Download - The Business Model You
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Business Model YouA flight plan to structure
meaning, and purpose
Peter H. Hackbert
Director
Entrepreneurship for the Public Good Program
Berea College
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The Business Model Canvas
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Iterate, Pivot, Do Over
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Changing times, changing business models
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Blockbuster Video, Netflix, Redbox
1985 1990 1995 2000 2005 2010 2013
1984 - First
Blockbuster
store opens
in Dallas.
1995 - Viacom
acquires
Blockbuster for
$8.4 billion.
2003 - Netflix
posts first
profit, earning
$6.5 million on
revenues of
$272 million.
2010 -
Blockbuster
plans to file for
bankruptcy
1997 - Reed
Hastings returns
Apollo 13 to
Blockbuster six
weeks overdue,
and is dismayed
by the $40 late
fee.
1998 - Reed
Hastings
founds
Netflix.
2002 -
Redbox
initially
funded by
McDonalds
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People must change, too
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The Business Model You
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Labor market inches ahead 3% gain over last year across all degrees
Source: Gardner, P. (December 2012). Recruiting Trends 2012-2013, Career Services and the Collegiate
Employment Research Institute, Michigan State University .
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Employers complain of the shortage of
qualified candidates, both new graduates and
experienced talent
Source: Gardner, P. (December 2012). Recruiting Trends 2012-2013, Career Services and the Collegiate
Employment Research Institute, Michigan State University .
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“mediocre” increases in employment given
the ….
- Mark Zandi, Moody Analytics,
chief economist
Source: Gardner, P. (December 2012). Recruiting Trends 2012-2013, Career Services and the Collegiate
Employment Research Institute, Michigan State University .
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Employers Perceptions of the strength
of the college labor market 2000-2012
Source: Gardner, P. (December 2012). Recruiting Trends 2012-2013, Career Services and the Collegiate
Employment Research Institute, Michigan State University .
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Hiring Targets, 2012 & 2013
Source: Gardner, P. (December 2012). Recruiting Trends 2012-2013, Career Services and the Collegiate
Employment Research Institute, Michigan State University .
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How do they find you?
Source: Gardner, P. (December 2012). Recruiting Trends 2012-2013, Career Services and the Collegiate
Employment Research Institute, Michigan State University .
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Recruiting Strategies & Hiring
Campus Oriented
• Internship/Co-op Programs
. ?
• Career Fairs 61%
• Information Sessions 47%
• Resume Referral 46%
• Faculty Connections .
• On-campus Interviewing
• .?
• Alumni Organization 19%
Company Driven
• Alumni from school 45%
• Employee Referrals 40%
• Social Media .?
External Agents
• Nation Web Aggregators .?
• Targeted Job Fairs 29%
• General Job Fairs 28%
• Ads (professional outlets) 27%
• Consultants 22%
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Recruiting Strategies & Hiring
Campus Oriented
• Internship/Co-op Programs
62%
• Career Fairs 61%
• Information Sessions 47%
• Resume Referral 46%
• Faculty Connections 41%
• On-campus Interviewing
37%
• Alumni Organization 19%
Company Driven
• Alumni from school 45%
• Employee Referrals 40%
• Social Media 29%
External Agents
• Nation Web Aggregators 52%
• Targeted Job Fairs 29%
• General Job Fairs 28%
• Ads (professional outlets) 27%
• Consultants 22%
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10 Starting Salaries
All Majors $37,041
All Liberal Arts 38,731
Anthropology/Sociology 33,814
Economics 40,481
Finance 42,811
Human Resources 38,301
Marketing 38,874
Political Science 35,928
Psychology 33,505
Social Work $34,935
For your “intended”
major and three
other majors,
predict whether the
2013 starting
salaries are above
or below the
medium All Liberal
Arts starting
salary…
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10 Starting Salaries
All Majors $37,041
All Liberal Arts 38,731
Anthropology/Sociology 33,814 -
Economics 40,481 +
Finance 42,811 +
Human Resources 38,301 -
Marketing 38,874 +
Political Science 35,928 -
Psychology 33,505 -
Social Work $34,935 -
Source: Gardner, P. (December 2012). Recruiting Trends 2012-2013, Career Services and the Collegiate
Employment Research Institute, Michigan State University .
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Showcase your talents
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Skills Gap? Employers and Colleges
Point Fingers at Each OtherSeptember 12, 2012
Source: “Skills Gap? Employers and Colleges Point Fingers at Each Other.” Jeff Slingo, The Chronicle of
Higher Education, September 12, 2012.
A.G. Lafley, Former CEO Proctor and Gamble
Wake Forest University
0:00 -12:33 History of his journey
12:24-18:18 Interviewing today
31:35-37:05 Certification/GPA/One Page Memo
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Starting
Switching
Reinventing a career
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The First-Year Seminar proven to enhance resilience, persistence,
retention and intentionality
of Freshman navigating the curricular, co-
curricular and student labor (work experience)
accomplishments that leads to a career of social
innovation.
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Work on Purpose - Critical Reflection “I learned that” …
• Express an important learning from the readings, not just a statement of fact
• Provide a clear and correct explanation of the concept(s) in question so that someone not in the experience could understand it.
• Explain your enhanced understanding of the concept(s), as a result of reflection on the experience
• Be expressed in general terms, not just in the context of the experience (so that the learning can be applied more broadly to other experiences)
“I learned this when” ….
• Connect the learning to specific activities that gave rise to it, making clear what happened in the context of that experience so that someone who wasn’t there could understand it.
