ICE HOUSE ENTREPRENEURSHIP PROGRAM

Facilitator Manual

Small Business Edition

A Framework for Understanding and

Implementing an Entrepreneurial Mindset

ICE HOUSE

ENTREPRENEURSHIP

PROGRAM

Who Owns the Ice House

@IceHouseEP #WOIH

NONRETURNABLE

IF SHRINK WRAP BROKEN

First Edition: February 2015

stored in a retrieval system, or transmitted, in any form or by

any means, electronic, mechanical, photocopying, recording, or

otherwise, without written permission of the publisher.

This publication is designed to provide accurate and authoritative

information in regard to the subject matter covered. It is sold with

the understanding that the publisher and authors are not engaged

in rendering legal, accounting, or other professional services. If

legal advice or other expert assistance is required, the services of

a competent professional should be sought.

Publisher

Entrepreneurial Learning Initiative, LLC

Director of Content Development

Gary Schoeniger

Senior Content Project Manager

Sam Kruse

Layout and Art Designer

Guillaume Muller-Greven

Content Contributors

Michael Crawford, Joanie Weber

Executive Editor

Sam Kruse

Developmental Editor

Joanie Weber

Optional Course Elements 41

Companion Text 41

Reflection Assignments 41

THE ICE HOUSE METHODOLOGY 43

Peer to Peer Learning 43

Community Engagement 44

Sample Delivery Schedule 47

3-session Boot Camp 47

6-week Blended Delivery 52

COURSE ASSIGNMENTS 57

Optional Assignments and Course Materials 78

Facilitator Generated Discussion Questions 78

Reflection Assignments 84

Presentation Assignments 85

True/False Checkpoints 87

Recommended Supplemental Resources 96

TABLE OF CONTENTS

COURSE OVERVIEW 8

Introduction 8

Welcome 8

Defining Entrepreneurship 8

What Is a Mindset? 9

Facilitator’s Role 9

The Ice House Entrepreneurs 10

Course Outcomes and Learning Objectives 12

How It Works: Brief Overview 13

Primary Course Elements 13

Additional Course Elements 13

Lesson Overviews 14

COURSE ELEMENTS AND FACILITATION 17

Chalkboard Lessons 17

Abbreviated Chalkboard Lessons 17

In-Class Discussions 19

Peer Workshop 19

Chalkboard Discussions 22

Application Assignments 23

The Ice House Opportunity Discovery Canvas 25

Back of Canvas Analysis 26

When Does the Opportunity Discovery Process End? 26

Canvas in Action 29

Phase 1: Understanding the Problem 29

Phase 2: Finding a Solution 32

Phase 3: Problem-Solution-Connection 36

COURSE OVERVIEW

INTRODUCTION

Welcome

The Ice House Entrepreneurship Program™ is an experiential problem-based learning

program designed to inspire, inform and involve participants in the fundamental aspects of an

entrepreneurial mindset and the unlimited opportunities it can provide. Designed for rigor and

relevance, the program provides a comprehensive framework for understanding and implementing

an entrepreneurial mindset, regardless of one’s chosen path.

The Facilitator Manual is designed to help you and your participants get the most out of their

entrepreneurial learning experience. Please remember, this is a guide. As a facilitator, you bring

valuable knowledge and experience to the classroom and you know your participants best. We

encourage you to adjust the guidelines and delivery schedule as needed for your particular

audience.

Defining Entrepreneurship

Entrepreneurship can empower ordinary people to accomplish extraordinary things. In today’s

world, it is a skill that every participant needs, regardless of their chosen path. Yet, the

entrepreneurial process is still not well understood and therefore not easy to define.

Here we will simply define entrepreneurship as the Opportunity Discovery Process. It is a

search process whereby the participant is encouraged to identify and solve problems in real-

world, ambiguous and resource-constrained circumstances; this is a process that will develop

entrepreneurial skills.

The Opportunity Discovery Process is an iterative, experimental process that can empower anyone

to succeed. It does not require the invention of new technologies or a computer science degree. It

does not require years of industry experience, in-depth planning and market research. Nor does it

require access to venture capital investors or an Ivy League MBA.

Entrepreneurship is a discovery process that requires interaction, observation, experimentation and

adaptation. It is a participant-centric process that requires curiosity and creativity, critical thinking

and effective problem solving, communication, collaboration and teamwork - skills that anyone can

apply.

What is a Mindset?

A mindset is a mental model - a deeply ingrained set of beliefs and assumptions that influence our

decisions and our behavior. Very often we are not aware of our mindset and the effect it has on the

decisions we make and ultimately, the outcome of our lives.

And, when it comes to entrepreneurship, there is no proven formula that will guarantee success,

yet there is a fundamental logic - a mindset - that guides the decisions that enable entrepreneurs to

succeed. For the purpose of this program, we will define the term “entrepreneurial mindset” as the

underlying beliefs and assumptions that drive the behavior that enables entrepreneurs to succeed.

At the core of an entrepreneurial mindset is the ability to discover problem-solving opportunities

without special talents, access to abundant venture capital or creating breakthrough technology.

This mindset ignites the process of searching for the intersection of one’s interests and abilities with

the needs of our fellow human-beings. It is a mindset cultivated through an experimental process

that requires curiosity, creativity, critical thinking and communication.

It is also important to remember that not everyone needs to start a business to benefit from an

entrepreneurial mindset. Entrepreneurs come in all shapes and sizes, and entrepreneurial thinking

can be applied to a variety of circumstances from non-profit and social ventures to workforce

development and educational success.

Facilitator’s Role

The course is designed as a participant-centered, problem-based learning program whereby the

teacher assumes the role of facilitator rather than a subject matter expert.

After all, entrepreneurship is a discovery process that requires the participant to take ownership

of their ideas, as well as their ability to learn. Problems can be solved in many different ways and

have more than one possible solution. Your role as facilitator is to create and maintain a safe and

challenging learning environment designed to encourage self-directed learning, critical thinking,

effective problem solving and other entrepreneurial skills.

The facilitator helps participants draw on their existing knowledge and then facilitates access

to knowledge where gaps are identified and accepted. Facilitators help participants cope with

uncertainty, provide encouragement and support, point out difficult issues, encourage involvement,

push for action and manage time.

The Ice House Entrepreneurs

The Ice House Entrepreneurs were carefully selected from a wide range of backgrounds and

interests. Most started with little or nothing. Similar to Clifton’s Uncle Cleve, they all faced hardship

and adversity on the road to success. Yet they were each willing to share their knowledge and

experience as a way to inspire and encourage others to embrace entrepreneurship as a way of life.

Their stories are remarkable. The lessons they provide can be life changing.

Dawn Halfaker: As a severely disabled veteran, Capt. (Ret.) Dawn Halfaker never

thought of herself as an entrepreneur. Yet, after losing her right arm while serving in Iraq,

she found herself faced with challenges that ultimately empowered her to succeed. Today,

she is the founder and CEO of Halfaker & Associates, a global consulting firm with more

than 150 employees.

David Petite: As a Native American raised by a single mother, inventor and entrepreneur

David Petite soon became enlightened in the ways of becoming self-sufficient. After failing

at his first business, he learned a valuable lesson that ultimately enabled him to succeed.

Today, he is one of America’s most prolific inventors who holds more than 50 patents

worldwide.

Brian Scudamore: Starting with little more than $700 and a few fliers, Brian Scudamore

transformed a simple idea into a very successful business. Today, his company 1-800

GOT JUNK has grown to annual sales in excess of $100 million with more than 300

locations throughout Canada, Australia and the US.

Ryan Blair: Ryan Blair knows about building a business from the ground up. Like many

entrepreneurs he had no formal business education. “I was a punk with a juvenile criminal

record and a lot of emotional scarring,” Blair explained. Yet a chance encounter with

a successful entrepreneur shifted his perspective and enabled him to become a very

successful serial entrepreneur.

Lydia Gutierrez: Growing up in inner-city Detroit, Lydia Gutierrez and her late husband

Richard started what would become a multi-million dollar business with little more than a

few hundred dollars and a simple idea. Today, her company Hacienda Foods is one of

Detroit’s fastest growing companies with more than 80 employees and nearly $10 million

in annual sales.

Rodney Walker: Growing up as a foster child on the south side of Chicago, Rodney Walker

could not imagine a life beyond the dismal circumstances that surrounded him. Yet an

entrepreneurial experience in high school shifted his perspective and, with the help of a mentor,

he has become a scholar who attended Morehouse College and completed graduate studies at

Yale.

Palwasha Siddiqi: As a young woman born in Afghanistan, Palwasha faced unimaginable

obstacles in her journey to becoming an entrepreneur. After fleeing her war-torn home,

she spent years in a refugee camp where she encountered an American entrepreneur.

Inspired, she became determined to overcome the social, cultural and economic barriers to

become an entrepreneur.

Jason Campbell: At the age of 16, Jason Campbell was a foster child who had dropped

out of school. Yet an entrepreneurial experience shifted his perspective and, with the

help of a mentor, he re-enrolled in school. Today, he is a decorated combat veteran

and successful participant with a degree in foreign relations from San Francisco State

University.

Scott Saunders: After graduating from Columbia University with a MBA, Scott Saunders

found himself in an unfulfilling career. Using his financial skills he saw an opportunity to

help others. Today, he is the founder and CEO of Payoff.com, an online tool that helps

people manage their money, reduce their debts and fund their dreams.

Carey Mobius: At the age of 18, Carey Mobius suddenly found himself in charge of a failing

family business. With $275 in the bank and $275,000 in debt, Carey asked himself an important

question: “How do you succeed when you start with less than nothing and you know nothing?”

Today, his company Garibaldi Glass has become a global leader in his field.

Susana Cabrera: As an immigrant entrepreneur, Susana Cabrera faced enormous obstacles

on her journey to succeed. Through perseverance and determination, she managed to transform

her Latin American food products into Delicious Bites, a nationally recognized brand offered in

more than 700 grocery stores nationwide.

Dr. Fitz Hill: As an entrepreneur, Dr. Fitz Hill knew that problems were often opportunities in

disguise. Combining his skills as a football coach with those he learned as an entrepreneur, he

transformed Arkansas Baptist College into a nationally recognized pillar of higher education and

a thriving entrepreneurial community.

Keith Kokal: Growing up in inner city Cleveland, Keith Kokal quickly learned how to survive.

From shoe shining to auto repair, he soon learned that solving problems for other people would

enable him to succeed. Today, his company Micro Laboratories is a widely respected world

leader in precision calibration services.

Ted and Sirena Moore: As a single teenage mother, Sirena refused to drop out of school.

Together with her father Ted, they managed to transform a few hundred dollars and a

simple idea into a sustainable success. Today, their company Elohim Cleaning Contractors

employs more than 50 people as they continue to learn and grow.

COURSE OUTCOMES & LEARNING OBJECTIVES

How do entrepreneurs identify opportunities that others overlook? How are they able to transform

a simple idea into a sustainable success? What are the underlying beliefs and assumptions that

drive the behavior that enables them to succeed, regardless of where they begin? These are the

overarching questions that the Ice House Entrepreneurship Program seeks to answer. These

questions should be revisited frequently throughout the learning experience.

From a small business development perspective, the program is designed to develop an

entrepreneurial mindset, which includes the following skills:

• Opportunity Identification: Participants learn to recognize problems or needs whose potential

solutions align with their own unique knowledge, skills, interests, and experience. Participants

will initiate market opportunities by connecting real-world problems with market-based solutions,

all while learning how to utilize the bootstrapping method to establish a client-funded business.

• Idea Validation: Using an iterative approach to learning, participants implement the Opportunity

Discovery Canvas to evaluate new market opportunities and reduce unnecessary risk.

Participants continuously improve their business ideas and progress towards a problem-solution

fit through regular reflection and critical feedback from program peers and potential customers.

• Analysis and Planning: Participants develop their ability to learn “on-the-fly,” quickly analyzing

the outcomes of interactions with customers and stakeholders, and planning next steps to

advance through the entrepreneurial process. Instead of reacting to unforeseen circumstances

or results, participants learn to respond intentionally, calibrating their decisions based on past

experience, present context, and future goals.

• Reflection: Participants develop their ability to learn “on-the-fly,” quickly analyzing the outcomes

of interactions with customers and stakeholders, and planning next steps to advance through

the entrepreneurial process. Instead of reacting to unforeseen circumstances or results,

participants learn to respond intentionally, calibrating their decisions based on past experience,

present context, and future goals.

• Branding: Participants learn to establish a personal brand and reputation that can drive the

growth and sustainability of their business ideas. Through applied practice of face-to-face

interviews, business pitches, and written assignments, participants develop the ability to

communicate their mission to fit the needs of the market

• Professional Networking: Participants bolster their professional networks and their networking

savvy through frequent peer interaction and engagement with local entrepreneurs and

community leaders. The out-of-the-building approach to entrepreneurship enables participants to

connect with customers and stakeholders who share an interest in solving market problems and

who can help participants grow their business ideas.

• Lifelong Learning: The Ice House Opportunity Discovery Process emphasizes the importance

of continuous learning from and through both formal and informal knowledge sources and

processes. Participants develop a strategic approach to succeed in their business endeavors

by applying knowledge and skills acquired from the course content and during the Opportunity

Discovery Process.

HOW IT WORKS: A BRIEF OVERVIEW

Primary Course Elements

• Video Chalkboard Lessons: Narrated online lectures that combine basic bullet-point text,

graphic animation, and brief video interview segments with successful entrepreneurs. True/False

questions are embedded throughout the lessons as ungraded “checkpoints” between individual

chapters.

