SomReP Business Skills Curriculum

SOMALIA RESILIENCE PROGRAMME(SOMREP)
BUSINESS SKILLS CURRICULUM

SOMREP Business skills curriculum

CONTENTS

HOW TO USE THE CURRICULUM ........................................................................................................................4
COURSE OBJECTIVES...........................................................................................................................................4
THE ROLE OF A TRAINER.....................................................................................................................................4
METHODS AND AIDS USED DURING TRAINING ..................................................................................................5
CHAPTER 1 ..........................................................................................................................................................7
STARTING A BUSINESS & BUSINESS PLANNING MODULE ..................................................................................7

UNIT 1............................................................................................................................................................. 8
INTRODUCTION TO BUSINESS SKILLS TRAINING ............................................................................................ 8

SESSION 1: INTRODUCTION TO THE BUSINESS SKILLS CURRICULUM .......................................................9
SESSION 2: ESTABLISHING GROUP NORMS ............................................................................................. 10
SESSION 3: BUSINESS SKILLS TRAINING GOALS & EXPECTATIONS........................................................... 11
SESSION 4: ENTERPRENUERIAL SELF ASSESSMENT/PARTICIPANTS’ PRE-TEST ........................................13
UNIT 2........................................................................................................................................................... 15
ALL ABOUT BUSINESS ...................................................................................................................................15
SESSION 1: DEFINITIONS AND REASONS FOR GOING INTO BUSINESS.....................................................16
SESSION 2: PREPARING TO START A BUSINESS........................................................................................18
SESSION 3: SCANNING THE IMMEDIATE ENVIRONMENT: LOOKING OUT FOR EXCITING BUSINESS IDEAS
................................................................................................................................................................. 20
SESSION 4: MATCHING BUSINESS IDEAS WITH BUSINESS SKILLS ............................................................ 27
UNIT 3........................................................................................................................................................... 29
BUSINESS STRATEGIES AND MARKETING.....................................................................................................29
SESSION 1: DEMAND AND COMPETITION ............................................................................................... 29
SESSION 2: GOOD BUSINESS LOCATION ..................................................................................................31
SESSION 3: MARKETING GUEST SPEAKER ................................................................................................ 34
HOW TO MANAGE MONEY .......................................................................................................................... 35
SESSION 1: LIVING COSTS......................................................................................................................... 35
SESSION 2: SETTING BUSINESS GOALS.....................................................................................................37
SESSION 3: HOW TO SEPARATE PERSONAL AND BUSINESS FINANCE .....................................................44
UNIT 5: BUSINESS PLANNING .......................................................................................................................47
SESSION 1: SETTING BUSINESS GOALS.....................................................................................................47
SESSION 2: WRITING THE BUSINESS PLAN............................................................................................... 49
SESSION 3: MARKET ANALYSIS.................................................................................................................51
CHAPTER 2 ........................................................................................................................................................54
SMALL BUSINESS MANAGEMENT MODULE .....................................................................................................54
UNIT 1 INTRODUCTION ................................................................................................................................ 55

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SOMREP Business skills curriculum

SESSION 1: INTRODUCTION TO THE SMALL BUSINESS MANAGEMENT...................................................55
UNIT 2: BUSINESS OPERATIONS ...................................................................................................................56

SESSION 2: MANAGING PRODUCTS AND SERVICES, MONEY AND PEOPLE .............................................56
UNIT 3: ORGANIZING YOUR BUSINESS .........................................................................................................64

SESSION 1: ORGANIZING PRODUCTS AND SERVICES, MONEY AND PEOPLE ...........................................64
UNIT 4: THE KEYS TO EFFECTIVE MANAGEMENT......................................................................................... 67

SESSION 1: KEYS TO EFFECTIVE MANAGEMENT ......................................................................................67
UNIT 5: KEEPING TRACK OF YOUR BUSINESS ............................................................................................... 71

SESSION 1: MANAGING ISSUES THAT ARISE ON DAILY BASIS ..................................................................71
UNIT 6: GUEST SPEAKER............................................................................................................................... 74

SESSION 1: HOW TO MANAGE BUSINESS OPERATIONS ..........................................................................74
UNIT 7: RECORD KEEPING ............................................................................................................................ 75

SESSION 1: INTRODUCTION TO MONEY MANAGEMENT.........................................................................75
SESSION 2: INTRODUCTION TO RECORD KEEPING...................................................................................77
SESSION 3: BUSINESS RECORDS ...............................................................................................................79
SESSION 4: VISIT TO LOCAL BUSINESS ENTERPRISES ...............................................................................84
UNIT 8: FINANCIAL PLANNING .....................................................................................................................86
SESSION 1: IMPORTANCE OF FINANCIAL PLANNING ...............................................................................86
SESSION 2: MAKING SMART FINANCIAL PLANS .......................................................................................88
UNIT 9: MAKING DECISIONS & SOLVING PROBLEMS IN BUSINESS .............................................................. 91
SESSION 1: MAKING GOOD DECISIONS....................................................................................................91
SESSION 2: PROBLEM SOLVING AND BUSINESS DECISIONS ....................................................................96
SESSION 3: EMOTIONS AND PROBLEM SOLVING ....................................................................................99
SESSION 4: PROBLEM SOLVING AND TIME MANAGEMENT ..................................................................101
SESSION 5: MULTIPLE SOLUTIONS .........................................................................................................103
SESSION 6: FAMILY AND BUSINESS ........................................................................................................105
CHAPTER 3 ......................................................................................................................................................109
BUSINESS EXPANSION MODULE .....................................................................................................................109
UNIT 1: INTRODUCTION TO BUSINESS EXPANSION ...................................................................................110
SESSION 1: WHY EXPAND THE BUSINESS...............................................................................................110
SESSION 2: WAYS OF EXPANDING A BUSINESS: AN ENTREPRENEURS CHECKLIST ................................111
SESSION 3: BUSINESS EXPANSION FROM LOCAL TO GLOBAL ................................................................116
UNIT 2: MAKING INVESTMENT DECISIONS ................................................................................................120
SESSION 1: INTRODUCTION INVESTMENT DECISIONS ...........................................................................120
SESSION 2: HOW SMALL BUSINESS OWNERS SHOULD MAKE INVESTMENT DECISIONS.......................121
SESSION 3: HOW SMALL BUSINESS OWNERS SHOULD EVALUATE INVESTMENT DECISIONS................123

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SOMREP Business skills curriculum

CHAPTER 4 ......................................................................................................................................................125
CUSTOMER SERVICE MODULE........................................................................................................................125

UNIT 1: KNOWING YOUR CUSTOMERS ......................................................................................................126
SESSION 1: INTRODUCTION TO CUSTOMER SERVICE ............................................................................126
SESSION 2: KNOWING YOUR CUSTOMERS.............................................................................................127
SESSION 3: IDENTIFYING AND ADDRESSING CUSTOMER NEEDS ...........................................................130

UNIT 2: LISTENING TO CUSTOMERS ...........................................................................................................133
SESSION 1: MEETING BASIC NEEDS........................................................................................................133
SESSION 2: ADDRESSING CUSTOMER COMPLAINTS ..............................................................................134
SESSION 3: TURNING DIFFICULT CLIENTS AROUND...............................................................................135

UNIT 3: ATTRACTING CUSTOMERS.............................................................................................................137
SESSION 1: POWER OF A SMILE .............................................................................................................137
SESSION 2: STAYING POSITIVE ...............................................................................................................138
SESSION 3: STAYING ENERGIZED ...........................................................................................................139
SESSION 4: GOING THE EXTRA MILE ......................................................................................................140

UNIT 4: CLIENT PROTECTION......................................................................................................................142
SESSION 1: CORE CLIENT PROTECTION PRINCIPLES...............................................................................142

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SOMREP Business skills curriculum

HOW TO USE THE CURRICULUM
Before starting to use this curriculum it’s important for the facilitator to under the structure of the
curriculum. The curriculum is organized into chapters, units and sessions. The training sessions can
be undertaken in any set up whether at the community level.

The unit and Session structure/components

1. Objectives - this will highlight ley learning from the unit/session
2. Time - time taken per session/unit is well stated for guidance
3. Materials - This are materials which is needed for specific sessions.
4. Notes to Facilitator - key guidance to the facilitator/trainer. Ensure you read them.
5. Facilitating steps - This is a systematic way of how each session should be facilitated.
6. Recap - review with participants what they have learnt after each unit.
7. Handout and worksheets – some sessions will include handouts, please read the carefully.

NB: Handouts can be printed and handed to participants but depending on their literacy levels,
the second option is the trainers can take the participants through the same.

