Search

This individualized, competency-based unit on keeping business records, the 15th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Six competencies are dealt with in this instructional unit, including (1) determining who will keep the books for the business and how they will be maintained; (2) describing double-entry bookkeeping; (3) selecting the types of journals and ledgers that one will use in one's business; (4) identifying the types of records one will use in one's business to record sales, cash receipts, cash disbursements, accounts receivable, accounts payable, payroll, petty cash, inventory, budgets, and other items; (5) evaluating one's business records; and (6) identifying how a microcomputer can by used to keep business records. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

This individualized, competency-based unit on choosing the type of ownership, the fifth of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Three competencies are dealt with in this instructional unit, including (1) analyzing the appropriate choice of ownership for one's business, (2) following the steps necessary to file ownership for one's business, and (3) defining policies and procedures for a successful, multiple-owner operation. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately three hours of class time. (YLB)

This individualized, competency-based unit on protecting businesses, the 18th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Two competencies are dealt with in this instructional unit, including (1) preparing policies for one's firm that will minimize losses due to employee theft, vendor theft, bad checks, shoplifting, robbery, and injury and product liability and (2) determining kinds, amount, and cost of insurance needed by one's firm. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

This individualized, competency-based unit on managing customer credit and collection, the 17th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Five competencies are dealt with in this instructional unit, including (1) analyzing the legal rights and recourse of credit grantors, (2) developing a series of credit collection reminder letters and followup activities, (3) developing various credit and collection policies, (4) preparing a credit promotional plan, and (5) discussing informational resources and systems that apply to credit and collection procedures. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately three hours of class time. (YLB)

This individualized, competency-based unit on managing sales efforts, the 14th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Three competencies are dealt with in this instructional unit, including (1) developing a sales plan for one's business, (2) developing policies and procedures for serving one's customers, and (3) developing a plan for training and motivating salespeople. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

This lesson on keeping business records, the 15th in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use with secondary students, the first level of PACE introduces students to the concepts involved in entrepreneurship and helps them become aware of entrepreneurship as a career option.) The following topics are included in the unit: the reasons for keeping business records, the elements of a sound recordkeeping system, the difference between a single-entry and a double-entry system, the uses of the checkbook in recordkeeping, suitable recording forms for accounts receivable, reconciling a bank statement, and developing a simple recordkeeping system for payroll records. Included in the lesson are instructional text organized in a question-and-answer format, individual and group activities, a case study, and assessment questions. (MN)

This lesson on managing customer credit and collections, the 17th in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use with secondary students, the first level of PACE introduces students to the concepts involved in entrepreneurship and helps them become aware of entrepreneurship as a career option.) The following topics are included in the unit: reasons for offering credit, basic policies to use for credit and collections, determining rules for deciding about people who apply for credit, features of credit card plans, basic types of credit card plans, and using a cost/benefit analysis for direct credit and credit card plans. Included in the lesson are instructional text organized in a question-and-answer format, individual and group learning activities, a case study, and assessment questions. (MN)

This individualized, competency-based unit on managing finances, the 16th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Ten competencies are dealt with in this instructional unit, including (1) explaining the importance of cash flow management, (2) identifying financial control procedures, (3) describing how to find cash flow patterns, (4) analyzing trouble spots in financial management, (5) describing how to prepare an owner's equity financial statement, (6) describing how to compute various financial ratios, (7) analyzing financial management ratios applicable to small businesses, (8) identifying the components of break-even analysis, (9) computing and analyzing break-even point problems, and (10) reviewing microcomputer applications for financial management. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

This individualized, competency-based unit on managing businesses, the 11th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Three competencies are dealt with in this instructional unit, including (1) planning goals and objectives for a business, (2) diagraming the organizational structure for a business, and (3) establishing control practices and procedures for a business. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

