarita Siquijor.Guillermo Sicardi (Uruguay)guillermo@resultoria.com Rolando Alagde (Phillipines)rollie_l_alagde@yahoo.com3 http://www.bsd-kadin.org/4 A good example exists in Uruguay, with the FON network, with dual access for subscribers including sharing their closed networks withothers http://en.wikipedia.org/wiki/FON5 In this video it is mentioned that Nokia charges around 5c per message for registered participants in the “8 villages” program(http://www.bbc.co.uk/news/business-18255054). Page 5 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 6. Implementing the business model requires the following steps:  Launching the idea – channels for launching the idea can include regional religious and state-owned based networks (e.g. Madrasa schools and mosques in Indonesia), social entrepreneurship programs in universities, and various non-government programs coordinating efforts (e.g. Mercy Corps: water provision programs and crop yield programs - http://www.mercycorps.org/) etc. Further discussion is required as national attitudes towards this type of proposed program can bring distrust in some regions (e.g. learning through the mobile phone in Indonesia is often viewed as ‘not learning’). The launch can be phased beginning with a pilot then expanding geographically.  Implementing the business model - can be through establishing of over-arching structure for governance, including media coverage, identified incentives and benefits, and supporters, often validated through NGO activities and non-political figures  Scaling the project - systematically by geographic areas, based on success stories and bank relationships. Using a ‘hub’ design will ensure quality control initially.  Sustaining the project – includes “Word of mouth” from communities with success stories, extensive technology integration and upgrades for the programs to remain relevant. As identified in the business model, early start-up costs are focused on developing curricula as apps, driven by feedback from users. Traditional learning is also made available and supported by known networks and government relationships. How is the Team 5E project different from others? It is important to identify what this project does not do in terms of what the reader mightalready be familiar with. This project does not intend to create “21st Century” learners, as oftenquoted in academic literature and highlighted on YouTube(http://www.youtube.com/watch?v=c0xa98cy-Rw). Overall, the participants in this project are adultlearners, often from underserved communities or disadvantaged communities, responding to theircultural and familial histories, not necessarily motivated to attend school as it is now. This projectalso does not intend to deliver the latest in technical learning to the audience initially6 (to attemptthis will not create success easily across these cultures). There are also numerous examples ofagribusiness apps available in the English language, focusing on certain USA regions (examples inBusiness Model) academic programs and learning models7 administered by non-academicinstitutions8. Instead, this proposed learning environment is intended to bring current information to theaudience in a delivery manner that matches their lifestyle and in a format that is relevant to theirworlds. Details include using images and not relying extensively on text and literacy, content beingdriven by user needs (not academic processes), and including incentives for sharing the content. InIndonesia, agribusiness education takes the form of lectures in community halls delivered by Elders6 The intention is to work with the technology levels of participants as they are now, and customize the content to fit their use of thedevices, not requiring them to learn or use the devices differently. This can change over time once the project is adopted.http://www.mercycorps.org/countries/philippineshttp://www.mercycorps.org/countries/indonesia7 http://www.infodev.org/en/Topic.34.html8 http://www.unl.edu/learncom/aelsf Page 6 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 7. or village authorities. There are variations on this theme in other emerging economies, butgenerally, the dissemination model is that the audience attends an event for one authoritativespeaker with information exchanged top-down. The project proposed by Team 5E invokes the ‘flipped classroom’ model where the audiencecan participate in this information at their convenience with the learning occurring in theiragricultural lifestyle, not divorced from their environment. For cultural sensitivities, the informationmight be disseminated ‘top-down’ but the participant interacts with it on their schedule bottom-upand with a degree of autonomy. This model is very similar to what is frequently identified for‘distance learning’ (http://www.youtube.com/watch?v=uZk-WdYHkoc) What about educational content for the Team 5E project? Before attempting to define specifically the curriculum for such a program, a survey will beundertaken to assess what the audience/participants want to know or need as real-timeinformation. Through phased delivery, content can be updated and managed, depending