COURSE OBJECTIVES
By the end of the course, trainees should be able to:

1. Understand the roles of enterprises in Somali’s Economy
2. Understand and appreciate Entrepreneurship as a career
3. Identify a viable business enterprise that each can undertake
4. Develop a well thought and researched Business Plan
5. Prepare and maintain simple accounting records
6. Understand investment options available to them, where they can channel their profits
7. Understand issues surrounding success in business, namely:

a. Marketing
b. Leadership
c. Customer service

THE ROLE OF A TRAINER
As a trainer, you play an important role in imparting Entrepreneurial skills among trainees leaving
them confident that they can start, expand and run successful businesses. You need to motivate
trainees to change their ways of thinking and seek to take up Entrepreneurship as a career. You
should effectively facilitate this change process within an individual and equip them with required
skills.

You need to understand and appreciate the concept of Entrepreneurship and be able to transfer it
to trainees in a simplified manner. In order to deliver a successful training, you are required to:

➢ Identify and establish training needs i.e. do a training needs analysis
➢ Run a course for a minimum of 15 participants and maximum 25
➢ Facilitate the learning of the participants by meeting the course and session objectives.
➢ Ensure that the course is evaluated by the participants.
➢ Evaluate the course and contribute to a written course report.
➢ Report any concerns about the participant to consortium.
➢ Act as a resource for participants in and out of session time.

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SOMREP Business skills curriculum

➢ Design the program i.e. Prepare sessions plans/ schedule and Prepare course materials/
exercise/ games

➢ Administer and organize trainings
➢ Promote training program among the target group

1) Assess and select prospective trainees and invite them to training programs
2) Arrange all required training materials as per schedule
3) Manage time and space for each session
4) Act as a role model to the participants
5) Occasionally act as the course coordinator and ensure that the course report is

completed and delivered to the consortium TU.

Tips for Trainers

Basics of training

➢ We learn best when we are ready to learn
➢ We develop skills through practice
➢ We learn faster when outcome is satisfying
➢ We tie learning to what we already know
➢ We learn by doing
➢ We learn one thing at a time

Your personal characteristics as a trainer

➢ Do not pick up sensitive issues concerning politics, racial or cultural differences
➢ Be friendly, fair, and firm
➢ Involvement: This may include participating in recreational activities with trainees
➢ Professionalism: You need to look sharp, feel sharp, and confident
➢ Respect your trainees
➢ Reprimand if necessary softly and with understanding
➢ Remain calm
➢ Criticize the mistake and not the person
➢ Advice and discuss constructive course of action
➢ Do not look down on the trainees

“Always remember to set group norms as you start the classes”

METHODS AND AIDS USED DURING TRAINING
Lecture
The lecture method involves a prepared talk by the trainer on a particular topic. As a trainer, you
become the main source of information. The method is ideal where learners have no access to
information. This method does not encourage participation by the trainees. It therefore can be
used alongside other methods. When introducing a new topic, you may be the only source of
information but as you progress, you should involve the trainees.

Demonstration
Demonstration involves the use of various resources to illustrate a concept. This method is valid
where you as the trainer need to introduce a new concept or when the resources are so scarce
that each learner cannot carry out the activity individually. It can be used to illustrate a difficult

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SOMREP Business skills curriculum

concept. You should carry all the necessary resources and try them out prior to the classroom
demonstration. The demonstration should be focused and you should explain all the stages in
order to give the trainees a chance to grasp the concept. You should make provisions to ensure
that all the trainees have a clear view of the demonstration. It is of necessity to involve the
trainees at all levels of the demonstration by assigning them tasks either individually or in a group.

Discussion and Group work
This is an all-inclusive learning experience. The trainees are allowed to express their views on
specific topics. The discussion may be group based or class based where the whole class is
involved. You have the responsibility of planning well in advance to ensure that the discussions
lead the expected outcome. You should lead in the discussion by asking thought provoking
questions that elicit reaction from the trainees.
You should then harmonize the information from trainees in order to arrive at logical conclusions.
It is advisable to divide the trainees into small groups where each group is assigned some topic to
discuss. You should also guide in the plenary discussions where all the groups make their
presentations. This method is ideal for topics like market research and business planning.

NB: You should monitor discussions to make sure they do not go out of the topic in question.

Guest speaker
The involvement of a resource person is very important in any learning environment. You should
identify a resource person and invite him or her to come and make a presentation to the trainees.
The resource person’s selection should be, made considering his or her experience in the field of
business. The resource persons should be persons of integrity in the society and persons who
would be willing to share their experiences with the trainees.

When such persons are involved, you should guide them on the time schedule and the key areas
of interest that they would share their experiences in. You should plan time in such a way to allow
time for questions and answers. You need to be careful and always maintain the discussion
focused as it may at times get out of the topic in question.

Other methods
The following methods may be used when appropriate:

➢ Drama/role plays, Games, Songs, Stories, debates and brainstorming sessions
➢ Quotes
➢ Guest speakers/Visiting exercises/ site visits
➢ Experience sharing

Training Aids
The training aids are meant to support the trainees in the learning process. They should be clear
and simple.

Training aids may include the following:

a) Flip charts
b) Hand-outs

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SOMREP Business skills curriculum
CHAPTER 1
STARTING A BUSINESS & BUSINESS PLANNING MODULE

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SOMREP Business skills curriculum

UNIT 1
INTRODUCTION TO BUSINESS SKILLS TRAINING

Module Units Sessions Duration

Starting a Business 1) Introduction to 1) Introduction to the Business skills 0.5 hours
Curriculum
& Business business skills 0.5 hours
2) Establishing Group Norms 0.5 hours
Planning Module training 3) Business skills Training Goals and
0.5 hours
2) All About Business Expectations
4) Entrepreneurial Self-Assessment / Pre- 1 hour
3) Business strategies
and marketing Test 0.5 hours
1) Definitions and Reasons for Going into 3.5 hours
4) How to manage
Money Business 0.5 hours
2) Preparing to Start a Business
5) Business planning 3) Scanning the Immediate Environment: 1 hour
1 hour
Looking Around for Business Ideas 1 hour
4) Matching Business Ideas with Business 1 hour
1 hour
Skills 1 hour
1) Demand and competition
2) Good business location 0.5 hours
3) Marketing Guest speaker 1 hour
1) Living Costs 1 hour
2) Setting Spending Goals
3) How to Separate Business and Personal

Finances
1) Setting Business Goals
2) Writing business plan
3) Marketing analysis

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SOMREP Business skills curriculum

SESSION 1: INTRODUCTION TO THE BUSINESS SKILLS CURRICULUM
Time - 30 minutes

Objectives

➢ Introduce ourselves and get to know one another
➢ Get introduced to the Business skills curriculum

Training aids

➢ Flip chart paper and markers
➢ Write the objectives and schedule for the first day on flip chart or the board.

Facilitation Steps

1) Welcome participants to the business skills course and invite them all to sit or stand in
a circle.

Share a story/ experience of past MSD/Livelihood programming, or a personal Story that
illustrates why training is important

2) Introduce yourself. Tell participants your name, how long you have been working as a
facilitator and why your work is important to you. Keep your introduction short and
simple.

3) Explain to participants that they will take some time to get to know each other before
starting to learn about business.

4) Arrange the participants in a circle. Each participant should say their name and an
adjective that de The next person has to repeat the person’s name and adjective, and
then add their own name. To take the pressure off the person who has to repeat the
names, the entire group can repeat the names together. This is a guaranteed way to
remember names, and learn how your friends describe themselves.

5) Now is a good time to introduce other facilitators, PERMA program staff, and/or any
other people in the group with special roles, and to give a brief introduction of the
organizations involved in the training.

6) Explain that business skills is an education program to prepare people to run their
own businesses, be successful at work, and lead productive lives. Explain that during
the course, participants will learn how to start and run their own businesses, and
about general business and finance. Explain that participants will learn skills that are
important in any work place, and that they will also learn about things like goal
setting, problem solving and life skills during the course.

7) Explain that it is believed that all people are critical to the development of their
country, and that through this training they can transform themselves into economic
drivers that will help the country as a whole.

8) Remind participants that they were selected for business skills and explain the
different sections of the training program.

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SOMREP Business skills curriculum

Starting a Business and Business Planning, Small Business Management, Business
Expansion, Customer Service

9) Present the objectives and schedule for this first session, and ask participants if they
have any questions so far. Explain that we will talk more about goals and expectations
later on.

SESSION 2: ESTABLISHING GROUP NORMS
Time - 20 minutes

Objectives

➢ Help create our own learning environment.
➢ Share the responsibility for learning and working well together.
➢ Generate and agree on a set of norms to govern our learning process

Training aids

➢ Flip chart paper and markers
➢ Obtain markers for all participants.
➢ Tape four sheets of flip chart paper together.

Facilitation Steps

1. Explain to participants: “As we learn the skills for planning a business, we will take part in
many activities. During these activities, we will interact with everyone in the group. This
next activity will give us a chance to discuss what will help us to work well together.”

2. Place the taped flip chart flat on the floor. Ask participants to gather in a circle around the
paper. Explain to them that this activity will be very important for the work they will be
doing together throughout the next 3 days.

3. Have participants place their hands on the paper so that all their hands touch and form a
circle.

4. Invite participants to draw outlines of their hands on the flip chart. Encourage them to use
colorful markers to decorate the hand outlines.

