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College of Administrative and Financial Sciences

Assignment 3

Deadline: 28/11/2020 @ 23:59

Course Name: Entrepreneurship and Small Business

Student’s Name:

Course Code: - MGT 402

Student’s ID Number:

Semester: I

CRN:

Academic Year: 1440/1441 H

For Instructor’s Use only

Instructor’s Name: Dr. Vinay Nagu

Students’ Grade: Marks Obtained/Out of

Level of Marks: High/Middle/Low

Instructions – PLEASE READ THEM CAREFULLY

· The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.

· Assignments submitted through email will not be accepted.

· Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.

· Students must mention question number clearly in their answer.

· Late submission will NOT be accepted.

· Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.

· All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).

· Submissions without this cover page will NOT be accepted.

Department of Business Administration

Entrepreneurship and Small Business - MGT 402

Marks: 5

Course Learning Outcomes:

1. Demonstrate a solid understanding of the potential of entrepreneur in today's competitive business world. (Lo 1.2).

2. Design a solid projected financial Plan and conduct a breakeven analysis for a small company. (Lo 2.5).

3. Demonstrate a thorough understanding regarding the importance of cash management for the success of a small business. (Lo 2.8).

Assignment – 3

Students are supposed to read the Case 2- Able Planet from the textbook, page number:812

“How can a small company find capital to finance an innovative new product?”

Textbook: (Scarborough, N.M. & Cornwall, J. (2012). Effective small business management: An Entrepreneurial approach (10th ed.). Upper Saddle River, NJ: Prentice Hall.

Based on your understanding of the case and concepts, answer the following question in 200-350 words each.

Assignment Questions:

1. Experts say that entrepreneurs who need between $100,000 and $3 million often face the greatest obstacles when raising capital for their businesses. Why? (1.5 marks)

2. How should Kevin Semcken raise the $1.5 million in capital that Able Planet needs? Be sure to consider sources of both debt and equity financing. (1.5 marks)

3. Write a short memo to Kevin Semcken explaining what he should do before he approaches potential lenders and investors to maximize his chances of getting the capital that Able Planet needs. (2 marks)

Answer:

1.

2.

3.

Analyzing Cognitive and Educational Evaluation Report

Name: Gallery, Adam

School: Rolling Meadows

Date of Birth: 04/05/2002

Teacher: Mr. Robinson

Age: 11 years, 11 months

Grade: 6.5

Sex: Male

Examiners: Dr. Kowalczyk and Dr. Jones

Dates of Testing: 05/01/2014, 02/25/2014, 02/20/2014

REASON FOR REFERRAL

James Robinson, Adam's teacher, referred him for an evaluation of observed interpersonal and academic problems.

Specifically, Adam displays a great deal of withdrawal and anxiety when interacting with his peers and engaging in classroom activities. In addition, Mr. Robinson reports that Adam struggles with academic content in English language arts and mathematics.

The purpose for this evaluation is to determine if Adam has a documented disability as defined by one of the IDEA disability categories. The evaluation is also being conducted to gather data to understand Adam’s educational strengths/needs and determine subsequent appropriate educational programming for Adam.

The following data sources were collected for this evaluation report.

Informal assessments include:

· Teacher’s report (conducted on 02/22/2014 by Dr. Kowalczyk and Dr. Jones)

· Parent report (conducted on 2/23/2014 by Dr. Kowalczyk and Dr. Jones)

· Self-report (conducted on 2/23/2014. by Dr. Kowalczyk and Dr. Jones)

· Classroom observation (conducted on 02/28/2014 by Mr. Robinson, classroom teacher)

· Informal writing evaluation (administered on 2/25/2014 by Dr. Kowalczyk)

Formal assessments administered include:

· Woodcock-Johnson III Tests of Achievement (administered on 02/20/2014 by Dr. Kowalczyk)

· WJ III Tests of Cognitive Abilities (administered on 02/25/2014 by Dr. Kowalczyk)

TEACHER'S REPORT

This information represents Mr. Robinson’s observations of Adam over the previous month.

Mr. Robinson described Adam as caring and conscientious, but he is also shy. Adam seems unhappy and his mood swings include displays of nervousness around new activities and/or changes in schedule. He said that Adam needs more one-to-one attention to complete about as much schoolwork as other boys his age

Mr. Robinson reported certain characteristics that may be affecting Adam's classroom performance.