• Peer Workshops: Opportunities to reflect and assess the progress of their business ideas

by discussing with their peers their experiences with the Opportunity Discovery Process. Peer

Workshops also allow participants to conduct “pitch” presentations and to learn from guest

lectures.

• Application Assignments: Real-world entrepreneurial experiences that enable participants to

engage in entrepreneurial seeing, thinking, and behaving, while developing entrepreneurial skills.

Following the Ice House Opportunity Discovery Process, participants learn to identify, evaluate,

and develop new opportunities through an iterative experimental approach.

Optional Course Elements

• Companion Text: Who Owns the Ice House? - Eight Life Lessons from an Unlikely

Entrepreneur by Pulitzer nominee Clifton Taulbert and Gary Schoeniger. The book serves to

reinforce the key concepts while demonstrating the power of an entrepreneurial mindset as a

means of self-reliance and empowerment.

• Chalkboard Discussions: In-class discussions of the chalkboard lessons are a supplemental

opportunity for participants to broaden and deepen their understanding of key concepts.

Chalkboard discussions provide a forum for participants to compare and contrast Ice House

concepts with their own experiences and prior knowledge.

• Reflection Assignments: Provide an opportunity for participants to think and write reflectively

about the future they want to create and how they can apply the knowledge and skills they

have acquired throughout the course. Primarily, the Personal Vision Statement should include

a road map for how participants intend to apply the core concepts to overcome obstacles and

accomplish their goals.

LESSON OVERVIEWS

Below is a description of each chalkboard lesson and the individual chapters contained within each

lesson. The diagram below provides a brief overview of the eight core concepts.

Introduction: The introductory lesson offers a brief overview of the eight life lessons, an

introduction to several of the Ice House Entrepreneurs, as well as a look beneath the surface

to examine some of the most commonly held myths about what it really takes to succeed as an

entrepreneur. We’ll also introduce some basic concepts about entrepreneurship that are essential

to understand.

Lesson 1 - The Power to Choose: Life is not a lottery. The ability to choose the way we respond

to our circumstances is fundamental to an entrepreneurial mindset. In Lesson 1, participants

will understand the importance of an internal versus an external locus of control and how each

perspective can influence critical decisions.

Lesson 2 - Recognizing Opportunities: Problems are often opportunities in disguise.

Entrepreneurs are problem solvers, and the secret to their success lies in their ability to

identify and solve problems regardless of what they have to work with or where they start.

In Lesson 2, participants will learn how entrepreneurs identify and evaluate opportunities through a

process of interaction and observation, experimentation and adaptation.

Lesson 3 - Ideas into Action: Think big. Start small. Act fast. Entrepreneurs are action oriented,

and they tend to focus their time and energy on things they can change rather than things they

cannot. In Lesson 3, participants will learn how to start where they are, overcome inertia, and test

their ideas in real-world circumstances.

Lesson 4 - Pursuit of Knowledge: Our effort can only take us as far as our understanding.

Entrepreneurs are self-directed, lifelong learners who understand the power of knowledge

combined with effort. In Lesson 4, participants will learn how to find the knowledge they need in

order to accomplish their goals.

Lesson 5 - Creating Wealth: Spending or investing? For most, it’s not the lack of money that

prevents us from prospering. In Lesson 5, participants will learn basic financial literacy from an

entrepreneurial perspective. Participants will also learn how entrepreneurs leverage their resources

to accomplish their goals.

Lesson 6 - Building Your Brand: Actions speak louder than words. Entrepreneurs are problem

solvers, and reliability is the key to their success. In Lesson 6, participants will learn how to build a

brand -- from finding the first customers to building a lasting reputation that leads to sustainability

and growth.

Lesson 7 - Creating Community: Entrepreneurs understand the power of positive influence, and

they learn to surround themselves with others who have been where they intend to go. In Lesson 7,

participants will understand the importance of experienced entrepreneurs as mentors and advisors

who can provide critical guidance and support.

Lesson 8 - The Power of Persistence: Entrepreneurship is not “get rich quick,” and expecting

it to be easy is a mistake. The “secret” behind every entrepreneur’s success is hard work,

perseverance, and determination. Lesson 8 provides an inside look at the power of persistence and

how the Ice House Entrepreneurs used adversity as an advantage to help them accomplish their

goals.

COURSE ELEMENTS AND FACILITATION

CHALKBOARD LESSONS

Chalkboard Lessons create the core of the Ice House Entrepreneurship Program. The narrated

chalkboard lectures combine basic bullet-point text and graphic illustrations with brief video

segments featuring case studies of successful everyday entrepreneurs. Selected from a wide variety

of backgrounds and interests, the Ice House Entrepreneurs offer powerful insights and real-life

experiences that help reinforce the key concepts contained within each lesson.

The Chalkboard Lessons range from approximately 35-75 minutes in length. Each Chalkboard

Lesson is divided into brief video chapters that range from 3-10 minutes in length. True/False

questions are randomly embedded as ungraded “checkpoints” between individual chapters that

participants complete before proceeding to the next chapter.

ABBREVIATED CHALKBOARD LESSONS

Facilitators that implement the Ice House Entrepreneurship Program using an abbreviated delivery

schedule (such as a weekend boot camp format or a 4-6 week short course format) may choose

to shorten the assignment lengths by only requiring participants to view selected clips from each

Chalkboard Lesson. The following section outlines recommendations for shortened versions of each

Chalkboard Lesson, only including the most essential video chapters from each lesson. Regardless

of delivery schedule, facilitators and participants will still have access to the complete series of

Chalkboard Content.

Introduction

(Full Video: 35:40)

Introduction 2:27-4:10 (1:43)

CH 1 4:10-5:59 (1:49)

CH 3 20:42-26:02 (5:20)

CH 4 26:02-34:38 (8:36)

___________________________________

Total Time (17:28 )

___________________________________

Lesson 1: The Power to Choose

(Full Video: 47:21)

CH 2: 17:33-25:58 (8:25)

CH 3: 25:58-32:54 (6:56)

___________________________________

Total Time (15:21)

___________________________________

Lesson 6: Building Your Brand

(Full Video: 56:26)

CH 2: 14:05-25:49 (11:44)

CH 3: 0:00-6:43 (6:43)

____________________________________

Total Time (18:27)

____________________________________

Lesson 8: The Power of Persistence

(Full Video: 102:25)

IN-CLASS DISCUSSIONS

In-class discussions are crucial to the successful delivery of the Ice House Entrepreneurship

Program. Peer Workshops are the primary method of in-class discussion, allowing participants to

share and explore real-world experiences with the Opportunity Discovery Process. As a supplement

to Peer Workshops, Chalkboard Discussions are the secondary type of in-class discussion, enabling

participants to delve deeper into course content and lesson-specific concepts.

Peer Workshops

Peer Workshops are critical to the effective implementation of the Ice House Entrepreneurship

Program. Utilizing a flipped-classroom model, Peer Workshops provide a forum for participants

to share experiences with the Opportunity Discovery Process, conduct pitch presentations, and

provide peer-to-peer feedback. Peer workshops also provide an opportunity for local entrepreneurs

to present guest lectures as well as provide key guidance and support.

Peer Workshop Presentations

Presentations allow participants to share what they are learning in a formal setting,

providing an opportunity to develop oral presentation and communication skills by

“pitching” their ideas and conveying the evolution of their Opportunity Discovery Process.

Presentations also provide an opportunity for participants to respond to questions and

peer-to-peer feedback.

Participants are encouraged to use the Opportunity Discovery Canvas as a guide to

discuss their original ideas, the potential customers, stakeholders and other knowledge

sources they consulted, and what they learned from the out-of-the-building experience.

Participants should be prepared to discuss areas of uncertainty as well as the next steps

they intend to take.

These in-class presentations can be accomplished using Microsoft PowerPoint, Apple

Keynote, or other visual aids. Facilitators should discuss effective presentation strategies

with participants. Facilitators may also choose to invite local entrepreneurs to participate as

expert mentors who can offer additional guidance and support.

Facilitating Peer Workshops

Facilitators may consider using the following techniques as a guide to create a successful peer

workshopping session:

1. Begin by discussing the most recent application assignment with the whole class, giving participants

the opportunity to share challenges and opportunities they may have encountered during their most

recent “out-of-the-building” canvas experience.

Lesson 2: Recognizing

Opportunities

(Full Video: 59:07)

CH 2: 5:15-10:04 (4:49)

CH 3: 10:04-14:11 (4:07)

CH 4: 14:11-20:34 (6:23)

___________________________________

Total Time (15:19)

___________________________________

Lesson 3: Ideas into Action

(Full Video: 70:12)

CH 2: 5:19-10:28 (5:09)

CH 3: 10:28-18:22 (7:54)

CH 4: 18:22-24:21 (5:59)

CH 7: 0:00-7:39 (7:39)

Summary: 35:29-36:34 (1:05)

___________________________________

Total Time (27:46)

___________________________________

Lesson 4: Pursuit of Knowledge

(Full Video: 63:03)

CH 4: 22:04-38:04 (16:00)

CH 5: 0:00-1:32 (1:32)

CH 7: 8:02-23:43 (15:41)

___________________________________

Total Time (33:13)

___________________________________

Lesson 5: Creating Wealth

(Full Video: 61:29)

CH 1 pt. 2 11:11-17:25 (6:14)

CH 3 30:57-41:12 (10:15)

Summary: 19:17-20:17 (1:00)

___________________________________

Total Time (17:29)

___________________________________

Lesson 7: Creating Community

(Full Video: 88:58)

CH 5: 18:13-35:17 (17:04)

____________________________________

Total Time (17:04)

____________________________________

2. Split participants into small groups, such that each participant is from a different canvas/business

idea group. Participants can discuss their canvas process, provide peer-to-peer feedback, and/or

complete other related activities.

3. Some participants may choose to work on the Opportunity Discovery Process in groups. If so, give

participants time within their canvas groups to evaluate their most recent canvas iterations and

discuss next steps using the “Notes” section on the back of their canvas.

As participants share their experiences throughout the Opportunity Discovery Process, consider

the following questions and suggestions in order to encourage them to think critically and cope with

ambiguous, real-world circumstances, while also providing encouragement and support:

1. Test ideas: Encourage participants to design and conduct micro experiments that will enable them

to test their assumptions in the real world with minimal investment of time and money.

2. Overcoming fear: Speaking to strangers is often difficult, scary, and nerve-racking for first-time

entrepreneurs. However, participants can benefit from knowing that such conversations and the

associated fear are common and are part of the entrepreneurial journey. Encourage participants

and let them know that overcoming the fear of engaging potential customers and stakeholders

occurs through accumulated experience; the more they speak to strangers, the easier it becomes

and the better they become at it.

3. Think critically: People rarely behave as we predict, and, in many cases, they do not behave as

they say they will behave. Furthermore, those who provide information may have a biased opinion

or perspective. Consider the following questions:

• Was the knowledge source you utilized reputable? Why or why not? How do you know?

• What assumptions and beliefs might be driving their behavior or influencing their opinions about

your idea?

• Is this source’s opinion reputable and relevant to your discovery process? Why or why not? How

do you know?

• What inherent biases might the source hold? What assumptions and beliefs might be driving

these opinions?

• While your first out-of-the-building interview experiences might have produced immediate,

positive feedback about your proposed solution from a few sources, there is still work to do.

4. Sample size is important: Good ideas are rarely obvious in their initial stage. The more potential

customers, stakeholders, and other sources the participants consult, the more likely they are to

discover a problem--solution fit. We recommend that each participant (or group) consult with at least

50 separate knowledge sources throughout the course.

• Encourage participants to listen and to remain open-minded to tangential opportunities. In many

cases, the original idea is flawed; yet through persistence, unexpected opportunities often arise.

• Participants should be encouraged to expand their list of potential customers, stakeholders, and

other knowledge sources rather than repeatedly talking to the same two or three people.

• Encourage participants to be persistent, continuously getting out-of-the-building to interact with

more people who are interested in the problem that they want to solve.

5. What would Uncle Cleve do? Sometimes asking a question through a third-person perspective

can prompt ideas and suggestions that may not otherwise arise.

6. “Will someone steal my idea?” In some cases, participants may be reluctant to share their

problem-solving ideas for fear that their peers will steal the idea. First, verify that the participant’s

concern is legitimate. Remind him/her that the entrepreneurial process is “1% inspiration and 99%

perspiration.” The execution of an idea is far more important than the idea itself. Second, most

entrepreneurs are only able to achieve proof of concept for their ideas once they have spoken

with a sufficient amount of potential customers and other stakeholders to receive feedback and

suggestions. In order to follow this process themselves, participants ultimately must share their ideas

with others.

7. “I want to protect my idea.” If a participant still feels uncomfortable sharing his/her idea with the

class, acknowledge his/her concern. Discuss how this may affect the participant’s full participation in

the course. Then, present alternative options and action steps:

• Suggest that the participant apply for a provisional patent of his/her idea. A patent protects

intellectual property, is inexpensive, and involves a simple application process.

• Encourage the participant to pick a separate idea to use in the Ice House Opportunity Discovery

Process. The participant can then transfer the learning from this process to his/her original idea

privately.

• Guide the participant to find an experienced mentor, entrepreneur, or subject matter expert who

can help navigate this important issue.

8. “I don’t have an idea for a solution to a problem. What should I do?” Some participants

may feel stuck and struggle to find problem-solving opportunities. Others may have had an idea

but decide that they like a peer’s idea better after hearing it in a class session. In either case,

the Opportunity Discovery Process offers participants a chance to join with a classmate who

already has a problem-solving idea (if he/she is willing to collaborate), while still building their

entrepreneurial skills. After all, a group requires several multi-skilled, entrepreneurial people to

develop an idea into a successful endeavor. Encourage participants in this position to think about

how their unique skills and talents can contribute to the group’s discovery process, without being

the actual innovator of the idea.