5. Explain to participants that creating a social contract is based upon a simple but
compelling question:

Establish the Group Norms: Write it on flip chart and keep it fixed to the wall throughout the
training. Introduce several basic agreements and then ask the group to add ideas from the circle of
hands exercise or their own ideas.

Ensure these and others are written Participate fully.
and displayed in a conspicuous No unnecessarily movements in and
section of the training room: out of the room
No put downs of self or others Respect yourself, each other and this
No picking of telephone calls while in place.
session No cliques; make friends with the
Be willing to try new things. whole group.
Listen well. No side meetings

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SOMREP Business skills curriculum

SESSION 3: BUSINESS SKILLS TRAINING GOALS & EXPECTATIONS
Time - 2 hours

Objectives
➢ Discover the purpose of the Business skills training course.
➢ Have an opportunity to share and understand our expectations of the course.
➢ Learn about the participatory or learner-centered learning approach, which will be used in
the training program

Training aids
➢ Flip chart paper and markers
➢ Write the goals and full training schedule on flip chart paper

Facilitation Steps

1) Explain to participants: “As we learn the skills for planning a business, we will take part in
many activities. During these activities, we will interact with everyone in the group. This
next activity will give us a chance to discuss what will help us to work well together.”

2) Welcome participants and invite them all to stand in a circle. Congratulate participants for
completing the first unit of Business skills Training Program.

• Begin the session by asking each participant to share something they learned during
this first unit.

• When you are done, you can vary the game by asking the participants to share
something they learned outside of the discussion or something fun they did last
week.

• Divide participants into small groups and ask them the questions below. (Ask the
groups to write down their answers to both questions, then tell the whole group)

✓ Why did you come to this training program?
✓ What do you hope to gain from this training?

3. After the presentations, remind participants that the aim of the program is: to enhance
their economic empowerment through the development of business skills

4. Explain to participants that a goal is something you want to achieve. Tell them the goals of
the training e.g. business skills will enable them to acquire business management acumen

5. Go through the two lists and point out where their expectations come into agreement
with the training goals. Also review the expectations outlined in the group norms,
including respect, no put downs and full participation.

6. Explain the attendance policy that you have agreed on. Allow time for participants to ask
questions.

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SOMREP Business skills curriculum

7. Read the full program-training schedule, including subjects and timing, and then put it up
where everyone can see it. If you have printed copies, you circulate. Allow time for
participants to ask questions.

Introduce Handout 1: Key Principles of Adult Learning

Respect Key Principles and Practices of Adult learning
Affirmation
Relevance ▪ Learners feel respected and feel like equals.

Dialogue ▪ Learners need to receive praise for even small attempts.

Engagement ▪ Learners learn best by drawing on their own knowledge
and experience and when training meets real-life needs
Immediacy jobs, family, etc.
Fun
Experience ▪ Learning must be two-way to allow the learner to enter
Safety into a dialogue with the trainer.

Up-to-Date ▪ Learners must get involved through discussion, small
groups and learning from peers.

▪ Learners must be able to apply the new learning
immediately.

▪ Learners learn best when humor and interactive games
are used.

▪ Learning should involve thinking and emotions as well as
doing.

▪ Learners need to feel that their ideas and contributions
will be valued - that they will not be ridiculed or belittled.

▪ By including current media and topics, trainers can
ensure relevance, make the training more interesting,
and promote discussion.

1. Explain to participants that this training will be participant centered and will provide them
with opportunities for real business experiences. Explain that in participant or student-
centered learning, participants are active in their learning. Rather than relying on being
simply pushed by a teacher, students are mainly self-motivated and learn in their own
way.

2. Point out to participants that if we are trying to learn to do something, we usually learn
best if someone shows us and then we practice ourselves.

3. Review the questions above. Now answer the questions from the participant- centered,
experiential viewpoint.

4. Ask participants if they have any questions about this learning and teaching style.

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SOMREP Business skills curriculum

SESSION 4: ENTERPRENUERIAL SELF ASSESSMENT/PARTICIPANTS’ PRE-TEST
Time - 30 minutes

Objectives

➢ To measure increase in business, entrepreneurial and life skills among target group
(percentage of youth, men and women demonstrating increased knowledge/skills).

Materials

➢ Flip chart paper and markers
➢ Notebook and pens
➢ Handout 3: Pre-test

Instructions
➢ Write the goals and full training schedule on flip chart paper
➢ Administer the survey to the participants once before the start of the Business skills
program

Facilitation Steps

1) Introduce Handout 2: Pre-test
2) Ask participants to fill in

Handout 2: Pre-test

Date Please answer the following questions. If preferred, the
Name facilitator may read the questions out loud.
Instructions

Part 1: Please tick the correct answer (60 marks) Notes to facilitator

1) Which of these things should you do before you start your business? Depending on literacy of the
A. Take out a loan from a bank. participants the facilitator can also ask
B. Take a tailoring class. the questions randomly to understand
C. Think about your personal goals. their business acumen level
D. Advertise your business.

2) When thinking of your business idea, you should....
a. Observe the markets around you
b. Ask your mother or father what business to start
c. Ask your teacher what business to start
d. Try to sell the product or service right away

3) In order for you to start a business, it is important to....
a. Have a lot of experience
b. Find a good advertiser
c. Do something that you do not enjoy

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SOMREP Business skills curriculum

d. Find a good location
4) If there are 200 groceries in your community, then there is probably

a. Supply
b. Competition
c. Money
d. Demand
5) If there are a lot of potential customers who may want your product or service, we call this
high
a. Demand
b. Competition
c. Business skills
d. Profit
6) Which of these is the most important when choosing a location --
a. Close to home
b. With a lot of space
c. That meets you and your customer’s needs
d. That is cheap
7) How many ways are there to attract customers?
a. 3
b. 7
c. No ways to attract customers; thy come on their own
d. There as many ways as you can imagine

8) Which of these things is not a need?
a. Clothes
b. Food
c. Water
d. TV

9) What of these things are not needed to run a business?
a. Managing your time
b. Budgeting
c. Previous experience
d. Customer service

10) Which of the following would not make a good business mentor? Someone who has--
a. Loaned you money
b. You look up to
c. You get along with
d. Has business experience

11) A business plan should not contain my ---
a. Business idea
b. Operating costs
c. Profit
d. Family members

Part 2: Please rate as appropriate (20 marks)

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SOMREP Business skills curriculum

Question (1) Very (2) Difficult (3) Easy (4) Very
Difficult Easy

How do you find?
Setting goals

Determining the demand and competition of a product

Distinguishing between one need and one wants (1) Very Difficult (2) Difficult (3) Easy (4) Very
Calculating capital costs Easy
Calculating business startups costs
Keeping financial records

Managing my time
Creating a business plan

Part 3: Please rate as appropriate (20 marks)

Question
How do you find?
planning the future
solving problems constructively
weighing benefits and effects of my decisions
managing money
communicating effectively with family and friends
staying healthy and safe
making good decisions
managing stress

UNIT 2

ALL ABOUT BUSINESS
Time - 1 hour

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SOMREP Business skills curriculum

SESSION 1: DEFINITIONS AND REASONS FOR GOING INTO BUSINESS

Objectives
➢ Understand what business is
➢ Learn the basic functions of business.
➢ Identify various types of business
➢ Discuss why people want to run their own business or want to prepare for a career.
➢ Identify the benefits of starting your own business or preparing for a career.
➢ Set a personal goal

Activity 1: What is a Business?

Training aids
➢ Flip chart paper and markers
➢ Write the training objectives on flip chart paper

Facilitation Steps
1) Welcome participants to the main subject of the training; business.”

2) Ask participants: “What is a business enterprise?” Write their answers on flip chart or on
the board. Using the answers, together come up with one definition. Also show them or
print out the picture above for them to see.

3) Explain to participants that there are three types of businesses in a community. Ask
participants to list possible business ideas along the categories of:
i. Trading - e.g. groceries, selling bread, small shop
ii. Production - e.g. Tailoring, Making clothes
iii. Service - e.g. saloon, barber, motorbike repair

Summarize the discussion as follows:

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SOMREP Business skills curriculum

A business enterprise is a legally recognized organization designed to provide goods and/or
services to consumers in order to generate a profit (make money). However, the word ‘business’ is
also used to represent small-scale income generating activities such as vegetable or fruit selling.
Activity 2: The Entrepreneur & the Enterprise
Time - 30 minutes
Facilitation Steps

1) Remind participants of the possible definitions of business
2) Explain to participants:

3. Have participants discuss the following scenarios and the difficulties of balancing the two
roles.
a. You go out with your friends and you do not have enough money for food and
drinks. Thus, the only extra money you can get is from the day sales
b. Your uncle comes to your place of business the next day and asks for money
because to pay school fees for his son.
c. Your friend comes to your place of business the next day. He asks for money to
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SOMREP Business skills curriculum

help him grow his own business. He helped you start your business and says that
you owe him.

