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Overview
Entrepreneurship, Steve Mariotti claims, is vital. An Entrepreneur’s Manifesto is Mariotti’s rallying cry for the world to recognize the potential that business creation holds for the individual and the economy. Mariotti explores how entrepreneurship affects schools and prisons, developed cities and isolated villages, brick-and-mortar stores, and internet-based businesses. He takes a hard look at the research on entrepreneurial education, entrepreneurship, government policy, and the social and cultural attributes most likely to foster successful business creation, incorporating his discussions with some of the best minds on the question of entrepreneurship. Mariotti also examines how the rise of the Internet and Web-based innovations like crowdfunding have both changed—and not changed—the fundamentals of promoting those who take the ultimate gamble of going into business for themselves.
As the author of several leading textbooks on the subject and founder of the Network for Teaching Entrepreneurship (NFTE), a global nonprofit organization that has educated more than 500,000 students and trained more than 5,000 teachers in 50 countries, Mariotti is both an experienced and reliable leader in what he calls the entrepreneurial revolution. Mariotti frequently writes for the Huffington Post and has been recruited by the State Department to discuss his ideas on youth entrepreneurship in Cambodia and other developing countries seeking to escape the shackles of centrally planned economic policies.
Neither a dry recitation of academic theory nor a scattered collection of feel-good stories, An Entrepreneur’s Manifesto builds on Mariotti’s unique perspective to offer a critique that is both inspiring and practical. Riveting stories complement enlightening real-world perspectives, making the work relatable and inspiring.
“There is no more revolutionary act,” Mariotti says, “than starting a business.”
Product Details
| ISBN-13: | 9781599474441 |
|---|---|
| Publisher: | Templeton Press |
| Publication date: | 06/15/2015 |
| Edition description: | First Edition, 1 |
| Pages: | 264 |
| Product dimensions: | 5.70(w) x 8.60(h) x 1.10(d) |
| Age Range: | 3 Months to 18 Years |
About the Author
Read an Excerpt
An Etrepreneur's Manifesto
By Steve Mariotti
Templeton Press
Copyright © 2015 Steve MariottiAll rights reserved.
ISBN: 978-1-59947-444-1
CHAPTER 1
Entrepreneurship Can Be Taught — to Anyone
It's a very ancient saying, But a true and honest thought, That if you become a teacher, By your pupils you'll be taught.
— Richard Rodgers and Oscar Hammerstein, The King and I
According to Mapquest, it should take only twenty-six minutes to travel the eight miles from the Boys and Girls High School in Bedford-Stuyvesant, Brooklyn, to the Waldorf Astoria on Park Avenue in Manhattan.
It took me thirty-one years, one month, and seventeen days.
I felt awestruck as I entered the Waldorf's elegant ballroom on April 23, 2013. It was packed for a gala celebrating the Network for Teaching Entrepreneurship's (NFTE) silver anniversary — and I was the guest of honor. The organization I had founded in 1987 to bring entrepreneurship education to at-risk youth had survived twenty-five bumpy yet exhilarating years. In that time NFTE had grown from a high school teacher's pipe dream into a nonprofit widely recognized as the leader of today's global movement in entrepreneurship education.
My first office was a wooden table at the West Fourth Street Saloon near New York University, where I went for the free popcorn (and to nurse my crush on actress Edie Falco, who was waiting tables).
Today NFTE occupies two floors at 120 Wall Street. We have certified fifteen hundred entrepreneurship teachers worldwide. Significant NFTE programs have been established in South Africa, Ireland, Israel, Belgium, China, the Netherlands, Germany, India, and the United Kingdom, and new programs are opening in Hebron and New Zealand. Over six hundred thousand students worldwide have graduated from our programs.
Given our humble beginnings, it was wonderful to see Goldman Sachs and MasterCard step up as the gala's primary sponsors, along with such with business all-stars as Southwest Airlines, Ernst & Young, E*Trade, Microsoft, and Sean "Diddy" Combs.
The organization has even been the subject of a movie. The documentary Ten9Eight: Shoot for the Moon follows teenage finalists arriving in New York City for NFTE's national business plan competition. In his January 24, 2010, op-ed for the New York Times, Thomas Friedman wrote, "Obama should arrange for this movie to be shown in every classroom in America. It is the most inspirational, heartwarming film you will ever see."
At the 2013 gala, our Global Young Entrepreneurs of the Year winners presented their businesses: Tyler Hansen had opened a paintball arcade in his Central Valley, California, hometown; Lakeisha Henderson, from East Cleveland, Ohio, had been inspired by her pet-grooming business, Besties for Life, to major in business in college; Niall Foody, age sixteen, from Letter-kenny, Ireland, who has Asperger's and dyspraxia had developed an ingenious line of luminous stickers to place around keyholes, light switches, and doorbells to make them easy to find in the dark; and Abdulaziz Al-Dakhel, age eighteen, from Jeddah, Saudi Arabia, had developed a string of products from camel's milk ("a new Viagra"), wool, and even urine.
