ELARC CUSTOMIZED EMPLOYMENT

CAPACITY DEVELOPMENT PROGRAM

DRAFT

Developed by Griffin-Hammis Associates In collaboration with the

Eastern Los Angeles Regional Center

GRIFFIN-HAMMIS ASSOCIATES

COPYRIGHT 2008 GRIFFIN-HAMMIS ASSOCIATES

ELARC CUSTOMIZED EMPLOYMENT CAPACITY DEVELOPMENT PROGRAM

DRAFT

Developed by Griffin-Hammis Associates in collaboration with the Eastern Los Angeles Regional Center

PURPOSE: The ELARC “CE Program” is designed to create and sustain capacity for quality Customized Employment by providing competency-based training and on-site technical consultation to a cadre of community rehabilitation personnel.

PROCESS: A six tier classroom curricula introducing the critical elements of both wage and self-employment, including field-based work-applied assignments performed during the normal course of business, coupled with on-site technical assistance, will significantly improve the employment development performance capabilities of the catchment area. Classes will begin with a review of the previous class using a “teach-back” exercise with the participants, a short review of work-applied assignments (these will be provided to the instructor at least a week before each class), and discussion of implementation practicalities, issues, and concerns. Pre and post testing, classroom participation, and quality of work-applied assignments will be used to determine certification as a qualified CE Specialist.

COURSE DESCRIPTIONS:

1. CUSTOMIZED EMPLOYMENT & DISCOVERY. This 2-day session quickly traces the development and evolution of Supported Employment; explores the key disability legislation impacting people with disabilities; explains the interaction of various systems’ policies (i.e. Vocational Rehabilitation, Medicaid, DD, Mental Health, Workforce Investment, SSA, etc.) and funding avenues related to community employment. The main thrust of this session is defining CE in functional terms through the exploration of wage and small business examples drawn from across the United States, showcasing the CE process, understanding the guiding values of community participation, amalgamation of funding, best-practices in rehabilitation and job development techniques, and staff, family & consumer roles.

The assessment process of Discovery will be introduced as the foundation of career planning. Key to the class will be: structuring the process; how to begin; selecting environments for assessment; use of on-the-job training and work trials; referral to other agencies for assistance; the CE team design; family and consumer roles and responsibilities; creating a sense of urgency; developing a vocational profile.

Preparatory reading: The Job Developer’s Handbook. Chapters 1 & 2.

Learning Objectives:

2

1. Understand and articulate the evolution of community-based services and the importance of employment as an adult role in society.

2. Understand and articulate the importance of functional assessment in developing a foundation for employment.

3. Understand and articulate the process for determining the Ideal Conditions of Employment.

Field-based Assignment: Develop and document an individualized Discovery Plan for one career seeker and complete the home visit. Notes of the meeting are due one week prior to the next class. (Time commitment: 2 to 3 hours)

2. SYSTEMATIC INSTRUCTION AND NATURAL SUPPORTS. This 2-day session combines lecture and hands-on practice of errorless learning strategies used to teach people complex tasks. Participants will tour local businesses to perform job analysis reviews. Systematic Instruction is crucial to developing creative employment and business strategies, to using natural workplace supports, to facilitating co-worker mentoring, and to reducing stigma and job loss. Critical elements taught include: designing Typical Person Inventories (TPI), prompt hierarchies, task analysis, job analysis, reward strategies, topographic and functional correctness, the role of corporate culture, et al. ELARC will be asked to identify local businesses and also to arrange for 6 to 8 consumers for Day-2 afternoon SI classroom practice.

Preparatory reading: The Job Developer’s Handbook. Chapter 3.

