What Potato Chips Can Teach Entrepreneurs?

America, and the developed world, is saturated with cheap, convenient, pre-packaged snack foods. These tasty treats are available in sweet, salty, chilled, or warmed styles and presentations. None is more popular, and ubiquitous, than the potato chip.

The potato chip in America was historically a very local mom and pop business until the 1930’s. The end product, the potato chip crisps; were very difficult to ship, handle and preserve without advanced packaging techniques. Prior to the invention of coated bagging components, chips were made in local kitchens and sold in a few local stores, typically out of barrels. As soon as the barrels were opened, and the shop owner scooped the sold product for the consumer, air entered the barrels and the potato chips became stale. Consumers of these chips were taught to heat the chips at home before serving to mitigate the lack of freshness.

This type of trade was adequate for a local service business model, but it did not allow for economies of scale or national distribution. In addition, each town and region developed a favorite type of chip that enjoyed local popularity only. The opportunity was ripe for an entrepreneur to consolidate and commercialize the snack business in a major way and revolutionize the category.

That entrepreneur was Herman Lay. Mr. Lay was a route salesman for the Barrett Food Company of Atlanta. He sold the Barrett brand of potato chips in an assigned territory in Nashville, TN during the 1930’s. He was a natural sales talent, developed and quickly grew his territory and soon hired route salesmen to work for him. The owners of Barrett noticed his success and offered to sell Herman Lay the whole business. He struggled to cobble together financing. This was at the height of the depression. Somehow, a combination of loans, savings and preferred stock was assembled and the $600,000 selling price was secured.

The new Company immediately changed the name to the H. W. Lay, Company. Mr. Lay recognized that mechanization was necessary to expand his distribution and lower costs. He invested every dollar of profit in self-contained potato processing machinery that took a whole potato and produced a finished chip. The crisps were then packaged in the new non-permeable bags that insured freshness for the product as they were shipped and sat on store shelves until purchased and consumed.

The onset of World War II proved most profitable for the salted snack industry. Chocolate and sugar were heavily rationed during the war and products that utilized these ingredients became rare and expensive until the war was complete. Salt, however, was never rationed and the availability of salty snacks made them the preferred choice of consumers seeking a quick treat during the war. In addition, these salty snacks were consumed in huge quantities by the troops.

Lays Potato Chips and snacks became ubiquitous on store shelves in the American south during and after the war. The Company bought up small, under-capitalized competitors and expanded aggressively. Eventually the H. W. Lay Company purchased the Frito Company of San Antonio, Texas. Frito had perfected the production of a corn chip which we eat in huge quantities to this day. The combined Frito Lay Company became the strongest national salted snack producer.

Frito Lay and a number of regional brands dominated the salted snack category through the post-war years. The simple potato chip was basically unchanged in appearance, flavor and consistency, except for adding new tastes such as garlic, green onion and bar-b-cue. The industry seemed to have settled into a maturing, slow growth category, with limited entrepreneurial opportunities for new offerings. However, the most entrepreneurial consumer product Company in the world, Cincinnati’s Procter & Gamble (P&G), is always seeking to cultivate and grow new product niches. They had their corporate eye on the snack industry and, in particular, the P&G management felt they had identified a chink in the armor of the potato chip producers.

That chink was in packaging. Potato chips had been sold since the late 1930’s in flexible, pliable bags. While this insured freshness, it made breakage an issue. Consumers taking part in focus groups had told P&G that they did not like the small, cracked, broken pieces of chips that settled in the bottom of the bags. Research and Development at P&G began to work on an answer to the problem.

P&G is famous for its creation of Brand Management. Brand Management enables the responsible team assigned to each specific product to treat the brand as a stand- alone business and profit center for the Company. The success of this management style is legendary and has been studied in Business Schools and adopted by many other businesses. The Brand Management system encourages each team to pursue aggressively new product adaptations and inventiveness.

P&G Research and Development for the Company’s food group worked on the potato chip project throughout the 1960’s. Their answer to the problem created a wonderful example of how an entrepreneurial firm, or individual, can profit immensely from a convergent product innovation. The innovation that became a billion dollar brand, and revolutionized snack food marketing, was the introduction of Pringles.

P&G obviously did not invent potato chips or salty snack foods. However, by adapting the classic potato chip in form, taste and presentation they created a novel, blockbuster brand that is sold to millions of consumer around the world every day.

Pringles are 42% potato. They are formed by mixing potato flakes with liquid slurry and then dried to form each chip into an almost perfectly identical curved oval crisp. The genius of Pringle’s lies in the cylindrical cardboard tube invented for P&G by Fredric Baur. The Pringle crisps are stacked inside the tube so there is virtually no breakage of the individual chips. The tube closure is a snap on plastic lid. Pringles was test marketed in 1968 and consumers were enthusiastic. The product has been constantly improved and over 40 flavors have been added to the original style. Many of these flavors are sold in specific countries or regions to suit prevailing taste preferences, such as jalapeno in Mexico and Cajun in Louisiana.