These young winners were all from challenging backgrounds. They beautifully delivered their well-practiced pitches to the gala guests, making eye contact, shaking hands firmly, and making sure everyone who stopped by their displays left with business cards and brochures.
Later that evening, we heard from NFTE alumni like James "Jimmy Mac" McNeal, who took part in a NFTE BizCamp at Philadelphia's Wharton Business School as a high school senior in the summer of 1989. Jimmy's Bulldog Bikes became the first urban bike company in the bicycle motocross (BMX) market. Today his parent company, BDG Industries, is a major player on the BMX scene, with media, marketing, and event planning spinoffs. Jimmy remains active in NFTE as a teacher and mentor.
We also heard from Jasmine Lawrence, NFTE class of 2003. When she was eleven, Jasmine lost nearly all of her hair after using a chemical relaxer. She founded EDEN Body Works, a natural line of hair care products, and secured an order from Wal-Mart for over one hundred thousand dollars a year in sales — and her company is still growing.
At-Risk Youth Have an Aptitude for Entrepreneurship
These amazing young people illustrate something I have seen happen many times. Teaching at-risk youth basic business principles changes their lives — whether they become lifelong entrepreneurs or become better employees and are able to enhance their careers because they understand how business works.
I believe the biggest breakthrough of the last fifty years in education is that entrepreneurship can be taught and that it helps students in critical ways — whether they go on to become entrepreneurs or not. Young people have wonderful, unique advantages in business. As any parent of a teenager knows, they are more comfortable with risk than adults. This generation has also grown up online, watching young entrepreneurs like Mark Zuckerberg (Facebook) and Bobby Murphy and Evan Spiegel (Snapchat) turn fresh ideas into billions of dollars.
At-risk youth have additional advantages. They often display a natural aptitude for entrepreneurship because their challenging lives encourage them to develop assertiveness, independence, and salesmanship. They have a lot of experience handling risk and ambiguity. When these qualities are channeled into entrepreneurship, negative behaviors turn into positive ones. I've personally witnessed angry, disaffected, and disenfranchised children transform into creative, inspiring, empowered leaders once they've been taught how our economy works and how they can participate in it. Not only do at-risk youth exposed to entrepreneurship get excited about business, they become motivated to do better in school. They realize that there are many paths out of poverty, and they discover the power of their own potential, which enhances their self-esteem.
I've made it my life's work to teach entrepreneurship education as a pathway to prosperity for at-risk youth around the world. I won't quit until every school in the world provides its students with this empowering knowledge.
Leaving Corporate Life
This all began because, back in 1982, I wasn't a very good teacher.
Standing in front of fifty-six unruly students as a newly minted math teacher at one of New York City's most crime-ridden schools was not part of my master plan. My dreams ran more along the lines of becoming the CEO of a Fortune 500 company.
In 1977 I graduated with an MBA from the University of Michigan. During graduate school I won a scholarship to study at the Institute for Humane Studies with Friedrich A. Hayek, the 1974 Nobel Prize winner for economics.
After the summer program with Hayek I began my career at Ford. I had the best job a young MBA could get. I was an analyst for the legendary Ford finance staff.
I led a team that helped lower Ford's interest payments by several million dollars a year, earning me the nickname "Stevie Wonder." At twenty-six I was leapfrogging over career hurdles and getting an inside look at how one of America's largest corporations operated. But I soon learned that speaking one's mind did not go over well.
I was Ford's South Africa and aerospace analyst. I'd also become a fan of civil rights leader Reverend Leon Sullivan. In 1977 Reverend Sullivan drafted the Sullivan Principles. These guidelines recommended that American companies operating in South Africa under apartheid refuse to segregate their workers according to race and pay black and white workers equal pay for equal work. Sullivan, who served on the board of General Motors — the largest employer of South African blacks at the time — also lobbied American corporations to withdraw from South Africa while apartheid was still in effect.
I began corresponding with Reverend Sullivan. I disagreed with him about divestment, as it would cost black South Africans jobs, but I did raise the issue at Ford about whether we should be selling aerospace equipment to a repressive regime. I made enough of a stink that the issue reached the board of directors. Eventually Ford did change its policies in South Africa, and as international protest against apartheid grew, Ford completed a divestment agreement in 1987.