on whatstream of interest suits the participant. Rather than promoting ‘life-long learning’, the intention ofthe Team 5E project is to facilitate ‘life-wide learning’, a term introduced by Dr. Dede through thecourse with Dr. Kim9. This implies that assessments in this education model are irrelevant, or canonly be noted through performance results. Another lens to view this project through is to think ofthe participants ‘self-directing’ their learning, rather than attending a series of classes that do notnecessarily address their immediate needs. A report by UNESCO, 2012, highlights how mobile learning is activated across Asia is here:http://unesdoc.unesco.org/images/0021/002162/216283E.pdf and for Uruguay here:http://unesdoc.unesco.org/images/0021/002160/216080e.pdf An online article discussing mobilelearning in The Philippines is here: http://forumblog.org/podcasts/the-world-needs-mobile-learning/Familiar academic based educational content is included at the end of this written report. Similarcontent is currently offered through various government organizations and academic institutions inIndonesia. Accessibility to the Team 5E project This project is designed specifically with participants from underserved communities as the corevalue proposition. Agribusiness participants represent economic levels ranging from subsistencelevels > poverty > subsidized > marginalized > meaning there are few employment pathwaysavailable for participants to explore either because of lack of education or opportunity. Ideas tomake this project scalable and more inclusive include partnering with universities to establish real-time projects for fostering and mentoring entrepreneurial success or establishing research programsto support agricultural innovation.9 http://www.youtube.com/watch?feature=player_embedded&v=-gd76t9t-RQ Page 7 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 8. Summary to date: what steps are needed to take this project forward? Establishing the right sets of relationships in all of the listed environments (Indonesia, ThePhilippines and Uruguay) is fundamental for this project becoming viable. There is ample evidencethat delivering content through a mobile phone is successful, although little research has been madeavailable studying agri-entrepreneurs (farmers). This project has a complexity in its description thatcan be sublime if care is not taken. The complexity is emphasized through current governmentpolicies in each country and cultural adoption of mobile devices for learning, especially for theidentified non-university based audience. Two common key actions must prevail: (1) Delivering appropriate content in the right way (real-time information, access throughcommon social media platforms and typical business related learning courses/workshops all ofwhich can be accommodated through an academic research/testing program and environment), andthen solving the biggest problem that entrepreneurs face (2) Gaining access to capital to grow their enterprise (accommodated through non-academic relationships such as banks, NGOs, Foundations and other qualifying portals). Numerous initiatives can be driven by non-profit organizations in partnership with academicinstitutions for educational content, and government agencies for infrastructure, especially forinstalling and maintaining information and communications technology and networks. What must beoffered is a new learning model that fits the audience, in this project being older farmers with littleeducation typically at the subsistence and/or poverty income levels. Delivering this new learning format through mobile phones as an ‘app’ in parallel with typicalcourse content as well is not a new innovative idea. However it is a new concept when the targetaudience is clearly identified, which directly influences the content design and delivery. Creatingaccess to finance for the qualified agri-entrepreneurs to grow their business will have a ripplingimpact on economies. Once the proof of concept is stable, then estimates for income generation can be projected. -0- Page 8 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 9. Examples of Entrepreneurship related academic-based content10 1. Pre-Venture: Entrepreneurs who are not yet in business and have neither employees nor sales. 2. Start Up: Entrepreneurs who have been in business less than three years. 3. Micro Businesses: Entrepreneurs who have been in business more than three years with five employees or less. 4. Small to Medium Enterprises (SME): Entrepreneurs who have been in business more than three years with more than five employees.Sample curriculum for pre-venture and start up entrepreneurs will include a series ofeducational modules as follows:• Starting Your BusinessBasic entry-level knowledge for entrepreneurs with an idea in specific geographic regions(the logic is similar but the details are different in different countries). They will learn theessentials needed to get started. Course covers taxes, licenses and entity selection forforming partnerships, LLCs and corporations.
• Marketing Your Business