Adam seems to have difficulty sustaining attention in schoolwork activities. He usually attempts, but gives up easily, when confronted with difficult tasks. His oral responses to questions are stated slowly and carefully.

He often loses his personal belongings.

When seated, Adam is often lethargic. Outside the classroom, he seems sluggish or lacking in energy. His style of motor activity seems slower and overly careful in comparison to other boys his age. Adam generally talks much less than other boys his age. He typically avoids interacting with his peers. Mr. Robinson is most concerned about the way Adam interacts with his peers; he believes this generally impairs Adam's classroom performance as group work is often required as part of the classroom routine.

Mr. Robinson reported that Adam demonstrates withdrawn behaviors in the classroom. He also demonstrates anxious type behaviors in the classroom.

Mr. Robinson rated Adam's levels of listening comprehension, reading comprehension, and written expression as average. His levels of oral expression, basic reading skill, and basic writing skill were rated as limited. His levels of mathematics calculation and mathematics reasoning were rated as negligible.

FATHER'S REPORT

Mr. Gallery provided the following information. Adam lives with his mother and father, along with three other children, ages 7, 6, and 2. There have been no significant changes in Adam's family life recently.

According to his father, Adam has a health condition, but does not require medication. Adam had a recent vision test; his vision is normal when he wears corrective lenses. No hearing problems were reported; Adam's hearing was tested recently. At night, Adam typically sleeps soundly for 8 or 9 hours.

During pregnancy, Adam's mother had no significant health problems. Adam's delivery was within normal range and post-birth ratings indicated acceptable health levels.

Adam's father remembers Adam as an affectionate infant and toddler, but also shy and withdrawn. His thinks that early motor skills, such as sitting up, crawling, and learning to walk, developed normally. His early language development, such as first words, asking simple questions, and talking in sentences, seemed to be typical.

Adam attended preschool, beginning at age 4. His preschool cognitive development and social skills progressed normally. Adam had no atypical behavior management problems. Still, Adam’s father was not certain if any specific reports/concerns were shared via the preschool staff.

Mr. Gallery believes that Adam has learning problems and has been concerned about this for about a year.

At the time of this assessment, Mr. Gallery described Adam as reserved and caring, but also shy. He typically avoids interacting with his peers. Mr. Gallery said that Adam likes some things about school but dislikes other things. Generally, he tries to succeed at schoolwork, but often fails to finish.

Some things that Mr. Gallery reported may be significant. Adam frequently fails to pay close attention to details or makes careless mistakes. He seems to have difficulty organizing and sustaining attention during task and play activities done at home. He often does not follow through on instructions. Adam usually attempts, but gives up easily, when confronted with difficult tasks.

Mr. Gallery reported that Adam demonstrates some problem behaviors at home; these include inattentiveness, anxiousness, and withdrawal tendencies.

SELF-REPORT

Adam does like reading about topics that he finds interesting and that are not too difficult. He does not like it when the “words are too hard” to understand. Topics of interest include reptiles, the solar system, and space travel. He enjoys listening to his teachers read aloud and putting his initial thoughts down in writing on graphic organizers when provided teacher support. He gets “worried” when tasks are too hard. This includes timed tasks, talking aloud in class, and any work related to mathematics.

Adam typically avoids interacting with others. He usually remembers what he is supposed to do. He often has difficulty relaxing. Further, Adam shared that he has recently experienced an inability to concentrate for long periods. He tries to keep his personal items organized, but does lose “things” during the school day.

In social situations that occur in school and outside the home, Adam prefers to play quietly by himself. He has a few classmates that he sits next to during lunchtime.

CLASSROOM OBSERVATIONS

Adam was observed in the classroom on 02/28/2014. James Robinson was the observer. A small-group activity was observed. Adam usually wears glasses and was wearing them during this observation.

When compared to another male student who was identified as typical, Adam was observed as having more off-task behaviors. During the 45-minute observation, the comparison student was off-task 5 times; Adam was off-task 16 times. Inattentive and withdrawn behaviors and anxious behaviors were observed, but were not disruptive to others. The primary problem behavior observed was withdrawal. This behavior may have occurred because of group activities scheduled with the other students. According to Adam's teacher, his behavior during this observation was typical for him.