5. Ask participants to get into small groups. Give them 10 minutes to discuss how they would
allocate the money that they expect to earn from their businesses. Often, the outcome
will be that they will not pay themselves a salary and that they will use whatever they
earn for their families (without savings or re- investments). There will even be cases when
they use part of the capital for the family.

6. Discuss the importance of keeping the business money separate from private money, and
paying a salary to the group members for their services to the business.

SESSION 2: PREPARING TO START A BUSINESS
Time - 30 minutes

Objectives

➢ Consider important factors when preparing to start a business or preparing for a career.
➢ Discuss some of our fears of starting a new business or preparing for a career, and develop

strategies for overcoming these fears.

Training aids

➢ Flip chart paper and markers
➢ Write the training objectives on flip chart paper

Facilitation Steps

1) Divide participants into groups of five to eight, and give them two sheets of paper and a
pencil or pen. Explain: “The first part of the activity will explore commonalities. Each
group makes a list of the things they have in common. Only include things which everyone
in the group has in common. Do not include things that everyone can easily see, such as:
everyone has hair or we are all wearing clothes. Try to find something a little more
surprising: we all like football or we all like drawing.” Some people may prefer to draw a
picture that represents their ideas.

2) After about five minutes, ask a volunteer from each group to read their list.

3) Next, on the second sheet of paper ask each group to write unique qualities that apply to
only one person in the group. The group should try to find at least two unique qualities for
each person. Again, you want to go beyond the superficial, avoiding things that people can
easily see.

4) After around five minutes, ask each person to share one of his or her unique qualities.
Alternatively, choose one person to read the qualities one by one, while the others try to
guess who has the quality. This is an excellent team building activity because it promotes
unity and people realize that they have more in common than perhaps they first thought.
Highlighting special characteristics is also beneficial because people feel empowered by
offering the group something unique.

5) Explain to participants that understanding their uniqueness and commonalities within

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SOMREP Business skills curriculum

their communities are important steps to starting a new business. Explain that there are
three main factors they need to take into consideration when starting a business.

✓ Willingness to do something, interests and hobbies, family life, health condition, etc.
✓ Resources to run a business: e.g. finance, labor, equipment/machinery, raw materials, etc.
✓ Enabling factors like location, government policies/regulation, infrastructure, economy of

the society, competition, market, culture, etc.

6) Explain to participants that, like starting a new business, this training also involves doing
new things. Congratulate the participants on being willing to do something new and
different.

7) Ask participants if they have ever been nervous to try something new or different but did
it anyway or were they nervous about starting this training?

8) Ask participants what gave them the courage to try the new things they mentioned or to
try the training. Ask participants how they felt after doing those things. Or ask participants
how they feel now after starting the training.

9) After several participants have spoken, explain that these stories show that most people
are nervous about starting new things. Explain that a great way to reduce stress related to
starting something new is by planning, setting goals and making good decisions. Reassure
participants that we will be discussing all of these ideas in the coming sessions and that by
the time they start their new businesses they will be prepared and confident.

10) Ask participants to think about starting and running a new business in their community.
Read the first phrase below, ask for volunteers to complete it and write their answers on
flip chart. Do the same for the second phrase.

When I think of starting a new business, I am afraid of...
When I think of starting a new business, I have good feeling. ……

11) Explain to participants that it is good to recognize their own concerns so they can find
solutions or strategies for dealing with them.

Give them some examples of fears or concerns, like the ones below.
a) Lack of resources.
b) Loss of money due to a failed business.
c) Not being able to make decisions.
d) Other people may know the business more than they do.

Give some examples of good ways to overcome nervousness about making business decisions.
Seeking advice from existing business owner’s/business mentorship.
Talking to potential customers to find out what they think about the product.

1) Remind participants of the good feelings they had about starting a new business.

2) Explain to participants that this training is going to help them go through each of the
factors they need to take into consideration when starting their own unique business.

3) Reassure participants this training will help reduce their concerns. Explain that in this

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SOMREP Business skills curriculum

training they will learn how to manage money resources, and how to make good
decisions. They will be developing new skills around marketing, communication and
business management. They will be networking with participants, with their mentors and
other business people in their communities.

SESSION 3: SCANNING THE IMMEDIATE ENVIRONMENT: LOOKING OUT FOR EXCITING BUSINESS
IDEAS
Time - 30 minutes

Activity 1: Profiling Businesses in the Host Community

Objectives

➢ Observe various businesses within our community.
➢ Consider obvious and inherent (untapped) business ideas
➢ Observe what people must do to run a business

Training aids and steps

➢ Flip chart paper and markers
➢ Handout on Community Walk observations
➢ Pens, pencils and string ball

1. Determine the route you are going to take on your walk.

2. Find business owners who agree to discuss with participants the weekly tasks they must
do to run their businesses.

3. There is always the possibility that a business owner may suddenly be unavailable.
Therefore, make plans to meet with two or three. It may be helpful if one of the business
owners is a young person, who the participants can relate to.

4. Plan the walk for a time when the business owners are not very busy.
5. Create a flip chart version of Handout: My Community Walk Observations.

6. Photocopy Handout 3: My Community Walk Observations for all
participants.

Handout 4: My Community Walk Observations
Handout 4: My Community Walk Observations

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SOMREP Business skills curriculum

What businesses are operating in the What are people doing to run their business?
community?
Arrange them in the categories of

➢ Trade

➢ Production

➢ Service

What other business opportunities/ ideas appear untapped in the community?
Arrange them in the categories of

➢ Trade

➢ Production

➢ Service

Categories of business

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SOMREP Business skills curriculum

Explain to the class about categories of business
Businesses can be categorized according to the following:

Manufacturing/Production - Make or
process raw materials into a finished product
Service - Provide laborthatdoes notproduceatangible product.
Retail - Selling goods to consumers in small quantities
Agriculture - Growing crops or rearinglivestock for sale

Further Facilitation Steps
1. Explain to participants: “In this course, you will evaluate your business ideas. You will do
this not only by doing work here at the course location but also by making observations in
the community.”
2. Divide the participants into two groups. If possible, make sure that there is one facilitator
for each group.
3. Tell participants that today everyone will go on a walk in the local market to observe how
people run their businesses and interact with each other. Explain that they will also be
meeting some business owners who will answer questions about what must be done to
run a business.
4. Give out Handout: My Community Walk Observations to each group. Display the flip chart
version of this chart so that all participants can see it clearly.
5. As a group, review the chart. Explain how to use it.
6. In the left-hand column called ‘What businesses are operating in the community?’
participants list all the businesses that they observe while on the walk.
7. In the right-hand column called ‘What are people doing to run their businesses?’
participants list the different things they see people doing to run their business. For
example, how they manage their money, how they attract customers. Participants also
use this column to write down the business owners’ explanations of what must be done to
run their business.

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SOMREP Business skills curriculum

Go on the walk following your planned route.

1. During the walk, the facilitator in each group should follow these instructions.
2. Be familiar with the route and the times to meet the business owners.
3. Prompt participants to answer the questions on Handout: My Community Walk

Observations.
4. Assist participants who have limited writing skills.
5. Ensure that all participants are present at the business owner interviews.
6. Encourage participants to ask questions.
7. Once you have finished the route, return to the course location.

Ask the two groups to total the number of different businesses they saw on the
walk. Have them share their results with each other.

Review the activity by asking the group:

➢ Did you enjoy the walk?
➢ Did you expect to see so many businesses?

Explain: If participants did not visit their own local market, encourage them to repeat the
activity in their local market before the next session

Activity 2: Business Interactions from the Community Walk
Time - 1.5 hours

Facilitation Steps

1) Explain to participants: “In this course, you will evaluate your business ideas. You will
do this not only by doing work here at the course location but also by making
observations in the community.”

2) Explain to participants: “We will now play a game that will remind us of what
we observed on our community walk.”

3) Ask participants to sit in a circle.

4) Show participants the ball of string.

✓ Explain that you will hold onto the end of the string and then throw the ball to someone in
the group.

✓ The person who catches the ball of string must name one business that they saw during
the community walk or scavenger hunt. This person then holds the piece of string where it
is loose from the ball and throws the ball to someone else.

✓ Explain that participants must not pass the ball of string to the person next to them and
must not repeat the same businesses.

5) Continue the activity with the ball of string until everyone has named a business.

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SOMREP Business skills curriculum

6) Explain that each participant represents a business and the string represents how
every business is connected.

7) Ask the group: “How do you think businesses are connected to each other within the
community?”

8) Discuss the answers. Use the following questions to spark ideas.

a. Who do businesses sell to?
b. Who do businesses buy from?
c. What happens to businesses in a community if one business closes

down?
d. What happens if there are too many of the same type of business?

9. Explain that businesses are connected to each other in many ways. They often influence each
other’s survival and success.

Ask the group: “Can you think of an example of when you have seen businesses helping each
other?” Discuss their answers.

