AWASH VALLEY COLLEGE ARIF MM

Learning Guide - 81
Unit of Competence: - Develop Individuals and Team
Module Title: Developing Individuals and Team
LG Code: BUF ACB4 M19 LO1-LG-81
TTLM Code: BUF ACB4 TTLM 0220v1

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 What is Team?
 A team
 is a group organized to work together to accomplish a set of objectives that cannot be achieved
effectively by individuals
 A team is a group of people working toward a common purpose.
 A team is a group of people who work together toward a common goal
 Are very useful in performing work that is complicated, complex & interacted
 A small number of people with complementary skills who are committed to a common purpose,
performance goals and approach for which they hold themselves mutually accountable”
 Is a group of people working together to achieve set goals and objectives.
 is best when there is a balance of primary roles and when team members know their roles, work to
their strengths and actively manage weaknesses

 Types of teams
 1. Formal Team: is a team deliberately created by managers to carry out specific activities, which
help the organization to achieve its objectives.
 Formal team can be classified as
I. Command team: is a team composed of a manager and employees that report to the manager.
II. Committee: a formal organizational team usually relatively long lived, created to carry out
specific organizational tasks
III. Task force or project team: A temporary team to address a specific problem
 2. Informal team: emerge whenever people come together and interact regularly. This group has a
function of:
I. To hold in common the norms and values of their members
II. gives to their member’s status, security and social, satisfaction
III. help their members communicate
IV. helps solve problems
V. act as a reference groups
 3. Super teams: a group of workers drawn from different departments of the organization to solve
problems that workers deal with their daily performance
 4. Self-managed team: are super teams who manage themselves without any formal supervision

 Successful teams and unsuccessful every work place

 Successful teams;-

 Have shared goals

 Make decisions together

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 Trust each other

 Discuss problems openly
 Value each other’s ideas
 Have leaders who encourage

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 Unsuccessful teams

 Don’t have clear team goals

 Can’t make plans
 Criticize each other
 Don’t communicate well
 Gossip and quarrel

Guidelines for effective team membership (effective committee functioning)

 Goals should be clearly defined, preferably in writing

 Specify committee’s authority

 Determine the size of the committee

 Distribute the agenda and all supporting materials before the meeting
 Start and end meeting on time
 Contribute ideas and solutions
 Open Lines of Communication
 Recognize and respect differences in others
 Value the ideas and contributions of others
 Listen and share information
 Ask questions and get clarification
 Confidence and Creative Freedom
 Participate fully and keep your commitments
 Be respect the partnership created by a team
 Commitment and Trust

Characteristics of a high-performance team:

 Participative leadership
 Shared responsibility.
 Aligned on purpose
 High communication
 Future focused.
 Focused on task.
 Creative talents.
 Rapid response

 Team objectives
Are specific goals that the team accomplishes in fixed amount of time
Are the basis of the teams planned work
Is should be start point fit the employee objective set
 Team objectives may be based on SMART goals:
 S-Specific
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 M-Measurable
 A-Achievable
 R-Realistic
 T-Timely
 Specific objective needs to precisely define the necessary step to meet the goal.
 Measurable all objective need to evaluated need to determined progress.
 Attainable you need to create objective that you can achieve.
 Realistic it must be identified as something the team can accomplish.
 Timing identifying the date to accomplish each step of the goal.
 Here are some Tips to helps you work well in a team working
 Understand your role in the team
 Respect the schedule that is set for the team & contribute effectively toward meeting deadline if for
some reason you are not able to meet the deadline ask for help
 Treat other team member with respect & support them in what whatever way you can in any team
discussions always be willing to give other a chance to talk & express their opinion every member of
the team / have to step into the leadership role in the absence of the of the team leader, ensure that the
responsibility are communicated well to all team members. the results of each member should be such
that it can be objectively.
 Avoid any type of gossip / passing negative remarks about the team members

 The Importance of Teamwork can increase competitiveness by

 Reduced costs
 Quality of result has improved and service provided
 Increases employee involvement
 Reduces absenteeism and improves continuity
 Reduces conflict
 Enhances creativity and innovation
 Creates better adaptability and flexibility in the organization
 improving productivity
 improving quality and encouraging innovation
 taking advantage of the opportunities provided by technological
 improving employee motivation and commitment
There are powerful ways to keep the members of your team motivated and giving their very best on the job.
 Pay your people what they are want
 Provide them with a pleasant place to work
 Offer opportunities for self-development
 Foster collaboration within the team
 Encourage happiness
 Don't punish failure
 Set clear goals
 Avoid useless meetings
Ten (10) characteristics of well-functioning teams:

 Purpose: Members proudly share a sense of why the team exists and are invested in accomplishing its
mission and goals.
 Priorities: Members know what needs to be done next, by whom, and by when to achieve team goals.