I was told that I was too controversial, and I was sacked. Burned out on corporate life I moved to New York City, thinking I might start a business. I'd always had simple little businesses when I was a kid, reselling golf balls or doing laundry. In New York I discovered that if you made products in a third-world country, it was really tough to find someone to represent you in the United States. So I started a small import-export company. Soon I was meeting interesting people from all over the world, helping them sell wood carvings and jewelry in the United States.
Being an entrepreneur had an immediate beneficial effect on my self-esteem and outlook. I was making less money, but I was my own boss. I also felt really good about helping my clients from Africa and other distant places make money and improve their lives. I loved being self-employed and started thinking about expanding into other ventures.
But then I learned another life lesson — about living in a large city.
A Life-Changing Jog
One lovely fall afternoon in 1981 I set out for a jog along the East River. I passed a group of teenage boys lounging against the railing that ran along the riverfront.
"Get him," one of them said.
They roughed me up and took the ten-dollar bill I had in my running shorts. They waved knives in my face, shoved me around, and taunted me. My hands were trembling. I couldn't believe this was happening in broad daylight.
After knocking me to the ground, they sauntered off. Dazed, I got to my feet and blinked in the bright afternoon sun. No one seemed to have noticed a thing. I stumbled out of East River Park and made my way toward home. On the way, I ran into a group of policemen. They took me to their station to file a report.
Afterward, the entrepreneur in me wondered why these kids would risk prison for ten dollars. If they had been able to sell me something or ask me to invest in a business, they could have gotten a lot more money. That would have been a win/win situation for everyone.
After the mugging I developed flashbacks and nightmares. I was diagnosed with post-traumatic stress disorder by a therapist who suggested I confront my new fear of teenagers by becoming a teacher. My mother had been a beloved special-education teacher back in Michigan, so the idea actually appealed to me.
I had also been told I should become a teacher by Ayn Rand, although perhaps she was being sarcastic. I knew the great writer in her final years, and we talked at length about the power of free markets and the wonders of capitalism. One day she turned to me and said, "Steve, you talk too much. You should be a teacher."
Back then, New York City had a serious teacher shortage. Basically, if you had a college degree and seemed reasonably sane, they'd let you teach. I told the school board that I wanted to teach in the most troubled schools and work with the most difficult children. The school board was happy to oblige.
A Breakthrough Born of Desperation
In 1982 I was assigned to Boys and Girls High School in Bedford-Stuyvesant, Brooklyn. Boys and Girls had established itself as the most dangerous school in the nation. The student dropout rate was 70 percent. Seventy-two teachers simply refused to report for duty — they preferred to be unemployed. In 1978 the New York State Board of Regents took the unprecedented step of putting the entire school on probation.
My students were incredibly rowdy, and I had no idea how to quiet down my classrooms enough to even try to teach. On March 6, 1982, I was attempting yet again to teach a class at Boys and Girls High School. The day before, someone had set a coat on fire in the class. This day wasn't going any better. Frustrated and close to tears, I stepped out into the hallway to try to gather my composure. The kids didn't even notice that I was gone.
I racked my mind for answers. I had been bored and inattentive in high school, too. What had interested me? Money. I always had some little business going. Earning money was always what had interested me most. It was probably the only reason I had ever bothered to learn to read, write, or do math.
I whipped off my watch and marched back in to the classroom. I held it up and screamed over the din, "Hey! What is this worth?"
You could hear a pin drop, and, as if by magic, I became a teacher.
Tyrone, one of the most troublesome kids, said clearly: "I would pay twenty-five. Nice watch, Mr. Mariotti."
Another echoed him, "I would go twenty."
Suddenly, the class was debating the value of my watch, so I pushed them: "Where does the store buy it from?"
If the first question began my career, the second made it last a lifetime. The secrets of buying goods from a wholesaler in bulk and selling individual pieces at higher prices to make a profit poured out of me, and my students were fascinated. The next day I brought in a wrench, and we discussed the distribution chain that runs from manufacturer to wholesaler to retailer, with profit markups for every link in the chain.
Soon we were calculating gross and net profit and return on investment. We discussed business cycles, investing, present and future value, marketing, and more. I was teaching my students supply and demand, how prices communicate information, and Austrian trade cycle theory — and they were getting it!
Entrepreneurship Education Motivates Kids to Learn
Out of sheer desperation I had discovered something magical. Entrepreneurship can be taught, even to the most disruptive kids in the worst high schools in the country. Especially to them. They know how to hustle, they understand the value of a dollar, and they long to participate in our market economy — but they have no idea how. That is often the source of their frustration and acting out. In too many neighborhoods, the only people teaching our youth entrepreneurship are drug dealers. That has to change.
