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Entrepreneurship Development-UNIT 3

Meaning - objectives, phases in DP and operational Problems, Entrepren...
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Entrepreneurship Development And Business Communication

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Academic year: 2022/2023
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UNIT 3 3

Entrepreneurship Development Program

Synopsis: Entrepreneurship Development program is a set of training activities consisting of 3 phases which believes in the fact that entrepreneurship skills can be taught to a person or induced to him through usage of scientific training program called EDP. EDP was started through Kakinada Experiment which proved that entrepreneurship can be taught. In this unit we discuss about meaning importance of EDP alongside discussing the 3 phases of EDP with obstacles that an EDP faces.

Meaning

" As the term itself denotes, Entrepreneurship Development Programme is a programme meant to develop entrepreneurial abilities among the people. In other words, it refers to inculcation, development, and polishing of entrepreneurial skills into a person needed to establish and successfully run his / her enterprise. Thus, the concept of entrepreneurship development programme involves equipping a person with the required skills and knowledge needed for starting and running the enterprise. " Small Industries Extension and Training Institute (SIET 1974), now National Institute of Small Industry Extension Training (NISIET), Hyderabad defined EDP as <an attempt to develop a person as entrepreneur through structural training. " The main purpose of such entrepreneurship development programme is to widen the base of entrepreneurship by development achievement motivation and entrepreneurial skills among the less privileged sections of the society.= Definition " According to N. P. Singh (1985), <Entrepreneurship Development Programme is designed to help an individual in strengthening his entrepreneurial motive and in acquiring skills and capabilities necessary for playing his entrepreneurial role effectively. It is necessary to promote this understanding of motives and their impact on

entrepreneurial values and behavior for this purpose.= Now, we can easily define EDP as a planned effort to identify, inculcate, develop, and polish the capability and skills as the prerequisites of a person to become and behave as an entrepreneur. OBJECTIVES OF EDP

" a. Develop and strengthen the entrepreneurial quality, i. motivation or need for achievement.

" b. Analyze environmental set up relating to small industry and small business.

" c. Select the product.

" d. Formulate proposal for the product.

" e. Understand the process and procedure involved in setting up a small enterprise.

" f. Know the sources of help and support available for starting a small scale industry.

" g. Acquire the necessary managerial skills required to run a small-scale industry.

" h. Know the pros and cons in becoming an entrepreneur.

" i. Appreciate the needed entrepreneurial discipline.

" j. Besides, some of the other important objectives of the EDPs are to:

" k. Let the entrepreneur himself / herself set or reset objectives for his / her enterprise and strive for their realization.

" l. Prepare him / her to accept the uncertainty in running a business.

" m. Enable him / her to take decisions.

" n. Enable to communicate clearly and effectively.

" o. Develop a broad vision about the business.

" p. Make him subscribe to the industrial democracy.

" ill Planned training methodology , inconsistent program design , its content sequence and theme and focus of the programme is not clear.

" Training institutions do not have much concern for the objectives identification and selection of entrepreneurs and follow up after training.

" Some institutions are still debating whether to have proper identification and selection of entrepreneurs for preparing successful entrepreneurs.

" Limited man power support or narrow linkage with other support agencies.

" No Standard curriculum even in terms of broad module being adopted. Standard curriculum should be updated as and when the world grows.

" Majority institutions are not convinced of what they are doing as the task is delegated by the government. Social objective is not achieved.

" Perpetual ambiguity, grass root level issues, significant deterioration in content and interest are all reasons for operational problems. Unclear or inexactness on the issues they are dealing with. Confusion and lack of clarity is one other issue with EDP.

Phases in EDP

It is said that an economy is an effect for which entrepreneurship is a cause. Entrepreneurship development has, therefore, become a matter of great concern in all developed and developing countries all over the world. But the real problem is how to develop entrepreneurship. Entrepreneurship development programme (EDP) is deemed to offer the solution of this problem.