Learning Objectives:

1. Understand and articulate the need for reducing cue dependence when teaching.

2. Understand and articulate the process used to design and implement a TPI.

3. Understand and articulate the identification, facilitation, and importance of natural worksite supports.

Field-based Assignment: Utilize a Typical Person Inventory during Discovery and apply the teaching method in a community setting with the career seeker until they reach the established success criterion. Document with completed forms and/or video (if possible, accompanied by a signed release statement from the consumer/career seeker for review during the next class). (Time commitment: 2 to 3 hours)

3. CUSTOMIZED JOB DEVELOPMENT. This session builds on Discovery and the vocational profile to create a plan for identifying the ideal conditions of employment. A thoughtful process is used that generates employment ideas through the use of a CE Team, creating a prospecting list of at least 20 employers. The processes of connecting to employers, job creation- and carving, resource ownership, on-the-job training/tryouts,

3

developing funding strategies, and interest-based negotiation are covered. Because Job Development exploration also is used to generate business-to-business entrepreneurial ideas, a portion of the class will be spent on generating business ideas.

Preparatory reading: The Job Developer’s Handbook. Chapter 4.

Learning Objectives:

1. Understand and articulate that there are unlimited ways to make a living in this world.

2. Understand and articulate that jobs are created by profits.

3. Understand and articulate the role negotiation plays in job development.

4. Understand and articulate the how CE job development differs from traditional placement approaches.

Field-based Assignment: Use the completed Discovery & Vocational Profile information to create a comprehensive list of 20 potential places of employment. Visit no fewer than 3 sites and report on their employment potential, new thoughts, concerns, and additional ideas for job or small business creation. Determine next steps after discussing with the career seeker. Due one week prior to the next class. (Time commitment: 2 to 4 hours)

4. SOCIAL SECURITY WORK INCENTIVES. This 2-day session presents a functional overview of SSA and Medicaid/Medi-Cal benefits, and the most commonly utilized work incentives, including: Plans for Achieving Self Support (PASS), Impairment Related Work Expenses (IRWE), Property Essential to Self Support (PESS), 1619a & b, etc. Participants will learn how to do basic calculations regarding the impact of wages and self employment net earnings on cash benefit checks, calculate Trial Work Period Months, and generate a budget for a proposed PASS Plan. Participants will also be introduced to both on-line resources (e.g. DB101.org) and local Work Incentives Coordinators.

Preparatory reading: The Job Developer’s Handbook. Chapter 9.

Learning Objectives:

1. Understand and articulate the major differences between SSI and SSDI.

2. Understand and articulate when and how a PASS should be used.

3. Learn the location of the nearest benefits planner.

Field-based Assignment: Contact the local benefits planner and have a review done for a career seeker. Determine the impact of wages on benefits, and the potential for a PASS. Provide the report to the instructor within a week of the next scheduled training session. (Time commitment: 1 to 2 hours).

4

5. BUSINESS IDEA DEVELOPMENT AND FEASIBILITY TESTING; MARKETING AND SALES ESSENTIALS. This session continues to build on information from Discovery and community employment exploration, linked with the information from the benefits analysis especially regarding the availability of potential PASS funding. Using the vocational profile and the Ideal Conditions of Employment, business ideas will be generated that match the individual consumer’s interests, skills, and talents. Teams will work together designing preliminary methods of testing the business ideas. Typical testing methods include: selling retail items at a local market; soliciting retailers; posting items on Ebay; using various data collection methods including surveys of potential customers. Each working team of classroom participants will select a business idea and will design feasibility plans using at least two testing methods. At least one method will be field-tested during class time, in the community.

The second part of this 2-day session concentrates on marketing theory for small business and introduces resources such as the Micromarketing Primer for use in the Quick Launch Business Plan session, and for planning with consumers. An overview of sales and promotional techniques for low-budget startups is also covered.

Preparatory reading: Making Self-Employment Work. Chapter 3.

Learning Objectives:

1. Understand and articulate the various methods of business idea testing.

2. Understand and articulate how testing provides a foundation to the business plan.

3. Understand and articulate how testing provides a rationale for business financing (e.g. Vocational rehabilitation, DD, loans, PASS, family investment).