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 Roles: Members know their roles in getting tasks done and when to allow a more skillful member to do
a certain task.
 Decisions: Authority and decision-making lines are clearly understood.
 Conflict: Conflict is dealt with openly and is considered important to decision-making and personal
growth.
 Personal traits: members feel their unique personalities are appreciated and well utilized.
 Norms: Group norms for working together are set and seen as standards for everyone in the groups.
 Effectiveness: Members find team meetings efficient and productive and look forward to this time
together.
 Success: Members know clearly when the team has met with success and share in this equally and
proudly.
 Training: Opportunities for feedback and updating skills are provided and taken advantage of by team
members.

Stages of team development

A team goes through five /six stages of development. Each stage of team development presents its own
special challenges to a group of people striving to work together successfully by forming a cohesive team.
The team and the organization can take specific actions at each stage of team development to support the
team’s success in accomplishing the team mission.

 Stages of team development

I. Orientation/Forming: a group of people come together to accomplish a shared purpose.
II. Dissatisfaction/Storming Disagreement about mission, vision, and approaches combined with the fact
that team members are getting to know each other can cause strained relationships and conflict
III. Resolution/ Norming: Members work together developing close relationships & feelings of friendship.
IV. Production/ Performing: Relationships, team processes, and the team’s effectiveness in working on its
objectives are together to bring about a successfully functioning team
V. Adjourning/Transforming : The team is performing so well that members believe it is the most
successful team they have experienced
VI. Ending: The team has completed its mission or purpose and it is time for team members to pursue other
goals or projects.
There are some Role of TEAM
 Members should feel a sense of ownership towards their role in the team.
 Members should work together and use their talent and experience to contribute to the success of the
team's objectives.
 Members should offer their skill, knowledge, and in turn each member is able contribute to the team
success.
 Members participate equally in decision-making, but each member understands that the leader might
need to make the final decision if the team cannot come to a consensus agreement.
 One person may want to clarify the problem being discussed; another may suggest ideas for
resolution; a third may try to analyses the situation and produce an explanation of how the problem
came about.
 Identifying Individual role and responsibilities

 Organization
 Is pattern of relationship through which people pursue to achieve common goals, Are groups of people,
with ideas and resources, working toward common goals.
 Is a social unit of people that is structured and managed to meet a need or to pursue collective goals.

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 All organizations have a management structure that determines relationships between the different
activities and the members, and subdivides and assigns roles, responsibilities, and authority to carry out
different tasks.
 Are open systems--they affect and are affected by their environment.
 Organizational requirements may include
 Goals, objectives and plans, e.g. business plan, annual report
 Legal and organizational policies and procedures manual
 Access and equity principles and practice policies
 Anti-discrimination and related policies
 Ethical standards
 Quality and continuous improvement processes and standards
 Occupational health and safety (OHS) policies, procedures and programs
 Rights and Responsibilities of Employees and Employers at Workplace:

 Rights and responsibilities

 It is important that you can differentiate between rights and responsibilities, particularly between
those of employees as against those of employers. Rights are the entitlements you can expect to be
given or the way you can expect to be treated. Responsibilities are tasks that you must complete or
actions that are expected of you, that is, your obligations.
 Rights of employees include, to

 have to be paid the correct wage or salary

 have receive advice training
 to information on hazards in your work place
 To training from your employer
 Have sick leave
 Be provided with a safe work environment.
 Work an environment free from discrimination and harassment
 Responsibility of Employee may include:-
 treat all co- workers equally
 obey all lawfully instruction
 know terms of their employment
 report hazards condition to the employer
 attend work to be punctual giving on honest day’s work
 report any risk or hazard

 Rights of employers include, to

 dismiss workers according to the Common wealth Workplace Relations Act

 expect loyalty/ respectfully from employees
 expect reasonable care to be taken by all employees
 expect employees to be accountability/responsibility for money or resources in their care