This individualized, competency-based unit on promoting business, the 13th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Five competencies are dealt with in this instructional unit, including (1) creating a long-term promotional plan, (2) describing the techniques used to prepare advertising and promotion, (3) analyzing competitive promotional activities, (4) evaluating promotional effectiveness, and (5) planning a community relations program. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

This individualized, competency-based unit on managing human resources, the 12th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Five competencies are dealt with in this instructional unit, including (1) writing a job description for a position in one's business; (2) developing a training program outline for employees, (3) developing a list of personnel policies for employees in one's business, (4) developing an outline for an employee evaluation system, and (5) planning a corrective interview with an employee concerning a selected problem. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

This individualized, competency-based unit on complying with government regulations, the 10th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Three competencies are dealt with in this instructional unit, including (1) appraising the effects of various regulations on one's business operations, (2) acquiring the information necessary to comply with the various rules and regulations affecting one's business, and (3) developing policies for one's business to comply with government rules and regulations. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately three hours of class time. (YLB)

This individualized, competency-based unit on dealing with legal issues, the ninth of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Five competencies are dealt with in this instructional unit, including (1) determining one's need for legal assistance, (2) selecting the provisions that one desires in a lease, (3) preparing sales contracts (such as credit sales or long-term sales) that may be utilized in one's business, (4) evaluating contracts, and (5) determining one's needs for protection of ideas and inventions. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

This individualized, competency-based unit on financing businesses, the eighth of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Four competencies are dealt with in this instructional unit, including (1) describing the sources of information available to help in estimating the financing necessary to start one's new business, (2) determining the financing necessary to start one's new business, (3) preparing a projected profit and loss statement and a projected cash-flow statement for one's new business, and (4) preparing a loan application package. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

This individualized, competency-based unit on locating businesses, the seventh of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Four competencies are dealt with in this instructional unit, including (1) analyzing customer transportation, access, parking, and so forth, relative to alternative site locations; (2) completing a location feasibility study for one's business; (3) determining the costs of renovating or improving a site for one's business; and (4) preparing an occupancy contract for one's business. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

This individualized, competency-based unit on obtaining technical assistance, the fourth of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Three competencies are dealt with in this instructional unit, including (1) preparing for using technical assistance, (2) selecting professional consultants, and (3) working effectively with consultants. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately three hours of class time. (YLB)

This unit on managing the finances of a small business, the 16th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) identify various components of balance sheet reports, (2) identify terms/concepts commonly used on small business balance sheets, (3) identify components of profit and loss statements, (4) analyze uses of various depreciation schedules, and (5) describe how to prepare a cash forecast. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This individualized, competency-based unit on planning marketing strategy, the sixth of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Four competencies are dealt with in this instructional unit, including (1) using goods classifications and life-cycle analyses as planning tools for marketing, (2) developing and modifying marketing mixes for a business, (3) using decision-making tools that aid in evaluating marketing activities, and (4) evaluating operations to improve decision making about marketing. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

This unit on managing customer credit and collections in a small business, the 17th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) identify techniques of setting credit limits for credit customers, (2) explain the types of information to be included in a credit record for a customer, (3) describe how an average accounts receivable collection period can be calculated and used to identify credit problems, (4) describe the format that can be used to design an accounts receivable aging system, (5) identify and discuss effective internal and credit collection procedures, and (6) identify and discuss common attitudinal problems managers have about credit collections. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This individualized, competency-based unit on determining one's potential as an entrepreneur, the second of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Three competencies are dealt with in this instructional unit, including (1) considering the personal qualifications and abilities needed to manage one's own business; (2) evaluating one's own potential for decision making, problem solving, and creativity; and (3) determining one's potential for management, planning, operations, personnel, and public relations. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately three hours of class time. (YLB)