“Build it and they will come” is NOT a marketing strategy! This pivotal information forentrepreneurs will help you avoid the “Big Mistake” made by unsuccessful start ups.• Financing Your Business in Todays EconomyIn this module, entrepreneurs will receive information developed by an experienced SBAbusiness loan specialist. They will learn how to ask for a loan, get prepared for the bank andfind money in a tight-fisted economy.• Building a Business PlanThe module provides expert advice and simplifies conducting the research necessary tomake strategic decisions and develop financial projections.• Basic BookkeepingThe module covers bookkeeping requirements for a starting bsiness and includes how toproperly classify and record basic business transactions.• Business TaxesCreated by a CPA, this module outlines what every business must report related taxes anddistinctions and different filing requirements for each the type of business entity.10 This content originates from a USA context. However, it is similar to what is taught in Entrepreneurshipprograms in higher education in Indonesia. E.g. Universitas Ciputra – ciputra.ac.id For specific courses in agri-entrepreneurship, again, the USA has well documented content: http://www.unl.edu/learncom/aelsf Page 9 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 10. Sample curriculum for micro businesses and SMEs will included:• Strategic Planning for Business GrowthStrategic planning is the foundation of growing a business with purpose. This module willprovide the tools necessary to complete a practical strategic plan. Expert advice simplifiesconducting necessary research to make decisions and develop financial projections.• Financial IntelligenceThis module will teach entrepreneurs how to comprehend business’ financial statements sothey can focus on the big picture and make informed decisions. The module will addressdetermining the net worth of a business, reading, reviewing and understanding financialstatements in as little as one hour per month, using statements to recognize negative trendsbefore it’s too late, understand the three statements you must have before makingoperating & marketing decisions, speak the same language as a banker and CPA, performvertical and horizontal comparative analysis, using ratios to make the most of your assetsand asking financial intelligent questions• Creating Budgets & Cash Flow AnalysisCash is the life blood of a business. Understand budgets, budgeting and cash flow analysisallows an entrepreneur to run their business, rather than having their business run them.This module will teach entrepreneurs how to develop working budgets and cash flow, createbenchmarks to track the business’s progress on a daily, weekly, monthly quarterly andannual basis.• Harnessing the Power of the InternetIn this module, entrepreneurs will learn to use the Internet to enhance their marketingplans. They will be introduction to four specific Google resources that can help you getfound & attract customers– many of which are free! Get local exposure with Google Places.Increase productivity with Google Apps. Learn how to measure success with GoogleAnalytics. Get an easy-to-follow comprehensive guide to some of the best resourcesavailable today in web marketing. The module will also cover a major component of SearchEngine Optimization (SEO) is On-Site Optimization. Entrepreneurs will learn how to developa SEO strategy based on methods of the Amazon best-selling book, "The Small BusinessOwners Handbook to SEO in Just 15 Steps," by industry expert, Stephen Woessner. How toselect keywords that are proven performers, combine the keywords into site content, andboost site popularity will also be covered. Page 10 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 11. Entrepreneurship Education Environments in Emerging Economies Focus on Small Business Farmers Youth people reject to live on farms because they doEvery country need to keep part of it population not have good access to education, entertainment andliving and working on farms, because every country sociability, but during the last years and in the nearestneed to produce an important part of it meat, and to future, Internet and IT´s are changing the rules. Peopleavoid these people go to live on overwhelming cities. have access to technology and through it we can access almost to the same things you get on big cities. The difference between being competitive or not is the good use of technology, management and financial skills (basics). Small business owners and their “crew”, sometimes reject of adopting new technologies and prefer to use traditional or familiar methods. This pictures shows a traditional tractor, but with a computer and GPS.And as important as technology is management: howto decide which product to seed, how to sell,logistics, etc.Small Business Owners are able to add value to thesupply chain, and they need to be trained in threetopics: - technical skills - management and marketing skills - financial skills Page 11 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 12. BUSINESS MODEL GENERATION DETAILS Page 12 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 13. TARGETSmall agribusiness