÷ EDP pass through following three stages: ÷ I. Initial or Pre-training phase ÷ II. Training or Development phase ÷ III. Post training or follow-up phase Pre-training or Initial Phase ÷ Pre-training phase consists of all activities and preparation to launch training programme. Pre-training phase of EDP consists of the following activities : Designing course-curriculum for training ÷ It is essential for any EDP that whatever material for study or training is designed should fulfill the needs or purpose of the EDP. The main objectives to be kept in mind while designing the course curriculum are as follows: ÷ a) To provide knowledge and information regarding entrepreneurship, role of entrepreneur in economic development and available facilities regarding establishment of enterprise to perspective entrepreneurs. ÷ b) To provide motivation training to the prospective entrepreneurs in order to develop right approach and behavior towards business. ÷ c) To provide and arrange for necessary course material important for management and technical information.

II. Training phase

÷ The main objective of this phase is to bring desirable change in the behavior of the trainees. The purpose of training is to develop 8need for achievement9 i. motivation among the trainees. Accordingly, a trainer should see the following changes in the behavior of trainees:

÷ Is he or she attitudinally tuned very much towards his or her proposed project idea?

÷ Is the trainee motivated to plunge into entrepreneurial career and beer risks involved in it?

÷ How should he or she behave like an entrepreneur?

÷ What kinds of entrepreneurial traits the trainee lacks the most?

÷ Do the trainees possess the required skill in selecting the viable project, mobilizing the required resources at the right time? Asking such questions would increase the purpose of training. Methods of training Methods of Training: On-the-job Training Method and Off-the-Job Methods

 1. On-the-job Training (OJT) Methods:

 This is the most common method of training in which a trainee is placed on a specific job and taught the skills and knowledge necessary to perform it.

 The advantages of OJT are as follows:

 1. On the job method is a flexible method.

 2. It is a less expensive method.

 3. The trainee is highly motivated and encouraged to learn.

 4. Much arrangement for the training is not required.

1. Coaching:

 Coaching is a one-to-one training. It helps in quickly identifying the weak areas and tries to focus on them. It also offers the benefit of transferring theory learning to practice. The biggest problem is that it perpetrates the existing practices and styles. In India most of the scooter mechanics are trained only through this method. A lot of Tuition Centers and Coaching centers have been opened. 2. Mentoring:

 The focus in this training is on the development of attitude. It is used for managerial employees. Mentoring is always done by a senior inside person. It is also one-to- one interaction, like coaching. 3. Job Rotation:

 It is the process of training employees by rotating them through a series of related jobs. Rotation not only makes a person well acquainted with different jobs, but it also alleviates boredom and allows to develop rapport with a number of people. Rotation must be logical. Job instructions:

 Also known as step-by-step training in which the trainer explains the way of doing the jobs to the trainee and in case of mistakes, corrects the trainee. Committee assignments:

 A group of trainees are asked to solve a given organizational problem by discussing the problem. This helps to improve team work.

 Job Instructional Technique (JIT):

 It is a Step by step structured on the job training method in which a suitable trainer prepares a trainee with an overview of the job, its purpose, and the results desired, demonstrates the task or the skill to the trainee, allows the trainee to show the demonstration on his or her own, and follows up to provide feedback and help. The

2. Vestibule Training:

 Vestibule Training is a term for near-the-job training, as it offers access to something new (learning). In vestibule training, the workers are trained in a prototype environment on specific jobs in a special part of the plant. 3. Simulation Exercises:

 Simulation is any artificial environment exactly similar to the actual situation. There are four basic simulation techniques used for imparting training: management games, case study, role playing, and in-basket training. (a) Management Games:

 Properly designed games help to ingrain thinking habits, analytical, logical and reasoning capabilities, importance of team work, time management, to make decisions lacking complete information, communication and leadership capabilities. Use of management games can encourage novel, innovative mechanisms for coping with stress.

 Management games orient a candidate with practical applicability of the subject. These games help to appreciate management concepts in a practical way. Different games are used for training general managers and the middle management and functional heads 3 executive Games and functional heads.

 (b) Case Study:

 Case studies are complex examples which give an insight into the context of a problem as well as illustrating the main point. Case Studies are trainee centered activities based on topics that demonstrate theoretical concepts in an applied setting.