This unit on protecting a small business, the 18th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) identify protective measures that can be used to minimize shoplifting and losses from theft, (2) identify procedures that can be used to reduce bad check losses, (3) identify proper procedures for guarding cash, (4) explain how to secure business premises against burglary and robbery, and (5) identify the different types of business insurance policies available. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This individualized, competency-based unit on understanding the nature of small business, the first of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Four competencies are dealt with in this instructional unit, including (1) analyzing the personal advantages of owning one's own small business, (2) analyzing the personal risks of owning one's own small business, (3) analyzing how to maximize the opportunities and minimize the risks, and (4) determining what entrepreneurial skills one would need to start a business. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

This individualized, competency-based unit on developing business plans, the third of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this level, emphasizes the actual application of a business plan. Three competencies are dealt with in this instructional unit, including (1) identifying how business plans help the entrepreneur, (2) recognizing how business plans should be organized, and (3) identifying and using mechanics for developing business plans. Materials provided include objectives, preparation information, an overview, content (with questions in margins that guide the students' reading), activities, assessment forms, and notes and sources. The unit requires using approximately 3 hours of class time. (YLB)

This unit on recordkeeping in a small business, the 15th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) identify the sources of assistance in recordkeeping, (2) identify the types of data that can be provided by recordkeeping, (3) describe the uses and types of journals and ledgers, and (4) describe various types of business records. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This teaching guide is intended for use in implementing the third level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). Designed for use with advanced secondary students, postsecondary students, and adults wanting training or retraining for direct application, the third level of PACE consists of 18 units with an emphasis on policies and strategies for managing your own business, skill building, planning in detail, and preparing for implementation. The units assume previous knowledge and experience in the area. A project entitled "Putting All the Parts Together" is presented that is designed to encourage students to apply the competencies gained at level 3 by completing a procedure book that can serve as a training manual and reference for future planning. The project is suggested for use by individual students or groups as a final entrepreneurship evaluation. Check sheets for each unit/module are provided to assist in writing out a business plan, and basic forms to be used in operating the business are included. The next section provides teaching outlines for each module/unit that contain module objectives, basic content detail, and teaching suggestions. The materials provided in the manual's next four sections include transparency masters, handouts, model activity responses, and model assessment responses. A listing of selected curriculum resources is found in the final section. (YLB)

