• Corporate entrepreneurship for public and private enterprises

             Structuring the company for entrepreneurship

A succinct overview of this concept to many is seen as just establishing a business but it, unfortunately entrepreneurship is misunderstood, our team equips you with the skills which are required in every field of study. Entrepreneurship, when applied in an established organization, takes on unique characteristics and become subject to a number of obstacles and constraints. The magnitude of these constraints requires that various different organizational management practices be employed.

Of all the management decision areas that may affect corporate entrepreneurship, human resources management is probably the most vital. It is also imperative that you should have come to realize from studying the previous study units that there is no entrepreneurship in organizations without entrepreneurial employees. However, employees face a host of challenges in being entrepreneurial in the organization. The Crucial question that has to be asked is: How can we create work environments that support.

  • Youth mentorship/ career guidance in all commercial subjects

Having a better future requires the full participation of young people.

Mentoring is the process of matching advisers with young people who need or want a caring, responsible person in their lives. Mentors are usually unrelated to the child or teen and work with.

At African entrepreneurs’ skills development, formal, high-quality mentoring equals made through our sessions to offer the most effective interactions with our young adult clients.We have a special program for social groups, churches, women groups, where we come to you at your convenience.

”The classic definition of mentoring is of an older experienced guide who is acceptable to the young person and who can help ease the transition to adulthood by a mix of support and challenge. In this sense it is a developmental relationship in which the young person is inducted into the world of adulthood.

In 2002, the Institute of Medicine of the National Academy of Sciences published a major report examining after-school and other community programs designed to foster constructive youth development. The report concluded that very few after-school programs “have received the kind of comprehensive experimental evaluation necessary to make a firm recommendation about replicating the program in its entirety across the country.” However, the report singled out mentoring programs modeled after the Big Brothers Big Sisters mentoring program as a rare exception, and recommended its widespread replication.

Benefits of Mentoring for Young People


Mentoring is often one component of a program that involves other elements, such as tutoring or life skills training and coaching. The supportive, healthy relationships formed between mentors and mentees are both immediate and long-term and contribute to a host of benefits for mentors and mentees.


Benefits for youth:


    Increased high school graduation rates

    Lower high school dropout rates

    Healthier relationships and lifestyle choices

    Better attitude about school

    Higher college enrollment rates and higher educational aspirations

    Enhanced self-esteem and self-confidence

    Improved behavior, both at home and at school

    Stronger relationships with parents, teachers, and peers

    Improved interpersonal skills

    Decreased likelihood of initiating drug and alcohol use (MENTOR, 2009; Cavell, DuBois, Karcher, Keller, & Rhodes, 2009


Mentoring can help youth as they go through challenging life transitions, including dealing with stressful changes at home or transitioning to adulthood. Close, healthy, supportive relationships between mentors and mentees that last for a significant portion of time (i.e., more than one year) are central to success. Without this, mentoring programs run the risk of harming young people who are paired with mentors ill-equipped to meet the mentees’ needs. Specifically, relationships with mentors that last less than three months; where there is irregular and inconsistent contact; where there is a disconnect between the personalities, interests, and expectations of the mentors and mentees; where mentors are unprepared and lack skills to relate to youth; and where there is no emotional bond between the mentor and mentee have been found to be harmful to youth (Jekielek et al., 2002; Rhodes & DuBois, 2006).

Types of Mentoring Relationships




Roles of Mentors

The roles of mentors vary greatly depending on the type, focus, structure, and participants. Mentors’ roles may also differ over the course of the relationship. These roles may include acting as


    a role model,

    a supporter or cheerleader,

    a policy enforcer,

    an advocate, and/or

    a friend.


Formal and Informal Mentoring Relationships


Mentoring relationships can occur formally or informally. Most mentoring occurs through informal relationships between youth and adults. A 2005 survey found that of adults who mentor, 71 percent reported that they mentored informally, with only 29 percent reporting that they mentored youth through a formal and structured organization (MENTOR, 2006). These adults do not receive training or support from a structured organization or program. Within formal mentoring programs, the structure of the program can also differ. Some programs provide clear goals with training and support while others are more flexible, with loose goals and limited training and support.


Focus of the Mentoring Relationship


While all mentoring relationships aim to improve outcomes for youth, the scope and focus of the program and relationship can vary. Instrumental mentoring and psychosocial mentoring have been identified as two distinct types of mentoring. Instrumental, or topic-focused, mentoring focuses on a specific problem and is targeted at helping the mentee to reach a specific goal such as improving academic performance, preparing for employment opportunities or careers, or reducing substance abuse. This type of mentoring is often focused on action and activities. Psychosocial, or open-ended, mentoring focuses more on the process and is targeted at working with the mentee around positive youth development. This type of mentoring is often focused on conversation between the mentor and mentee (Jekielek, Moore, & Hair, 2002; Darling, Bogat, Cavell, Murphy, & Sanchez, 2006).