 Responsibilities of employers include, to

 provide a safe work environment

 provide a workplace free from discrimination and harassment
 provide risk management
 provide appropriate safety equipment

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 consult with employees with respect to occupational health and safety
 pay employees the correct wage/salary for employee
 treat all employees fairly, applying Equal Employment Opportunity(EEO) principles

Learning as development tool

 Learning: -change—new ways of thinking and new ways of acting. For many people this can be
confronting and they resist having to make this change, therefore, they are resistant to undertaking
professional development.
 If a person understands why they need to obtain knowledge or develop a skill, including understanding
how it relates to the larger organizational picture, then they are more likely to take ownership of their
learning.
 If they can also see some benefit to them personally, as well as their team and the organization, then
they are even more likely to embrace learning.
 is a key component of organizational success. As a result, organizations need to operate as learning
organizations.
There are a range of self-assessment methods that can be used, including:
 Self-assessment against job specification/ performance criteria
 Formal or informal testing—verbal or written
 Performance evaluations/ interviews based on Key Performance Indicators (KPIs)
 Examination of work end-products
 Evidence of formal qualifications and previous training
 Monitoring and evaluation of productivity measures
 Soliciting feedback from team members/ managers/ clients/ suppliers
 If organizations can learn faster than their competitors, they have the chance of changing and growing
faster than them.
Identifying learning needs although in a true learning organization learning is taking place on a
continual basis; managers can take a leadership role in identifying the development needs of the
organization and translating them into meaningful objectives and activities at a range of levels.

 Steps to develop learning plan.

The following steps will assist you to develop a learning plan with a learner.

1. Assessment of learning needs.

 learner’s value

 skills

 strength and weakness

 preferred learning style

 Suitability of learners work situation as a work based learning environment (is there is a quiet place to
read /write /consider? are study leave provisions available ? is management supportive of work based
learning ?

 A learning and development plan acts as a road map for employees and helps to support their career and
personal development. ... The plans can be used to manage performance and demonstrates to staff that
their employer is keen to invest both time and resources in their career development.

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2. identification of learning goals

 It is important to identify learning objectives both from a learners perspective and from an
organizational perspective

 Once established learning goals can be reviewed against the learning outcomes of the module s in this
resource. This will assist the selection of appropriate modules.

3. Identify learning resources: - support and strategies. Evaluate the availability of the following
resources and the learner’s confidence in accessing them.

 People (facilitator, other learners, mentors, supervisors etc.)

 resources(e.g. text/library)

 technology (e.g. phones, internets,/e-email, video conferencing)

4. Specify what constitutes evidence of learning: - how will you and the learner know that learning has
occurred? Assessment of learning could include a portfolio , case notes , role play and case studies

5. specify target dates

 Specify dates for progress reviews and for module / task completion. Agree on how this will occur.

Mode of contact could include

 telephone call

 review of progress

 E-mail

 group teleconference (e.g. with other learners )

 face-to-face meetings
 Training Needs Analysis ( TNA )
Training ;-
 is any process by which the Attitude , skills And Abilities of employees to perform specific jobs are
increased
 the act of increasing the knowledge & skills of an employee for doing particular jobs
 involves the learning activity designed to improve employees performance at her / his current jobs
Some logical steps to be undertaken on the TNA
 Determine the training Need & value
 Determine training development plan & objectives
 Decide which training technique / methods to be used
 Establishing learning principle
 Conduct training & development programs before ,during & after implementations