owners in underdeveloped countries What this target feel and think? They do not use to study. They manage their land repeating traditional methods used by their parents and grandparents. What do they hear? They hear they must use new techniques, technology and management. What do they say and do? They reject professionalism. They think they know everything. They are afraid of more intelligent people. They work alone or only with close persons What do they see? They see other peers or more organized ranch are getting better results: more productivity, more incomes and less effort.Comments:  In many countries, small business owners normally have the necessary education to enable them to understand basic methods and newer technologies provided by agricultural extension workers from the government.  They employ workers who either are called tenants that do the actual work. These people are normally less educated and would have problems reading or accessing information from computers and other devices.  The owners; with focus on the management and financing issues, they are always responsible for financing and managing the business. And the tenants on the technical side as they do the actual work in the fields.  But the biggest pain point is how to connect them to the market, prices are depressed during the harvest season when they have to sell the products and are expensive afterwards. These are the difficulties aside from the relatively low productivity due to absence of better technologies, i.e. drying methods, possibilities of product processing and preservation, quality control so that they can vary product offerings to the sellers, etc.VALUE PROPOSITION  train people in technical skills (how to seed, how to irrigate, etc.)  train people in management skills (negotiation, organization, plan, marketing, etc.)  train people in financial skills (how to deal with a bank, how to access to finance like micro credits, crowd funding, etc.)Comments:  The training package includes logistics and market intelligence perspectives so that they can in the process be given additional options.  These would include options in storage, processing and possibilities so they do not fall prey to traders who buys low and store those products only to release them in the market when prices goes up.  Training them in basic organization and management so that groups can create a cooperative that would enable them to deal better with the market.  For those who work in the fields, they should be trained in the technical aspects of agriculture. Page 13 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 14. RELATIONSHIP  This target need to be permanent motivated and supported.  They are hard workers, using more their muscles than their brain.  We must earn their trust by a permanent contact, via SMS giving useful information (like weather), practical tips, important offers and motivating messages.  (Market data, regional prices, buying stations in the areas, corporate buyers, supplier certifications methods for corporate buyers, etc, government and foundation assistance available in the area)  Besides, we must organize bi monthly face to face activities in order to build a confident peer to peer environment, share experiences and show success stories, (Success stories should be spread through viral methodologies, but computer access might be a problem for the target population , SMS technologies might be better)DISTRIBUTION CHANNELSCellular phones and OX Laptops or similarEverybody has a cellular phone and day by day more people have a Smartphone. So, mobile platformis crucial.In some underdeveloped (like Uruguay) are implementing the One Laptop Per Child model (OLPC), aNGO funded by Negroponte at MIT. So, every home have a PC for children, and this “Troy Horse”,helps to introduce computing for adult people. Children are the teachers of their parents in TIC´s-In less connected countries we can encourage the bigger land owners to put up, internet cafes, itbecomes a second source of income and it helps better communication in the community. Of coursepaying for internet use is another issue but it can be explained perhaps by not buying cigarettes orwine in the evening, instead people could learn and be entertained in the modules.Municipal buildings for face to face trainingWe also will use underused structure, like schools (after 4 or 5 PM become empty), municipal orgovernment structures, where we can organize bi monthly face to face meetings and deliveringtraining and funny activities for integrating people and creating “spirit du corp”.In some countries going to this places could be a problem, logistical arrangement should be madeperhaps with the local government officials to use government vehicles to bring people to the site.Or better still make a Classroom on wheels, using a transportation converted into a set up thatwould allow training programs to be run.KEY ACTIVITIESA friendly platform.Very intuitive. With images, videos and drawings.Using the selling process AIDA (Attention, Interest, Desire, Action)The Pain Chain – People act when they have a problem or need. In this case, this people