In addition, mentoring relationships can be characterized as developmental or prescriptive. Developmental relationships provide more flexibility and are more fluid. They are based on cues from the youth depending on their needs and interests. In contrast, in prescriptive relationships, mentors define the goals for the relationship and have defined expectations for the youth’s role in the relationship (Jekielek et al., 2002). Research suggests that programs focused on a developmental approach last longer and provide higher levels of satisfaction to both the mentor and the mentee (Jekielek et al., 2002; Spencer, 2007).




Mentoring programs can be based out of a variety of settings; MENTOR (n.d.) provides some examples of the different settings where mentoring occurs and the activities and focus of these types of mentoring relationships. Learn more about different activities typical in mentoring relationships.


Community-based mentoring relationships are typically not site-specific and can involve the mentor and mentee doing a variety of activities including tutoring, career exploration, life skill development, sports, games, and attending cultural events or other forms of entertainment.


School-based mentoring takes place at the school either during or after school hours and can include activities such as tutoring, playing sports, or other games. 


Mentoring relationships that occur in faith-based communities often occur at the place of worship and have a tradition of being focused on spiritual exploration, putting faith into practice, and instilling values and morals.


Career-based mentoring typically takes place at work sites and includes tutoring, job  shadowing, and career exploration.


E-mentoring takes place over the Internet and allows relationships to be developed through exchanging messages and online communications. This can allow youth to develop technical skills, connect with a variety of mentors around potential careers or special projects, and is more flexible in terms of scheduling. 


Rhodes and DuBois (2006) suggest that site-based mentoring programs, including those limited to schools, workplaces, or afterschool, are on the rise in recent years. These types of programs now account for over half of all formal mentoring programs. The largest gains were found for school-based programs, more specifically elementary school programs. School-based programs have many advantages, including the ability to tap into the knowledge and support of adults already involved with the youth, a wider range of volunteers (including high school and college students), and an established sense of safety. A major limitation of school-based programs is the fact that they are often shorter in duration and less intense compared to community-based programs. Due to their structure, school-based programs are often limited to the academic school year and research suggests that the benefits associated with school-based mentoring do not extend past the end of the school year (Aseltine, Dupre, & Lamlein, 2000). In addition, findings suggest that mentors within school-based mentoring programs spend half as much time with their mentees as those in community-based programs (Herrera, Sipe, & McCalahan, 2000).


It is important to understand that different youth may benefit from different mentoring occurring in different settings. For example, out-of-school youth may best be reached in community-based programs or mentoring that occurs on the job, while youth in school might be reached more easily in mentoring relationships based in their schools. In addition, while e-mentoring may be useful for some youth, it is important to remember that all youth do not have easy access to technology and face-to-face interactions may be more beneficial.


One-on-One or Group Mentoring


Mentors and mentees can be paired up one-to-one or matched in groups where more than one young person is matched with one or more adults. There should not be more than four mentees per mentor in small-group mentoring situations. The average small-group mentoring situation includes three adults for a group of ten youth, or three youth for each mentor (MENTOR, 2006). Jekielek, Moore, & Hair (2002) found that for one mentoring program, the combination of one-on-one mentoring and participation in group activities provided more positive youth outcomes than youth who were not involved in mentoring relationships or only involved in group activities.


Target Group


Many mentoring programs are focused on serving youth who are at risk. For example:


    Homeless youth

    Youth in foster care

    Youth with disabilities

    Youth whose family members are in the military

    Youth involved in delinquent activities

    Youth who have an incarcerated parent

    Youth who are first- or second-generation immigrants

    Pregnant youth or teen parents

  • Help small businesses manage accounting and finance, ..

Even if the business owner has the resources to hire an accountant, a lack of accounting knowledge could allow an unscrupulous accountant to commit fraud without being detected for quite some time.

Also, keeping track of money flows and having a good basis in accounting makes good business sense for owners of both small and large businesses. In many ultimately ineffective initiatives, fading to keep track of the money often results in the company’s money gradually or suddenly disappear.

  • Learning Basic Bookkeeping:

A Good Place to Start

Many a small business has failed due to a lack of proper bookkeeping. One of the most important elements shared by all successful businesses of any size is keeping accurate records, which is also a legal requirement.

Besides unnecessary fees such as overdrafts and late charges, a lack of poor records also attracts the attention of the Internal Revenue Service and can be the reason for an audit and other tax consequences. Poor record keeping can cost a business a lot of money and is the first step to ruin in many small businesses.

To help remedy any lack of understanding of basic accounting principles, a course in business accounting will generally include bookkeeping skills. Once you have taken the course, a family member could easily be taught to keep the company’s books until the firm’s profits allow for the hiring of a professional bookkeeper or accountant.

Furthermore, having basic bookkeeping knowledge will give you the possibility of effectively reviewing another person’s work. Having a working knowledge of bookkeeping is an essential financial element for just about any small business owner.

One of the mistakes made by business owners is to treat business finance as personal,   Even if you are just starting out, it’s vital to fragment up these two parts of your money life. Treat your business, big or small, resembling a worthwhile entity. Basically what we is instill the spirit of becoming a friend with numbers or figures this is our work  to show you why we are here for entreprepreneurs.