TESTS ADMINISTERED

Woodcock-Johnson III Tests of Achievement (administered on 02/20/2014 by Dr. Kowalczyk)

Woodcock-Johnson III Tests of Cognitive Abilities (administered on 02/25/2014 by Dr. Kowalczyk)

The WJ III tests provided measures of Adam's overall intellectual ability, specific cognitive abilities, academic achievement, and oral language abilities. Relative strengths and weaknesses among his cognitive and academic abilities are described in this report. A description of each ability is provided. His performance is compared to peers from the same age group using a standard score range.

Adam's proficiency is described categorically, ranging from negligible to average; his test performance can be generalized to similar, non-test, age-level tasks. Clinical interpretation (with qualitative observations) of cognitive and academic task performance is provided.

WOODCOCK-JOHNSON III TESTS OF COGNITIVE ABILITIES

INTELLECTUAL ABILITY

Adam's overall intellectual ability, as measured by the WJ III General Intellectual Ability (GIA) Extended (Ext) score, is in the average range of those his age. There is a 68% probability that his true GIA score would be included in the range of scores from 95-99.

COGNITIVE ABILITIES

Intra-Cognitive Variations

When compared to others his age, Adam's cognitive abilities are in the average range in working memory, short-term memory, fluid reasoning, auditory processing, visual-spatial thinking, processing speed, phonemic awareness, comprehension-knowledge, and long-term retrieval.

Clinical Interpretation of Cognitive Fluency and Executive Processing

Adam's overall speed in performing cognitive tasks is average. For example, his performance on tasks measuring speed of forming simple concepts was average; he made decisions slowly. On tasks measuring speed of direct recall of simple vocabulary, Adam's performance was average. On tasks measuring fluency of retrieval from stored knowledge, Adam gave examples very slowly; his performance was average.

His overall ability to plan, monitor, and arrive at solutions to problems is in the low average range. Specifically, Adam's ability to maintain focus on a task amid visual distractors is low average. Adam's adaptive learning and flexibility in thinking are low average. Adam's strategic planning ability appeared to be impulsive in style. During testing, Adam's ability to focus his attention on relevant stimuli for information processing purposes was low average.

WOODCOCK-JOHNSON III TESTS OF ACHIEVEMENT

ACHIEVEMENT

Intra-Achievement Variations

Among his achievement and oral language abilities, Adam has a relative strength in basic reading skills.

Basic reading skills include sight vocabulary, phonics, and structural analysis skills. His basic reading skills standard score is within the low average range (percentile rank range of 20-28; standard score range of 87-91) when compared to others his age. His basic reading skills are limited; Adam will probably find age-level tasks requiring accurate word perception and use of decoding skills very difficult.

Listening comprehension is also a relative strength for him. Listening comprehension includes listening ability and verbal comprehension. His listening comprehension standard score is within the average range (percentile rank range of 20-38; standard score range of 87-95) when compared to others his age. Adam's listening and oral comprehension abilities are limited to average; it is likely that he will find age-level tasks requiring listening skills, working memory, and oral comprehension difficult.

When compared to others his age, Adam's academic achievement is in the average range in oral expression.

Academic knowledge is a sampling of Adam's knowledge in the sciences, history, geography, government, economics, art, music, and literature. His standard score is within the low average range (percentile rank range of 9-24; standard score range of 80-89) when compared to others his age. Adam's academic knowledge is limited; this suggests that he will find similar age-level tasks very difficult.

Basic writing skills include spelling skills and knowledge of English language usage. His basic writing skills standard score is within the low average range (percentile rank range of 10-20; standard score range of 81-87) when compared to others his age. Adam's basic writing skills are limited; it is predicted that he will find age-level tasks requiring spelling of single-word responses and knowledge of conventions of English writing very difficult. His handwriting legibility is average. Adam's punctuation and capitalization skills are low average.

Reading comprehension measures Adam's reading vocabulary and his ability to comprehend connected discourse while reading. His reading comprehension standard score is within the low range (percentile rank range of 4-9; standard score range of 74-80) when compared to others his age. His reading comprehension is limited; Adam will likely find age-level tasks requiring the ability to decode and understand printed text very difficult.

Written expression measures Adam's fluency of production and quality of expression in writing. His written expression standard score is within the low range (percentile rank range of 3-10; standard score range of 71-81) when compared to others his age. His overall ability to express himself in writing is limited; Adam will probably find age-level tasks requiring clear expression and organization of sentences very difficult.

