News + Resources

LEADERSHIP EQUILIBRIUM

Randi Craigen - Tuesday, January 10, 2017

Renita Alexander believes we each have a God given assignment--a purpose for being here on this earth--that we've already been given the raw capacity to fulfill according to Ephesians 2:10, and that we can build a life around that purpose that's uniquely fit for each one of us. Renita's enthusiasm for helping people discover that purpose according to their own unique passions, concerns, experiences, personalities and values makes her an excellent leadership coach and inspirational guide.


Renita is passionate about leadership. With a desire to help leaders at every level unlock their power and passion in order to become truly transformationalRenita founded Leadership Unlockeda leadership coaching, development and training service committed to unleashing effective, influential, powerful leaders who consistently exude energy, positively impact their workplace, are surgical in making decisions, and inspire energy, loyalty and commitment in their employees. 


retired U.S. Air Force Colonel, Renita is an expert in the extensive leadership training and experiential leadership development unique to the military, as well as in the practical management skills characteristic of her leadership coaching practice. Renita has a coaching certification from the Institute of Professional Excellence in Coaching (or iPEC)a rigorous program accredited by the International Coach Federation (ICF)and more than 26 years of inspirational and transformational leadership experience. 


Renita recently brought that wealth of experience and expertise to SUN and Entrenuity clients via the mox.E Speaker Series with a December workshop on Leadership Equilibrium: Leading in a Way That Allows You to Achieve Balance in Your Life. With a focus on the need to "lead yourself first before being able to lead others effectively," the highly reflective and interactive workshop included several exercises designed to help participants identify their unique passion and purpose in life and how to create a life flow that allows them to be who they were truly meant to be—their most efficient, most effective, most productive selves.  

   

With an insightful look at the BRAKES—the Beliefs, Reality, Assumptions, Killers, Expectations and Systems—that serve as internal obstacles to keep people from living out their purpose, Renita engaged participants in an exercise to help them identify some of their own internal obstacles. Renita's entire workshop was packed with wisdom, practical insights and valuable tools for reflection, including soul searching questions, Biblical truth, and Renita's own positive, encouraging energy. 


Stay tuned for more mox.E Speaker Series Events at www.entrenuity.com/events 

Teaching Entrepreneurship - Fostering Opportunity

Rebekah Bishop - Monday, October 15, 2012

Cornerstone Academy students selling their mosaic picture frames at Chicago Business Opportunity Fair

Cornerstone Academy students selling mosaic picture frames at Chicago Business Opportunity Fair, April 2012 

At StartingUp Now, we teach that entrepreneurship is more than a tool for profit. It is a lifestyle which embraces hard work and ingenuity as a means of growing strong economic markets, self-sustained communities, and flourishing individuals. These and other principles of entrepreneurship are vital, not only to the health of our own struggling economy, but even more so to that of our future generations. Educators who recognize this need within the lives our youth, are exploring ways in which we can introduce the concept and skills of self-employment at the student level.

One such fore-thinker is Mr. William Seitz, co-founder of Cornerstone Academy in Chicago, IL and Director of the school's core curriculum of economic principles. Cornerstone Academy is an alternative high school for students who have dropped out of public schools, and Mr. Seitz believes that preparing these students for a bright future, involves giving them the tools to see their potential and imagine the possibilities.

At Cornerstone Academy, traditional disciplines such as math and science are supported by school-wide lessons in the fundamentals of economics such as: “all choices have consequences.” Every month  a new principle is introduced and highlighted by teachers within the context of each class. Students also participate in a school economy based on a credit system which records their attendance and adherence to codes of conduct. Credits are translated into positive and negative dollar amounts, giving students the opportunity to earn a small income to be used for school events such as attending a Shakespeare play or going ice skating in Millennium Park. In monthly meetings with their “banker” (Seitz), students review their credits and are given the option to retrieve their funds, or save them in the bank. However, in keeping with the principle “all choices have consequences,” those students who use their money right away often face the difficulty of paying for events which other students have set aside money for. Seitz says these experiences teach students that their choices are their own. He cannot make wise choices for them, but he shows them the consequences of the choices they make.