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Identify possible consequences of inadequate training or training that does not meet an
organization’s needs or requirements.
 Reduced productivity
 Decreased flexibility/ adaptability to workplace demands
 Failure to enhance people’s skills
 Lead to a failure to meet statutory requirements in providing a safe and healthy working environment
 Reduced motivation
 Reduced satisfaction
 Failure to offer career development
 Increased employee turnover
Designing an effective learning plan many needs to be considered:
 learning outcomes must be clear, adequate and communicated to intended participants
 learning goals should be tangible and achievable (realistic)
 there should be time and task elements that will stretch or challenge participants
 proposed learning must be relevant and useful
 consideration for preferred learning styles and diversity must be accommodated
 monitoring, evaluation and assessment procedures for activities and progress
 sufficient resources, including time, must be allocated to the training program/ learning opportunities
 learning environments should be comfortable, free from distractions and suited to the skills
development
 the psychological climate in the organization should be conducive to learning
 learning must be structured so that participants feel a measure of control and are able to negotiate
learning needs, in an inclusive learning environment that recognizes and respects each person’s
individuality
 facilitators who are qualified, accredited, experienced and committed will make learning more
interesting and effective
Individual learning plan requirements can include knowledge and skills that are specifically required to
perform a current or future role, for example, learning how to manage the payroll, aspects that develop
personal characteristics or behaviors, that is, dealing with conflict skills or development that is aimed at
personal wellbeing, for example, personal fitness.
Gathering evidence
As employees are testing for competence (what a person can or cannot do), they should collect as many
forms of evidence as possible, providing the evidence is:
Generic skills/ competencies can be evaluated by gathering evidence, these skills come under the
heading of attitude and they can provide a good indication of cultural health.
They include:
 innovation/ creativity
 flexibility/ ability to adapt to new situations and new technologies & critical thinking, problem solving
 relations with work mates, management, customers/ clients
 self-expectations, self-management , knowledge/ understanding of how learning occurs
 ability to transform theories and facts into procedures & interest in learning new skills
 acceptance of responsibility of leadership abilities
 communication, interpersonal and information sharing skills
 ability to cope with change, to accept change as a constant and to use the opportunities presented by
change
 team participation to required task competencies
 the current needs of the organization
 Employees’ individual needs & organization’s developmental needs
 productivity projections
 requirements for any projected or proposed training programs or learning activities

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Employees who:
 do not want to learn
 whose attitude is that they are simply there to earn a wage
 who are afraid and resistant to change
 or who simply do not care
Can have destructive effects on the organization – its culture and its productivity. They can affect the
motivation and input of other employees. Thus employee attitude – willingness to
Feedback about an individual’s performance can also be gained from:
 informal observation
 examination of work outputs
 discussions with clients/ suppliers/ external stakeholders
 discussions with the individual
 results of training
Gathering feedback which is gained from independent sources enables skills gap identification. It allows
other perspectives to be considered and a holistic approach to learning and development to be taken. For
example, an employee might assess their own skills and feel that they take too long when closing sales.
Examination of the sales figures might show a lower number of total sales for this person but if the total
sales achieved is high, then it might be that the extra time taken with each customer is actually a benefit
rather than a problem.
Competence and types of knowledge
Competence, in the workplace, refers to the knowledge, skills and attitudes demonstrated by
Organizational members. It is the ability to consistently perform, over time, a discrete task, under specified
conditions, to an agreed standard. Standards are set by industries, enterprises and accrediting bodies. We
develop competencies by learning
 what to do (declarative knowledge), learning
 how to do it (procedural knowledge), and
 When to do it (situational or conditional knowledge).
When developing competencies we process information using cognitive processes, then we utilize that
information in practical situations to perform various tasks. When we are able to consistently (on a number
of occasions and in a number of situations) demonstrate successful performance, we are competent.
Declarative knowledge: is the knowledge that something is the case—the knowledge ‘that’. It relates to
what can be called factual and theoretical knowledge. You must know what, before you can know how
and when. In other words, when learning new skills we all need the basic
Procedural knowledge: is knowledge about how to do something; such as how to change a tyre or
write a letter. Before you can write a letter you need to know what words are and what we can do with
them (declarative knowledge that situation).
Conditional knowledge: is knowledge about how and when to apply that knowledge in order to act
appropriately. You would not, for instance, write a letter when a face-to-face meeting is required.
delivery methods and Learning styles
There is a wide range of different ways that learning can occur, but utilizing learning preference
theory ensures that trainers match the methodology to the learner rather than simply picking a
methodology that is easy or cost-effective.
 Delivery methods can include, but are not limited to:
 formal classroom-based training & reading
 workshops
 computer-based training
 mentoring & coaching
 informal discussion
 work shadowing
 attending conferences / meeting
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Essential elements of learning
there are some elements that serve to ensure quality training, and therefore achievement of competence,
that must be included. Effective learning requires:
 instruction/ demonstration
 development of procedures
 practice/ repetition
 constructive feedback
 reinforcement
Coaching and mentoring
In a learning organization, coaching and mentoring are both valuable methods of sharing knowledge and
developing skills. Whilst they do not meet the requirements of formal training, they are, in some
circumstances, more effective in passing on knowledge and skills.
There are subtle differences between coaching and mentoring although the terms are often used
interchangeably.
 Workplace mentors are generally people within the organization who have expertise, access to
organizational resources and the ability to guide and advise employees in a wide range of matters.
 A mentor helps and guides a learner’s development. This can be either a formal or informal role and
might be intended to provide protégées with upward mobility and career support. Mentors must be
trustworthy because employees will often confide matters that go beyond purely technical skill. Mentors
might provide all, or some of, the following roles: personal support, friendship, acceptance, and
counseling. These activities might not necessarily be publicly recognized or observable.
 Coaching: - is usually more task specific than mentoring. Coaches focus on helping and guiding
development in a particular competency or area of growth. They are usually chosen for their technical
expertise. Thus coaching is a more confined role. It does not often encompass the breadth of advice
and/or relationships normally found in a mentor relationship. It is also a very useful system if employees
transfer from one area to another or are promoted.
Induction training
 New employees should undergo training as a part of their induction. Induction training provides new
starters with the information they need to do their job and outline the structure of the organization.
Induction processes ensure that new employees are productive as quickly as possible. Induction
programs should:
 outline the organization’s policies relating to such things as safety, security, anti-discrimination, and
sick leave
 explain how to carry out common administrative tasks (e.g. changing a phone number, obtaining a
business card, ordering stationery)
 identify the organization’s information system (e.g. intranet or procedural manuals)
 provide information about the layout of the premises (i.e. how to get around the building, security and
floor plans)
 training relating to IT systems or equipment
 introduce key staff members and advise who should be contacted if inductees have a question—ideally,
they should be provided with a mentor or ‘buddy’
 be developed with the involvement of all relevant business units (such as security, IT, assets, etc.), to
ensure that new starters are given a complete picture
 Learning style preferences
Learners will have their own learning styles. This is because we are all different. Learning style
preferences relate to the ways in which people internalize knowledge and to the tools they utilize to
develop their learning. Learning tools include books, lectures, videos, games, practical tasks, research
activities, reflection, discussion and so forth