Among his achievement and oral language abilities, he has a relative weakness in math calculation skills.

Math calculation skills measure Adam's computational skills and automaticity with basic math facts. His mathematics calculation skills standard score is within the very low range (percentile rank of <1; standard score range of 30-43) when compared to others his age. Adam's mathematics calculation skills are very limited; it is likely that he will find age-level tasks requiring computational skills and automaticity with basic math facts extremely difficult.

Mathematics reasoning is also a relative achievement weakness for him. Mathematics reasoning includes mathematical knowledge and reasoning. Adam's mathematics reasoning standard score is within the very low range (percentile rank of <1; standard score range of 5-12) when compared to others his age. His mathematics reasoning ability is negligible; this suggests that he will find age-level tasks requiring the ability to reason with concepts involving quantitative or mathematical relationships and knowledge impossible.

Individual Tests

Reading fluency measures Adam's ability to quickly read simple sentences. In this timed test, Adam was required to indicate whether each simple sentence was true or false. Adam's standard score is within the average range (percentile rank range of 22-47; standard score range of 89-99) when compared to others his age. His fluency with reading tasks is average; he will probably find age-level tasks requiring efficient operation of reading processes manageable.

Story recall-delayed measures Adam's language development and meaningful memory using previously presented stories. Adam was asked to recall details of stories presented in story recall after a specified period. Adam's standard score is within the average range (percentile rank range of 5-66; standard score range of 75-106) when compared to others his age. His ability to recall complex details previously presented is average; it is likely that he will find similar age-level tasks manageable.

Spelling of sounds is a measure of Adam's spelling ability, particularly phonological and orthographical coding skills. This test required him to spell letter combinations regularly used in English. Adam's standard score is within the average range (percentile rank range of 18-41; standard score range of 86-97) when compared to others his age. His ability to spell non-words is average; this suggests that he will find similar age-level tasks manageable.

Sound awareness is a measure of Adam's phonological awareness, including his ability to rhyme words and manipulate word sounds. Adam's standard score is within the low average range (percentile rank range of 10-31; standard score range of 81-92) when compared to others his age. His sound awareness is limited to average; it is predicted that he will find similar age-level tasks difficult.

Clinical Interpretation of Academic Processing Academic Skills

Overall, Adam's academic skills are very limited. In particular, his sight reading ability is limited. Initially, he was able to rapidly and accurately identify test items, but as the items progressed in difficulty, his responses seemed to lack applications of phoneme-grapheme relationships. His spelling is limited; the automaticity of his responses to spelling items appeared to be typical for his age. Adam's math calculation skill is negligible. He gave incorrect responses on math calculations involving addition and subtraction.

Academic Fluency

The overall fluency with which Adam performs academic tasks is limited. For example, his fluency with reading tasks is average; he made several errors and read sentences slowly. His fluency with mathematics problems is limited; he solved problems slowly and made several errors. Adam's writing fluency is limited. He wrote appropriate sentences at a pace typical for his age.

Academic Applications

Adam's overall ability to apply his academic skills is negligible. Specifically, on a passage comprehension task, his performance was limited to average. His writing ability is limited; the sentences he wrote were inadequate when compared to what would be expected for his age. Adam's quantitative reasoning is negligible; he appeared to have limited understanding of age-appropriate math application tasks. He gave incorrect responses on math reasoning items involving number concepts and subtraction.

Phoneme/Grapheme Knowledge

Adam's overall knowledge of phoneme/grapheme relationships is limited to average. In particular, his ability to spell non-words is average. His ability to sequence sounds and knowledge of common English spelling patterns appears\ to be typical for his age. His ability to pronounce non-words is limited. Initially, he answered items easily and accurately; his responses to the more difficult items were slower and less fluent.

INFORMAL WRITING EVALUATION

Additional information about Adam's writing abilities was obtained from an evaluation of a narrative writing assignment. Adam's handwriting was rated as being in the adequate range. His abilities to form letters correctly, to use consistent spacing, to stay on the line, and to form letters automatically were adequate. Adam's spelling of regular and exception words was adequate. Adam's punctuation and capitalization skills (including the correct use of sentence-ending punctuation, internal punctuation, capital letters, and paragraph indentation) were in the low average range. Adam's use of vocabulary (including age-appropriate, varied, and precise vocabulary) were in the low average range. Adam's syntax and usage (including using correct word endings, maintaining verb tense, using pronouns correctly, writing complete sentences, and writing sentences of varied length and structure) were in the low average range.