This unit on promoting a small business, the 13th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) develop promotional objectives, (2) describe advertising and sales promotional techniques, (3) identify cost factors in the selection of alternative promotional methods, (4) identify sources of promotional assistance and information, and (5) identify the objectives of a public relations program. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on managing sales efforts in a small business, the 14th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) list sources of product/service information, (2) describe customer buying motives, (3) list and discuss the basic types of customers to which the business will appeal, (4) demonstrate the process of selling, and (5) discuss sources for finding new customers. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on managing human resources in a small business, the 12th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) identify the steps involved in hiring employees, (2) describe the procedures for developing a training program, (3) explain various styles of management, (4) describe techniques that may be used to supervise and motivate employees, (5) describe methods for communicating with employees, (6) discuss alternatives for evaluating employee performance, and (7) identify the steps in developing a comprehensive employee compensation package. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on dealing with legal issues in a small business, the ninth in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) describe the major legal issues faced by entrepreneurs; (2) determine when and how to obtain assistance with legal issues; (3) identify major types of contracts used by entrepreneurs; (4) identify the major rights and responsibilities of lessees and lessors; and (5) identify special contracts used by entrepreneurs, such as mortgages, deeds of trust, credit sales contracts, and long-term sales contracts. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on small business compliance with government regulations, the 10th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) identify areas of government regulation that should be considered in a business plan and (2) compile a list of appropriate government agencies concerned with regulations, licenses, and permits. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on choosing the type of ownership of a small business, the fifth in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) explain the basic principles of a sole proprietorship, a partnership, a corporation, a cooperative, and a franchise; (2) identify the factors that influence the choice of a type of ownership; and (3) investigate sources of assistance in choosing a type of ownership. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on planning marketing strategy for a small business, the sixth in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) explain the "market-oriented" approach to planning, (2) list the controllable factors in each element of the marketing mix, (3) justify the use of market information and market research in planning, (4) develop a procedure for identifyinq target markets and developing a marketing mix, and (5) outline a marketing plan. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on managing a small business, the 11th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) use the decision-making process to make business decisions, (2) identify steps in the planning process, (3) identify organizational tools for a small business, (4) identify control procedures that can be used by a business, and (5) identify time management techniques. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on selecting a site for a small business, the seventh in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) identify factors that should be considered when selecting sites for specific types of businesses (retail, manufacturing, wholesale, service), (2) identify factors that should be considered when analyzing a geographic area as a possible location for a business, (3) determine the steps involved in selecting a business site, (4) discuss the factors considered in property appraisal, and (5) identify resources available to help entrepreneurs make site selections. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on developing the business plan, the third in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) recognize how a business plan contributes to entrepreneurship and (2) review the questions that should be answered in a business plan. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on obtaining technical assistance in a small business, the fourth in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) identify the technical assistance needed by entrepreneurs and (2) determine what technical assistance they need. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on financing a small business, the eighth in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) explain how to determine the different types of costs that must be considered when starting a new business, (2) compare the advantages and disadvantages of the various sources of financing for a new business, (3) describe the sources of loans that may be available for financing a new business, (4) describe the information that must be provided in a loan application package, and (5) explain the criteria used by lending institutions to evaluate loan applicants. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on understanding the nature of small business, the first in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) describe the characteristics of a small business by type, (2) identify potential small business opportunities and determine ones they would select to follow, (3) describe the process of starting a small business, (5) discuss how competition affects small business, and (6) analyze what major factors will affect the success or failure of a selected type of business. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on determining one's potential as an entrepreneur, the second in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) list their entrepreneurial skills, (2) determine what motives they may have for starting their own businesses, (3) evaluate the different types of business opportunities that relate to their personal entrepreneurial skills, and (4) identify the best type of business for their motives and skills. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This lesson on promoting a business, the 13th in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use with secondary students, the first level of PACE introduces students to the concepts involved in entrepreneurship and helps them become aware of entrepreneurship as a career option.) The following topics are covered in the unit: the concept of promotion, the major methods of promotion used by small businesses, the relationship between promotion and other business decisions, the decisions that must be made when completing a promotional plan, and the importance of public relations programs for small businesses. Included in the lesson are instructional text organized in a question-and-answer format, individual and group learning activities, a case study, and assessment questions. (MN)

This lesson on managing a business, the 11th in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use with secondary students, the first level of PACE introduces students to the concepts involved in entrepreneurship and helps them become aware of entrepreneurship as a career option.) The following topics are covered in the unit: the role of management in operating a business, the steps involved in the decision-making process, the functions of management, and the rewards and problems of the management role. Included in the lesson are instructional text organized in a question-and-answer format, individual and group learning activities, a case study, and assessment questions. (MN)

This teaching guide is intended for use in implementing the second level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). Designed for use with advanced secondary students, beginning postsecondary students, and adults without previous knowledge of the area, the second level of PACE consists of 18 units emphasizing the trying out of entrepreneurial ideas and the assessment of how they relate to personal needs. Following an overview, suggestions for teaching, and some materials for use in the classroom, the guide provides detailed teaching outlines for each unit. The left side of each outline page lists the unit's objectives with the corresponding headings (margin questions) from the unit. Teaching suggestions for these topics are listed on the right side of the page, and space is available for teachers to add their own ideas. Transparency masters, handouts, models of activities and assessment responses, and selected curriculum resources are included in the guide. A comprehensive project ("Going into Business") is provided to integrate all the unit topics. The project can be integrated into the course as the students move through the units, or it can be the culminating experience at the end of the program. (The units on level 2 of PACE provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. These units contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business.) (KC)