At the end of each application assignment, participants should complete a new iteration of their

canvas and be prepared to discuss with colleagues in the corresponding peer workshop. This

iteration should include the participant’s latest assumptions documented in the appropriate canvas

boxes, as well as additional analysis on the backside of the canvas.

Chalkboard Discussions

Peer Workshops are one of the most important elements of the Ice House Entrepreneurship

Program. However, Chalkboard Discussions can be a beneficial supplement for participants during

in-class sessions. These discussions provide an opportunity to review core concepts from the

chalkboard lessons, allowing participants to compare and contrast Ice House concepts with their

own experiences and prior knowledge. Chalkboard Discussions also enable participants to both

broaden and deepen their understanding of key concepts by applying them to their group projects,

as well as their professional and personal goals.

Facilitating Chalkboard Discussions

Facilitators are encouraged to prompt discussions by reviewing specific Chalkboard segments.

Lesson-specific discussion questions are included in the Facilitator Manual. These questions can

be used in class or as prompts in an online forum.

Facilitators should also invite participants to guide discussion of the key concepts and the topics

that most interested them. Consider asking participants to share what was most interesting,

surprising, or motivating to them about the main messages communicated in each lesson by the

Ice House entrepreneurs and/or Uncle Cleve. For instance:

• Which concept from this Chalkboard Lesson was most intriguing to you? Why?

• Which entrepreneur’s comments most sparked your interest in this lesson? Why?

• How do the concepts in this lesson apply to an entrepreneurial mindset?

• How does this portion of Uncle Cleve’s story resonate with your own life?

In this way, participants have autonomy over the specific direction of the discussion, while also

achieving the lesson-specific learning objectives set by the facilitator. These questions will

complement the suggested facilitator-generated discussion questions for each lesson that are

provided in the Course Assignments section of this manual.

The following questions can be used at the conclusion of Chalkboard Discussions to help

participants form connections with the core objectives of the Ice House program:

• Why is learning about entrepreneurship important to you personally?

• What are the underlying beliefs and assumptions that can influence your choices and push you

to succeed?

• How can an entrepreneurial mindset be applied to your professional goals?

• How can an entrepreneurial mindset be applied to your personal vision?

By relating the discussion back to each participant’s personal vision and goals, facilitators

encourage every participant to share ideas about why the Ice House core concepts are important

and/or interesting to him/her, even for those participants who often feel uncomfortable or unwilling to

participate in discussion activities.

Lesson-specific facilitator-generated discussion questions are located in the Course Assignments

section of this manual. These tools are optional and are merely intended to help facilitators spark

meaningful discussions if facilitators deem it necessary.

APPLICATION ASSIGNMENTS

Application Assignments challenge participants to apply the core Ice House concepts in real-world,

unpredictable circumstances that facilitate the development of entrepreneurial attitudes, behaviors,

and skills. Largely self-directed, the application assignments are designed to get participants “out

of the building,” immersing them in an iterative, experimental process that enables them to identify,

validate, and develop new opportunities.

Using the Opportunity Discovery Canvas as a guide, participants -- individually or in teams -- are

required to get out of the building to test their ideas by interacting with customers (i.e., the target

audience or anyone who may have the problem that the participants are attempting to solve) and

stakeholders (i.e., others who may also benefit from the proposed solution) that have an interest in

their product or service. These out-of-the-building experiences are essential to the entrepreneurial

process of validating a concept before making a significant investment of time and money.

In most cases, the participants’ original ideas are likely to contain flaws, yet the more they

listen and observe, the better they will understand the problem from their potential customer’s

perspective. And the better they understand the problem, the more likely they are to develop a

viable solution. These out-of-the-building experiences are essential to the entrepreneurial process

of validating a concept before making a significant investment of time and money.

Participants are also encouraged to seek additional knowledge and insight through interaction with

experienced entrepreneurs, subject matter experts, and other resources.

At the end of each Application Assignment, participants are encouraged to review and adjust their

Canvas assumptions based on customer feedback. Participants should also be prepared to discuss

their out-of-the-building experiences in Peer Workshop presentations.

Specific guidelines for the Application Assignments are included in the Course Assignments

section of this Manual.

THE ICE HOUSE OPPORTUNITY DISCOVERY CANVAS

The Ice House Opportunity Discovery Canvas is a tool designed to guide participants through the

Opportunity Discovery Process. Drawing on the work of Alexander Osterwalder’s Business Model

Canvas, the Opportunity Discovery Canvas encourages participants to think critically and manage

risks as they learn to identify and validate new opportunities within resource-constrained, uncertain

circumstances.

The Opportunity Discovery Canvas is divided into three primary sections designed to guide

participants through the three distinct phases of the Opportunity Discovery Process.

Phase one encourages participants to focus on the problem they intend to solve. Phase two

encourages participants to consider possible solutions. Phase three encourages participants to think

about how they might connect with others who may have the problem they intend to solve.

Working in small groups or alone, participants are asked to document their assumptions or “best

guesses” by addressing the questions within each of the canvas boxes. Once participants document

their assumptions in the appropriate boxes, they are expected to get out of the building to test their

assumptions by interviewing potential customers.

For example, after learning of a robbery at a local bank, Ice House Entrepreneur David Petite

envisioned a unique security device for ATM machines. As part of his discovery process, he

identified bank managers as potential customers that he could interview as a way to determine the

viability of his idea. He also identified law enforcement officials as potential stakeholders who could

help validate the viability of his idea. Through the process of interviewing potential customers and

stakeholders, David gained the confidence to develop a prototype of his concept.

In addition to interviewing potential customers and stakeholders, participants are also encouraged

to seek additional knowledge through interaction with experienced entrepreneurs, subject matter

experts, and other resources.

CONNECTION

SOLUTION

PROBLEM

Ice House Opportunity Discovery Canvas

1. Describe the problem you

want to solve.

2. Describe the type of people

who have this problem.

3. How are they currently

solving the problem?

4. Describe your proposed

solution.

5. How will your solution

be different?

6. Will people pay for your

solution?

7. How will potential customers

know about your solution?

8. How will potential customers

purchase your solution?

9. Why will potential customers

purchase your solution?

How did you encounter this

problem or unmet need?

Do other people have

this problem?

Why is this problem worth

solving?

Describe the people that

are most likely to have this

problem?

Think about age range,

gender, areas of interest,

profession, etc.

Which of these potential

“customers” can you most

easily connect with?

Describe other solutions

that are currently available?

Why is the current solution

inadequate?

How important is this

problem?

What is the single most

important feature of your

solution?

What is the most effective

way to demonstrate your

idea?

How will you know if others

are interested in your

solution?

How is your idea better

than existing solutions?

Describe the key

differences.

How will you know if others

value this improvement?

Will people be willing to

pay for your solution?

How often will they need

your solution?

How will you know that

your solution is valuable

to others?

How can you find more

people who may be

interested in your solution?

What methods of

communication will you

use to reach them?

What message do you

intend to convey?

How can you make it easy

for your customers to

purchase your solution?

For example, through a

retail store, online,

door-to-door sales, etc.

How are they currently

accessing a solution?

How will your customers

know they can rely on you?

How will you communicate

this message explicitly?

Why is this problem worth

solving?

Sample Canvas

Back of Canvas Analysis

The back side of each Canvas includes a “Notes” section designed to encourage participants to

analyze and reflect on what they are learning as they complete each iteration of their canvas. The

back of the canvas includes the following questions:

• What have you learned and how has your idea changed in the most recent version of your

canvas?

• Which of your assumptions were accurate and which of them have changed?

• What are your next action steps?

• Who do you still need to talk to and what knowledge gaps still need to be filled?

The Opportunity Discovery Process requires participants to continuously analyze and revise their

canvas assumptions based on what they are learning through the Opportunity Discovery Process.

As participants progress, their Canvas will continuously evolve as they continue to search for a

problem-solution fit.

When does the Opportunity Discovery Process end?

Generally the process ends in one of two ways: pivot or proceed. The individual or group either

decides they no longer want to pursue a particular solution, and they begin to search for other

problems to solve; or they have validated their concept, and people are beginning to pay for their

solution.

CANVAS IN ACTION

The following is a detailed explanation of each phase of the Opportunity Discovery Process. This

explanation includes example canvases that illustrate several iterations of the entrepreneurial

process for Jason Campbell, one of the Ice House Entrepreneurs.

Phase 1: Understanding the Problem

The first row of boxes (1 through 3) encourage participants to focus on the problem they intend

to solve or the unmet need they intend to fill. These initial questions are designed to gain an

“outside-in” perspective that enables participants to understand the problem through the eyes of

potential customers or stakeholders before prescribing a potential solution. While some participants

may already have a potential solution in mind, the emphasis here should be on accurately

understanding the problem.

In addition to the primary question within each box, additional questions or suggestions are

included to help guide the inquiry and discovery process. Participants should NOT be required

to answer the secondary questions, as they are intended merely as a guide to help participants

through the discovery process. These questions are also included in the Participant Workbook.

Box 1: Describe the problem you want to solve.

• How did you encounter this problem or unmet need?

• Do other people have this problem?

• Why is this problem worth solving?

Box 2: Describe the type of people who have this problem.

• Describe the people that are most likely to have this problem.

• Think about age range, gender, areas of interest, profession, etc.

• Which of these potential “customers” can you most easily connect with?

Box 3: How are they currently solving the problem?

• Describe other solutions that are currently available.

• Why is the current solution inadequate?

• How important is this problem?

NOTES

What have you learned and how has your idea changed in the most recent version of your canvas?

Which of your assumptions were accurate and which of them have changed?

_______________________________________________________________________________

___________________________________________________

_______________________________________________________________________________

__________________________________________________________

What are your next action steps? Who do you still need to talk to and what knowledge gaps still

need to be filled? How can you test your assumptions in the real world with limited time, money and

resources?

_______________________________________________________________________________

______________________________

Additional Analysis

_______________________________________________________________________________

__________________________________________________________________________

Example Notes 1

Not yet applicable - have not been out of building yet.

Speak to 5 building contractors to discuss problem, inquire about possible solu-

tions.

Questions: how often do sites need to be cleaned? Does cleaning require special

equipment like garbage dumpsters? Would I have to dispose of waste myself?

Talk to waste removal companies.

Identify areas where there are construction activities. Identify people we know

who may own small construction companies.

Identify people who may work in construction industry

Identify people who may work in related industries like carpentry, masonry

work, excavation, plumbing, electricians, bankers (who work with construction

loans).

PROBLEM

Ice House Opportunity Discovery Canvas

1. Describe the problem you

want to solve.

2. Describe the type of people

who have this problem.

3. How are they currently

solving the problem?

Home-builders have difficulty

maintaining clean, organized

construction sites

Smaller construction

Companies and independent

Contractor

Not sure? Maybe owners are

doing it themselves?

CONNECTION

SOLUTION

4. Describe your proposed

solution.

5. How will your solution

be different?

6. Will people pay for your

solution?

7. How will potential customers

know about your solution?

8. How will potential customers

purchase your solution?

9. Why will potential customers

purchase your solution?

Phase 2: Finding a Solution

The second row of boxes (4 through 6) are solution-oriented questions that encourage participants

to think about potential solutions, as well as the viability of their proposed solutions. Participants

are encouraged to test their ideas by interviewing potential customers and other stakeholders who

may have an interest in solving the problem at hand. In many (if not most) cases, the original idea

is likely to be flawed. Yet through this interactive discovery process unforeseen obstacles, as well

as unexpected opportunities, can be found.

Box 4: Describe your proposed solution.

• What is the single most important feature of your solution?

• What is the most effective way to demonstrate your idea?

• How will you know if others are interested in your solution?

Box 5: How will your solution be different?

• How is your idea better than existing solutions?

• Describe the key differences.

• How will you know if others value this improvement?

Box 6: Will people pay for your solution?

• Will people be willing to pay for your solution?

• How often will they need your solution?

• How will you know that your solution is valuable to others?

SOLUTION

PROBLEM

Ice House Opportunity Discovery Canvas

1. Describe the problem you

want to solve.

2. Describe the type of people

who have this problem.

3. How are they currently

solving the problem?

4. Describe your proposed

solution.

5. How will your solution

be different?

6. Will people pay for your

solution?

Home-builders have difficulty

maintaining clean, organized

construction sites

Smaller construction

Companies and independent

Contractors

Very small - one-man -

contracting Companies not

interested.

They do it themselves

Not sure? Maybe owners are

doing it themselves?

Small contractors

doing it themselves.

Reliable service

on-demand site

cleaning services

Reliable on-demand

site cleaning services

Yes - $20 per hour rate

CONNECTION

7. How will potential customers

know about your solution?

8. How will potential customers

purchase your solution?

9. Why will potential customers

purchase your solution?

NOTES

What have you learned and how has your idea changed in the most recent version of your canvas?

Which of your assumptions were accurate and which of them have changed?

_______________________________________________________________________________

___________________________________________________

_______________________________________________________________________________

__________________________________________________________

What are your next action steps? Who do you still need to talk to and what knowledge gaps still

need to be filled? How can you test your assumptions in the real world with limited time, money and

resources?

_______________________________________________________________________________

______________________________

Additional Analysis

_______________________________________________________________________________

__________________________________________________________________________

Example Notes 2

Yes - construction site cleaning seems to a real problem. Owners of construction

companies were more helpful/open than I expected. Small companies don’t have

the staff, or much time to find outside help for site cleaning.