Adam's narrative text structure rated in the low average range. Qualities rated include his abilities to provide a setting, to describe the external characteristics of characters, to describe the internal responses of characters, to sequence ideas logically, to highlight important events, to include major details, to use appropriate words to link ideas together, to combine sentences into cohesive paragraphs, and to describe an ending or outcome.

Overall, Adam demonstrated difficulties to maintain focus and intent, appropriate voice, and discourse genre. Adam started the activity with a positive attitude, but appeared less confident when writing tasks continued to be administered. He asked to take a break several times during the writing evaluation. Woodcock-Johnson® III (WJ III®)

Note. Reprinted from "Woodcock-Johnson® III (WJ III®)," by The Riverside Publishing Company, 2007, Rolling Meadows, Illinois. Reprinted with permission.

Case 2 Able Planet

How can a small company find capital to finance an innovative new product?

Venture capitalist Kevin Semcken discovered Able Planet, a small startup in Wheat Ridge, Colorado, that produces head- phones with an imbedded magnetic coil to enhance sound quality, at a technology conference in Denver, Colorado. Semcken, who suffers from a hearing loss in one ear, was intrigued and tested the small company’s product by listening to Dean Martin’s “You’re Nobody ’Til Somebody Loves You.” “I was instantly a fan,” he says. Semcken invested in Able Planet and soon became the com- pany’s CEO and chairman. Two years later, the company’s unique noise-cancelling Linx headphones won an award for innovation at the Consumer Electronics Show, and orders began pouring in. In no time, the company’s annual revenue reached $2 million.

Semcken was pleased with Able Planet’s progress, but he had a bigger vision for the company. Inspired by stents, balloon- like devices used in medical procedures to clear blocked arteries, Semcken came up with the idea of earphones that incorporated an inflatable disk that could conform perfectly to the size and shape of a person’s ear canal. The result would be a set of earphones that fit snugly into the ear canal, stay in place even during strenuous activity, and block out ambient noise. He even had a great name for the product: Sound Fit. Semcken saw the potential for Sound Fit not only to improve substantially the performance of ear- phones, but also to revolutionize the design of other products, such as Bluetooth headsets and hearing aids. He had lined up 30 potential customers who were interested in learning more about the innovative earphones and had convinced them to sign non- disclosure agreements. What Semcken needed now was financing so that Able Planet could manufacture production-quality proto- types of the Sound Fit earphones and generate orders.

Then Able Planet’s banker called with bad news. The bank was changing the terms of Able Planet’s $2.5 million line of credit. Under the new terms, the bank would no longer finance the upfront cost of raw materials and manufacturing. Semcken was stunned because even though Able Planet was not yet cash flow positive, the company had always made its payments to the bank on time for the last 3 years. Without a flexible line of credit, Able Planet would not be able to purchase the materials and manufacture the headphones that its retail customers,

including Costco and Walmart, demanded. The credit line restriction came at the worst possible time. Able Planet was gearing up for the late-spring graduation season, its second biggest sales period of the year after Christmas. The company normally cranked up production for the crucial back-to-school and Christmas seasons (which account for 60 percent of its sales) during the summer, but the bank’s new restrictions on its line of credit put its most lucrative sales seasons in jeopardy.

Semcken met with Able Planet’s two board members, Rob Cascella and Steve Parker, both of whom are investors in the company. They advised him to put the Sound Fit earphones on hold for the time being and to focus on increasing sales of Linx headphones. Without a way to finance production of the head- phones, however, Semcken knew that opening new retail accounts and increasing production would be impossible. He needed $1.5 million to finance current operations for Linx, build the Sound Fit prototypes, and market both products to new and existing customers. Semcken traveled around the country to call on 15 different banks, but none of them was interested in making a loan. A crisis in the financial markets had all but slammed shut the lending window at most commer- cial banks. Semcken pondered his options.

Questions

1. Experts say that entrepreneurs who need between $100,000 and $3 million often face the greatest obstacles when raising capital for their businesses. Why?