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 Visual learners
Visual learners learn best through seeing things.
 are usually good at spelling
 remember faces but may forget names
 need a quiet environment to study in like color
 understand and like charts are good at remembering things that they have read or seen
 have difficulty retaining what they hear
 prefer written reports to verbal ones may be avid readers
These people learn by copying down what is on a whiteboard, looking at diagrams and watching videos.
They find it easier to learn when they highlight, circle or underline important information in notes or
color code words. These learners benefit from the use of process maps and mind maps and need to take
notes when listening to lectures/ verbal instruction. These people find it beneficial to summarize and
organize content into graphs, charts, spreadsheets. They learn better when they use visual analogies or
metaphors to associate information and benefit from the use of computers.
 Peer-based methods
This includes formats where peers focus on helping each other learn, for example, by exchanging ongoing
feedback, questions, supportive challenges and materials. Peer-to-peer training can be less threatening for
learners. Peer training can, however, pass on bad habits and will be ineffective if the person providing
training was not trained properly themselves.
 Self-directed learning
Highly motivated learners can usually gain a great deal of knowledge and skills by identifying their own
learning objectives, how to meet those objectives and how to verify they have met the objectives. This can
be achieved by reading training handbooks, CD-ROM, web-based training, videos and hands-on
exploration/ experience.
 Off-job training
 In the Universities, colleges and training centers all provide structured learning that takes place in a
setting removed from the workplace.
The advantages of off-job training include:
 the ability to practice skills in a safe environment
 it provides underpinning knowledge in an efficient manner
 having access to qualified trainers who have a knowledge of efficient training methods and up-to-date
knowledge of learning content
 it isolates the learner from any workplace distractions
 it can be a cost-effective way to train groups of people
 On-the-job training
 On-the-job training is, as its name implies, learning that occurs in a workplace setting whilst a person is
performing their job.
 Is delivered to employees while they perform they regular jobs
 It helps particularly to develop the occupational skills necessary to perform as expected by an
organization, as it requires the participant to apply specific skills and knowledge within a holistic
setting.
 On-the-job training for formal qualifications is typically managed using a log book which guides the
learner in the competencies that they must demonstrate and also serves as a recordkeeping document.
 Career counseling
Employees should have the opportunity to work with their supervisors to develop career plans which
identify areas for improvement or advancement, how those areas can be addressed and when. Continuing
professional development many professions require verification of ongoing training to retain certification,
for example, social workers, some fields of law and nurses. Professionals must stay up-to-date in the views
and practices relevant to their industry.