✓ A market vendor may help another market vendor if she is sick.
✓ A market vendor may send a customer to another market vendor; if they do

not have the product the customer wants to buy.
✓ Market vendors may come together to get a better price for the goods that

they want to buy or sell.

Ask the group: “Why do you think market vendors help each other?” Discuss their answers.

✓ You give help so that you may receive help too.
✓ The power of a group of market women or men may be stronger than one market

woman or man alone.
✓ If you don’t help when asked, you might get a bad reputation.

9) Emphasize that good connections between businesses can often result in positive
effects for each business.

10) Explain that as well as the business connections that are created during every day
work, there are also organizations called ‘business associations’, which work to help
businesses. Explain that in the next lesson, a guest speaker from a local business
association will tell us more about what business associations do and how they help
businesses.

11) Ask participants: “What other businesses might help you in setting up and running
your own business?”

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SOMREP Business skills curriculum

12) End the activity by reviewing the different ideas that participants contributed.
13) Provide initial coaching to those participants who feel they may need to change their

business ideas.

Activity 3: Guest Speaker from a Business around
Time - 1.5 hours
Training preparation

➢ Arrange for a guest speaker with a successful business or from a business association to
speak to the group.

➢ Meet with the speaker first to discuss how the session will work and the points you would
like them to cover. Ask them to speak about what the association
does, how it works, why it exists, etc.

➢ Ensure the guest speaker knows what time to arrive.
➢ Set up the room so that the participants and guest speaker sit in a circle

Facilitation Steps
1) Remind the group about the previous discussion on business interactions. Tell
participants that there is a special guest speaker from a local business association.

2) Divide participants into groups of four and ask them to spend 15 minutes coming up
with four or more questions that they would like to ask the speaker, such as the
examples below.

✓ Where is the business association located?
✓ Can anyone become a member?
✓ How old do you have to be to become a member?
✓ Will my business be accepted for membership?
✓ What is the benefit to being a member?
✓ How can I find out about which business associations are in my community?
3. When the group is ready, invite the guest speaker to introduce themselves and the

business association or business they represent or run.
4. Questions for the guest speaker
✓ What is the name of the business association/ business?
✓ When was it formed?

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SOMREP Business skills curriculum

✓ How many members are in the association? (association only)
✓ Is the association for men and women?
✓ What kinds of businesses do the members have?
✓ What is the mission of the association?
✓ What kinds of activities does the business association engage in?
✓ What are the main benefits of being a member of the association?
✓ Do members have to pay to join the association? If yes, how much does it cost?
✓ Who leads the association? Are they elected?
✓ Is your association the only business association in this area?
✓ What is the difference between your association and other associations?
5. Is the association for men and women?
6. What kinds of businesses do the members have?
7. What is the mission of the association?
8. What kinds of activities does the business association engage in?
9. What are the main benefits of being a member of the association?
10. Do members have to pay to join the association? If yes, how much does it cost?
11. Who leads the association? Are they elected?
12. Is your association the only business association in this area?
13. What is the difference between your association and other associations?

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SOMREP Business skills curriculum

SESSION 4: MATCHING BUSINESS IDEAS WITH BUSINESS SKILLS
Time - 30 minutes

Objectives
➢ Identify our own skills and abilities.
➢ Review the needs of the community.
➢ Match our business or career idea with our skills and the community’s needs

Materials
➢ Flip chart paper and markers
➢ Handout 5: A Closer Look
➢ Pens and pencils

Training aids
➢ Prepare the flip chart and photocopies of Handout 4: A Closer Look.
➢ Prepare specific props for this activity. See the steps below for guidelines

Facilitation Steps

1. Tell participants that they will now complete a chart. This chart helps business youth, men
and women determine whether they have the skills needed to run their businesses, and
whether they would enjoy running their business.

2. Give everyone Handout 4: A Closer Look. Display the flip chart version of this chart so that
all participants can see it clearly.

3. As a group, look at the first question ‘Do I know what I need to do?’ Study the question in
more depth. Is this all that you need to do? Are there other things that you need to do to
run your business?

4. Tell participants that if they are confident about exactly what they need to do, they should
answer YES. If they are still uncertain, their answer should be NO. Indicate the two
columns.

5. As a group, look at the second question ‘Can I do it?’

6. Ask the participants: “How good do your skills need to be to run your business?” Using
their answers, explain to participants that their skills need to be good enough to satisfy
customers and maintain their businesses.

7. Ask participants to answer the question ‘Can I do it?’ by placing a check mark in the
appropriate column on the chart.

8. As a group, look at the third question ‘Will I enjoy it?’

9. Ask participants:

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SOMREP Business skills curriculum

✓ When do you enjoy doing something?
✓ What is it about the activity you find enjoyable?
✓ What makes an activity that you are doing unpleasant?

10. Ask participants to answer the question ‘Will I enjoy it?’ by placing a check mark in the
appropriate column on the chart. If a participant’s idea does not appear to be feasible,
help them complete the charts for their second business idea instead.

11. Ask participants: “Why do you think that the skills you need to run a business are just as
important as the enjoyment you will get out of it?”

12. Conclude the activity by reviewing the various ideas that participants contributed.

Handout 5: A Closer Look YES NO

Matching Business Ideas with Business Skills
✓ Do I know what I need to do?
✓ Can I do it?
✓ Will I enjoy it?

Recap

Read the recap questions to the group, allowing time for participants to reflect and respond.

✓ What are some of the things we learned in this session?
✓ How will you use these skills in your life and/or business?
✓ What are some things we learned during walk?
✓ Did participating in the walk give you ideas for your own business or job?

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SOMREP Business skills curriculum

UNIT 3

BUSINESS STRATEGIES AND MARKETING

SESSION 1: DEMAND AND COMPETITION
Time: 1 hour

OBJECTIVES

➢ Define and understand the concepts ‘demand’ and ‘competition.’
➢ Start thinking about whether there is demand for our business or career.
➢ Start thinking about how our business can be competitive.

MATERIALS

➢ Flip chart paper and marker.
➢ Stories i.e. Hassan’s, Hodan, Kaltun, Yusuf, Nabiha and Osman on Demand and

Competition

Facilitation steps

1. Tell participants: “We have talked about what skills you would need to run your business.
We have also discussed whether you would enjoy running your chosen business. But we
all know that a business cannot succeed without enough customers. Let’s look at a few
examples about this.”

2. Read participants the examples and ask the questions that follow.

HASSAN
Hassan wants to open his own stall in the market. He is thinking about selling potatoes and rice.
He knows his family eats a lot of potatoes and rice, and so do his neighbors. In fact, almost
everyone in his community eats potatoes and rice. He thinks: “If I sell potatoes and rice I will have
so many customers!”

Questions about Hassan

✓ Do you think Hassan’s stall will have many customers?
✓ How did Hassan determine whether customers would buy his product?
✓ What else should Hassan consider before opening his stall?

HODAN
Hodan wants to start her own business. She is thinking about starting a cleaning service. She heard
that there are some families in a neighboring community who hire people to clean their homes,
but she is not sure how many. She wants to find out if she will find enough customers for her
business, but she is now sure how.

Questions about Hodan
✓ How could Hodan discover more about how many families in the neighboring community
would use a cleaning service?

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SOMREP Business skills curriculum

KALTUN
Kaltun makes beautiful handmade cloth bags. She decides to sell them on the street. People who
pass by admire her beautiful bags, but no one stops to buy them. Kaltun wonders why no one
buys her bags, even though they like them. She wonders if there is something else she can make
with her cloth that people would want to buy.

Questions about Kaltun

✓ What are some reasons to explain why people did not buy Kaltun’s beautiful cloth bags?
✓ How could Kaltun find out what products customers would buy?
✓
3. Explain that when people want or need a product or service, there is a demand for the product
or service. Write the word ‘demand’ on flip chart.

4. Next, explain that if there are a lot of people selling the same thing or providing the same
service, it is also harder to get customers. Let’s look at a few examples about this.

5. Read participants the examples and ask the questions that follow.

YUSUF
Yusuf sells beauty products in the market. When he opened his stall, he had one of the only stalls
in the market selling beauty products. He had a lot of customers and sold many products.
However, this year several other vendors started selling similar beauty products near Yusuf’s stall.
Yusuf noticed that he started losing customers, and his sales decreased. Unless he is able to
increase his sales again, Yusuf is worried he won’t be able to pay his living expenses anymore.

Questions about Yusuf

✓ Why is Yusuf losing customers?
✓ What are some things Yusuf can do to stay competitive?

NABIHA
Nabiha is really good at math. Many people have told her that she should study to be an
accountant. She thinks it would be a good career for her. There are several companies in the area
that need accountants, but Nabiha knows that many other people also want these jobs. Nabiha
worries that she’ll never be able to get an accounting job because they are so competitive.

Questions about Nabiha
✓ What can Nabiha do to stand out from other applicants?
✓ Should Nabiha pursue an accounting career or try to find a different career that is not so
competitive? What are the positives and negatives of each decision?