Construction sites almost always have garbage dumpsters on them, so this

shouldn’t be a problem. Sometimes I may have to arrange dumpster drop

off/pick up (easy to do).

Need to determine what specific tools I need (like vacuums, brooms, buckets

and protective clothing, etc). Contact trash removal company for prices. Do I

need permits, if so who do I talk to? City building inspectors? Construction sites

have heavy equipment and expensive materials, do I need insurance? Confirm

with contractors, then find business insurance companies and determine costs.

Identify who in group will explore tools, permits, insurance, pricing etc.

Since contractors were so open and willing to talk to me, I think there’s a fair

amount of interest in this service. The work is straightforward & satisfying,

and valuable enough to the contractors for a very reasonable $20 hourly rate.

This idea is definitely worth pursuing.

Will contractors be willing to pay an hourly rate? Won’t they worry about

being overbilled, or people taking their time to perform the work?

Phase 3: Problem-Solution-Connection

Once a problem-solution fit has been confirmed, the third row of boxes (7 through 9) encourage

participants to think about broadening their reach by connecting with more people who may have

the problem they are trying to solve.

While participants will be asked to consider these connection questions as part of the group

application assignment in Lesson 6, we also encourage them to continuously test their ideas

and confirm a problem-solution fit (boxes 1 through 6) before investing too much time and effort

attempting to connect with a broader audience.

Box 7: How will potential customers know about your solution?

• How can you find more people who may be interested in your solution?

• What methods of communication will you use to reach them?

• What message do you intend to convey?

Box 8: How will potential customers purchase your solution?

• How can you make it easy for your customers to purchase your solution?

• For example, through a retail store, online, door-to-door sales, etc.

• How are they currently accessing a solution?

Box 9: Why will potential customers purchase your solution?

• How will your customers know they can rely on you?

• How will you communicate this message explicitly?

• How will you communicate this message implicitly?

CONNECTION

SOLUTION

PROBLEM

Ice House Opportunity Discovery Canvas

1. Describe the problem you

want to solve.

2. Describe the type of people

who have this problem.

3. How are they currently

solving the problem?

4. Describe your proposed

solution.

5. How will your solution

be different?

6. Will people pay for your

solution?

7. How will potential customers

know about your solution?

8. How will potential customers

purchase your solution?

9. Why will potential customers

purchase your solution?

Home-builders have difficulty

maintaining clean, organized

construction sites

Small contractors

doing it themselves.

Reliable service

on-demand site

cleaning services

Reliable on-demand

site cleaning services

Yes - $20 per hour rate

Customers prefer to pay by

the job rather than

hourly rate

Simple one-page flyers,

word of mouth

Call on-demand

short notice.

Reliability is the key.

Customers must know that

we will complete jobs/projects

on time - no excuses.

Smaller construction

Companies and independent

Contractors

Very small - one-man -

contracting Companies not

interested.

They do it themselves

NOTES

What have you learned and how has your idea changed in the most recent version of your canvas?

Which of your assumptions were accurate and which of them have changed?

_______________________________________________________________________________

___________________________________________________

_______________________________________________________________________________

__________________________________________________________

What are your next action steps? Who do you still need to talk to and what knowledge gaps still

need to be filled? How can you test your assumptions in the real world with limited time, money and

resources?

_______________________________________________________________________________

______________________________

Additional Analysis

_______________________________________________________________________________

__________________________________________________________________________

Example Notes 3

Customers prefer to pay by the project rather than by the hour. This makes

sense because it’s less risky for them (they don’t have to worry about being

overbilled, etc).

But this means we have to be good at estimating how much time jobs will take,

so we don’t end up working for pennies.

Reliability is definitely important because contractors have very tight

scheduling for the different phases of construction projects, showing the

property to potential customers, etc.

Need to determine how to connect with more customers, as well as identifying

other related services we can offer.

Need to determine pricing, document time spent to complete projects.

Need to plan for growth by recruiting more team members. Follow up with

other construction related companies to offer related services.

Talk to lawyer for basic legal advice.

May be able to set a project price - we manage the construction site cleaning

throughout the project without needing to be prompted by contractor (need to

remove this area of concern).

Need to improve messaging on flyer to let potential customers know we offer

other services as well (experiment with different service offerings, see what

people call back about). Need to figure out how to get other related companies

to promote/talk about our services.

OPTIONAL COURSE ELEMENTS

COMPANION TEXT

Inspired by the life story of Pulitzer nominee Clifton Taulbert, Who Owns the Ice House? - Eight

Life Lessons From An Unlikely Entrepreneur is a powerful and compelling story that captures the

essence of an entrepreneurial mindset and the unlimited opportunities it can provide.

Drawing on the wisdom he gained from his Uncle Cleve, Who Owns the Ice House? chronicles

Clifton Taulbert’s journey from his life in the Mississippi Delta at the height of legal segregation

to being recognized by Time Magazine as “one of our nation’s most outstanding emerging

entrepreneurs.” While Taulbert describes the life-changing influence of his Uncle Cleve, co-author

Gary Schoeniger captures the entrepreneurial life-lessons that can empower anyone to succeed.

The book serves to supplement the course materials while reinforcing the power of an

entrepreneurial mindset as a framework for thinking and acting that can empower anyone to

succeed. Participants who read the book will benefit from a deeper understanding of the content

and context, enabling them to more effectively relate Uncle Cleve’s story into their own lives.

REFLECTION ASSIGNMENTS: PERSONAL VISION STATEMENT

The Reflection Assignments encourage participants to reflect on the core concepts and how

they can be applied in a way that will enable participants to overcome obstacles and achieve

their own goals. Reflection is a cognitive process that promotes self-awareness and encourages

self-assessment. It is a form of personal response to experiences, situations, events, or new

information. Most importantly, it is a processing phase where thinking and learning occur, allowing

the participant to examine his or her beliefs, values, attitudes, and assumptions as they relate to

his or her goals.

To introduce the importance of reflection throughout the course, facilitators are encouraged to use

the following questions to spark discussion on day 1:

1. What subjects, topics, or issues matter most to you? What does success look like to

you?

2. What are the most important things you want to make happen in your life and in your

career?

3. What are the greatest obstacles preventing you from accomplishing your goals?

4. How will you overcome these obstacles in order to accomplish your goals?

5. What do you want to get out this course?

These questions encourage participants to think about the future they want to create, the obstacles

that stand in their way, and their expectations for persevering toward success. (If an expanded

delivery is utilized, these questions can be assigned as an introductory reflection exercise.

Additionally, an expanded delivery may enable facilitators to incorporate these and similar

questions into lesson-specific reflection assignments.)

In the recommended delivery of the Ice House Entrepreneurship Program, the Personal Vision

Statement serves as the primary reflection assignment. As a final assignment, the Personal Vision

Statement should describe participants’ visions for the future they want to create and how it may

have evolved as a result of what they have learned throughout the course. Participants should

develop a concrete roadmap detailing how they intend to apply the core concepts of the Ice

House Entrepreneurship Program to overcome obstacles and accomplish their goals. Additional

components of the Personal Vision Statement can include a reflection on which lessons and

entrepreneurs resonated most, why taking this course was important, how thought processes have

evolved throughout the course, and more. Specific guidelines for the Personal Vision Statement

are provided in the Assignments section of the Manual.

THE ICE HOUSE METHODOLOGY

THE IMPORTANCE OF PEER-TO-PEER LEARNING

Peer-to-peer learning and problem solving are essential aspects of the entrepreneurial learning

process, as they most accurately reflect the way in which entrepreneurs learn. Problem solving

in groups slows down the learning process, requiring participants to think critically about the

challenges at hand. Though working in groups can be difficult, this process is vital to developing an

entrepreneurial mindset.

In many cases, aspiring entrepreneurs quickly “fall in love” with their ideas. However, these ideas

are often vague and unclear at inception, and important details are easily overlooked. Without

consulting others before proceeding with an idea, it is easy for an entrepreneur’s objectivity to

become clouded, leading to costly mistakes.

When participants are forced to articulate the critical reasoning behind their ideas and the

anticipated results of their proposed actions, either verbally or on paper, they are able to clarify

their thought process. Participants are much less likely to maintain unreasonable assumptions

or overlook details when they must convince others of their reasoning and consider competing

viewpoints.

Furthermore, participants who have recently learned a certain concept can more easily remember

and communicate the path and reasoning that led to their understanding of the concept. Therefore,

when participants are impelled to explain their ideas in group discussions, their explanation often

helps their peers to learn more effectively.

Throughout the course, participants are encouraged to discuss the challenges they face and the

knowledge they gain from both the Chalkboard Lessons and the Opportunity Discovery Process.

Peer-to-peer learning should encourage participants to share the beliefs and assumptions that

either enhance or inhibit their ability to succeed. In this way, participants can elaborate and build on

each other’s ideas in order to create collective solutions to problems and challenges.

Peer-to-peer presentations and discussions should continue throughout the course, as the

participants review and revise their solutions based on knowledge gained through self-directed

learning, interactions with local entrepreneurs, and other community engagement activities.

THE IMPORTANCE OF COMMUNITY ENGAGEMENT

Local entrepreneurs play a vital role in the successful implementation of the Ice House

Entrepreneurship Program, both as guest speakers as well as potential mentors and advisors.

Additionally, local entrepreneurs can participate during in-class discussions.

Facilitators and participants are encouraged to invite local entrepreneurs into the learning process.

And though it is helpful if the facilitator is connected with local entrepreneurs, the course is

designed to encourage participants to identify and interact with local entrepreneurs themselves.

As guest speakers, local entrepreneurs tell stories which provide vital reinforcement of key

concepts, motivating participants to act on their ideas. Local entrepreneurs can also play an

important role as expert mentors and advisors who provide critical guidance and support. And

despite not being immediately obvious, entrepreneurs can be found everywhere in communities

large and small, and they are usually willing to help.

One great way to identify and interact with local entrepreneurs is through networking. Most

communities have small business networking events that are likely to include entrepreneurs and

other subject matter experts who may be willing to share their knowledge and experience. As in

any entrepreneurial endeavor, persistence is the key.

Approaching an Entrepreneur

Successful entrepreneurs are busy people, yet they are often willing to help those who

demonstrate a sincere desire to learn. Below are a few suggestions that will help your participants

connect with local entrepreneurs who can provide valuable knowledge and insight:

• When approaching an entrepreneur, whether via email, phone, social media, or in person,

participants should be prepared with specific questions and/or be ready to discuss the specific

knowledge and support they need from the entrepreneur in order to achieve their goals.

• Provide participants with this paragraph to use as a template to engage with an entrepreneur.

“Hello, my name is _____________________, and I’m enrolled in the Ice House

Entrepreneurship Program at ______________________. We’re working on a group project,

and I was hoping I could ask you a few questions about your entrepreneurial experience.”

• Just because an entrepreneur is successful does not mean he or she is unwilling to help.

Although they may be intimidated, participants should be encouraged to connect with successful

entrepreneurs in order to gain valuable feedback about their ideas and improve their networking

skills.

• Being teachable is important. If participants act as if they already know everything, an experienced

entrepreneur will be less inclined to help them. Participants should be encouraged to listen more

and talk less.

• Take an entrepreneur’s advice seriously. Participants who demonstrate a willingness to heed an

entrepreneur’s counseling are more likely to develop long-term mentoring relationships. Even

though participants are not expected to take any and all advice they receive, they should be

encouraged to let the entrepreneur know they have at least considered his or her advice.

• Follow up. A simple “thank you” goes a long way. Whether the participants are interested in a

one-time meeting, a guest lecture, or a long-term mentoring relationship, they should let the

entrepreneur know that his or her time and effort are appreciated.

Preparing for a Guest Speaker

Guest lectures from local entrepreneurs are an important aspect of the Ice House Entrepreneurship

Program. Their stories help reinforce the key concepts while motivating participants to act on their

ideas. When inviting an entrepreneur into the classroom, a few simple guidelines will help keep the

presentations relevant and engaging:

• Provide basic information about the presentation time and date, including directions, room

number, and contact information well in advance.

• Let the entrepreneur know the amount of time allotted for his or her presentation.

• Rather than dispensing advice, guest speakers should be encouraged to share their personal

experience as an entrepreneur. Ask them to spend a few minutes describing their background,

their business, and the events that led to them becoming an entrepreneur.

• Ask them to describe specific challenges they faced and how they overcame them. Also, ask

them to describe unexpected opportunities they encountered along the way.

• Encourage them to discuss how they learned to become a successful entrepreneur: influence of a

relative, guidance of a mentor, formal education, trial and error, etc.

• Send a brief outline of the lesson you are currently working on, and ask the entrepreneur to share

his or her experience as it relates to the specific lesson.

• Ask guest speakers to share one or two of the most important lessons they learned from their

entrepreneurial experience.

Note: These are basic suggestions to help make the guest lectures an effective part of the learning

experience. As the facilitator, you can modify the format and the questions to fit your specific

audience.

SAMPLE DELIVERY SCHEDULES

3-SESSION BOOT CAMP STYLE BLENDED DELIVERY

Pre-course assignments.

Note: Participants should obtain course materials two weeks prior to first session. Facilitators and

organizers should invite local entrepreneurs to participate as guest lecturers. This course can be

delivered over a single weekend (Friday evening - Sunday afternoon) or two weekends (Saturday

and Sunday plus the following Saturday).

Review welcome message, learning objectives and delivery schedule.

• View Chalkboards (essential):

• Introduction Chalkboard (Full: 35:40. Abr: 17:28.)

• Lesson 1 Chalkboard (Full: 47:21. Abr: 15:21.)

• Lesson 2 Chalkboard (Full: 59:07. Abr: 15:19.)

• Read PDF description available on LMS -- “Introduction to the Opportunity Discovery Process.”