4. Understand and articulate the difference between advertising and listing in small business promotional approaches.

5. Understand and articulate the linkage of sales projections with sales strategy and production scheduling.

Field-based Assignment: Generate at least 3 business ideas with a career seeker and outline two methods for testing one of the ideas. Defend your choice of business ideas. Due one week prior to the next class. (Time commitment: 2 hours)

6. QUICK LAUNCH: UNDERSTANDING AND WRITING MICROENTERPRISE PLANS. This highly structured seminar requires teams of 3 to 5 participants (each team should have at least one laptop or desktop computer with MS Excel and Word, and with access to a printer and the internet) to work together crafting the major elements of a business plan including: business purpose and goals; marketing and promotion plan; development of the customer profile; sales projections; budget; breakeven analyses; and cash flow statements. Each business plan section will be introduced and explained, and templates will be provided to assist the teams in crafting their plan.

5

Preparatory reading: Making Self-Employment Work. Chapter 4.

Learning Objectives:

1. Understand and articulate the critical parts of a business plan.

2. Understand and articulate how sales/production relates to profitability.

3. Understand and articulate how small businesses promote their products or services.

Field-based assignment: The team will work together via meetings, phone, and e-mail to complete the business plan that was rough drafted during class. The finished plan is due within 30 days of the class. (Time commitment: 1 to 4 hours)

6

ELARC CUSTOMIZED EMPLOYMENT CAPACITY DEVELOPMENT PROGRAM

Pre-Post Test

Name Affiliation/Agency Date e-mail address

1. Customized Employment (CE) is designed to address the barriers associated with traditional methods of getting a job. To do this, CE includes which of these elements:

a. Job Carving

b. Representational Portfolios or Picture Books

c. Interest-based Negotiation

d. Self-Employment

e. Job Coaching

f. All of the Above

g. None of the Above

2. Discovery is a method of assessment that:

a. Uses psychometric testing to determine employability

b. Combines IQ scores with previous work history to produce an array of job choices

c. Answers the question, “Who is this person?”

d. Answers the question: “What is the best job for this person?”

3. Systematic Instruction refers to a process of teaching that:

a. Is designed around what the consumer finds interesting or valuable

b. Uses many verbal reminders to keep the consumer on task

c. Relies on extrinsic reward to motivate the consumer

4. Customized job development typically involves:

a. Performing a thorough labor market analysis

7

b. Regularly searching the Want Ads and visiting the local Workforce Center for job leads

c. Seeks out the ideal conditions of employment for the person

d. Joining the Chamber of Commerce

5. A PASS can help an individual:

a. Pay for tools for a job

b. Pay for transportation to a job

c. Pay college tuition

d. Fund a business

e. None of the above

f. All of the above

6. Often the best way to test the feasibility of a business is to:

a. Sell a few products or deliver the service a few times

b. Look for earnings data of similar businesses on the Internet

c. Businesses fail at a rate of 85% so why open a business?

d. Write a business plan

7. Vocational Rehabilitation cannot fund a business proposed by someone who does not read or write:

a. True

b. False

8. There is a high degree of liability involved with:

a. People with disabilities working in businesses

b. People with disabilities owning businesses

c. People with disabilities working in their family’s business

8

d. Agencies promoting the hiring of people with disabilities

e. None of the above

f. All of the above

9. The $2000 resource limit for people receiving SSI and Medicaid/Medi-Cal does not apply, and they can have unlimited resources, if they keep their money in their small business checking account.

a. True

b. False

10. The term “Intersecting Tasks” on a job site refers to:

a. Tasks that are taught together as one process

b. An opportunity for co-workers to perform a task together

c. A situation where co-workers may collide while working

d. A potentially confusing situation where too many tasks are performed at once

Score: Pre: ______

Post: ______

9

SUGGESTED READING

Becker, D. & Drake, R. (2003). A working life for people with severe mental illness. NY: Oxford University Press.