OSMAN
Osman works for a small construction company. His company is one of the only construction
companies in the area, so most people call his company when they need something built. Osman’s
company is very busy and is doing very well.

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SOMREP Business skills curriculum

Questions about Osman

✓ Why is Osman’s company doing so well?
✓ What might happen if another construction company starts working in the same area?

6. As a group, discuss again the above stories and see could be done to increase sales and
performance better than the competition. Write the ideas on flip chart.

7. Explain that when other people are offering the same service or product to the same
customers, these people are your competition. Write the word ‘competition’ on flip chart.

✓ Offer good prices.
✓ Be friendly.
✓ Choose a good location.
✓ Create an effective business name and sign.
✓ Have regular hours.

SESSION 2: GOOD BUSINESS LOCATION
Time: 1 hour

OBJECTIVES

➢ Consider factors for choosing a good business location.
➢ Identify good locations for our own business or place of work.

MATERIALS
➢ Handout 6: My Business Location.
➢ Pens or pencils.
➢ Flip chart paper and marker.

Training aids
➢ Create a flip chart version of Handout 6: My Business Location.
➢ Photocopy Handout 6: My Business Location for all participants.

FACILITATION STEPS

1. Tell participants: “Once you know who your customers will be, you are able to choose the best
location for your business. Let us first look at Saye’s experience of choosing his business location.”

2. Read the story out loud while the participants follow along. In this story, Saye learns how
location can influence the success of his business.

3. Once the story is finished, ask the following questions.

✓ What did Saye do to choose a good location?
✓ What was good about the location that Saye finally chose?
✓ What should you consider when trying to choose a location?

4. By discussing their answers, help participants to understand that a good location would be:

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SOMREP Business skills curriculum

✓ Easy for customers to get to.
✓ Away from the competition.
✓ Close to a safe and secure place to store your money and your goods.
✓ Somewhere in need of the product or service you will be offering.
5. Display the flip chart version of Handout 10: My Business Location so that all participants can
see it clearly.
6. Indicate the column ‘My Business Location.’ Ask participants: “What would Saye write in this
column?” Write the answer in this column.
7. Indicate the column ‘How this location meets my customers’ needs.’ Ask participants: “What
would Saye write in this column?” Write their answers in this column.
8. Give out Handout 6: My Business Location. Divide participants into small groups. Ask them to
complete the chart for their own business ideas. Remind them to keep in mind who their
customers will be. Visit each participant and provide assistance as necessary.
9. Complete the activity by asking participants to share with the group the business locations that
they chose and why they chose them.
Recap
✓ What are some of the things we learned in this session?
✓ How will you use these skills in your life and/or business?

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SOMREP Business skills curriculum

GOOD LOCATION STORY: HOW SAYE CHOSE HIS BUSINESS LOCATION
Saye and his family moved from the country to the city. When they arrived, Saye needed to find
work to help support them. While looking for work, he noticed many other business people were
selling different things on the street. Some of them had many customers. One boy sold candy near
a children’s play area. All the children would buy candy from him as they walked by.

Saye noticed that other businesses had very few customers. One woman sold vegetables outside
her home. But her home was on a street that was not very busy. Many of her vegetables would
spoil because nobody bought them. Saye started to notice that the location of businesses made a
big difference to how many customers they could attract. As he walked through the streets, he
learned a lot about running a business by watching other businesses. Still, he could not find any
work for himself. And he needed to make money.

After a long day of looking for work, Saye sat down on a bench to rest. The bench was near a river
that had flooded. This created big puddles on the side of the road. People had to walk through the
mud to cross the street. Saye looked around and saw that all the business people were getting
their shoes dirty. There were no shoe shiners around to clean their shoes. Saye decided that this
would be a good location to set up a shoe shining business. He convinced a shoe repair shop
owner to rent him shoe shining equipment. Soon, he was making enough money to buy his own
shoe shining equipment and help support his family.

HANDOUT 6: MY BUSINESS LOCATION

My business or my business idea

My business location How this location meets my customers’ needs

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SOMREP Business skills curriculum

SESSION 3: MARKETING GUEST SPEAKER
Time: 1 hour

OBJECTIVES
➢ Learn and ask questions about marking with a local businessperson.
➢ Learn innovative marketing strategies that have worked in the community.

MATERIALS
➢ Paper and pencils for taking notes.

ADVANCE PREPARATION

➢ Invite a local businessperson from the community who has some good ideas or experience
about marketing to come and speak to the participants. Identify a speaker who is a good
role model in the community. The speaker should have an understanding of customer
service, tailoring your business to customers and promoting your business. Examples may
include a businessperson who runs a long and successful business in the community or
perhaps one who has used innovating marketing methods to adapt to a changing market.

➢ Before the speaker comes, tell the participants to think about and/or write down a few
questions before the guest speaker arrives so they can ask them during the Questions and
Answers period. Also remind them to be polite and attentive.

FACILITATION STEPS

Welcome participants and the guest speaker.

1. Introduce the guest speaker and their background and/or Experience on marketing.
2. Invite the speaker to come to the front of the room and speak on marketing strategies or tips
for successful marketing and marketing in our community. The presentation should last up to 30
minutes.
Example questions:

✓ How did you decide on the type of business to start?
✓ How do you check if new products will be popular?
✓ How do you decide on pricing?
✓ How do you decide on location?
✓ How do you market your products?
✓ What have been your biggest marketing successes?
✓ What are some of the lessons you can share about marketing?

3. After the speaker has finished their talk, thank him or her and ask the participants if they have
any questions. If necessary, get the discussion started by asking some questions.

Recap

Read the closing questions to the group, allowing time for participants to reflect and
respond.

✓ What are some of the things we learned in this session?
✓ How will you use these skills in your life and/or business?

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SOMREP Business skills curriculum

UNIT 4

HOW TO MANAGE MONEY

SESSION 1: LIVING COSTS
Time: 1 hour

Objectives

➢ Understand how to determine our weekly living costs

Materials

➢ Note cards
➢ Markers
➢ Hand out on Living Costs

Facilitation Steps

1. Explain to participants: “Remember what you learned in the last activity about needs and
wants. In this activity, you are going to determine how much money you need to live for
one week. First, let us look at how Hawa determines her living costs.”

2. Read the story about Hawa out loud while participants follow along. In this story, Hawa
has to work out how much money she needs on a weekly basis to live a safe and healthy
life.

3. Ask participants: “What are all the items in the story that Hawa talks about spending
money on?” List their answers on flip chart. Review the story if participants are having
difficulty remembering.

4. Ask participants: “Which of these are needs? Which are wants?” Help them to understand
that food and rent are needs because they cannot be postponed. Buying sandals and
saving to pay her uncle are wants because they can be postponed.

5. Based on participants’ answers, write need or want next to each item listed on the flip
chart.

6. Explain: “Since needs are all the things that we need to live, the money we spend on these
things are called our living costs.”

7. Display the prepared flip chart of Handout 6d: My Living Costs and write all the identified
needs from the story in the need’s column.

8. Looking at the My Living Costs and My Wants flip charts, ask participants: “How much did
each of Hawa’s items cost per week?” Write their answers in the ‘Total Cost’ column next
to each item. Again, review the story if participants are having difficulty remembering.

9. Working together, adds up all the living costs. Write the total in the box ‘Total Living
Costs.’ Since Hawa will buy wants at different times, depending on how much money she
has, explain that you do not need to add the total costs for wants. Display the flip charts

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SOMREP Business skills curriculum

where everyone can see them

Read the story: How Hawa determines her cost of living

Mohamud did not think Hawa
had any skills. So Hawa
showed him a drum that she
had made. Amina, Said and
Dahabo were impressed. They
thought that she could sell
them in the market. They
agreed to help her get
started.

Amina offered to let Hawa But because Amina had nobody else to support her, Hawa would
stay at her place. As they have to share the cost of the rent and buy her own food. Amina
were walking to Amina’s told Hawa: “I buy rice, vegetables and some fruit at the market
room, Hawa smiled at Amina for 50,000 SOS Sh per week. It will probably cost you the same
and said: “Thank you for amount to buy food.”
allowing me to stay with you.”
Amina said she was happy to The rent cost 50,000 SOS Sh every week. So, if they shared the
rental cost, Hawa would have to pay 25,000 SOS Sh.

help.

As they walked, Amina
noticed that Hawa had a slight
limp. Hawa explained: “It’s my
sandals. They’re so worn out
that every stone I walk on
hurts my feet.” Hawa said
that she would love to buy a
new pair of sandals but they
cost 12,500 SOS Sh. She had
been saving little by little
while working as a servant.
She had saved 100,000 SOS Sh
when she decided to run
away.

Lessons
➢ What are some of the things we learned in this story?