 A case study allows the application of theoretical concepts to be demonstrated, thus bridging the gap between theory and practice, encourage active learning, provides an opportunity for the development of key skills such as communication, group working and

problem solving, and increases the trainees= enjoyment of the topic and hence their desire to learn. (c) Role Playing:

 Each trainee takes the role of a person affected by an issue and studies the impacts of the issues on human life and/or the effects of human activities on the world around us from the perspective of that person.

 It emphasizes the <real- world= side of science and challenges students to deal with complex problems with no single <right= answer and to use a variety of skills beyond those employed in a typical research project.

III. Post-training phase

÷ The ultimate objective of the entrepreneurship development programme is to prepare the participants to start their enterprise. The success of the EDP can be judged from the objectives it has achieved, that is how many participants actually started their own enterprise after getting training. This phase involves assessment to judge how far the objectives of the program have been achieved. This is called Follow-up. In follow up following three things come:

÷ Was the programme conducted as per plans?

÷ If not what were the deviations, loopholes in the plan?

÷ Taking Corrective action to improve the weaknesses after identifying them?

Accordingly, the programme included the following items in its syllabus

 1. The individuals strived to attain concrete and regular feedback.

 2. The participants sought models of achievement to emulate.

 3. The participants thought of success and accordingly set plans and goals.

 4. The participants were encouraged to think and talk to themselves in a positive manner.

 The impact of this training programme on the participants9 behavior was observed after a period of two years. The observations were quite encouraging. It was found that those attended the programme performed better than those did not.

 The participants9 need for achievement was assessed by using Thematic Apperception Test (TAT). In this TAT, ambition related pictures were displayed to the trainees and then they were asked to interpret the pictures and what is happening in the picture.

 Thereafter, all the themes related to achievement were counted and, thus, the final score represented one9s need for achievement. McClelland reached to this conclusion that the training programme positively influenced the entrepreneurial behavior of the participants. As regards caste, the traditional beliefs and imitation of western culture, they did not determine one9s behavior as an entrepreneur.

 That the need for achievement motivation can be developed more especially in younger minds is well supported by the cross-country experiments. For example, Junior Achievement Programme9 is started in the United States of America with a view to instill achievement motivation in the minds of younger generation. Similarly, in United Kingdom, <Young Enterprise= programme has been started in the same objective of inducing achievement motivation in younger minds.

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Entrepreneurship Development-UNIT 3

Course: Entrepreneurship Development And Business Communication

4 Documents
Students shared 4 documents in this course

University: Chhatrapati Shahu Ji Maharaj University

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48
UNIT 3 3
Entrepreneurship Development Program
Synopsis: Entrepreneurship Development program is a set of training activities consisting of 3
phases which believes in the fact that entrepreneurship skills can be taught to a person or induced
to him through usage of scientific training program called EDP. EDP was started through
Kakinada Experiment which proved that entrepreneurship can be taught. In this unit we discuss
about meaning importance of EDP alongside discussing the 3 phases of EDP with obstacles that
an EDP faces.
Meaning
" As the term itself denotes, Entrepreneurship Development Programme is a programme
meant to develop entrepreneurial abilities among the people. In other words, it refers to
inculcation, development, and polishing of entrepreneurial skills into a person needed to
establish and successfully run his / her enterprise. Thus, the concept of entrepreneurship
development programme involves equipping a person with the required skills and
knowledge needed for starting and running the enterprise.
" Small Industries Extension and Training Institute (SIET 1974), now National Institute of
Small Industry Extension Training (NISIET), Hyderabad defined EDP as <an attempt to
develop a person as entrepreneur through structural training.
" The main purpose of such entrepreneurship development programme is to widen the base
of entrepreneurship by development achievement motivation and entrepreneurial skills
among the less privileged sections of the society.=
Definition
" According to N. P. Singh (1985), <Entrepreneurship Development Programme is
designed to help an individual in strengthening his entrepreneurial motive and in
acquiring skills and capabilities necessary for playing his entrepreneurial role effectively.
It is necessary to promote this understanding of motives and their impact on

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