• Brainstorm problem you would like to solve or other business ideas to use in the Opportunity

Discovery Canvas process.

• Prepare to present your business idea/concept and address canvas questions during first

session

Optional:

• Read Who Owns The Ice House? -- Preface and Introduction, Chapters 1 and 2.

In-class session #1 (approximately 5-6 hours)

• Group introductions & learning expectations (:45).

• Review and discuss Video Chalkboard concepts Introduction, Lesson 1 & 2 (1:00)

• Peer Workshop:

• Introduce and discuss Opportunity Discovery Canvas & Process (1:00)

• Initial “pitch” presentations and peer feedback (3 - 5 minutes each, 1:00 +/-)

• Revise initial Canvas assumptions as needed (all Phases) (:30)

• Discuss guidelines for “out of the building” Application Assignment - establish number of

interviews to be completed. (:30)

Optional:

• Guest speaker(s) - Highly recommended

• Complete Introduction Reflection Assignment as a class discussion

• Discuss book relevance & overarching concepts: how do entrepreneurs manage to identify,

evaluate and develop opportunities?

Homework & outside activities

• View Chalkboards (essential):

• Lesson 3 Chalkboard (Full: 70:12. Abr: 27:46.)

• Lesson 4 Chalkboard (Full: 63:03. Abr: 33:13.)

• Complete at least one Canvas iteration of Phase 1, Phase 2, OR Phase 3 Canvas Assignment,

depending on individual progress.

• Conduct out-of-the-building customer/stakeholder interviews.

• Seek out additional knowledge from experienced entrepreneurs, mentors and other

resources.

In-class session #2 (3 - 4 hours)

• Review and discuss Video Chalkboard concepts from Lessons 3 & 4

• Peer Workshop

• Discuss “out of the building” canvas experiences -- challenges, obstacles and

opportunities (informal presentations). Additional peer feedback.

• Revise Canvas. Decide whether to pivot or proceed with idea.

• Discuss next steps. Identify knowledge gaps, additional customers, stakeholders, and

subject matter experts to pursue.

Optional:

• Guest speaker(s) - Highly recommended

• Discuss book relevance & overarching concepts.

Homework & outside activities

• Participants should complete at least two Canvas iterations of Phase 1, Phase 2, OR Phase 3

Canvas Assignment, depending on individual progress.

• Continue out-of-the-building customer/stakeholder interviews.

• Seek out additional knowledge from experienced entrepreneurs, mentors and other

resources.

Optional:

• Participants prepare formal Final Presentation on evolution of their Canvas processes.

• Complete Personal Vision Statement.

• View Chalkboard Lessons (not required, but useful):

• Lesson 5 Chalkboard (Full: 61:29. Abr: 17:29.)

• Lesson 6 Chalkboard (Full: 56:26. Abr: 18:27.)

• Lesson 7 Chalkboard (Full: 88:58. Abr: 17:04.)

In-class session #3 (3 - 4 hours)

• Peer Workshop

• Discuss “out of the building” canvas experiences -- challenges, obstacles and opportunities

(informal presentations). Additional peer feedback.

• Revise Canvas. Decide whether to pivot or proceed with idea.

• Participants discuss evolution of their Canvas processes and next post-course action steps.

Optional:

• Guest speaker(s) - Highly recommended.

• Formal final presentations (5 - 10 minutes each).

• Go back out of the building and complete another Canvas iteration during the session.

• Participants share Personal Vision Statements.

• Review and discuss Video Chalkboard concepts from Lessons 5 through 8.

• Discuss book relevance & overarching concepts

Homework & outside activities (Post-course)

• Continue Opportunity Discovery Process.

• Get out-of-the-building to complete more canvas iterations.

• Interview potential customers/stakeholders and seek additional sources of knowledge.

• View remaining Chalkboard Lessons:

• Lesson 5 Chalkboard (Full: 61:29. Abr: 17:29.)

• Lesson 6 Chalkboard (Full: 56:26. Abr: 18:27.)

• Lesson 7 Chalkboard (Full: 88:58. Abr: 17:04.)

• Lesson 8 Chalkboard (102:24).

SAMPLE SYLLABUS SCHEDULE - 6 WEEK BLENDED

CLASSROOM DELIVERY

HOMEWORK

Note: Participants should obtain course materials two weeks prior to first session

• Review the welcome message, course overview, and delivery schedule

• Login to learning management system (LMS).

• View Introduction Chalkboard (Full: 35:40. Abr: 17:28.)

• View Lesson 1 Chalkboard (Full: 47:21. Abr: 15:21.)

• View Lesson 2 Chalkboard (Full: 59:07. Abr: 15:19.)

• Optional: Read Who Owns the Ice House? - Preface and Introduction, Chapters 1 and 2

WEEK 1

Session 1

(2 - 3 hours each)

• Course overview, learning objectives, syllabus review, instructor contact info, tech support, ice

breakers

• Review and discuss Chalkboards- Introduction through Lesson 2

• Introduce Opportunity Discovery Canvas

• Discuss guidelines for Pre-Canvas Application Assignments

WEEK 2

Homework

• View Lesson 3 Chalkboard (Full: 70:12. Abr: 27:46.)

• View Lesson 4 Chalkboard (Full: 63:03. Abr: 33:13.)

• Complete pre-Canvas Application Assignment. (Brainstorm problem you would like to solve or

other business ideas to use in the canvas process. Create first “rough sketch” of canvas before

class.)

• Optional: Review PDF description available on LMS -- “Introduction to the Opportunity

Discovery Process”

• Optional: Read Who Owns the Ice House? – Chapters 3 and 4

• Optional: Complete Introduction Reflection Assignment.

Session 2

• Review and discuss Chalkboards- Lessons 3 and 4

• Peer Workshop: Discuss Pre-Canvas Application Assignment -- potential challenges,

obstacles and opportunities.

• Initial business idea pitches and peer feedback.

• Participants revise first “rough sketch” of canvas before the end of class.

• Discuss guidelines for out-of-the-building application assignments.

One iteration of canvas = completing one application assignment. (Phase 1: focused on the

problem. Phase 2: focused on the solution. Phase 3: focused on the connection with customers.)

• Optional: Guest speaker (highly recommended).

• Optional: participants form canvas groups (2-4 per group) based on business ideas instead of

working as individuals on canvas process

WEEK 3

Homework

• View Lesson 5 Chalkboard (Full: 61:29. Abr: 17:29.)

• Complete at least one Canvas iteration of Phase 1 OR Phase 2 Canvas Assignment, depending

on individual progress.

• Optional: Read Who Owns the Ice House? – Chapter 5.

Session 3

• Review and discuss Chalkboard- Lesson 5

• Peer Workshop. Discuss application assignment and “out-of-the-building” canvas

experience – challenges, obstacles and opportunities. Receive feedback from colleagues.

Focus of discussion determined by individual participant progress in canvas process.

• Reinforce guidelines for application assignments.

• Optional: Guest speaker (highly recommended).

WEEK 4

Homework

• View Lesson 6 Chalkboard (Full: 56:26. Abr: 18:27.)

• Complete at least one Canvas iteration of Phase 1, Phase 2, OR Phase 3 Canvas Assignment,

depending on individual progress.

• Optional: Read Who Owns the Ice House? – Chapter 6.

Session 4

• Review and discuss Chalkboard- Lesson 6

• Peer Workshop. Discuss application assignment and “out-of-the-building” canvas

experience – challenges, obstacles and opportunities. Receive additional feedback from

colleagues. Focus of discussion determined by individual participant progress in canvas

process.

• Optional: Guest speaker (highly recommended).

WEEK 5

Homework

• View Lesson 7 Chalkboard (Full: 88:58. Abr: 17:04.)

• Complete at least two Canvas iterations of Phase 2 OR Phase 3 Canvas Assignment,

depending on individual progress.

• Optional: Read Who Owns the Ice House? – Chapter 7.

Session 5

• Review and discuss Chalkboard- Lesson 7

• Peer Workshop. Discuss application assignment and “out-of-the-building” canvas

experience – challenges, obstacles and opportunities. Receive additional feedback from

colleagues. Focus of discussion determined by individual participant progress in canvas

process.

• Optional: Guest speaker (highly recommended).

• Optional: Introduce Final Canvas Presentation guidelines.

• Optional: Introduce Final Personal Vision Statement guidelines.

WEEK 6

Homework

• Complete at least two Canvas iterations of Phase 2 OR Phase 3 Canvas Assignment,

depending on individual progress.

• Optional: View Lesson 8 Chalkboard (102:24).

• Optional: Read Who Owns the Ice House? – Chapter 8.

• Optional: Prepare for Final Canvas Presentation

• Optional: Complete Personal Vision Statement

Session 6

• Peer Workshop. Discuss application assignment and “out-of-the-building” canvas experience

– challenges, obstacles and opportunities. Receive final feedback from colleagues. Focus of

discussion determined by individual participant progress in canvas process.

• Participants discuss next action steps in building their ideas.

• Course conclusion: Review course content – tie back to main themes and skills acquired.

• Optional: Guest speaker (highly recommended).

• Optional: Final Canvas Presentations – how business ideas have evolved through the

Opportunity Discovery Process.

• Optional: Participants share Personal Vision Statements

• Optional: Review and discuss Chalkboard- Lesson 8

COURSE ASSIGNMENTS

The following assignments are written to the perspective of course participants just as they

appear in the participant workbook. The assignments are included in this Manual to give

facilitators a comprehensive understanding of the work participants should complete throughout

the course. This section provides facilitators with a choice between using general assignment

recommendations or specific assignment instructions as participants embark on the Opportunity

Discovery Process. Based on facilitator discretion and preferred technique, the extent to which

these assignments are utilized may vary. Optional assignments that encourage reflection and class

presentations are also included at the end of this section.

APPLICATION ASSIGNMENTS

General Guidelines

Application Assignments provide an opportunity to get “out of the building” and apply

course concepts in real-world circumstances -- a process that will enable you to develop an

entrepreneurial mindset. Also known as the Ice House Opportunity Discovery Process, Application

Assignments are designed to help you identify and evaluate new opportunities through a process

of interaction and observation, experimentation and adaptation. They are also designed to

demonstrate the process that enables entrepreneurs to bootstrap their way into business without

relying on outside investment or conventional loans.

Using the Opportunity Discovery Canvas as a guide, these assignments will enable you to test

your ideas through face-to-face interaction and experimentation with potential customers and other

stakeholders who may have an interest in your product or service. The overall objective is to test

your ideas before making a significant investment of time and money. It is a vital process, one that

can help you avoid common missteps and unexpected pitfalls. It is also a process that can reveal

unforeseen opportunities that may otherwise be overlooked.

The first step is to document your initial assumptions or “best guesses” using the Opportunity

Discovery Canvas as a guide. Once you have documented your assumptions on the Canvas,

the next step is to go out of the building and identify potential “customers” (i.e., the target

audience or anyone who may have the problem that the participants are attempting to solve) and

“stakeholders” (i.e., others who may also benefit from the proposed solution) who may have an

interest in solving the problem at hand. Using the Canvas questions as a guide, conduct face-to-

face interviews with these individuals to test the validity of your idea.

Throughout the Ice House Entrepreneurship Program, be prepared to present on the evolution of

your ideas and to discuss the canvas process with peers. You should complete several iterations

of your Canvas throughout the Opportunity Discovery Process, continuously analyzing and revising

your ideas based on the knowledge you acquire from potential customers and feedback you receive

during Peer Workshops. The Canvas boxes provide an opportunity to record your current reasoning

and adjust your strategy based on customer feedback. In the Notes section on the back side of the

Canvas worksheet, you should reflect upon how your business idea is evolving and how you might

approach the Discovery Process differently in your next iteration.

This process may continue well beyond this course until you have validated your idea, and people

are beginning to pay for your solution; or until you decide to stop pursuing a particular solution, and

instead search for other problems to solve.

Things to keep in mind:

Overcoming fear. Speaking to strangers is often difficult, scary, and nerve-racking for first-time

entrepreneurs. However, such conversations and the associated fear are common and are part of

the entrepreneurial journey. Overcoming the fear of engaging potential customers and stakeholders

occurs through accumulated experience; the more you speak to strangers, the easier it becomes

and the better you become at it.

Sample size is important. Experienced entrepreneurs understand the value of speaking to a wide

range of potential customers and stakeholders before making a significant investment in an idea.

We recommend speaking with 25 - 50 potential customers throughout the duration of the course,

depending on the delivery timeframe.

Listen. Inexperienced entrepreneurs often “fall in love” with their ideas without any real evidence

that they are actually solving a problem or meeting a need. This tendency often creates a bias, one

that can blind us to unforeseen pitfalls as well as unexpected opportunities.

Through a process of interviewing, asking probing questions, and active listening, we can avoid

unforeseen pitfalls and minimize risk while significantly increasing our chances of success. And,

in some cases, this process can also reveal unanticipated opportunities. Here is a short list of

questions and strategies to deploy with potential customers:

• Discuss the problem you intend to solve. Do they share your frustration?

• Evaluate whether the problem is important to them. What evidence do you have?

• Communicate your idea (proposed solution) and listen to their feedback. Does your solution

make sense?

• Ask “why,” “why not,” and “what-if” questions.

• Ask if they know of an additional person or knowledge resource that might help you with your

idea.

The Opportunity Discovery Process

The Canvas is divided into three sections. General descriptions of all three phases, in addition to

corresponding assignments with specific directives, are provided below:

Problem. The first section of the Canvas is designed to focus your attention on the problem you

are trying to solve. The questions are designed to help you understand the problem from the

customer’s point of view. While some may already have a solution in mind, these first questions

can help you determine if the problem is really worth solving before investing in a solution.