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SOMREP Business skills curriculum

Handout 6: My Living Costs
My Business Idea:

Needs How Many Cost for One Total Cost

SESSION 2: SETTING BUSINESS GOALS
Time: 30 minutes

Objectives

➢ Setting Goals
➢ Define reasons for a budget
➢ Explore options for earning money
➢ Differentiate between needs and wants
➢ Discuss how to create a spending plan

Materials

➢ Note cards
➢ Markers

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SOMREP Business skills curriculum

➢ Counters – such as bottle caps, paper clips, rocks, or small slips of paper Pictures
➢ Handout 7 and 8, Budget templates

Activity 1: Setting Goals

Facilitation Steps
1. Welcome participants.

2. Explain that through this training participant will learn to plan and manage their money.
We will start by talking about budgeting, and then move to savings, then to financial
services, and finally we will talk about debt management.

3. To start out ask the participants to think about the future. Listen to the following quote:
✓ A good future starts now.

4. Ask the participants to pairs and discuss this quote, and answer the following questions.
✓ What does this quote mean to you?
✓ When is this quote true or not true?

5. Explain to the participants that in order to arrive at a good future, like the quote says, they
need to start planning now, in the present.

6. Ask the participants to think about their dreams, request them to close their eyes for just
a moment, and think about themselves 5 years from now. Where will they be living? What
will they be doing? What goals or dreams will they have reached?

7. Ask them to think about one dream they want to achieve in 5 years’ time. Got it?
8. Make sure that all participants have thought of at least one dream. Then, ask 3-4

volunteers to share their dreams. Then say:
9. Please remember your goal. We will be talking about your goals throughout the training.

Activity 2: Definition of a Budget
Time - 30 minutes

Facilitation Steps

1. Explain to the participants that if we have to achieve our goals, we have to plan and
prepare using our good judgment, just as the quote wisely advises. A tool that can help us
to achieve our goals is a budget. We will be talking about our budgets and using them
throughout our course.

2. Allow 2-3 volunteers to give their ideas and definitions. Then, post a flip chart with the
definition of a budget where everyone can see. Compare participants’ ideas to this
definition. Emphasize that a budget includes both income – money in – and expenses –
money out. It is more than just a plan of how to spend your money. It is a plan that divides
their income among their necessary living expenses, discretionary expenses – like

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entertainment or sweets –savings, or investments. It helps them understand and track
their income and expenses over a certain period of time, like a week or a month.

Budget: A summary of estimated income and how it will be spent over a period of time.

3. Explain that a Budget is useful to everyone regardless of their income level and
financial situation and that anyone can use this tool to help them better manage their
money.

4. Allow 2-3 volunteers to give their ideas on reasons for a budget. Then, post a flip chart
with the reasons for a budget where everyone can see. Compare participants’ ideas to
the list below.

Reasons for a Budget

✓ Eases decision-making about spending and saving
✓ Encourages cautious spending
✓ Encourages disciplined saving
✓ If followed, helps you to meet financial goals
✓ Helps you take control of your money

(Come up with an ice breaker as you prepare for step 3)

Activity 3: Earning Options and Benefits
Time - 30 minutes

Facilitation Steps

1. Allow 2-3 volunteers to give their ideas and definitions. Then, post a flip chart with the
definition of earnings where everyone can see. Compare participants’ ideas to this
definition.

What is earning? Earning is a return that one gets after some work has been done on
agreed terms. This return may not necessarily be in monetary terms but can take
different forms.

2. Ask the participants to discuss in pairs what are the benefits of earning money?

Say: You can meet various needs that you and others may have (Illustrate in form of pictures)

a) someone with a child and paying school fees,
b) investing in land/property
c) very happy driving a good motorbike
d) Meet personal needs e.g. shopping for clothes
e) Entertainment, e.g. buying music etc.

Say: When you earn money, you are able to meet your different needs without relying on others;
you get financial security and satisfaction.

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SOMREP Business skills curriculum

b) Ask the participants to list other benefits of earning money
There are different ways in which one can earn money.

(Illustrate using a picture One can be a farmer, a shopkeeper, hairdresser, Boda Boda/Tuk tuk
Rider or athlete among others) a) Discuss in pairs and list the job(s) you can do now to earn
money.

Activity 4: Creating a Spending Plan
Time - 30 minutes
Facilitation Steps
Story 1: Halimo
Halimo is 19 years old, and dreams about opening her own dress making shop one day. She wants to use her
budget to help her plan her money, and start to save enough to buy items to sell. In the meantime, Halimo is
washing clothes and plaiting hair to make money. This week, her total income was SOS SH 500. On Tuesday,
she felt so good that she decided to celebrate. She bought a soda for SOS SH 50. On Wednesday, her father
asked her for help with the sister’s fees – and Halimo had forgotten that rent was due this week. She gave her
father SOS SH 150. On Thursday, she saw her favorite spray on sale at a good price of SOS SH 50, so she bought
two bottles. Next, on Friday, her aunt became very ill, and asked Halimo to borrow some money for transport
to a clinic, and Imani gave her SOS SH 200. On Saturday, Halimo wanted to buy a new purse for SOS SH 50, and
so she went to her home bank to find the money.

Repeat the story if necessary. Instruct participants to talk with the person next to them to answer
the following questions, one by one:

✓ What is Halimo’s income this week? [SOS SH 500]
✓ What are Halimo’s expenses this week? [SOS SH 500]
✓ Will Halimo be able to buy her new Purse? [No, unless she borrows money to buy it.]
Continue to the next story (on the next page) and comprehension questions (below). (Questions for
discussion follow the second story, so don’t allow participants to spend too much time discussing
whether or not Halimo made good decisions yet.)
✓ What is Halimo’s income this week? [SOS SH 450]
✓ What are Halimo’s expenses this week? [SOS SH 350]
✓ Did Halimo have money left over to save for her goal? [Yes, she had SOS SH 100 left.]

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SOMREP Business skills curriculum

Story 2: Bilan
Bilan, a girl of 18, has a goal: To pay her younger sister’s tuition fees so that her brother can finish secondary
school. She had to leave school for lack of money, and she wants to support her brother. Bilan sells Bur
outside of the local primary school for SOS SH 5000 each. It was a good week, and she made SOS SH 45000 in
income. Bilan had only planned to make SOS SH 35000 this week, and she had planned her expenses based
on that amount. On Monday, she gave her mother SOS SH 10000 for the family’s food and SOS SH 15000 for
house rent, just as she had planned. On Wednesday, she gave her brother SOS SH 5000 for school supplies.
On Thursday, she walked to the market and bought SOS SH 5000 in supplies in bulk to continue making Bur.

Finally, ask the following questions to compare and contrast Halimo and Imani’s budgeting skills.
Answer them as a large group.

✓ Which lady made more money this week? [Halimo]
✓ Did the lady who made more money have a better week, financially? Why or why not?

[She didn’t, because she didn’t think about her income and plan her expenses. At the end
of the week, she did not have enough money.]
✓ Which lady is more likely to meet her goal? Why? [Imani, because she plans her expenses
and is able to save.]
✓ Think back to the beginning of this session: What is your goal? Can budgeting help you
to meet your goal? Why or why not?
Allow 3-4 volunteers to answer this question. Then, summarize the main points of the session (see
Learning Objectives) to wrap things up. Make sure to explain that if they do not succeed in
planning each week, they should not give up! They should think about why they were not able to
stay within their budget, and make adjustments the next week. They can plan what to spend, and
track what they actually spend, using the handout.
If your participants are illiterate or semi-literate, explain that they can find someone to help them
write the budget.

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SOMREP Business skills curriculum

Handout 7: Halimo and Bilan budgets

Halimo What I plan Bilan What I plan to
MONEY IN (income) to spend MONEY IN (income) spend this week
this week

TOTAL TOTAL

MONEY OUT MONEY OUT
(expenses) (expenses)

TOTAL TOTAL
Profit / Loss = (Money In - Money Out) Profit / Loss = (Money In - Money Out)

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SOMREP Business skills curriculum

Handout 8: My Own Budget version 1 (1 week) What I spent this week
Date: _____________________

What I plan to spend this week

MONEY IN (income)

TOTAL

MONEY OUT
(expenses)

TOTAL

SAVINGS
Profit / Loss =
(Money In – Money Out)

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SOMREP Business skills curriculum

SESSION 3: HOW TO SEPARATE PERSONAL AND BUSINESS FINANCE
Time: 1 hour
Materials

➢ Story: Zeinab Story
➢ Story: Dahabo Story

Part 1: Be Nice Later
Facilitation Steps
Welcome participants.

1. Explain to participants: “We are now going to discuss some issues around managing
money. Earlier we talked about things like how to manage a business and how to keep
records. It is also important that we learn how to separate our personal lives, expenses
and commitments; from our business expenses and business commitments.”

2. Explain to participants that you are going to tell them a story. Read Story: Zeinab Story.

3. Ask participants the following questions. Allow them time to discuss the answers.

✓ Why do you think Zeinab gave away her clothes and money to her family and friends? Do
you ever feel pressure to give things away when you have more money than your family
or friends?