“This learning matters because” …
• Consider how the learning has value, both in terms of this situation and in broader terms, such as other organizations, communities, activities, issues, professional goals, courses, etc.
“In light of this learning” …
• Set specific and assessable goals ; consider the benefits and challenges involved in fulfilling them
• Tie back clearly to the original learning statement.
Source: Clayton, P.H. (2012). Generating, Deepening, and Documenting Learning:
Practical Tools for Critical Reflection in Service-Learning, Center for Excellence in
Learning through Service Campus Christian Center & Center for Transformative
Learning, Berea College, February 3, 2012
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Where Our Next Great Innovators Will Come From
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Where Our
Next Great
Innovators
Come From?
http://www.youtube.com/watch?v=fVojBwdILL0
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Creating Innovators - Critical Reflection “I learned that” …
• Express an important learning from the readings, not just a statement of fact
• Provide a clear and correct explanation of the concept(s) in question so that someone not in the experience could understand it.
• Explain your enhanced understanding of the concept(s), as a result of reflection on the experience
• Be expressed in general terms, not just in the context of the experience (so that the learning can be applied more broadly to other experiences)
“I learned this when” ….
• Connect the learning to specific activities that gave rise to it, making clear what happened in the context of that experience so that someone who wasn’t there could understand it.
“This learning matters because” …
• Consider how the learning has value, both in terms of this situation and in broader terms, such as other organizations, communities, activities, issues, professional goals, courses, etc.
“In light of this learning” …
• Set specific and assessable goals ; consider the benefits and challenges involved in fulfilling them
• Tie back clearly to the original learning statement.
Source: Clayton, P.H. (2012). Generating, Deepening, and Documenting Learning:
Practical Tools for Critical Reflection in Service-Learning, Center for Excellence in
Learning through Service Campus Christian Center & Center for Transformative
Learning, Berea College, February 3, 2012
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The Blue Sweater - Critical Reflection “I learned that” …
• Express an important learning from the readings, not just a statement of fact
• Provide a clear and correct explanation of the concept(s) in question so that someone not in the experience could understand it.
• Explain your enhanced understanding of the concept(s), as a result of reflection on the experience
• Be expressed in general terms, not just in the context of the experience (so that the learning can be applied more broadly to other experiences)
“I learned this when” ….
• Connect the learning to specific activities that gave rise to it, making clear what happened in the context of that experience so that someone who wasn’t there could understand it.
“This learning matters because” …
• Consider how the learning has value, both in terms of this situation and in broader terms, such as other organizations, communities, activities, issues, professional goals, courses, etc.
“In light of this learning” …
• Set specific and assessable goals ; consider the benefits and challenges involved in fulfilling them
• Tie back clearly to the original learning statement.
Source: Clayton, P.H. (2012). Generating, Deepening, and Documenting Learning:
Practical Tools for Critical Reflection in Service-Learning, Center for Excellence in
Learning through Service Campus Christian Center & Center for Transformative
Learning, Berea College, February 3, 2012
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Changemakers are:
Resilient
Optimistic
Tenacious
Committed
Passionate
Patient
Emotionally intelligent
Assertive
Persuasive
Empathetic
Authentic
Ethical
Self-Aware
Competent
Curious
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Social Entrepreneur Interviews - Critical Reflection
“I learned that” …
• Express an important learning from the social entrepreneurs’ interview, not just a statement of fact
• Provide a clear and correct explanation of the concept(s) in question so that someone not in the experience could understand it.
• Explain your enhanced understanding of the concept(s), as a result of reflection on the experience
• Be expressed in general terms, not just in the context of the experience (so that the learning can be applied more broadly to other experiences)
“I learned this when” ….
• Connect the learning to specific activities that gave rise to it, making clear what happened in the context of that experience so that someone who wasn’t there could understand it.
“This learning matters because” …
• Consider how the learning has value, both in terms of this situation and in broader terms, such as other organizations, communities, activities, issues, professional goals, courses, etc.
“In light of this learning” …
• Set specific and assessable goals ; consider the benefits and challenges involved in fulfilling them
• Tie back clearly to the original learning statement.Source: Clayton, P.H. (2012). Generating, Deepening, and Documenting Learning:
Practical Tools for Critical Reflection in Service-Learning, Center for Excellence in
Learning through Service Campus Christian Center & Center for Transformative
Learning, Berea College, February 3, 2012
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Self Discovery Exercises
Defining Work, Defining Ourselves
How do you spend most of your time?
The Three Questions
Uncle Ralph – The Brand New Life
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Lifeline
Exc
ite
me
nt
/ E
njo
ym
en
t
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Berea College Labor Transcript
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Berea College Curriculum Guides
Assignment:
For 2 majors,
design a 4 year
curriculum plan
integrating the a)
College Handbook,
b) online
Curriculum Guides
and c) spring
offering of classes
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Personal Statements
“I’d like to help poor people get jobs by creating jobs.” ~Taylor
“I’d like to help enrich children’s lives by teaching them art.” ~Sara
“I’d like to help suffering people by demonstrating a will to go on.” ~Justin
“I’d like to help Appalachian people by starting a program that will change
the status quo.” ~Ebony
“I’d like to help give people hope by giving them the love and skills they
need.” ~Summer
“I’d like to help low income families work by helping to implement a low
cost effective way of providing childcare, and classes that help improve
their work skills and abilities to make them better candidates for the work
force.” ~Kaylene
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What a Paycheck Teaches
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Cost of
income
(28%)
Take-Home Pay’s True Meaning
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The Business Model You
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Thank You