This unit on protecting a business, the 18th in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use with secondary students, the first level of PACE introduces students to the concepts involved in entrepreneurship and helps them become aware of entrepreneurship as a career option.) The following topics are covered in the unit: the most common types of business crime, other types of risk faced by entrepreneurs, the need for protection against such risks, and the things that entrepreneurs can do to protect themselves against risks and the losses they may cause. Included in the lesson are instructional text organized in a question-and-answer format, individual and group learning activities, a case study, and assessment questions. (MN)

This lesson on managing sales efforts, the 14th in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use by secondary students, the first level of PACE introduces students to the concepts involved in entrepreneurship and helps them become aware of entrepreneurship as a career option.) The following topics are covered in the unit: the role of selling in different types of small businesses, the definition of the term selling as stated by the American Marketing Association, and the things that salespeople need to know about their customers and about themselves to be successful at selling. Included in the lesson are instructional text organized in a question-and-answer format, individual and group learning activities, a case study, and assessment questions. (MN)

This lesson on the nature of small business, the first in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use with secondary students, the first level of PACE introduces students to the concepts involved in entrepreneurship and helps them become aware of entrepreneurship as a career option.) The following topics are covered in the unit: the definition of a small business, different types of small businesses, the ways in which small businesses contribute to the American way of life, the role that small businesses play in the American economic system, and the major factors contributing to the success of a small business. Included in the lesson are instructional text organized in a question-and-answer format, suggested individual and group learning activities, a case study, and assessment questions. (MN)

This lesson on competent financial management, the 16th in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use with secondary students, the first level of PACE introduces students to the concepts involved in entrepreneurship and helps them become aware of entrepreneurship as a career option.) The following topics are covered in the unit: the importance of financial management, the components of a balance sheet, the differences between current and fixed assets and current and fixed liabilities, the components of a profit and loss statement, methods for calculating selected financial ratios, sources of financial ratio data, and the activities associated with electronic data processing and financial analysis. Included in the lesson are instructional text organized in a question-and-answer format, individual and group learning activities, a case study, and assessment questions. (MN)

This lesson on managing human resources, the 12th in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use with secondary students, the first level of PACE introduces students to the concepts involved in entrepreneurship and helps them become aware of entrepreneurship as a career option.) The following topics are included in the unit: the meaning of the term "human resource management," the various responsibilities that make up human resource management, and the obligations that employers have to their employees. Included in the lesson are instructional text organized in a question-and-answer format, individual and group learning activities, a case study, and assessment questions. (MN)

This lesson on complying with government regulations, the 10th in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use with secondary students, the first level of PACE introduces students to the concepts involved in entrepreneurship and helps them become aware of entrepreneurship as a career option.) The following topics are included in the unit: the importance of government rules and regulations to the individual entrepreneur; legislation designed to protect employees, the environment, and consumers; and federal, state, and local taxes affecting small businesses. Included in the lesson are instructional text organized in a question-and-answer format, individual and group learning activities, a case study, and assessment questions. (MN)

This lesson on locating a business, the seventh in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use with secondary students, the first level of PACE introduces students to the concepts involved in entrepreneurship and helps them become aware of entrepreneurship as a career option.) The following topics are covered in the unit: the importance of selecting the right business site; factors to be considered when selecting a business location; the advantages and disadvantages of different types of business locations (including isolated, central business district, neighborhood, and shopping center sites); and terms of occupancy contracts for a business. Included in the lesson are instructional text organized in a question-and-answer format, individual and group learning activities, a case study, and assessment questions. (MN)

This lesson on dealing with legal issues, the ninth in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use with secondary students, the first level of PACE introduces students to the concepts involved in entrepreneurship and helps them become aware of entrepreneurship as a career option.) The following topics are covered in the unit: the importance of a basic understanding of legal issues when owning or managing a small business, the meaning of the term "contract," the conditions that call for a written contract, and the essential components of a contract. Included in the lesson are instructional text organized in a question-and-answer format, individual and group learning activities, a case study, and assessment questions. (MN)