Remember to be objective and keep an open mind. At this stage, listening is more important than

selling.

Solution. The second section of the Canvas is designed to focus on the solution. Once you

understand the problem from the customer’s point of view, you will be in a much better position to

develop a solution. Examine your notes from your face-to-face interactions as you begin to develop

a proposed solution. Again using the Canvas questions as a guide, document your assumptions

about your proposed solution. Remember, you are looking for evidence that customers will actually

pay for your product or service before you invest lots of time and money in your idea. Here again it

is important to keep an open mind. In many cases, these interactions reveal unexpected pitfalls as

well as unanticipated opportunities.

Connection. Once you have determined that you have developed a viable solution, the third

section of the Canvas is designed to shift your focus towards connecting with more people who

may be interested in your product or service. Here it is important to stay focused on sections one

and two of the Canvas, confirming that you have a problem--solution fit before proceeding to the

connection phase.

CONNECTION

SOLUTION

PROBLEM

Ice House Opportunity Discovery Canvas

1. Describe the problem you

want to solve.

2. Describe the type of people

who have this problem.

3. How are they currently

solving the problem?

4. Describe your proposed

solution.

5. How will your solution

be different?

6. Will people pay for your

solution?

7. How will potential customers

know about your solution?

8. How will potential customers

purchase your solution?

9. Why will potential customers

purchase your solution?

SPECIFIC ASSIGNMENTS

PRE-CANVAS ASSIGNMENT

Problems are often opportunities in disguise. Entrepreneurs are problem solvers. The secret to

their success lies in their ability to identify and solve problems regardless of what they have to work

with or where they start.

Directive: Identify problems, frustrations, or unmet needs that you have encountered in your

personal or professional lives. Select the problem that is most important to you and begin to

formulate business ideas to solve this problem. Document initial assumptions about your idea in

boxes 1 through 9 (all three phases) of the Opportunity Discovery Canvas.

Back of the Canvas Analysis: Complete the Notes section on the back side of the Canvas

worksheet. In the “Additional Analysis” section of Notes, consider the following questions:

• Why is the solution to this problem important to you?

• Do other people have this problem?

• How are they currently solving the problem?

• How might you offer a better solution?

Discuss the problem with friends, family members, and others who may also have an interest in

solving the problem. Be prepared to pitch your idea in an informal setting to your colleagues.

CONNECTION

SOLUTION

PROBLEM

Ice House Opportunity Discovery Canvas

1. Describe the problem you

want to solve.

2. Describe the type of people

who have this problem.

3. How are they currently

solving the problem?

4. Describe your proposed

solution.

5. How will your solution

be different?

6. Will people pay for your

solution?

7. How will potential customers

know about your solution?

8. How will potential customers

purchase your solution?

9. Why will potential customers

purchase your solution?

NOTES

What have you learned and how has your idea changed in the most recent version of your canvas?

Which of your assumptions were accurate and which of them have changed?

_______________________________________________________________________________

___________________________________________________

_______________________________________________________________________________

__________________________________________________________

What are your next action steps? Who do you still need to talk to and what knowledge gaps still

need to be filled? How can you test your assumptions in the real world with limited time, money and

resources?

_______________________________________________________________________________

______________________________

Additional Analysis

_______________________________________________________________________________

__________________________________________________________________________

PHASE 1 ASSIGNMENT

Now it’s time to get out of the building and “hit the bricks” to begin testing your ideas in the

real world. In this initial phase of the Opportunity Discovery Process, the goal is to test your

assumptions by pitching your ideas and interviewing a variety of potential customers and other

stakeholders who may also have an interest in the problem you are trying to solve. Finally, consider

looking beyond potential customers and searching for additional information from other sources of

knowledge.

Objective 1

Identify potential customers and other stakeholders (i.e., the people you described in box 2 of

your canvas) who may have an interest in solving the problem at hand. Using the questions in

canvas boxes 1 through 3 as your guide, conduct face-to-face interviews with approximately 10-15

potential customers.

Engage the potential customer or stakeholder:

• Discuss the problem you intend to solve. Do they share your frustration? Did they mention other

problems that may be worth solving?

• Evaluate whether the problem is important to them. What evidence do you have?

• How are they currently solving the problem?

• Ask if they know of an additional person or knowledge resource that might help you with your

idea.

Objective 2 (Optional)

Identify additional sources of knowledge in your general area of interest (besides potential

customers) that will help you better understand the problem you are trying to solve as well as what

solutions, if any, currently exist. These additional sources of knowledge may include, but are not

limited to:

• Experienced entrepreneurs

• Small business owners

• Industry experts

• Online resources (accredited informational websites, policy journals, newspaper articles,

reputable blogs)

• Print resources (books, encyclopedias, manuals)

• Other advisers and mentors

Engage with the Knowledge Source:

• Evaluate what specific information you can acquire from each source.

• Is this source reputable? Why or Why not?

• What solutions, if any, currently exist? Are the existing solutions adequate?

Directive: Review your initial assumptions and revise boxes 1 through 3 (phase 1) of your

Opportunity Discovery Canvas based on what you have learned.

Back of the Canvas Analysis: Complete the Notes section on the back side of the Canvas

worksheet. In the “Additional Analysis” section of Notes, consider the following questions:

• How would you rate your customers’ level of interest in the problem? (strongly interested,

somewhat interested, not interested, unclear?)

• Is the problem you have identified worth solving? What evidence do you have?

• Why is the solution to this problem important to you?

• Do other people have this problem? If so, how are they currently solving the problem?

• How might you offer a better solution?

• What, if anything, surprised you the most from this interview experience?

CONNECTION

SOLUTION

PROBLEM

Ice House Opportunity Discovery Canvas

1. Describe the problem you

want to solve.

2. Describe the type of people

who have this problem.

3. How are they currently

solving the problem?

4. Describe your proposed

solution.

5. How will your solution

be different?

6. Will people pay for your

solution?

7. How will potential customers

know about your solution?

8. How will potential customers

purchase your solution?

9. Why will potential customers

purchase your solution?

NOTES

What have you learned and how has your idea changed in the most recent version of your canvas?

Which of your assumptions were accurate and which of them have changed?

_______________________________________________________________________________

___________________________________________________

_______________________________________________________________________________

__________________________________________________________

What are your next action steps? Who do you still need to talk to and what knowledge gaps still

need to be filled? How can you test your assumptions in the real world with limited time, money and

resources?

_______________________________________________________________________________

______________________________

Additional Analysis

_______________________________________________________________________________

__________________________________________________________________________

PHASE 2 ASSIGNMENT

Previously, you have used the Opportunity Discovery Canvas to test initial assumptions about your

business idea and understand the problem you are trying to solve. Now it’s time to go back out

of the building and shift your focus to the solution. Use the canvas to help guide your search for

validation of a problem--solution fit. In this phase of the Opportunity Discovery Process, the goal is

to continue testing your assumptions by interviewing more potential customers and stakeholders.

You should also consider looking beyond potential customers and searching for additional

information from other sources of knowledge as you progress towards a problem-solution fit.

Objective 1

Identify and interview 15-20 more potential customers and other stakeholders (i.e., the people you

described in box 2 of your Canvas).

Engage the potential customer or stakeholder:

• Discuss the problem you intend to solve. Do they share your frustration? Did they mention other

problems that may be worth solving?

• Evaluate whether the problem is important to them. What evidence do you have?

• How are they currently solving the problem?

• Ask if your proposed solution makes sense.

• Ask if they know of an additional person or knowledge resource that might help you with your

idea.

Objective 2 (Optional)

Identify additional sources of knowledge in your general area of interest (besides potential

customers) that will help you better understand the problem you are trying to solve as well as what

solutions, if any, currently exist. These additional sources of knowledge may include, but are not

limited to:

• Experienced entrepreneurs

• Small business owners

• Industry experts

• Online resources (accredited informational websites, policy journals, newspaper articles,

reputable blogs)

• Print resources (books, encyclopedias, manuals)

• Other advisers and mentors

Engage with the Knowledge Source:

• Evaluate what specific information you can acquire from each source.

• Is this source reputable? Why or Why not?

What solutions, if any, currently exist? Are the existing solutions adequate?

• How might you offer a better solution?

Directive: Review your assumptions and revise boxes 1 through 6 (phases 1 and 2) of your

Opportunity Discovery Canvas based on what you have learned.

Back of the Canvas Analysis: Complete the Notes section on the back side of the Canvas

worksheet. In the “Additional Analysis” section of Notes, consider the following questions:

• How would you rate your customers’ level of interest in the problem or solution? (strongly

interested, somewhat interested, not interested, unclear?)

• Is the problem you have identified worth solving? What evidence do you have?

• What, if anything, surprised you the most from this interview experience?

• Are you confident in your proposed solution or do adjustments need to be made? What additional

knowledge is required?”

• Who else should you include in your success network? How can these individuals provide new

value?

• What methods will you use to expand your network? (Ex. consider attending a local business

networking event or contacting a small business consultancy.)

CONNECTION

SOLUTION

PROBLEM

Ice House Opportunity Discovery Canvas

1. Describe the problem you

want to solve.

2. Describe the type of people

who have this problem.

3. How are they currently

solving the problem?

4. Describe your proposed

solution.

5. How will your solution

be different?

6. Will people pay for your

solution?

7. How will potential customers

know about your solution?

8. How will potential customers

purchase your solution?

9. Why will potential customers

purchase your solution?

NOTES

What have you learned and how has your idea changed in the most recent version of your canvas?

Which of your assumptions were accurate and which of them have changed?

_______________________________________________________________________________

___________________________________________________

_______________________________________________________________________________

__________________________________________________________

What are your next action steps? Who do you still need to talk to and what knowledge gaps still

need to be filled? How can you test your assumptions in the real world with limited time, money and

resources?

_______________________________________________________________________________

______________________________

Additional Analysis

_______________________________________________________________________________

__________________________________________________________________________

PHASE 3 ASSIGNMENT

Previously, you have used the Opportunity Discovery Canvas to help guide your search for

confirmation of a problem--solution fit. Once you are confident that people will pay for your product

or service, it’s time to focus on phase 3 of the Canvas. Here, you will begin to think about how

you can connect with a broader pool of potential customers and stakeholders. We will continue

to reinforce the importance of action combined with knowledge as the engine that drives the

entrepreneurial process.

Objective 1

Identify and interview 15-20 more potential customers and other stakeholders.

• Engage the potential customer or stakeholder:

• Communicate your proposed solution and listen to their feedback.

• Using the canvas as a guide, ask specific questions drawn from boxes 7 through 9.

• If necessary, revisit questions you asked in previous canvas iterations.

• Ask if they know of an additional person or knowledge resource that might help you with your

idea.

Objective 2 (Optional)

Identify additional sources of knowledge in your general area of interest that will help you solve the

unanswered questions outlined in boxes 7 through 9 of your Opportunity Discovery Canvas. These

additional sources of knowledge may include, but are not limited to:

• Experienced entrepreneurs

• Small business owners

• Industry experts

• Online resources (accredited informational websites, policy journals, newspaper articles,

reputable blogs)

• Print resources (books, encyclopedias, manuals)

• Other advisers and mentors

Engage with the Knowledge Source:

• Evaluate what specific information you can acquire from each source.

• Determine how similar businesses communicate with their customers and deliver their

solution.

• How is your idea unique from the products or services of existing businesses?

• Identify additional knowledge sources (people or other resources) you know of that might be

able to help you accomplish your goals.

Directive: Review your assumptions and revise boxes 1 through 9 (all three Canvas phases) of

your Opportunity Discovery Canvas based on what you have learned.

Back of the Canvas Analysis: Complete the Notes section on the back side of the Canvas

worksheet. In the “Additional Analysis” section of Notes, consider the following questions:

• How would you rate your customers’ level of interest in your revised solution? (strongly

interested, somewhat interested, not interested, unclear?)

• Are you confident in your proposed solution or do adjustments need to be made?

• Are there enough customers to make your efforts worthwhile?

• Do you need to revise the way you communicate your message based on customer

feedback?

• Who else should you include in your success network? How can these individuals provide

new value?

• What methods will you use to expand your network? (Ex. consider attending a local business

networking event or contacting a small business consultancy.)

NOTES

What have you learned and how has your idea changed in the most recent version of your canvas?

Which of your assumptions were accurate and which of them have changed?

_______________________________________________________________________________

___________________________________________________

_______________________________________________________________________________

__________________________________________________________

What are your next action steps? Who do you still need to talk to and what knowledge gaps still

need to be filled? How can you test your assumptions in the real world with limited time, money and

resources?

_______________________________________________________________________________

______________________________

Additional Analysis

_______________________________________________________________________________

__________________________________________________________________________

CONNECTION

SOLUTION

PROBLEM

Ice House Opportunity Discovery Canvas

1. Describe the problem you

want to solve.

2. Describe the type of people

who have this problem.

3. How are they currently

solving the problem?

4. Describe your proposed

solution.

5. How will your solution

be different?

6. Will people pay for your

solution?

7. How will potential customers

know about your solution?

8. How will potential customers

purchase your solution?

9. Why will potential customers

purchase your solution?

FACILITATING APPLICATION ASSIGNMENTS

Note to facilitator: The Opportunity Discovery Process can be condensed or expanded based on

the specific needs of the class. Use of these specific Application Assignments will depend upon

the length of delivery schedule and is up to the discretion of the facilitator. These assignment

sequences are only suggestions; facilitators will use their own discretion to determine which

assignments to implement. More detailed recommendations of assignment sequences can be

viewed in the sample delivery schedules.