I came up with business-based games to motivate my students to learn math. I had students make change in a role-playing retailer/customer scenario, for example. The retailer had to make ten correct transactions — or lose the turn if he or she made a mistake. Nobody wanted to make a mistake.
This game treated math as a practical reality rather than an abstraction. More subtly, it gave the retailer a chance to experience ownership. What had begun as intuition slowly developed into a certainty: Whenever I could focus a lesson on business, I had my students' attention.
I began using all my ingenuity to teach the bedrock principles of entrepreneurship: buy low/sell high, keep good records, and satisfy a consumer need. When these young people grew interested in business, they wanted to know how to add, subtract, and divide so that they could calculate their rates of return. They wanted to be able to read and write and speak more effectively.
I also had students make mock sales calls. This game taught them that to sell they had to be civil and polite. They had to convince customers to buy from them; they could not coerce or bully (or mug!) them.
I found The Wall Street Journal to be a valuable teaching tool. I used it to hold stock contests: Each kid would pick a stock and track it. The holder of the stock that gained the most in six weeks would earn a prize. The students quickly learned to read the stock tables, and I pointed out that the CEOs of America's largest companies — and indeed everybody who was anybody in the business world — were reading, that morning, that very same newspaper. One class became so obsessed with The Wall Street Journal that I ended up supplying each student with a daily copy at my own expense.
During the 1980s, I spent eight thousand hours in the classroom developing lessons using entrepreneurship to motivate young people to learn to read, write, and do math. I ran school stores and used them as entrepreneurship labs. Above all, I taught my students the power of ownership to transform their lives. I proved to them that they could participate in our economy. The sky was their limit. They were not doomed to live on welfare, or to risk their lives and freedom selling drugs. Armed with this knowledge, many of my kids started successful little businesses, developed bigger businesses, went to college, landed good jobs, and helped their families and communities.
(Continues...)
Excerpted from An Etrepreneur's Manifesto by Steve Mariotti. Copyright © 2015 Steve Mariotti. Excerpted by permission of Templeton Press.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.
Table of Contents
Preface / ix Chapter 1: Entrepreneurship Can Be Taught—to Anyone / 3 Chapter 2: Nurturing the Entrepreneurial Mind-Set / 25 Chapter 3: Who Are the World’s Entrepreneurs? / 51 Chapter 4: Should Governments Help Promote Entrepreneurship? / 77 Chapter 5: A Teaching Revolution / 103 Chapter 6: The Digital Revolution: Technology Levels the Global Playing Field / 123 Chapter 7: On the Cusp: A Financing Revolution / 139 Chapter 8: A Prison Revolution: Desperately Needed / 167 Chapter 9: The Social Enterprise Revolution: Entrepreneurs Solving Social Problems / 187 Chapter 10: An Entrepreneur’s Manifesto / 211 Acknowledgments / 229 Index / 233Interviews
I wrote An Entrepreneur’s Manifesto because I believe entrepreneurship education and policies that encourage entrepreneurship are the most practical ways to address the ills plaguing the world today, from dangerously high levels of youth unemployment to terrorism and the wealth gap. I hope to inspire an Entrepreneurship Revolution that will transform the global economy and usher in a new surge in peace, prosperity, democracy and freedom worldwide.
Since founding the Network for Teaching Entrepreneurship (NFTE) in 1987 to bring entrepreneurship education to at-risk youth I have seen extraordinary transformations among young people exposed to entrepreneurship. At the time, I was a failing special-education teacher unable to reach or teach the rowdy students in my Bed-Stuy high school. One especially rough day, I stepped out of the classroom to try to compose myself. In a desperate move, I took off my watch and marched back in with an impromptu sales pitch for it. To my astonishment, my students were riveted and stayed with me through a lesson on sales, wholesale and retail costs, and return on investment.
I had stumbled onto the truth: these kids were far more frustrated than I was. They felt so disconnected from our economic system that they saw no futures for themselves and no reason to pay attention in school. When I taught them how to start and run simple small businesses, they quickly grasped the connection between learning and earning money. They became excited to read, write, do math, and behave better.
Today, NFTE has over 600,000 graduates of our entrepreneurship education programs from Chicago to China--and so many wonderful success stories. I strongly believe that any increase in business literacy will fight poverty, and help inoculate the world against terrorism and anti-capitalist totalitarianism, which we have seen develop when poor people become as frustrated as my inner-city students were--before they learned that they could not only survive but thrive in the free market.
The most political act a person can ever do is to create a business. To become an entrepreneur has the power to revolutionize lives, rescue families, and forever change communities and countries. I hope you’ll enjoy An Entrepreneur’s Manifesto, and join the Entrepreneurship Revolution! www.stevemariotti.com