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 Professional development can be gained by:
 attending conferences
 attending seminars/ workshops
 undertaking professional reading
 Distance learning
Distance learning has become a mainstream approach in training and development. This typically includes
learning by getting information and/or guidance from people who are not face-to-face with the learner, for
example, learning via satellite broadcast, online learning or email or postal mail correspondence.
 One-on-one training
This form of training allows the instructor to provide training that is tailored to the individual’s
requirements. The course can be structured to meet the strengths and weaknesses of the trainee.
 Learning support materials
The learning objectives, method chosen and the preferred learning styles of the participants
Will all have an influence on the materials that
Will be required to support the learning. If
Chosen appropriately and designed effectively, support materials can make learning easier,
Assist with memory retention, increase the transfer of knowledge to a workplace setting and
Make learning fun.
 Learning support materials can include, but are not limited to:
 product examples
 student workbooks
 text books
 PowerPoint presentations
 handouts
 fact sheets
 worksheets
 assignments/ tests
 websites
 chat rooms and other e-learning social support mechanisms
 DVD and audio
 simulated environments, e.g. flight simulator, ‘sandpit’ environment for software
What Is a Business Plan?
A business plan
written document describing the nature of the business, the sales and marketing strategy, and
the financial background, and containing a projected profit and loss statement
A business plan is also a road map that provides directions so a business can plan its future
and helps it avoid bumps in the road. The time you spend making your business plan
thorough and accurate, and keeping it up-to-date, is an investment that pays big dividends in
the long term.
Business plans are important to allow a company to lay out its goals and attract investment.
They are also a way for companies to keep themselves on track going forward
The business plan should conform to generally accepted guidelines regarding form and
content. Each section should include specific elements and address relevant questions that the
people who read your plan will most likely ask. Generally, a business plan has the following
components:

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 Process of preparing a business plan

1. Executive Summary: Summarize outlines the company and includes the mission statement
along with any information about the company's leadership, employees, operations, and
location.
2. Company Overview: Discuss your business’s history, leadership team, and locations.
3. Market Analysis: Describe your industry and how your company stands out from
competitors. It will outline the competition and how it factors in the industry, along with its
strengths and weaknesses.
4. Business Organization: Explain your company’s legal structure, and introduce key
executives.
5. Products and Services: Showcase your product or service and the pricing model. the
company can outline the products and services it will offer, and may also include pricing,
product lifespan, and benefits to the consumer
6. Marketing and Sales Plan: Highlight how you plan to acquire and retain customers. This
area describes how the company will attract and keep its customer base and how it intends to
reach the consumer
7. Financial Plan and Projections: Provide at least three years of financial projections. , the
company should include any financial planning and/or projections. Financial statements,
balance sheets, and other financial information may be included for already-established
businesses
8. Budget: Any good company needs to have a budget in place. This includes costs related to
staffing, development, manufacturing, marketing, and any other expenses related to the
business.

9. Appendix: Include additional information, such as your resume.ne-Page Business Plan

Template for a Service Business

 Outline of Business Plan Template

1. Executive Summary
1. Opportunity
1. Problem Summary
2. Solution Summary
3. Market Summary
4. Competition
5. Overview
6. Why Us?
2. Expectations
1. Forecast
2. Financial Highlights by Year [chart]
3. Financing Needed
2. Opportunity
1. Problem & Solution
1. Problem Worth Solving
2. Our Solution
2. Target Market
3. Competition
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Awash valley college ARIF M
3. Execution
1. Marketing & Sales
1. Marketing Plan
2. Sales Plan
2. Operations
1. Locations & Facilities
2. Technology
3. Equipment & Tools
3. Milestones & Metrics
1. Milestones Table
2. Key Metrics
4. Company
1. Overview
2. Team
1. Management Team
2. Advisors
5. Financial Plan
1. Forecast
1. Key Assumptions
2. Revenue by Month [chart]
3. Expenses by Month [chart]
4. Net Profit (or Loss) by Year [chart]
2. Financing
1. Use of Funds
2. Sources of Funds
3. Statements
1. Projected Profit & Loss
2. Projected Balance Sheet
3. Projected Cash Flow Statement
6. Appendix
1. Monthly Financial Forecasts
2. Additional Documentation

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