Callahan, M. & Garner, B. (1997). Keys to the Workplace: Skills and Supports for People with Disabilities. Baltimore: Brookes Publishing.

Collins, J. (2001). Good to Great: Why some companies make the leap…and others don’t. NY: Harper Collins.

Condon, E. & Brown, K. (2005). It takes a village (or at least several partners) to Transition a Student from School to Work. Missoula, MT: Rural Institute/University ofMontana.

Friedman, T.L. (2005). The World is Flat: A brief history of the twenty-first century. NY: Farrar, Straus & Giroux.

Gladwell, M. (2000). The Tipping Point: How little things can make a big difference. NY: Little, Brown & Company.

Griffin, C.C. (1999). Working Better, Working Smarter: Building Responsive Rehabilitation Programs. St. Augustine, FL: TRN, Inc.

Griffin, C.C., Brooks-Lane, N., Hammis, D., & Crandell, D. (2007). Self-Employment: Owning the American Dream. In Wehman, Paul, et al. Real Work for Real Pay. Baltimore: Brookes Publishing

Griffin, C.C. & Hammis, D. (2003). Making Self Employment work for people with disabilities. Baltimore: Brookes Publishing.

Griffin, C.C., Hammis, D. & Geary, T. (2007). The Job Developer’s Handbook: Practical tactics for customized employment. Baltimore: Brookes Publishing.

Hagner, D. (2000). Coffee breaks and Birthday cakes: Evaluating workplace cultures to develop natural supports for employees with disabilities. St. Augustine: TRN press.

Hammis, D. & Griffin, C.C. (2002). Social Security Considerations for Entrepreneurs with Significant Disabilities. Florence, MT: Griffin-Hammis Associates, LLC.

Kohn, A. (1993). Punished by rewards. NY: Houghton Mifflin Company.

Leucking, R., Fabian, E., & Tilson, G. (2004). Working Relationships: Creating career opportunities for job seekers with disabilities through employer partnerships. Baltimore: Brookes Publishing.

Nerney, T. (2004). Lost lives: Why we need a new approach to quality. Ann Arbor, MI: The Center for Self-Determination.

10

O'Brien, D., Ford, L., & Malloy, J. (2005). Person centered funding: Using vouchers and personal budgets to support recovery and employment for people with psychiatric disabilities. Journal of Vocational Rehabilitation, 23(2), 71-79.

Putnam, R. (2000). Bowling Alone: The collapse and revival of American community. NY: Simon & Schuster.

Scholtes, P. (1988). The Team Handbook: How to Use Teams to Improve Quality. Madison, WI: Joiner Associates.

Shapiro, J. (1993). No Pity: People with Disabilities Forging a New Civil Rights Movement. NY: Times Books.

Sirolli, E. (1999). Ripples from the Zambezi. Gabriola Island, British Columbia: New Society Publishers.

U.S. Department of Labor, (1998). Workforce Investment Act (WIA), PL 105-220, 29 U.S.C. SS 2801 et seq.

Wycoff, J. (1995). Transformation Thinking. NY: Berkley Books

11

Draft Content Training Agendas

Note: Training sign in begins at 8:30 am for each session; there will be morning and afternoon breaks of 15 minutes; and lunch on your own (1 to 1.5 hours). Plan to perform a community-based team exercise during lunch for each session.

Session One: Customized Employment & Discovery

Introduction ExerciseHousekeepingAgenda & Course Review

Introduction to Customized Employment (CE)Policy PracticeFundingSample Case Studies (Video and Slides)

Related SystemsBlended FundingMedicaid, SSA, Medicare, Vocational rehabilitation, Workforce Investment Act, Schools, IDAs, et al.

