This article discusses points that an entrepreneur should consider when deciding whether or not to hire employees.

This Wide Angle video looks at the advantages and disadvantages of running a small-scale, female-only business.

Entrepreneurship course FREE teacher resources and trial access to online course solution as well as a correlation to WI state MME & WCCTS standards.

This lesson teaches students about the importance of entrepreneurship and small businesses in our society. First, use the briefing (found in Task 1) to teach students about this concept. Then, lead the class in discussion. Finally, ask students to research and write about the topic. This lesson is a part of the Business and Marketing Essentials Course Guide. To download it, visit mbastatesconnection.mbaresearch.org and select "Course Guides" under "Curriculum and Instruction."

This course is a core requirement for the Masters in Engineering program designed to teach students about the roles of today's professional engineer and expose them to team-building skills through lectures, team workshops, and seminars. Topics include: written and oral communication, job placement skills, trends in the engineering and construction industry, risk analysis and risk management, managing public information, proposal preparation, project evaluation, project management, liability, professional ethics, and negotiation. The course draws on relevant large-scale projects to illustrate each component of the subject.

This unit is an exceprt from the MBA Research and Curriculum Principles of Entrepreneurship Course Guide. Course Guides include recommended performance indicators, sequencing, instructional objectives, resources, and activities for students. The full course includes 11 more units focused on generating ideas, establishing a business, and more. To access the full course guide, visit mbastatesconnection.mbaresearch.org and select "Course Guides" under "Curriculum and Instruction."Use this as a guide to teaching a unit about determining feasibility. Each task is related to one performance indicator in the unit. First, use the learning objectives to teach students the important components of a topic. Then, use the activity to engage students and reinforce learning. The online and textbook resources in each tasks can be used to extend learning.

Small Business Management in the 21st Century offers a unique perspective and set of capabilities for instructors. The authors designed this book with a “less can be more” approach, and by treating small business management as a practical human activity rather than as an abstract theoretical concept.

The text has a format and structure that will be familiar to you if you use other books on small business management. Yet it brings a fresh perspective by incorporating three distinctive and unique themes and an important new feature (Disaster Watch) which is embedded throughout the entire text. These themes assure that students see the material in an integrated context rather than a stream of separate and distinct topics.

First, the authors incorporate the use of technology and e-business as a way to gain competitive advantage over larger rivals. Technology is omnipresent in today’s business world. Small business must use it to its advantage. We provide practical discussions and examples of how a small business can use these technologies without having extensive expertise or expenditures.

Second, they explicitly acknowledge the constant need to examine how decisions affect cash flow by incorporating cash flow impact content in several chapters. As the life blood of all organizations, cash flow implications must be a factor in all business decision-making.

Third, they recognize the need to clearly identify sources of customer value and bring that understanding to every decision. Decisions that do not add to customer value should be seriously reconsidered.

Small Business Management in 21st Century boasts a new feature called Disaster Watch scenarios. Few texts cover, in any detail, some of the major hazards that small business managers face. Disaster Watch scenarios, included in most chapters, cover topics that include financing, bankers, creditors, employees, customers who don’t pay, economic downturns, and marketing mistakes.

For farmers, growing crops is just one step in running a successful farm—making the farm or market garden economically viable requires another suite of skills, including finding land, planning what crops to grow, marketing the crops, and managing income and expenses. This resource builds on our experience educating hundreds of apprentice growers in organic production, farm and business planning, direct marketing at a roadside farm stand, and Community Supported Agriculture (CSA) management through hands-on training in the running of our 100-member CSA program. Teaching Direct Marketing and Small Farm Viability: Resources for Instructors is organized into six units, three focusing on marketing and three covering other topics related to making a small farm economically viable. Included are lessons and resources for running a CSA project, selling at farmers' markets, forming collaborative marketing groups and grower cooperatives, and selling to restaurants. Also covered are strategies to improve small farm planning, including enterprise visioning and market assessment; creating a business plan, including marketing and crop plans; and managing cash flow. Land tenure options such as cash-rent leases from non-profits, shared ownership models, conservation easements, and community land trusts are reviewed as additional mechanisms for addressing the complex issue of the economic viability of small-scale agriculture. This resource also reviews the trends and factors that influence small-scale agriculture's economics, and provides an overview of produce marketing in the U.S. The training manual is designed for – •Instructors at college and universities, agriculture organizations, farm-training programs, apprenticeship programs •Agricultural extension personnel •Farmers with interns •Growers, teachers, and organizers at urban farms, community gardens, and food projects with direct-marketing outlets This instructor's resource features class and field demonstration outlines, trainee exercises, and resource materials, with a focus on CSA. The manual can be used in a classroom setting or adapted for other training formats, such as short courses, conferences, and field days.

The core of this research is to examine whether employees have sufficient technology knowledge when hired by local employers. Technology requirements may not be identical for every employer, but employers do have general technology expectations. If employers are able to hire employees with appropriate technology knowledge, less training needs to be provided by the employer, which also improves productivity from the onset of employment. This research involves 11 businesses in a small rural community addressing technology needs of their employees. Respondents were asked to take an anonymous survey. The survey included the following participant data: business type, technology expectations when hiring, and ease/difficulty of finding employees fitting requirements. The survey had multiple choice questions inquiring the level of use of various applications in different departments. The data collected from the surveys determined whether employers are able to effectively locate and hire employees with sufficient technology knowledge.

The core of this research is to examine whether employees have sufficient technology knowledge when hired by local employers. Technology requirements may not be identical for every employer, but employers do have general technology expectations. If employers are able to hire employees with appropriate technology knowledge, less training needs to be provided by the employer, which also improves productivity from the onset of employment. This research involves 11 businesses in a small rural community addressing technology needs of their employees. Respondents were asked to take an anonymous survey. The survey included the following participant data: business type, technology expectations when hiring, and ease/difficulty of finding employees fitting requirements. The survey had multiple choice questions inquiring the level of use of various applications in different departments. The data collected from the surveys determined whether employers are able to effectively locate and hire employees with sufficient technology knowledge.