Another choice Cornerstone students are offered is to participate in the student business, Artistic Expressions. Students design, make, and sell mosaic picture frames and mirrors, at craft fairs and expos, earning money and valuable experience interacting with consumers. The program started in 2006, when Entrenuity (not for profit founded by SU's founder, Brian Jenkins) lead an entrepreneurship course at Cornerstone in which students created the business model for Artistic Expressions. Their goal was to design a business that would function according to the economic principles they had learned in class. As a result, their design became the foundation which has for 6 years continued to support students in their business experience.

Like any well organized business, Artistic Expressions is formed of separate teams: the designers, the manufacturers, and the sellers. Profits are divided evenly between the teams and then amongst team members, according to the amount they contribute. Because participation is voluntary, each student is responsible for his or her own choices and level of commitment, and they each get to see the direct results of those choices as they earn their income.

I had the pleasure of speaking with Jerry, a Cornerstone student who was part of last school year's selling team. He told me about his experience selling the mosaics at the 45th Annual Chicago Business Opportunity Fair at Navy Pier in April, 2012, and what he learned from being in the role of a businessman.
    
    “The environment was totally new; it was a new experience because I couldn't look around at everything myself, because I had to sell. Speaking to so many strangers was hard at first, but once I sold one, I wanted to sell another," says Jerry.
    Overcoming his natural shyness, Jerry worked hard to discover effective sales techniques of approaching the difficult crowd.
    “If I talked to them about our school and how we made the frames ourselves, I might sell a few. But if I mentioned that Mother's Day was coming up, and I asked them if their mom might like one of these picture frames, then I would sell a lot."
    Other lessons Jerry said he learned that day included patience and recognizing that hard work only paid off after more hard work. He is also excited about this next year's opportunities. “I want to make and sell this year,” he told me excitedly. “If you sell what other people make, you only make part of the profit, so it is better to sell your own product if you can.”

    The opportunity of a hands-on business experience is one that has broadened the possibilities for many of Cornerstone's students. Jerry reports that he would never have thought that starting his own business could be an option before; he always expected to work for someone else. Now he thinks it might be something he could do one day. “Not arts and crafts.” he told me emphatically. Computers and software design are what interest Jerry. He plans on attending college to study computer science and social work to discover ways in which he can serve people using his skills in technology.

Other Cornerstone students have been inspired by their experience with Artistic Expressions to start their own business, such as Mark, who, during his senior year, began a fitness training service and earned money for his college tuition.

Beyond making a small profit now, students of Cornerstone Academy are adopting a vital mindset for their future. Whether they follow the path of entrepreneurship, or choose to work for existing businesses, they have the faith in themselves to make ambitious decisions and apply their skills towards attaining their goals.


Cultivating Urban Youth Entrepreneurs

L. Brian Jenkins, MA - Thursday, September 06, 2012

 

Challenge provides opportunity for change.

This is a common experience for most entrepreneurs who are challenged to provide their own solutions to the problems they face. Struggle is the birthplace of innovation, but one must be prepared with the right tools to overcome adversity. With the proper cultivation, ordinary individuals may become innovative entrepreneurial leaders, creating solutions versus being entrapped by problems that plague their communities. The entrepreneurial process strengthens the innate ability to create solutions, but this strength must be honed and fostered.

America’s three sports deities, the National Football League (NFL), Major League Baseball (MLB), and the National Basketball Association (NBA) (I’m a fan of them all!) together represent one of the most highly revered talent pools in the United States. Each franchise, regardless of the sport, has a clear focus, expectation and invests capital with one goal in mind—winning. Participation at this level is highly selective. Most players have natural ability and talent within their sport often recognized in their youth. This leads to a training process, sometimes beginning as early as 5 years old or younger, and it typically involves someone, usually a coach, who has the experience to recognize talent and groom it to its full potential.

Where are those talent identifiers for potential entrepreneurs? What traits should they look for? Are those who teach in our classrooms, minister to our children, and serve as counselors at summer camps trained to recognize innate entrepreneurial abilities? How do you groom innovative entrepreneurial talent?