Discovering Personal GeniusDiscovery ExercisePerson-Centered FormatsHanging Out with Intent (HOWI)Assistance Not Assessment

Labor Market & Assessment Issues in CENegative impact of competitive/comparative SystemsEconomic Development Approach to Job DevelopmentPredictive Validity of Vocational EvaluationFinding the Ideal Conditions of EmploymentOutline of Customized Employment Job Development ApproachesOverview Job Carving & Creation

Self-Employment as a CE ApproachSelf-Employment FolkloreSelf Employment Process Overview Self-Employment Case Studies (Video & Slides)

Wrap-up & Adjourn Day One

Discovery and Personal Genius

12

Vocational AssessmentPredictive Vs Ecological ValidityPerson-Centered Approaches (Personal Futures, MAPS, etc.)Evaluation & Funding Approaches

Essentials of Discovery

Conversation Vs Interrogation (Exercise)Discovery begins at homeSocial Capital and the NeighborhoodObservation PrinciplesRole of the family

Developing the Plan of Discovery

Work try-outs/ExperienceTypical Person InventoriesTeam-based PlanningSkills, Teachable tasks, Interests, Preferences

Discovery Concerns

What gets you out of bed in the morning?When & Where are you in flow?Who knows you best?Recognized strengths & talents?Best strategies for support?

Timelines10 to 50 hours over 6 weeksInterruptionsTeam functionsDiscovery Action Items & Timelines

CE Management Plan

Capturing information Vocational Profile or CE Plan formsRecommendations for EmploymentNot thinking in Job DescriptionsThe Rule of ThreeThe List of Twenty

Wrap up & Adjourn Day 2

13

Session Two: Systematic Instruction (SI), Job Analysis & Natural Supports

Overview of Instructional StrategiesVideo Review: Try Another Way (Marc Gold video)Instruction Vs. Incompetence in the CommunitySI & Job RetentionRole of Employment Specialist in Job Site

Systematic Instruction Essentials & Definitions

Ecological ValidityTopographic Vs Functional CorrectnessWhole Task TeachingTask ClustersForward ChainingBackward ChainingTeaching in Silence

Prompt Hierarchies

Verbal, Gestural, Physical, ModelingDirect/Indirect

SI in the Workplace

Job AnalysisCore & Episodic work tasksCulture of the CompanyWork-related issuesUsing the Job Analysis Record

Exercise: Community Employment Job Analysis

Wrap up & Adjourn Day One

Systematic Instruction

Teach-back: Community Employment Job Analysis Reports

Typical Person Inventories

Application during Discovery, Job Analysis, Teaching refinement and collaboration with residential and school programsExercise: Going to the Movies

14

Task Analysis

TA as a teaching toolTA for monitoring worksite performance

Critical SI Concerns

Reward Strategies: Intrinsic MotivationThe Task is the RewardBreaking Cue Dependence

Teaching Complex Tasks

Introduction to Bendix Coaster BrakeName the PartsObservation of AssemblyPractice AssemblyTask AnalysisTest Task Analysis by Teaching

Brake Assembly (afternoon exercise)

Learn task in teams of 2Observe SI by instructorTeams teach consumers

Wrap up & adjourn Day 2.

15

Session Three: Customized Job Development

Introduction Exercise: 6 Degrees of Separation

Networking & Social Capital Values of Community EmploymentThe Myth of the Labor MarketMission Drives AccomplishmentThe Values of Customized Employment: Zero Exclusion, Partial Participation, Interdependence, Self-Determination, Contribution

Customized Employment Examples: Slides & Video

Wage EmploymentJob CreationResource Ownership

Job Analysis Review & It’s relationship to Job DevelopmentCore EpisodicWork RelatedCultural Components of a JobForms & Processes

Lunch & Activity: Tour and Analysis of Local Businesses (Teams of 5) 1.5 Hours

Job Analysis Reports

Resource Ownership & Person-Directed Job CreationExploitabilityBlended Funding (DD, MH, VR. SSA. Schools, et al.)Pitfalls and Opportunities