2. How should Kevin Semcken raise the $1.5 million in capital that Able Planet needs? Be sure to consider sources of both debt and equity financing.

3. Write a short memo to Kevin Semcken explaining what he should do before he approaches potential lenders and investors to maximize his chances of getting the capital that Able Planet needs.

Sources: Based on Jamie Kripke, “Case Study: Able Planet,” Inc., July–August 2009, pp. 58–61; “About Us,” Able Planet, www.ableplanet.com/ aboutus.html.

812

  • Cover
  • Title Page
  • Copyright Page
  • Contents
  • Preface
  • Acknowledgments
  • SECTION 1 The Challenge of Entrepreneurship
    • Chapter 1 Entrepreneurs: The Driving Force Behind Small Business
      • What Is an Entrepreneur?
      • How to Spot Entrepreneurial Opportunities
      • The Benefits of Owning a Small Business
      • The Potential Drawbacks of Entrepreneurship
      • Why the Boom: The Fuel Feeding the Entrepreneurial Fire
      • The Cultural Diversity of Entrepreneurship
      • The Contributions of Small Businesses
      • Putting Failure into Perspective
      • How to Avoid the Pitfalls
      • Conclusion
      • Chapter Review
      • Discussion Questions
  • SECTION 2 Building the Business Plan: Beginning Considerations
    • Chapter 2 Strategic Management and the Entrepreneur
      • Building a Competitive Advantage
      • The Strategic Management Process
      • Conclusion
      • Chapter Review
      • Discussion Questions
    • Chapter 3 Choosing a Form of Ownership
      • The Sole Proprietorship
      • The Partnership
      • The Corporation
      • Alternative Forms of Ownership
      • Chapter Review
      • Discussion Questions
    • Chapter 4 Franchising and the Entrepreneur
      • What Is a Franchise?
      • Types of Franchising
      • The Benefits of Buying a Franchise
      • Drawbacks of Buying a Franchise
      • Franchising and the Law
      • The Right Way to Buy a Franchise
      • Franchise Contracts
      • Trends in Franchising
      • Franchising as a Growth Strategy
      • Conclusion
      • Chapter Review
      • Discussion Questions
    • Chapter 5 Buying an Existing Business
      • Buying an Existing Business
      • How to Buy a Business
      • Methods for Determining the Value of a Business
      • Negotiating the Deal
      • Chapter Review
      • Discussion Questions
    • Chapter 6 Conducting a Feasibility Analysis and Crafting a Winning Business Plan
      • Conducting a Feasibility Analysis
      • The Elements of a Business Plan
      • What Lenders and Investors Look for in a Business Plan
      • The Pitch: Making the Business Plan Presentation
      • Conclusion
      • Chapter Review
      • Discussion Questions
  • SECTION 3 Building a Business Plan: Financial Issues
    • Chapter 7 Creating a Solid Financial Plan
      • Basic Financial Reports
      • Creating Projected Financial Statements
      • Ratio Analysis
      • Interpreting Business Ratios
      • Break-Even Analysis
      • Chapter Review
      • Discussion Questions
    • Chapter 8 Managing Cash Flow
      • Cash Management
      • Cash and Profits Are Not the Same
      • Preparing a Cash Budget
      • The “Big Three” of Cash Management
      • Avoiding the Cash Crunch
      • Conclusion
      • Chapter Review
      • Discussion Questions
  • SECTION 4 Building a Business Plan: Marketing Your Company
    • Chapter 9 Building a Guerrilla Marketing Plan
      • Creating a Guerrilla Marketing Plan
      • Market Diversity: Pinpointing the Target Market
      • Determining Customer Needs and Wants Through Market Research
      • How to Conduct Market Research
      • Plotting a Guerrilla Marketing Strategy: Building a Competitive Edge
      • The Marketing Mix
      • Chapter Review
      • Discussion Questions
    • Chapter 10 Creative Use of Advertising and Promotion
      • Define Your Company’s Unique Selling Proposition (USP)
      • Creating a Promotional Strategy
      • Selecting Advertising Media
      • How to Prepare an Advertising Budget
      • How to Advertise Big on a Small Budget
      • Chapter Review
      • Discussion Questions
    • Chapter 11 Pricing and Credit Strategies
      • Pricing: A Creative Blend of Art and Science
      • Three Powerful Pricing Forces: Image, Competition, and Value
      • Pricing Strategies and Tactics