✓ How could Zeinab have avoided giving things away?
✓ Have you ever been in a situation where you had to tell someone “no”?
✓ Why do you think it is important to ‘Be Nice Later’?

4. Explain: “Just because your business may be experiencing some success doesn’t mean that
you are obligated to share your profits with everyone. You can tell people that to expand
and keep your business growing, you need to continually reinvest. The more money you
spend from your business on personal favors, the less money there is to put back into your
business.”

Part B: Pay Yourself a Livable Wage: Be Nice Later
Facilitation Steps

1) Welcome participants.

2) Explain: “Just as it is important to ‘Be Nice Later’ and not give away your business
earnings to family members or friends, it is equally important to understand that your
business is not your personal money or bank account.”

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SOMREP Business skills curriculum

3) Tell participants that the following story will explain this concept. Pass out Story:
Hawa Dilemma to each participant. Explain that a ‘dilemma’ means a problem or
puzzle. Ask for a volunteer to read a couple of lines, then ask another participant to
read a few lines, and so on to the end.

4) When the story is finished ask participants the following questions. Why do you think
it is important to pay yourself a salary out of your business, instead of just using
business money whenever you want? What are the benefits of paying yourself a
salary?

5) Explain: “If you operate like your business profit is your personal spending money, you
will ultimately hurt your business. This is why it is also important to have separate
records for your personal spending and business spending.”

6) Review the importance of keeping your business and personal finances separate so
that your business does not become your personal bank account. Ask participants if
they have any questions.

Zeinab Story

Zeinab is a new business owner of a small used clothing shop. She took her savings and bought an initial inventory of
shirts, shorts, pants and socks. Zeinab was so excited to see how well the items were received by just her friends and
family. They liked the items very much, and they were eager to talk about Zeinab products with their other friends
and neighbors. The word of mouth advertising paid off quickly. Soon, the store began filling up with people who
walked by the shop, and even from people in other neighborhoods who had heard about her products. Zeinab was
very excited.

However, her excitement soon turned to confusion and frustration as she observed that not everything in her
business was going perfectly. Her friends and family began to ask for special discounts, to borrow money from her
and even to take merchandise for free from the store.

Zeinab wanted to please everyone and share her success, so she gave in to all the requests. She gave discounts,
loans and free items, even though she felt uncomfortable and felt like it would hurt her business. One morning
when she went to buy the products she wanted to sell that week, she discovered that she had given away so much
inventory and money that she didn’t have enough money to buy the products she needed to sell that week. Her
business was in danger of failing.

At that point, Zeinab realized her generosity, kindness and obligation to her family and friends was the cause of her
business problems. She would either have to take out a loan or stop giving away business resources to her friends
and family. She decided she had to ask her friends to give her back the money she had given away. In the end she
collected enough back to be able to buy inventory to make a profit the next week.

By deciding to ‘Be Nice Later’ and ask for her money back, despite what her friends and family said, she was able to
turn her business around. She now continues to use her profit to reinvest in her business and support its growth,
instead of answering all the requests and needs of her family and friends. If her business grows, later she will be able
to give them more than money or clothing items. She will potentially be able to give them jobs which would help
meet their long-term needs.

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SOMREP Business skills curriculum

Dahabo Dilemma
About a year ago, Dahabo opened a small pharmacy in the city and
hired two employees to help her operate the business. Dahabo knew
she would need to pay her employees on a regular basis, but she
wanted to cut operating expenses, so she didn’t see a real need to pay
herself a salary.

Her plan worked for about a week but she soon found that she didn’t have enough money to pay for all her family’s
daily needs, such as food and clothing. So every so often she took small amounts from the business cash box to cover
her personal expenses. When her youngest child suddenly got malaria and had to go to the hospital Dahabo had no
money to pay. In the emergency Dahabo ended up having to take five days’ worth of cash sales from the pharmacy
cash box to pay for the medical treatment.
At the end of that week, when one of Dahabo employees went to make her usual purchase of inventory, she found
there was no money left in the cash box. Dahabo had taken all of the business capital, and had no way to get any more
money. As a result the business was unable to restock the shelves that week for customers. Customers were forced to
start buying their products from another nearby business. Hawa failure to pay herself a wage to use for her personal
expenses, and her failure to control herself from taking business capital, resulted in lost sales and customers.

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SOMREP Business skills curriculum

UNIT 5: BUSINESS PLANNING

SESSION 1: SETTING BUSINESS GOALS
Time: 1 hour
Objectives

➢ Set our business goals.
Materials

➢ Flip chart paper and markers
➢ Pens and pencils
➢ Handout: My Business Goal Chart
Training aids
➢ Create a flip chart version of Handout 9: My Business Goal Chart.
➢ Photocopy Handout 9: My Business Goal Chart for all participants.
Facilitation Steps

1) Congratulate participants for completing the last unit.

2) Explain to participants: “So far in the training you have gained the knowledge and tools
necessary to start your own business and to live safe, healthy and productive lives. In this
final unit, you will review your business ideas and goals, and take the final steps toward
starting your own businesses and/or launching successful careers.”

3) Explain: “You now know what you would need to do to earn enough money in your
business. But it still takes a lot of hard work and commitment to keep a business running.
Let us look at how you could maintain your motivation and commitment.”

4) Ask participants to review their Handout 1: Goals worksheet from earlier in the training.
5) Ask a few participants to share their personal goals to the rest of the group.
6) Ask all participants: “How do you think your business will help you to achieve

your personal goal?”
Discuss the answers.
Some participants may suggest that a business will:

a) Allow them to earn a regular income that could pay for their living costs.
b) Help them feel productive and hopeful about the future.
c) Allow them to help their family.

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SOMREP Business skills curriculum

d) Allow them to become independent.
e) Help them to be respected in the community.
f) Help them to serve as a role model to other young people.

5. Use their answers to conclude that the success of their businesses could play an important
role in their lives.

6. Acknowledge that running a business is hard work. Suggest that it is helpful to have a
specific business goal to keep them motivated.

7. Display the flip chart version of Handout 9: My Business Goal Chart.

As a group, read the sentence.
My business goal is to start a ______________________ business that will make a profit of
________ per week by _________________ [date].

8. Ask participants: “How do you think a business goal such as the one on the chart would
help you with your business?” Discuss their answers.

9. Give out the photocopies of Handout 7: My Business Goal Chart. Ask participants to fill in
the blank spaces. Suggest that they may want to refer to their notes from Lesson 1 Activity
1 and 4 to fill in the profit per week

10. As participants fill it out, encourage them to do the following.
✓ Set goals that they have a good chance of achieving.
✓ Share their goals with friends and family. These people may have useful

ideas. They may also be able to provide support and encouragement when
challenges come up.
✓ Set goals within a realistic time period (e.g. three months). It may be helpful
if they use a period of time that is familiar to them (e.g. by the next rainy season).

11. Visit each participant and provide individual coaching if necessary.

12. Ask participants to share their business goals with the group.

13. Review the activity by asking participants: “What did you learn when trying to develop a
realistic business goal?”

Handout: My Business Goal Chart
My business goal is to start a ___________________business that will make a profit of
_____________ per week by _______________
[Date]

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SOMREP Business skills curriculum

SESSION 2: WRITING THE BUSINESS PLAN
Time: 1 hour

Objectives

➢ Create our own business plans.
➢ Prepare and present our business plans.

Materials

➢ Flip chart paper and markers
➢ Handout 10: Detailed Business Plan Template.
➢ Handout 10: My Business Plan.

Facilitation Steps

1) Explain to participants: “Throughout the training you have collected bits and pieces of
what will make up your business plan. You have now reached the point that you have
collected all the information you need to create your business plan.”

2) Explaintoparticipantsthatabusinessplanisasimpledocumentthatconsists of information on
your business including a Business Description, Market Analysis, Marketing Plan, Business
Management, Business Operations, and Future Plans.

3) Ask participants to take out all their charts and worksheets from previous lessons as these
documents will help put together the pieces of their business plan.

4) Give out the photocopies of Handout 54: Detailed Business Plan Template to each
participant. Explain to participants that this is a copy of an outline of what a detailed
business plan should include.

5) Read through the entire Detailed Business Plan Template, explaining areas that might be
confusing. Ask participants to ask questions as they go over the template.

6) After reviewing the template, ask participants to sit in small groups and together look at
all the charts that they have. Explain that they will use their charts to first fill in the
sections of a practice business plan.

7) Ask participants to copy the Business Plan Template outline in their notebook, and then
write notes from the charts in the sections. Walk round to each group to check on their
progress and answer any questions.

8) If some participants have decided to establish group or cooperative businesses with some
of their classmates, then ask them to sit together to do the exercise.

9) Once they have finished adding in the information from their ideas and past handouts into
the right sections, ask them to begin to write out their Business Plans in the actual
template sheet.

10) Pass out Handout 8: My Business Plan with the blank spaces after each section for them to
use. As participants are writing their plans make sure to walk around to see how they are

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