Work Experience Options & Obstacles Volunteering, Community Services, or Work: Definitions Paid Work ExperienceInformational InterviewsArranging Work ExperienceDOL Regulations/Fair Labor Standards ActBuilding the Portfolio & Resume

Warp up & adjourn Day One

Big Sign SyndromeGetting Behind the Front Counter

16

Backoffice operationsSmall Business is hiringIceberg Effect

Negotiation & Influence in Employment DevelopmentInterest-Based Vs Positional NegotiationTeam Review: Change Cycle; Problem Solving PyramidBig Win/little winSmooth ListeningRelationship Selling/Influence Action PlanningHandling Employer Objections

Job Creation & Job CarvingPartial ParticipationIntersecting Tasks and Long-Term Natural SupportWorksite Inventories (Botanical Gardens, Welding Shop, etc.)Video review & discussion: Kip; Keith, Ti, Rona, Joe and othersStrategies for getting Beyond the Job Description

Lunch & Activity: Tour and Analysis of Local Businesses (Teams of 5) Designing Job Carves – 1.5 Hours

Job Carving Reports

Community Image & Customer ServiceSales and Marketing Background18 Sales PrinciplesVideo: Examples of Sales, Job Development, Image

Job Design Strategies in Customized Employment:Cold Calls Vs Warm CallsLeave Behinds: Portfolios, Picture Books & Fact SheetsDisclosure & ResumesClosing

Natural Supports & Other Customized Employment ConceptsThe Mark Twain ModelEssential Components of Natural SupportsVideo review & Team discussion

Active Employer CouncilsCore ActivitiesSample AgendasEmployer Engagement

Wrap up & adjourn Day Two

17

Session Four: Social Security Work Incentives

Maximizing Employment Opportunities through use of Work Incentives Living outside the Benefits Box: Old vs. New

Example of an Individual working outside the box (Glenn) Activity: Quiz—for each statement identify if it’s the old way of thinking or the new way of thinking.

Simple steps for incorporating the use of work incentivesExamples of programs utilizing work incentives Activity: Self-Assessment—have each participant go through list of steps they can take to utilize work incentives and identify what they are currently doing and what they aren’t currently doing. Come back to list at end of training and have them write in action steps.

Social Security Disability Insurance (Title II):Basics of Social Security Disability Insurance BenefitsCase Study/Exercise to identify eligibilityPhase I--Trial Work PeriodCase Study/Exercise calculating use of TWP

Social Security Disability Insurance (Title II):Phase II—Extended Period of EligibilitySubstantial Gainful Activity Test and Countable Earned IncomeImpairment Related Work ExpensesSubsidy Special Considerations Unincurred Business ExpensesHow to work with SSA to request each work incentiveCase Study/Exercise calculating EPE, countable income, and check eligibility

Social Security Disability Insurance (Title II):Phase III—Beyond EPE & Expedited ReinstatementHow to work with SSA to request ExR or Initial ApplicationCase Study/Exercise applying Expedited Reinstatement

Medicare:Basics of Medicare Part A, B, C & DEligibility and Work Incentives that Maintain EligibilityPart B Financial Assistance: Medicare Savings Programs (MSP)Part D Financial Assistance: Low Income Subsidy Program (LIS)Impact of Work on Financial Assistance Programs

18

Case Study/Exercise calculating change to Medicare, MSP and LIS

Wrap up & adjourn Day One

Supplemental Security Income-SSI (Title XVI):Basics of SSI Cash BenefitResource Test & Work Related Resource Exclusions:

Property Essential to Self Support (PESS)Plan for Achieving Self SupportFederally Funded Individual Development Accounts

Case Study/Exercise applying PESS

Supplemental Security Income-SSI (Title XVI):Income Test & Calculating the SSI Check Amount