Following each class session, participants should complete the assignment for the Canvas phase

that best suits their individual progress on their business idea. For instance, participants who

are still formulating their ideas should focus on phase 1 of the Canvas, while those who already

have a problem--solution fit and/or have found paying customers should focus on phases 2 and

3. Completing any of these assignments once is equivalent to completing one Canvas iteration.

However, participants can also choose to complete more than one iteration and/or more than one

Canvas phase assignment before each class session.

Recommendations for Facilitator:

1. Boot Camp (3-day or 3-session) Format:

• On day 1, participants should document their initial assumptions on the Canvas during a peer

workshop, and they should pitch ideas to the class (this can be modeled off of the pre-Canvas

assignment).

• Before day 2, participants should complete one Canvas iteration in phases 1, 2, or 3, depending

on their individual progress.

• Before day 3, participants should complete two Canvas iterations in phases 2 or 3, depending

on their individual progress. Participants should prepare to present the evolution of their ideas

throughout the course to the class.

2. Short Course (6-week) Format:

• Before week 2, participants should complete the pre-Canvas assignment.

• In week 2, participants should learn the Opportunity Discovery Process and document their

initial assumptions on the Canvas during a peer workshop.

• Before week 3, participants should complete at least one iteration of the phase 1 or phase 2

Canvas assignment, depending on their individual progress.

• Before week 4, participants should complete at least one iteration of the phase 1, phase 2, or

phase 3 Canvas assignment, depending on their individual progress.

• Before week 5, participants should complete at least two iterations of the phase 2 or phase 3

Canvas assignment, depending on their individual progress.

• Before week 6, participants should complete at least two iterations of the phase 2 or phase 3

Canvas assignment, depending on their individual progress. Participants should prepare to make

a final presentation on the evolution of their ideas throughout the course.

OPTIONAL ASSIGNMENTS AND COURSE MATERIALS

FACILITATOR GENERATED DISCUSSION QUESTIONS

Introduction

1. What do you think is required to succeed as an entrepreneur (e.g., brains, innate ability, luck,

money, risk tolerance, patentable idea, etc.)?

2. What do you see as the greatest obstacle(s) to becoming an entrepreneur?

3. What is a mindset? Why is it important to succeeding as an entrepreneur, in your career, and in

your life?

4. What factors influence our mindset? How does our mindset affect the choices we

make?

5. How do our beliefs and assumptions about the world and ourselves affect our decisions?

Lesson 1 - The Power to Choose

1. What social or environmental factors influence our choices in our culture today? Please provide

examples.

2. What are the underlying beliefs and assumptions that cause us to react or respond? How can

responding rather than reacting empower you?

3. Describe the difference between a person with an internal and an external locus of control. Why is

this distinction important?

4. How does an internal locus of control influence our decisions? How can this shift in awareness alter

your professional goals?

5. Why is vision important to an entrepreneurial mindset? How does having a vision influence our

choices?

Lesson 2 - Recognizing Opportunities

1. How does the assumption that problems are potential opportunities empower an

entrepreneur?

2. Identify a successful business that offers a simple solution to an everyday problem.

• What problem is the business solving for its customers? Is the business successful because

of the idea itself, or because of how the idea is executed?

3. Rather than searching for big ideas that involve breakthrough technologies, the vast majority of

entrepreneurs pursue opportunities that are small, and highly uncertain. Entrepreneurs often have

to start a business to discover much larger opportunities that would otherwise be invisible. Describe

the concept of opportunistic adaptation. How does opportunistic adaptation differ from in-depth

planning?

4. Describe the characteristics of an enthusiastic and somewhat inexperienced entrepreneur. How

does the lack of experience sometimes enable entrepreneurs to identify identify opportunities that

those with more experience may overlook?

5. Why is it important to identify a problem first, then to provide a solution? Why is objectivity important

to an entrepreneur?

Lesson 3 - Ideas into Action

1. What do you think are the greatest barriers to entry for becoming an entrepreneur? Why? Which

barriers are more powerful, internal or external?

2. Why is bootstrapping important to an entrepreneur? How can the lack of resources become an

advantage to an entrepreneur?

3. How do customers determine the validity of our ideas? How can proving your concept increase

confidence while reducing the risk or uncertainty of a new venture?

4. “Courage is not the absence of fear, but the willingness to forge ahead in spite of it.” What does this

statement mean to you? Why is it important with regard to an entrepreneurial mindset?

5. How do entrepreneurs with limited resources identify and pursue opportunities? How do those

who have nothing, create something? How can you apply this method of bootstrapping to your

Opportunity Discovery Process?

6. Describe the difference between a fixed and a growth mindset. Provide an example of each

from your own life or from your social observations. How do fixed and growth mindsets relate to

entrepreneurship?

Lesson 4 - Pursuit of Knowledge

1. Why is a growth mindset important to an entrepreneurial mindset, curiosity, and the pursuit of

knowledge?

2. Ryan Blair, Rodney Walker, and Jason Campbell all explain how their actions as young people

reinforced their old beliefs. How did an entrepreneurial mindset influence their approach to learning

over time? How did their perceptions of their own abilities change?

3. What opportunities did Brian Scudamore discover once he had started his business?

• How would careful planning have increased his ability to succeed? How could it have

hindered or discouraged him from starting his business?

• How did he learn through interaction, observation, experimentation, and adaptation?

4. What is the difference between formal and informal learning? How can an understanding

of both types of learning affect the development and deployment of an entrepreneurial

mindset?

5. How does the process of experimentation help entrepreneurs distinguish beliefs and assumptions

from facts? How does the process of experimentation minimize their risks?

6. What is the difference between an intrinsic and an extrinsic motivation to learn? Why is this

distinction important?

7. How will you apply the combination of knowledge and effort to achieve your personal

vision?

Lesson 5 - Creating Wealth

1. Please define the following terms and provide examples of each:

• Income

• Expense

• Income Statement

• Balance Sheet

• Asset

• Liability

2. Describe the difference between spending and investing.

• Why is this important to an entrepreneur? How can this concept be applied to our use of

time?

3. How will you invest your time and money so that you can accomplish your goals and personal vision

with limited resources?

4. How can an entrepreneurial mindset affect your ability to create wealth?

5. To what extent is the ability to create wealth important to you? Please explain.

6. What is the greatest barrier to creating wealth that stands in your way, and how will you overcome

it?

Lesson 6 - Building Your Brand

1. What are the two components of a brand? Why is branding important to an aspiring

entrepreneur?

2. Why is it important to understand your customer’s point of view? How can you be sure that

customers will behave and act as they say they will?

3. What is your personal brand and how will you communicate it to your peers, mentors, and

colleagues?

4. Describe the concept of branding by default and provide a real-world example of it. How can you

apply this concept to success in your Opportunity Discovery Process?

5. Describe an example of an explicit message you have heard or experienced. This message may

have been used in an advertisement, by an organization, or by a person that you know or have

observed.

• Describe an example of an implicit message you have heard or experienced.

• Which of your two examples is more powerful? Why?

6. Identify a business that has a good reputation. What message do they communicate?

• How do they communicate their message?

• How is their message (what they say about themselves) consistent with their reputation

(what their customers says about them)?

7. Where do entrepreneurs get their confidence? Are they born with it or can it be developed over

time? Why is this important to building a brand?

8. What actionable steps can you take in order to develop your confidence as an

entrepreneur?

Lesson 7 - Creating Community

1. What is an “intentional community”? Why is this concept important to an entrepreneurial

mindset?

2. If you were to hire employees, what knowledge, behavior, experience, skills, and talents would you

look for? Why?

• Why is it important to create a positive working environment?

3. What types of professionals do you want to include in your success network?

• What value can a professional provide?

• What services would it make sense for you to delegate to a professional in your group’s

Opportunity Discovery Process? How can you connect with these individuals?

4. Describe the three phases of transformation. Why is it important to recognize the phase in which

you currently find yourself?

5. For each of the phases of transformation, what is the optimal mindset for success?

• Will the mindset that created success in one phase of transformation also enable us to

succeed in another? Why or why not?

6. What did Dr. Land mean by saying “nothing fails like success”? How does this concept apply to an

entrepreneurial mindset?

Lesson 8 - The Power of Persistence

1. In what way(s) does being persistent in your personal life help you to create value for

others?

2. Sirena Moore says: “You have to get rid of all fear, and move forward no matter what… Be the best

you can be… Surround yourself with great people; learn how to network; learn how to meet the

people who have resources who can help you take yourself, your family, your business to the next

level.” (Show specific chalkboard segment).

• Deconstruct and examine what Sirena is saying about persistence and an entrepreneurial

mindset in this passage.

• How can you apply Sirena’s message to achieve your personal and/or professional goals?

3. Describe ways in which adversity can be an advantage. How can constraints and limited resources

be incentives? What knowledge can be gained from such circumstances?

4. As we have seen, Uncle Cleve was a man of average means who had no particular advantage over

anyone else in his small community. Yet, despite his circumstances and the limitations that were

beyond his control, he was able to prosper and thrive.

• What was it that set him apart?

• What were the specific beliefs and assumptions that empowered him to succeed?

• How was he able to recognize opportunities where others could not?

• How did he exercise his power to choose? What sacrifices did he make?

• What can you accomplish by applying Uncle Cleve’s message to your own Opportunity

Discovery Process?

REFLECTION ASSIGNMENTS

Reflection prompts provide an opportunity to think about the future you want to create for yourself

and how best to apply the knowledge you have gained in a way that will enable you to accomplish

your goals.

Introduction Reflection: Describe the future you want to create. Before we can create the life we

imagine, we must first imagine the life we want to create.

Considering the follow questions:

1. What subjects, topics, or issues matter most to you? What does success look like to

you?

2. What are the most important things you want to make happen in your life and in your

career?

3. What are the greatest obstacles preventing you from accomplishing your goals?

4. How will you overcome these obstacles in order to accomplish your goals?

5. What do you want to get out this course?

Final Personal Vision Statement

For this final assignment, reflect on what you have learned from the Ice House Entrepreneurship

Program and how it may have altered or influenced your vision for the future you want to create.

Describe the journey you took throughout the course as well as a road map for how you will

accomplish your goals.

Consider responding to any or all of the following questions:

1. Now that you have completed this course, what is the future you envision for yourself?

2. How has your personal vision evolved since the beginning of the course?

3. What are the greatest obstacles that might prevent you from accomplishing your

goals?

4. How will you overcome these obstacles? What skills do you now need to learn?

5. What do you need to start doing? What do you need to stop doing?

6. What do you need to do more of? What do you need to do less of?

7. Which of the Ice House entrepreneurs inspired you most and why? What challenges did they

overcome? How do these challenges compare to your own? How has this entrepreneur affected

your mindset or personal vision?

8. Which of the Chalkboard lessons resonated with you most and why? How have these lessons

affected your mindset or personal vision?

9. Who is currently in your success network? What type of people do you still need to include in your

success network?

10. How do ordinary people, those with no particular advantage in life, manage to succeed regardless of

their circumstances?

Presentation Assignment

Assignment: Now that you are familiar with the Opportunity Discovery Process, it is time to convey

your ideas in a pitch-style presentation. This presentation will provide an opportunity to demonstrate

the evolution of your ideas and the Opportunity Discovery learning process while receiving any final

feedback from your peers.

For this presentation, we also suggest that you invite expert mentors, advisors, or other

entrepreneurs that you may have interacted with to attend. Facilitators may choose to invite several

expert mentors and entrepreneurs to participate on a panel to offer additional guidance and support.

Guidelines: Your presentation should be approximately 5-6 minutes long. Engage your audience

and be sure to demonstrate enthusiasm and professionalism while presenting. We recommend

using a PowerPoint presentation, the Opportunity Discovery Canvas, or other visual aids in your

presentation. However, visual aids should complement, not replace, face-to-face communication. An

additional 3-5 minutes should be set aside to respond to constructive feedback and questions from

your peers or expert mentors and advisors.

Directive: Using the entire canvas as a guide, clearly and concisely address the following

questions. Provide specific examples from your Opportunity Discovery Process:

1. What was your original idea?

2. How has your idea changed through your out-of-the-building customer interview

experience?

3. What else did you learn from other out-of-the-building knowledge sources?

4. Were you able to successfully validate a problem--solution fit with your idea? What evidence do

you have?

5. Will you proceed with your idea? If so, how will you expand your idea and connect with more

customers? If not, why not?

6. What are your next action steps beyond this course? What entrepreneurial or other business

opportunities will you pursue?

CHALKBOARD CHECKPOINTS

INTRODUCTION

1. Those who possess tacit knowledge are often unaware of the knowledge they possess or how it can

valuable to others. TRUE

• For example, an experienced entrepreneur may not be able to describe how she was able

to successfully identify an opportunity. To her, it may seem as if it were a “sixth sense” -

something she just seems to have been born with rather than a logical thought process.

However, upon closer scrutiny and careful questioning, a thought process is often revealed.

2. A belief is the same as a fact. FALSE

• A belief is something we may view as a fact yet it is important to understand that a belief is

not necessarily true. It is simply what we believe to be true. What is essential to understand

is that while some of our beliefs are based in fact, others may be inaccurate, out of date or

simply untrue? They may be things we have accepted as facts yet never really challenged or

tested for ourselves.

LESSON 1 - THE POWER TO CHOOSE

1. Our environment and the collective mindset of others have very little influence over the choices we

make. FALSE

• The need to fit in often keeps us tethered to familiar ways of thinking and acting, limiting our

choices and keeping us tethered to a mindset that often keeps us stuck.