Great question. . .

 

1. Identify Urban Incubators

I believe the entrepreneurial incubators, particularly in the United States, already exist as schools, community organizations, places of worship, as well as the growing socially-networked global communities. Equipped with the tools, tech, training, and marshaling resources to compete in the marketplace, I’m convinced a crop of well-trained entrepreneurs can be seeded, sown, and harvested in their own communities. By providing entrepreneurs with solution based tools and resources such as StartingUp Now we can help cultivate their innate ability to create solutions in their own communities.

 

2. Expect Success

It is necessary to provide entrepreneurial facilitators effective solution-based tools intentionally designed to create operational businesses. This begins with a fundamental belief that the student can indeed, with the training, operate the business. Training connotes expectation. Train for success.

Within the context of football, a team practices all week, oftentimes twenty hours or more to play for a total of sixty minutes. The team is often able to quickly learn if their conditioning (preparation), game plan (business plan), and outcome (achieved goals) resulted in a win or a loss. It is also absolutely necessary, regardless of a win or a loss, for the team to review the game film with their coaches to improve each week. Teams DO NOT train to fail—failure is an obstacle to overcome. Therefore, we must position the entrepreneurial facilitator with effective resources with the expectation to train successful entrepreneurs.

 

3. Seek Challenge

Youth in challenged urban environments are highly intelligent, adaptable, and often solve their own problems. However, they are still youth and need the assurance that someone, their “coach”, will be there to assist with their business and personal development. The new startup provides opportunities for students to apply the skills learned in the planning process—it’s their business. We entrepreneurial instructors must learn to coach the business not control the business. The student must learn if their plan resulted in their intended outcome. Their network will multiply as they create new relationships, solve business trials, and begin to see difficulties as opportunities to be solved.  Their entrepreneurial mindset is shaped by both their successes, failures, and their resolve is increased by their ability to overcome. Students discover the power of decision-making and the implication of poor choices.  These experiences mold them as the future business leaders.

The startup provides ownership, accomplishment, allowing for a goal they set, achieved, and serves as a platform for other students to emulate. Through the rigors of operation, they learn that business is dependent upon their reputation providing ample opportunity to realize “Treat others as you want to be treated,” and the benefit thereof.  By growing urban entrepreneurs with values that exceed their own self-interest, we intrinsically train these future leaders that operating a successful business requires service to their family, community, country and others under their influence.


Do Your Values Guide Your Business?

Grace Yi - Tuesday, May 01, 2012

 Posted by Brian Jenkins

 

"Core values. Is it how much something is worth?" asked Melody, a Chicago high school student. "If it doesn't directly impact my bottom line, how are values even relevant?"

This interaction with a student working on her first business plan struck the classroom instructor, which led to my visit.

The business venture that Melody and her team were pursuing was more than just a little "risque." Though the team had conceptualized a provocative business idea, its members faced challenges in moving past the first step of the StartingUp Now guidebook: Core Values. With profitability being the team's primary driver, aspects of the business's impact on its employees and their community--as well as the owners themselves--waned in comparison to their goal in "making money."

I was more than willing to visit the classroom and interact with the student team per the teacher's request, having experienced many of the same challenges that educators face in working with aspiring youth entrepreneurs.

Core Values acts as the first step in the StartingUp Now business guidebook, setting a foundation for the entrepreneur in thinking through their business idea. It's quite interesting to hear the various comments through my interaction with users--especially younger readers--who don't see the direct connection between how our values guide all aspects of our lives...even business operations.

Values are taught--historically at home, reinforced in school, and esconced through our peer groups. Values are not intrinsic--they are a learned behavior. As the traditional value reinforcers (i.e. home, school, religious institutions) are being replaced or expanded via social networks and media, where are students "learning" their values from?

This is why Core Values precedes all the other steps in the StartingUp Now guidebook. We want the future entrepreneur to make the correlation between their values and their business operations. I want people to struggle and force themselves through this section...even coming back to rewrite their values after discovering their own.