  • Corporate Training

    At African entrepreneurs skills development  we know that  any type of organization’s failure comes as a results of neglecting explicitly communicate strategy internally, unless  the   your  employees  have  received  the corporate  education  and corporate education   you may soon become a victim .

    It is essential to clearly communicate the company’s strategy to every employee. The assumption that employees know the strategy and understand its implications for how they deal with particular issues or decisions is a dangerous one. Management must be explicit regarding the strategy and what it means for each functional department.

    Corporate Education refers to a system of professional development activities provided to educate employees. It may consist of formal university or college training or informal training provided by non-collegiate institutions. The simplest form of corporate education may be training programs designed “in-house” for an organization that may wish to train their employees on specific aspects of their job processes or responsibilities. More formal relationships may further exist where corporate training is provided to employees through contracts or relationships with educational institutions who may award credit, either at the institution or through a system of CEUs (Continuing Education Units).

    Many institutions or trainers offering corporate education will provide certificates or diplomas verifying the attendance of the employee. Some employers use corporate and continuing education as part of a holistic human resources effort to determine the performance of the employee and as part of their review systems.

    Increasingly organizations appear to be using corporate education and training as an incentive to retain managers and key employees within their organization. This win-win arrangement creates better educated managers for the organization and provides the employees with a more marketable portfolio of skills and, in many cases, recognized qualifications.

    The Difference between Corporate Education and Corporate Training

    Most organizations tend to think of corporate education as corporate training. Corporate training programs are often competency based and related to the essential training employees need to operate certain equipment or perform certain tasks in a competent, safe and effective manner. The outcome of a corporate training program is a participant who is either able to operate a piece of equipment or perform a specific task in an effective manner according to pre-determined training criteria.

    The primary role of corporate training is to ensure   employees have the knowledge and skills to undertake a specific operation to enable an organization can continue to operate. Fundamentally, corporate training is centered on knowledge transfer, with an instructor teaching or demonstrating a particular function and the student learning and demonstrating they can apply what they have learnt to a particular operation.

    Corporate education, however, adds another dimension and depth to training by involving learners as participants in generating new knowledge that assists an organization to develop and evolve, rather than maintain the status quo. Corporate education focuses on developing the capability of an organization to be able to do things and, in particular, the right things in order to be a sustainable and successful organization.

    Corporate education involves a facilitator, rather than an instructor or trainer, to engage participants and encourage them to think about the what, how and why of what they are doing and to challenge their current standards. Corporate education is centred on introducing learning techniques to stimulate employees to think about what their organization does, where it is heading, potential new opportunities for the organization and new and better ways of doing things. While the role of corporate training is to develop the operational competency of individuals, the purpose of corporate education is to promote the development of capability of both an individual and their organization.

    Increasingly organizations appear to be using corporate education as an incentive to retain managers and key employees within their organization. This win-win arrangement creates better educated managers and employees for the organization and gives individual employees a more marketable portfolio of skills and, in many cases, recognized qualifications.


  • Accounting economics coaching for University students

    Why study accounting and finance?


    Here are just some of the reasons why students should to study an accounting and finance :


    Stimulating: The world of finance and investment banking attracts many top graduates. Household names such as J P Morgan, Merrill Lynch, CSFB and Morgan Stanley aresynonymous with exciting assignments and glamorous lifestyles. Meanwhile, financial scandals such as Enron and Global Crossing have placed accounting at the top of the business agenda.


    Rewarding: Careers in accounting and finance are associated with very high salaries. A recent National Institute study identified accounting as the most lucrative of all degree courses in terms of graduates’ lifetime earning capacity (The Times 28th July 2005).


    Variety: International accounting firms offer a bewildering array of career opportunities to suit all interests including traditional auditing and assurance work, management consulting, corporate finance, IT consulting, tax planning, human resources (HR) and insolvency. The same is true for the large investment banks and financial institutions.


    Leadership: After gaining their professional qualifications, many accountants move into senior management positions in large firms. The Chief Executive Officers (CEOs) in many of the UK’s leading companies are qualified accountants. All Finance Directors (the step down from the CEO in the corporate hierarchy) are accountants.



    Until studying a course like economics not a lot of people are aware of how the world works, including industries, businesses and governments. You realize that it’s very important to be educated in this type of thing even if it gets to the stage where you become annoyed with family and friends for moaning about taxes!

    Why do students enjoy economics? Economics is the perfect combination of numbers and words, problems and essays, calculations and interpretations. It is both an art and a science subject. Students have the opportunity to build models which give insights into the real world, and then to critique these models on the basis of their assumptions. There is rarely a right answer in economics but any argument put forward must be backed up by quantitative evidence. Students ultimately enjoy economics because it allows them to employ and develop analytical and evaluative skills.

    Your decision to pursue   Economics   has be a single most valuable investment you have make to.  It sharpens your ability to critically assess information, deliver disciplined and well-structured arguments and become a more confident team player.

     Economics places a key role in all aspects of life and is an important subject worth knowing more about.

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