2. A reaction is often experienced as an impulse rather than a conscious choice. TRUE

• A reaction is simply an unconscious choice. Reactions are often learned patterns of

thoughts, feelings, and actions. They are experienced as automatic or inevitable, as if they

were beyond our control. Without realizing it, when we react, we have unwittingly bypassed

our ability to make a conscious and deliberate choice.

3. Those with an external locus of control believe that luck, fate, circumstances or powerful others will

determine the outcome of their lives. TRUE

• With an external locus of control we appear to have little or no say over the outcome of our

lives. From this perspective, it is others who enjoy all the power and prestige, leaving us

powerless to do anything about it.

4. By creating a vision we are exercising our power to choose. TRUE

• Rather than reacting to our circumstances or following the crowd, a vision enables us to

focus our time and effort on a destination of our own choosing.

LESSON 2 - RECOGNIZING OPPORTUNITIES

Part 1

1. Coming up with a good idea is more important than your abilities as an entrepreneur

FALSE

• While a good idea is important your abilities as an entrepreneur may be as important as the

idea itself.

2. Rather than in-depth planning, entrepreneurs often uncover larger more attractive opportunities

once they are in motion. TRUE

• The process of interaction and observation, experimentation and adaptation is critical to an

entrepreneur’s ability to recognizing opportunities that others overlook.

Part 2

3. Inexperience can be an advantage that enables entrepreneurs to identify opportunities that

“experts” overlook. TRUE

• Entrepreneurs like Bill Gates and Steve Jobs were able to recognize an opportunity that

“industry experts” in well-established companies had overlooked.

4. Entrepreneurs tend to be high stakes gamblers who are willing to bet everything on their ideas.

FALSE

• While entrepreneurs do take risks, they tend to approach their endeavors as a series of

small, calculated risks rather than a big bold bet.

LESSON 3 - IDEAS INTO ACTION

Part 1

1. Most new businesses require bank financing or venture capital investors. FALSE

• While some new ventures do require outside investment, the majority of new businesses are

started by entrepreneurs who initially pursue uncertain, niche opportunities that are unlikely

to attract outside investors or justify a traditional loan.

2. The term “proof of concept” refers to an entrepreneur’s ability to convince others that they have a

good idea. FALSE

• Entrepreneurs approach their ideas as unproven assumptions rather than established facts.

They acknowledge the uncertainty and, rather than trying to prove their concept on paper,

they set out in search of hard evidence. In other words, they focus their time and resources

on finding customers who will actually buy their product or service. By finding customers they

begin to “prove” the viability of their concept.

3. Starting a business should only be attempted by those who are unemployed or not enrolled in

school. FALSE

• Rather than quitting their job or abandoning their studies, many entrepreneurs start in their

spare time “bootstrapping” their way into business by finding creative ways to acquire new

knowledge, test their ideas and find customers - without quitting their jobs or dropping out of

school.

Part 2

4. Fear is an “internal barrier” that stops many would be entrepreneurs from acting on their ideas.

TRUE

• For some reason, when it comes to taking action, so many of us seem to get stuck. We

seem to be trapped by an invisible barrier, a barrier that is difficult to identify - yet one that

can be overcome.

LESSON 4 - PURSUIT OF KNOWLEDGE

Part 1

1. 1. Knowledge alone is the engine that drives an entrepreneur. FALSE

• Knowledge alone is not enough. Knowledge combined with effort creates a powerful

synergy that propels entrepreneurs beyond their circumstances and out into the world of

possibilities and untapped

2. Entrepreneurship often discourages participants from pursuing a formal education.

FALSE

• While some new ventures do require outside investment, the majority of new businesses

are started by entrepreneurs who initially pursue uncertain, niche opportunities that are

unlikely to attract outside investors or justify a traditional loan.

3. Too much planning can blind us to unforeseen opportunities. TRUE

• Often, through the process of face-to-face selling, entrepreneurs uncover unexpected

opportunities. For others, larger opportunities appear once their business is under way.

Part 2

4. Informal learning often becomes a lifelong process for an entrepreneur. TRUE

• Entrepreneurship can redefine what it means to learn. Entrepreneurs like Uncle Cleve

understand the value of knowledge and they operate from an internal locus of control.

Their motivation to learn is intrinsic; they are motivated by the need for the knowledge itself,

rather than a diploma or a degree. And learning becomes a self-directed process. They do

not view learning as a one-time event nor do they allow themselves to be limited to learning

through traditional means.

LESSON 5 - CREATING WEALTH

Part 1

1. The appearance of wealth is usually a good indication of a persons true wealth. FALSE

• Many of the people who appear wealthy - those who live in expensive homes and drive

luxury cars - do not actually have much wealth. They work hard to achieve success, yet they

often spend much of their discretionary income on things that create an outward appearance

of wealth. And by doing so, they often choke themselves with debt, undermining their ability

to create true wealth.

2. Discretionary income is the total amount of money a person earns. FALSE

• Discretionary income is the amount of money a person has left overafter all monthly

expenses are paid.

3. The terms “spending” and “investing” are synonymous to an entrepreneur. FALSE

• For the purposes of this course the term “spend” is defined as “to consume mindlessly or to

squander” while the term “invest” is defined as “to make use of our time, effort or money in

ways that are conducive to creating wealth”.

Part 2

4. Buying things on credit should be avoided at all costs. FALSE

• For some, credit is a tool; a lever that enables us to increase our income and invest in things

that are conducive to creating wealth. Yet for others, the use of credit leads to a “buy now -

pay later” pattern of spending that often lures us into an endless cycle of working harder and

harder just to pay our debts - a kind of credit trap that leaves little room to invest our time and

resources into things that will enable us to create wealth.

LESSON 6 - BUILDING YOUR BRAND

Part 1

1. Defining our brand requires us to understand the problem we are solving from our customer’s

point of view. TRUE

• As an entrepreneur, we are in the business of providing solutions. If we have not

accurately diagnosed the problem we are solving from the customer’s point of view, our

brand may be sending the wrong message about the product or service we provide. And

by doing so, we may be overlooking opportunities or sabotaging our own success.

Part 2

2. As an entrepreneur, there are two distinct means of communication: One is explicit, the other

implicit. TRUE

• An explicit message is one that is clear and defined rather than implied. It is the literal

meaning of the words we say, either in print, on a website or through face-to-face

interaction. An implicit message on the other hand, is unspoken or implied rather than

clearly stated or expressed.

3. Confidence is something we either have or we don’t. FALSE

• Confidence is a learned behavior, one that stems from our experience. Like Jason, as a

first-time entrepreneur, we may not have complete confidence in our abilities. We may

be operating outside of our comfort zone and we may not see ourselves as a successful

entrepreneur. Yet, as we discussed in lesson three, it is essential that we take the first

steps; it is essential that we act on our ideas.

LESSON 7 - CREATING COMMUNITY

Part 1

1. A social network is a social structure made up of people who are connected by common

interests or goals. TRUE

• While the term has recently become popular, social networks have existed long before

the emergence of online social networks like LinkedIn, Facebook, and Twitter. In fact,

research has shown that social networks play a critical role in determining the way problems

are solved, organizations are run, and the way goals are achieved.

2. The most important members of our success community are mentors and advisers.

TRUE

• Mentors and advisers are often the most effective members of our success network. Their

knowledge and experience can play an invaluable role. Just as large corporations have a

board of directors to oversee the direction of the company, we too should have a board of

mentors and advisers to provide guidance, accountability and support.

Part 2

3. The mindset and the skills that enable us to succeed in one phase of transformation will also enable

us to succeed in another. FALSE

• The mindset and skills that enable us to succeed in one phase may not be effective in

another. The key, according to Dr. Land, is to understand and acknowledge each of the

three phases and to recognize which phase we are in and which set of skills should be

applied.

LESSON 8 - THE POWER OF PERSISTENCE

Part 1

1. Dawn’s mindset changed when she witnessed another severely disabled veteran who was

determined to succeed. TRUE

• Thinking that she would never amount to anything, her mindset quickly changed when she

witnessed a severely disabled veteran who had lost both of his legs take his first steps.

2. Brian Scudamore’s business - 1 800-GOT JUNK - was an overnight sensation that was successful

from the start. FALSE

• It took Brian 8 years to reach $1million dollars in sales. As Brian stated, his overnight

success has taken 22 years.

3. Ted and his daughter, Sirena, started their business when they received a six- figure contract.

FALSE

• It was the awareness of a six-figure contract to clean a construction site that inspired them

to start their business. Their first job paid $400 for picking up debris for a roofing contractor.

4. Although he was raised as a foster child, Rodney Walker always knew that somehow he would

succeed. FALSE

• Moving from one foster home to the next, Rodney saw life as a lottery that he could not win.

An entrepreneurship experience combined with the help of a mentor help shift his mindset

and his behavior began to change.

Part 2

5. Jason discovered that once he had the right formula, putting his plan into motion was easy.

FALSE

• Knowing what to do was only half the battle for Jason. As he put it, “You can understand the

intellectual level - you can have a recipe - going out and executing on that is difficult.”

6. Palwasha was encouraged by others in her community to become an entrepreneur.

FALSE

• As a young women growing up in Afghanistan, Palwasha was strongly discouraged from

becoming an entrepreneur. Yet, as she soon discovered, by refusing to give up, she could

alter her environment.

7. Ryan Blair attributed his success to being in the right place at the right time. FALSE

• Ryan attributed his success to having a mentor as well as being teachable: “I was a poor

kid with poor beliefs - I became a rich kid because I got rich beliefs”.

8. David discovered that by solving problems for others he could create value for himself.

TRUE

• After learning of a woman who was assaulted while using an ATM, he developed a solution

that would increase protection and security for ATM users.

RECOMMENDED SUPPLEMENTAL RESOURCES

In order to provide participants with a more enriching learning experience, facilitators may utilize

these recommended resources which are related to the field of entrepreneurship, entrepreneurial

skill-building, and the use of an entrepreneurial mindset. These materials are best used as

supplementary content to spark in-class discussions or to provide interested participants with more

learning material outside of class. However, these resources are NOT a mandatory component of

the Ice House Entrepreneurship program. For more supplemental resources please visit:

www.eli-group.com/resources

Books:

1. Quick and Nimble: Lessons from Leading CEOs on how to Create a Culture of Innovation

by Adam Bryant

2. The Origin and Evolution of New Businesses by Amar Bhide

3. The Person and the Situation: Perspectives of Social Psychology by Lee Ross & Richard E.

Nisbett

4. The Startup Owners Manual: The Step-by-Step Guide for Building a Great Company by Steve

Blank & Bob Dorf

5. The Entrepreneurial Imperative: How America’s Economic Miracle Will Reshape the World

by Carl J. Schramm

6. Mindset: The New Psychology of Success by Carol S. Dweck

7. The Founder’s Dilemmas: Anticipating and Avoiding the Pitfalls That Can Sink a Startup by Noam

Wasserman

8. Man’s Search For Meaning by Viktor E. Frankl

9. The Seven Habits of Highly Successful People: Powerful Lessons in Personal Change by Stephen

R. Covey

10. Outliers: The Story of Success by Malcolm Gladwell

11. Freakonomics: A Rogue Economist Explores the Hidden Side of Everything by Steven D. Levitt &

Stephen J. Dubner

12. Creating Innovators: The Making of Young People Who Will Change the World by Tony

Wagner

13. The Millionaire Next Door: The Surprising Secrets of America’s Wealthy by Thomas J. Stanley &

William D. Danko

14. Sources of Power: How People Make Decisions by Gary Klein

15. The Mismeasure of Man by Stephen Jay Gould

16. The Innovator’s Dilemma: When New Technologies Cause Great Firms to Fail by Clayton

Christensen

17. The E Myth Revisited: Why Most Small Businesses Don’t Work and What to Do About It by Michael

E. Gerber

18. The Fifth Discipline: The Art and Practice of the Learning Organization by Peter M.

Senge

19. The Power of Positive Deviance: How Unlikely Innovators Solve the World’s Toughest Problems by

Richard Pascale, Jerry Sternin & Monique Sternin

20. The Power of Habit: Why We Do What We Do in Life and Business by Charles Duhigg

21. Grow or Die: The Unifying Principle of Transformation by George Land

Videos:

1. “Where Good Ideas Come From” by Steven Johnson

2. “Moving Windmills: The William Kamkwamba Story”

3. The “Entrepreneurial Mindset” Kauffman Sketchbook

4. “Changing Education Paradigms” RSA Animate

TED talks:

1. Start with Why” by Simon Sinek

2. “How Will You Measure Your Life?” by Clay Christensen

3. “The New Era of Positive Psychology” by Martin Seligman

Blogs:

1. Mr. Money Mustache blog

2. Edutopia financial literacy resources blog

3. Farnam Street Blog

4. Steve Blank’s Entrepreneurship and Conversation

5. Marketing:

• “Great Ideas for Teaching Marketing” (online)

• “Growth Hackers” (online)

6. Market analysis:

• a. “Segmentation Study Guide” (online)

7. Pitching/presentations:

• Entrepreneur.com’s “6 steps to a perfect pitch”

• Harvard Business Review’s “How to pitch a brilliant idea”:

• “How to Pitch Your Idea” on Graphics.com, taken from Scott Berkun’s “Myths of Innovation”

• VinaMaria’s “How to Effectively Present Your Ideas” on Slideshare.net

• Microsoft’s “Tips for Presenting Powerpoints by Microsoft Office”

• Michael Hyatt’s “5 Rules for More Effective Presentations”

• Nancy Duarte’s “The Secret Structure of Great Talks”

8. Effective essay writing tools:

• The Purdue Online Writing Lab (OWL)

9. Harvard Business Review’s “Storytelling That Moves People”

Useful websites:

1. entrepreneur.com

2. eonetwork.org