To develop an effective incubation program for at-risk youth, it was essential to base the project on instructional design and learning theories aligned with the learners’ needs and experiences. The ADDIE model provided a clear and organized instructional design structure that guided the entire process, from ideation to business execution. This model’s cyclical and iterative nature, initially established for military training but widely embraced in education today, ensured the program remained learner-centered and adaptable through continuous evaluation and refinement (Culatta, 2018; Kurt, 2017). What made ADDIE especially fitting for this project is its balance between structure and flexibility—qualities crucial to small business planning where adjustments are often necessary.
Two learning theories primarily shaped the pedagogical approach: Constructivism and Experiential Learning Theory. Constructivism promotes the idea that learners build knowledge from their existing understanding (Kurt, 2021). This project’s beneficiaries had already spent two years in the Community-Based Ministry (CBM) program, gaining knowledge in areas of personal interest and experiencing real-life applications. Recognizing their pre-existing knowledge was motivating because it meant the program didn’t start from scratch; learners were encouraged to reflect on and expand what they already knew. The pre-assessment survey not only identified gaps but also showcased their prior knowledge about business concepts, truly reflecting the constructivist view that learning is built upon one’s experiences.
Experiential Learning Theory, articulated by David Kolb, complements constructivism by emphasizing learning through experience and reflection (Kurt, 2020). The program design applied Kolb’s four stages of learning: active experimentation during the ideation workshop, concrete experience through handouts and practical activities, reflective observation during consultations, and abstract conceptualization following feedback. This cyclical process resonated well with the beneficiaries’ learning styles since many are hands-on learners who value practical application of their skills. This insight was key in shaping the materials and workshops, making the learning meaningful and directly applicable to their entrepreneurial journeys.
Incorporating these theories made the project feel more aligned and impactful. Seeing learners actively engage in constructing business ideas and reflecting on their experiences confirmed the theories’ relevance. The visual branding and instructional design also played a role in connecting with learners, as meaningful design can strongly influence retention and motivation. Integrating learners’ feedback and experiences throughout the development and evaluation phases allowed the program to evolve responsively, further supporting the experiential approach. In essence, grounding the incubation program in constructivism and experiential learning recognized that these young entrepreneurs are not passive recipients of knowledge but active participants in their growth, making the training more effective and rewarding for all involved.
Incubation Program Manual
The Self-Determination Theory (Deci & Ryan, 1985) theory emphasizes intrinsic motivation, autonomy, and competence as drivers for effective learning and behavior change. When learners feel in control and competent, engagement and persistence increase. The complete manual provides structure yet allows learners to take ownership of their learning journey, supporting autonomy and motivation to start their own business.
Ideation Workshop
The Social Learning Theory (Bandura, 1977) occurs by observing others, modeling behaviors, and social interaction. Learners gain knowledge not only through direct experience but also through collaboration and peer observation. The in person workshop includes lectures combined with written activities and social interaction, where learners observe, discuss, and co-construct business ideas through guided group work and feedback.
Instructional Materials (Business Resource Handouts)
The Cognitive Load Theory (Sweller, 1988) theory focuses on optimizing how information is presented to avoid overloading working memory and to enhance learning efficiency. Clear and organized instructional materials support better understanding and retention. The handouts provide structured, practical activities designed to break down complex business concepts into manageable parts, easing cognitive load for learners.
Instructional Materials (Sustaining Your Business Booklet)
The Adult Learning Theory or Andragogy shows that adult learners are self-directed, bring prior experience, and seek learning that is relevant and problem-centered (Knowles, 1980). The booklet is a post-ideation guide that supports learners' ongoing, practical needs to sustain their business, recognizing their existing knowledge and encouraging self-directed growth.
In Person Consultations
Scaffolding by Wood, Bruner and Ross (1976) involves providing support to learners during instruction that is gradually removed as learners gain independence and mastery. The 1-hour in-person consultations offer tailored support to help beneficiaries develop their business proposals, gradually fostering their confidence and skills to work independently.
Training for Trainers
The Cognitive Apprenticeship by Collins, Brown, and Newman (1989) highlights teaching through guided experience in real-world tasks, where experts model, coach, and gradually release responsibility to learners. Training the next lead mirrors cognitive apprenticeship by preparing trainers through modeled instruction and continuous support so they can effectively mentor future learners.