      • Pricing Techniques for Retailers
      • Pricing Techniques for Manufacturers
      • Pricing Techniques for Service Businesses
      • The Impact of Credit on Pricing
      • Chapter Review
      • Discussion Questions
    • Chapter 12 Global Marketing Strategies
      • Why Go Global?
      • Going Global: Strategies for Small Businesses
      • Barriers to International Trade
      • International Trade Agreements
      • Conclusion
      • Chapter Review
      • Discussion Questions
    • Chapter 13 E-Commerce and Entrepreneurship
      • Benefits of Selling on the Web
      • Factors to Consider Before Launching into E-Commerce
      • Ten Myths of E-Commerce
      • Strategies for E-Success
      • Designing a Killer Web Site
      • Tracking Web Results
      • Ensuring Web Privacy and Security
      • Chapter Review
      • Discussion Questions
  • SECTION 5 Putting the Business Plan to Work: Sources of Funds
    • Chapter 14 Sources of Equity Financing
      • Planning for Capital Needs
      • Sources of Equity Financing
      • Chapter Review
      • Discussion Questions
    • Chapter 15 Sources of Debt Financing
      • Sources of Debt Capital
      • Nonbank Sources of Debt Capital
      • Federally Sponsored Programs
      • Small Business Administration (SBA)
      • State and Local Loan Development Programs
      • Internal Methods of Financing
      • Where Not to Seek Funds
      • Chapter Review
      • Discussion Questions
  • SECTION 6 Location and Layout
    • Chapter 16 Location, Layout, and Physical Facilities
      • Location Criteria for Retail and Service Businesses
      • Location Options for Retail and Service Businesses
      • The Location Decision for Manufacturers
      • Layout and Design Considerations
      • Layout: Maximizing Revenues, Increasing Efficiency, and Reducing Costs
      • Chapter Review
      • Discussion Questions
  • SECTION 7 Managing a Small Business: Techniques for Enhancing Profitability
    • Chapter 17 Supply Chain Management
      • Creating a Purchasing Plan
      • Legal Issues Affecting Purchasing
      • Chapter Review
      • Discussion Questions
    • Chapter 18 Managing Inventory
      • Inventory Control Systems
      • Just-In-Time Inventory Control Techniques
      • Turning Slow-Moving Inventory into Cash
      • Protecting Inventory from Theft
      • Conclusion
      • Chapter Review
      • Discussion Questions
  • SECTION 8 Managing People: A Company’s Most Valuable Resource
    • Chapter 19 Staffing and Leading a Growing Company
      • The Entrepreneur’s Role as Leader
      • Hiring the Right Employees: The Company’s Future Depends on It
      • Building the Right Culture and Organizational Structure
      • Communicating Effectively
      • The Challenge of Motivating Workers
      • Chapter Review
      • Discussion Questions
  • SECTION 9 Legal Aspects of Small Business: Succession, Ethics, and Government Regulation
    • Chapter 20 Management Succession and Risk Management Strategies in the Family Business
      • Family Businesses
      • Exit Strategies
      • Management Succession
      • Developing a Management Succession Plan
      • Risk Management Strategies
      • The Basics of Insurance
      • Chapter Review
      • Discussion Questions
    • Chapter 21 Ethics and Social Responsibility: Doing the Right Thing
      • An Ethical Perspective
      • Who Is Responsible for Ethical Behavior?
      • Establishing Ethical Standards
      • Social Responsibility and Social Entrepreneurship
      • Putting Social Responsibility into Practice
      • Conclusion
      • Chapter Review
      • Discussion Questions
    • Chapter 22 The Legal Environment: Business Law and Government Regulation
      • The Law of Contracts
      • The Uniform Commercial Code (UCC)
      • Protection of Intellectual Property Rights
      • The Law of Agency
      • Bankruptcy
      • Government Regulation
      • Chapter Review
      • Discussion Questions
  • Appendix: Sample Business Plan: My Friends’ Bookstore
  • Cases
  • Endnotes
  • Index
    • A
    • B
    • C
    • D
    • E
    • F
    • G
    • H
    • I
    • J
    • K
    • L
    • M
    • N
    • O
    • P
    • Q
    • R
    • S
    • T
    • U
    • V
    • W
    • X
    • Y
    • Z

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