Impact of Unearned IncomeImpact of Earned Income—Basic Deductions Student Earned Income ExclusionImpairment Related Work ExpensesBlind Work ExpensesHow to work with SSA to request each Work IncentiveCase Study/Exercise implementing multiple Work Incentives1619b: Maintaining SSI Status at $0 SSI

Medicaid Eligibility while Working

SSI-1619b Medicaid EligibilityCase Study/Exercise determining eligibility for 1619bMedicaid Buy-In Program EligibilityOther Medicaid EligibilityMedicaid Eligibility Counseling

Supplemental Security Income-SSI (Title XVI):Overview of Plan for Achieving Self SupportPractice Implementing PASSCase Study/Exercise strategizing use of PASS

Ticket to Work Program Changes

7/08 Regulatory Changes to Ticket to Work ProgramCase Study/Exercise calculating Ticket payment working with VR and without

Resource Plans—Utilize Multiple Work Incentives

Step 1: Identify Work Goal through Discovery ProcessStep 2: Map out Current and Potential Resources to access

19

PASS, IRWE, BWE, SEIE, HCBS Waivers, Ticket, VR, IDA, FSS, Social Capital, OtherCase Study/Exercise identifying multiple Work Incentives to help achieve work goal Step 3: Identify Specific Expenses Necessary to Reach GoalStep 4: Strategize which Resources to use for which ExpensesStep 5: Implement and Coordinate Resource Plan

Wrap up & adjourn Day Two

20

Session Five: Business Idea Development-Feasibility and Marketing/Promotion

Discovery and Business DevelopmentWage Vs Self EmploymentBusiness Supports DiscussionBusiness Models: Stand-alone; Partnerships; Family Business; Home-Based; Business to Business; Business within a Business, othersWhat model is best?

Business ideas to AvoidGet-rich quick: Medical billing; paper shredding, Chrome plating, etc.Why VR won’t fund Franchises or buy existing BusinessesRule of Three Revisited

What constitutes a good business idea?Matches DiscoveryAffords the Ideal Conditions of EmploymentIt Makes MoneyIt’s ProfitableIt maximizes public BenefitsIt generates it’s own SupportsIt creates and/or fills a need

Testing the IdeaSell SomeSurveys: Computer based SystemsSurveys: InterviewsSurveys: Neighborhood ReviewsFlea Markets; Retail sites; Ebay; etc.Over coming LogisticsComplete the Feasibility Worksheet

What the data revealDemandPricingQualityNichePrimary & Secondary Customer SectorsDistribution Channel Push/Pull-Through

Feasibility ExerciseInterview a local shopkeeper or business owner

Wrap up & adjourn Day One

21

Marketing Essentials for Small Business

Marketing DefinedArt & Science of Niche DevelopmentWhat Marketing Isn’t: SNL US AIR CommercialWhat Sales Isn’t: Cadillac Man

Marketing’s Basic ElementsBranding & StickinessLine ExtensionGetting Generic: Xerox; KleenexAdvertising: Eric’s Glass; Super Bowl CommercialsPositioning & Niche Marketing: Peaches in ColoradoLessons from: McDonald’s, Wal-Mart, Home Depot

Micro-MarketingAdvertising Vs ListingReview the Micro-Marketing Workbook

Exercise: Developing a Marketing and Sales Approach

Features & Benefits ChartDevelop a Sales Flier, Sign, or AdDevelop a Sales PitchAnticipate Objections & RehearsalDevise product/service Add-OnsDevelop a Customer Service Plan which includes: Follow up on satisfaction and product/service quality; Methods for improving the product/service; 1-800 and E-mail technical assistance; Demonstration videos; Money-back guarantees

Distribution & Promotion

Where is the market; how do we reach it; what’s the competition/are they better or different; how will we find customers; wholesale or retail; what are the other market channels; how do we grow the territory; is there an e-commerce angle?