Entrepreneurship training is life training. By simply discussing Step 1: Core Values, the students and I were able to discover they actually do have values beyond the goal of generating profit, such as family, safety and stability. They simply were not making the connection between the influence that their values had on their business operations--that, in many ways, their values as a business were very much a reflection of themselves. Values act as a compass in making one's decisions, or as one of the students said, "It's like a GPS for our company, it helps us not to get lost."

Through the process of "facilitating vs. lecturing," the students and I, in an open-ended discussion, navigated various business scenarios that taught them how different types of values were profitable but harmful. They are now discovering their own personal values through their business planning process.

While wrapping up, a student named Hector asked, "Do you think an investor would invest in a business like ours?" He was thinking more like an entrepreneur than he realized. Through the process of engagement, the act of listening, and the encouragement for students to be empowered in their curiosity and choices, adult entrepreneurs can help shape the values of future entrepreneurs worldwide.

What do you think? Do core values guide business operations? How do you determine your core values?


Share your comments here or with the global business community on the Skillcenter message board.


Student Entrepreneurs at LYDIA

Grace Yi - Thursday, March 01, 2012

Posted by Grace Yi 

 

A few months ago, I had the chance to sit down with Travis Satterlee for an interview about his work with youth and teaching entrepreneurship in the classroom. Travis, having worked through the Entrenuity model over the past several years, has most recently been working through the StartingUp Now book, guiding students through their team-based business plan.

Travis is both a teacher and licensed clinical counselor working at the Lydia Urban Academy and Lydia Counseling Center at LYDIA, an organization that has, for almost a century, served children and families in communities across the country.

 


 

Can you provide some background on your students and the work you do with them?

At the Urban Academy, students are primarily Hispanic between the ages of 14 and 20. My job is to provide the students the opportunity to consider entrepreneurship as a Plan B for their lives. More than anything, I’m surprised by the students who are sparked by the idea of entrepreneurship as an option for their future path. The ones who connect with entrepreneurship have the aptitude for running with an idea or a vision with the realization that they finally have an outlet for their creative tendencies.

I was trained under the Entrenuity curriculum and have been implementing entrepreneurship in the classroom pushing for economic literacy. I’ve primarily used the business simulation games and work cards to help student groups create a business plan and start operational businesses such as a coffee shop, a garden project, and a vending machine business. Both the vending machine business and coffee shop operated for 2 years while the garden, though still operating, has been taken over by the residential program and has not had students engaged for awhile.

What are the most important and valuable tools necessary to teach entrepreneurship while engaging students in an effective way?

Exposing them to professionals and sectors that are interesting to them is crucial. So is the importance of experiential learning within the classroom setting to where they personally connect with the concept of running a business. Once doors are opened to the prospect of opportunity, the steps that lead them to small successes help set the foundation for them to keep pushing and moving forward with their activities.

What challenges have you and the students faced in the business planning and operations process?

Students did an excellent job in envisioning ideas and completing their business plans, but had a difficult time staying committed throughout the operation of the business after it launched. The most significant challenge that we’ve faced in helping students launch businesses through the school has been in student retention and engagement in the projects. People (both students and staff) regularly get cycled out and move on with their lives after graduating (or moving onto a new job) and don’t stick around. This makes it difficult engaging new students who were never a part of the initial business planning process like the individuals who shaped it from the beginning. Additionally, I work with a very diverse group of students that make it challenging to implement differentiated learning activities. A facilitator and school’s capacity to help support the students’ learning as well as operations is incredibly important, which educators should take into strong consideration if they plan on seeing these projects through long-term.

What has been most inspiring in teaching students about entrepreneurship? What words of wisdom can you share from your personal experience as an educator?

The key takeaways from my experience are found in the hope that entrepreneurship provides youth in enhancing their ability to make decisions for their future—independent from the constraints and challenges they may be facing. The other important value is the opportunity to help them develop healthy relationships through a classroom context, which will shape their personal and professional trajectory.

I think it’s important to have small, attainable goals that help encourage students feel confident and successful. Goals don’t have to be huge—like starting big businesses—but when you identify and attain some smaller goals, the skills and outcomes in reaching those goals are the valuable takeaways.


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