have lowproductivity and hard physical effort. So, we can catch their attention if we show testimonials ofsimilar people like they, who win more money with less effort, using knowledge and methods.Bi monthly MeetingsThis training (on ground) and funny meetings are very important to gain confidence, to sharetestimonials and to motivate people to change. Page 14 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 15. KEY RESOURCESSoftware PlatformPlatforms should be simple visual demonstrations, in the form of video streaming and voice, peopleget turned off reading text.Content  Technical skills  Management skills  Financial (simple) skills  Marketing/Logistics/Information Data Base etc…Hardware accessWe are able to facilitate hardware access to the target, for example making a deal with a Telco whosell the Smartphoness, with low or corporate tariffs and with the possibility to talk free between themembers of the training group and its teachers, mentors or coaches. This facilitates communicationand reinforces training process on ground. For example: if the small agribusiness owner has a doubthe can immediately connect on line to consult, send a SMS or call a peer or a technician.Or use government extension workers in the area. Landline calls are usually cheaper than cell phonenetworks. There is always a municipal agricultural extension facilities in these areas.PARTNERS NETWORKGovernment (Municipal) – Every government has offices and buildings through almost all theterritory. This space would be useful to meet people close to their homes so they do not need totravel any longerUniversities – Almost all Universities have “extension” programs to create a bridge betweenUniversity and community, under Social Responsibility Policies or similar. So, we can use theirteachers or advanced students to deliver our courses. This is also useful for students, to have theirfirst “real working experience” and a way to get their first customers. This is an asset, by identifyinglocal or state universities in the area they can be very good partners for this project.Corporate buyers of products, for example coffee companies would have buyers of raw materials,they can be partners in ensuring that the material they buy are of quality.COST STRUCTUREWe must invest U$S 50.000 in developing the platform and paying for the content.A monthly budget for paying the staff and keeping the platform working on line.Live face to face seminars and funny and networking activities.Estimated U$S 15.000 monthlyINCOMESFeesSmall business owners must pay for receiving this training. A little amount, but not for free might bedifficult to collect fees at once, you must first prove that this things works….AdsIf we have a lot of people participating in this experience, a lot of suppliers will want to access to thistarget: for example: companies which sell seeds, fertilizers, tools, technicians, etc. would be able toadvertise in the site. These are the best sources of fundings… Page 15 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 16. BLOOM TAXONOMY CHART remember understand apply analyze evaluate createRecognizing Classifying Implementing Organizing Checking Generating Effective ways to seed and to Organizing its plantation with Implementing the knowlede Having a written plan for the Testing and comparing different take care of the plantation different or unique crop acquired year with key issues: when to Team work with peers and methods used and results seed, when to sell, when to ask technicians, sharing experiences Pricing trends for each crop Interpreting Using new ways to organize the for credit, etc. and creating new ways to Detecting new opportunities Schedule and plan for each Understanding the work, the plantation and their improve their business and life and improvements stage of the plantation opportunities and risk taken in effort quality Best providers and how to get each option better prices Coordinating efforts, resources Comparing and information with other How to access to micro financing Contrasting their own situation peers with other peers and/or with market trends Page 16 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 17. The “Expo-Activa” is a“EXPO-ACTIVA” national fair where farmers and suppliers live during 3 days and they can see all the machinery working on real conditions. They seed, harvest, train and sell products. It is a very good learning, marketing and business experience. This activity is to show how important it is for our program to integrate knowledge, practical experience, business intelligence and personal relationships with entertainment. Page 17 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com
  • 18. EXAMPLES OF PHONE APPS FOR FARMERS Useful data for your location Market Data Community Connection Page 18 of 18 DNLE 2012 _Team 5E – Final (Group) Project:Ms. Zen Parry (South Korea/Indonesia) zenparry@gmail.com) |Mr. Guillermo Sicardi (Uruguay) Guillermo@resultoria.com | Mr. Rolando Alagde (The Philippines) rollie_l_alagde@yahoo.com | Ms. Pearl Patra (The USA) pearlpara@gmail.com | Ms. Margarita Siquijor (The Philippines) msiquijor@residencesmanila.com