SalesEssentials for the Business ownerPersonal ManagementThe Pareto Rule for Customer RetentionHandling ObjectionsProposing & Closing

22

Problem-Solving & Negotiation Primer for BusinessesInterest-based Vs Positional NegotiationGiving FeedbackCauses of ConflictChange Cycle Exercise

Wrap Up & adjourn Day Two

23

Session Six: Quick Launch Microenterprise & Business Plans

Note: this is a working session that drafts a business plan based on a consumer idea; teams of 4 to 5 people will work on each idea and develop a draft plan during these two days

Interviews: Bring the Team together by having a conversation about the business idea and support approaches. Of course, the Prospective Business Owner (PBO) is the center of attention, and should, if at all possible, lead the discussion. A Team Leader and a Recorder should be selected. These roles will remain fluid and can change throughout the day. All Team members are expected to work collectively and individually.

The discussion is not an interrogation; the answers won’t come during this 30-minute period. This time is used to frame the research and writing that will occur throughout the day. Topics likely requiring conversation include:

How this business fits the PBO’s personality and life circumstances;

How family and friends might provide support;

The amount of money needed monthly for living expenses;

The rehabilitation supports available and/or necessary;

The PBO’s vision of the business and his/her life in 5 years….

The Business Mission

In one or two sentences, describe the business’ purpose. The description should fit on a bumper-sticker. Start by answering the question: What problem does this business solve for its customers?

Consider writing 2 or 3 Goals for the business. (The Team may need to revisit this task throughout the day and add the Goals after much of the research is completed).

Define the Business’ Products and Services (Who, What, When, Where, How, Why?)

Write at least a sentence for each product or service.

Customers/Competitors/Marketing/Sales

Describe 4 key characteristics of the Products/Services;

24

Describe 4 key characteristics of the Primary Customer (who, what, where, when?);

Describe 4 key characteristics of the Secondary Customer (who, what, where, when?);

Describe 2 things your Products/Services won’t do (just to bring clarity to the plan);

Describe why people will buy from your business;

Describe how this business is different from other similar businesses;

Describe how customers will find you.

Shape this discussion into a description of your Marketing Mix.

Business Feasibility

Surveys, test sales, internet research, historical data, and other methods alone or in combination are used to measure business feasibility. Decide on the techniques to be employed, or why previous activity substantiates the business idea. Write out your description of feasibility testing to be used (and what’s been done to date), and include a fall-back position or the possible business modifications planned should the data not support a launch.

Promotion & Distribution

Write this section by considering the following:

Types of advertising and listing you’ll use (you’ll need prices later…);

Where your customers are likely to look for or find your promotions;

What value your business is establishing with its customers;

How customers will find/acquire your product/service;

How to make buying the product/service as easy and convenient as possible;

Who we’ll need to help get the product to market (and what will this cost?);

Plans for expansion in the coming years.

25

Wrap up & adjourn Day One

Sales Forecasting

Develop a twelve-month sales forecast. Explain briefly why sales may increase or fall depending upon season. Use the 12-Month Sales Calculator.

Budget Development

Identify start-up and on-going operating costs by reviewing these and other likely expenses: Starting inventory, tools and equipment, transportation, shipping, space, utilities, insurance, business services (legal, accounting, marketing, sales), taxes, licensing, communications, etc.

Costing Research

Team members select assignments and individually research all costs. This activity must include a discussion of findings and how costs come together into a Pricing Strategy.

Budget & Breakeven

Complete the Consolidated Budget Page and the Breakeven Analysis. Include the costing data, sales projections, financial support from sources including SSA Work Incentives, Vocational Rehabilitation, One-Stop, School Transition program, CRP, personal savings, loans, et al. Note that this is a 12-month budget and that most funding/support agencies will require projections of 36 months or more.

Summary

Discuss the key opportunities and the possible limiting factors for the business. In a couple sentences conclude your business plan with a reasonable assessment of challenges and a prediction of future growth.

Revisions and Corrections

Team Reports, Discussion, Next Steps

Wrap up & adjourn Day Two

26