Entrepreneurs are driven to seek and create “divergent products”. The invention of disruptive “divergent products” such as the light bulb, the cotton gin or the internal combustion engine is the “Holy Grail” that these visionaries seek to perfect and leverage to fame and fortune. However, the most often realized and realistic road to success is to create a niche product improvement. Explore existing products and technologies and identify needs that are not being addressed by these products. The creation of novel “convergent products” that simply add incremental benefits and small performance enhancements can result in huge profit.

Procter & Gamble has built the largest consumer product Company in the world and one of the most admired innovation factories by seeking both “divergent” and “convergent” opportunities. Pringles is an example of a huge “convergent product” innovative success. The history of P&G is rife with examples of new “convergent product” successes. The “divergent product” innovations are fewer and harder to discover and bring to market. This is a great Company that looks for opportunity anywhere it can find it.

Entrepreneurs should take note of this process. Frito Lay is today owned by PepsiCo. The evolution of this great brand owes much to the simple drive and vision of H. W. Lay. He took a simple product that suffered a poor distribution model and turned the opportunity into immense wealth. P&G took the breakage problem inherent in bagged potato chips and through innovation in recipe and packaging created a huge worldwide success with the introduction of Pringles. P&G and H. W. Lay are examples of the elegance of simple ideas. Remember the old axiom: KISS = Keep it Simple Stupid! The best ideas are often the most obvious.

How To Teach Fitness Classes In Schools

The government has issued new PE objectives to schools indicating that they must increase their structured PE during school time to every child by 2010. They also have to provide an additional 2 hours of out of school PE by 2014. By using real life case studies from successful instructors who are leading the field in developing regular ETM classes and strategies for schools this article explains how to present yourself as an expert, understanding all school ‘s love for acronyms and coding systems and pinpoint who to approach within schools .

Diversification has to be the buzz word in the fitness industry right now. There are so many avenues for the discerning fitness professional to go down within group fitness. These niche markets are in desperate need of the qualified Group Fitness Instructors skills, expertise and knowledge. No longer is teaching in a health club or sports centre the only option. Classes in the community, GP referrals, corporate venues, children, teens and the plus sized market are all MASSIVE opportunities and are relatively untapped areas. We need to start making significant steps towards finding solutions and creating specific programmes for these target groups.

Teaching fitness to children is not the same as teaching to adults so you will need to do a specialist teaching qualification (see the end of this article for course information) as an add onto your existing qualification. Remember you will not be insured to teach under 16’s unless you have a separate specialist qualification. You will also be required to be CRB checked but I am sure your school will be able to help you with this.

But how do you approach schools? who do you approach in schools? and how does it all work?

Liz Hindley owns a highly successful business in Preston, Lancashire called Physikidz (www.physikidz.com) After completing the CAFitness qualification Liz ( who is a mum of 3) began approaching schools with her unique ideas for getting children into exercise. “Leaping Liz” as Liz is known by the children , has developed C.A.T.S (Classroom Aerobics Training System). She identified that children at key stage level 1 and 2 would benefit from doing short simple exercise sessions every day. These sessions are taught in the classroom, without the need to get changed. Leaping Liz visits the participating schools periodically but in the meantime has designed and created all her C.A.T.S routines on a DVD which the teachers play every day for the children.

“The programme I run is operating in Preston (the UKs newest city!) and surrounding areas. I have run INSET days for teachers in Liverpool and Chorley, and spoke about my programme at a conference for SScos at the JJB Stadium in Wigan, which covered the whole of the Northwest. On the back of that and the website, I have sold C.A.T.S (Classroom-based Aerobic Training System) Dvds to schools all around the country.”

Liz is a fully qualified group fitness teacher and I asked her what motivated her to make the push into schools:

“A family friend, a local PDM, was concerned that schools in his partnership were falling short of the 2 hours structured PE that is a Government requirement for 2010, particularly at Key Stage 1. I offered to work with a school in his area to see whether there was a solution to the problem. My simple, short routines were such a hit, that other schools in the area asked me to visit. My alter ego “Leaping Liz” quickly became a local celebrity among teachers and the requests for school visits came flooding in. More than that, I found that I really enjoyed working with these little bundles of energy. I feel that I am really making a difference to the fitness levels of children in our area. They all feel inspired to tell me about their activities – swimming, judo, gymnastics, ballet – between my visits. I am also helping teachers to achieve a simple solution to the problem of fitting more PE into an already packed curriculum. No two schools are the same; no two children are the same. It is challenging, but enormous fun “ Says Liz

But how do you break into the schools system?

Liz offered to run half-hour aerobics sessions to three key stage one classes over six weeks at no cost to the school. Since going into that school, they have asked her back to work with key stage two, to work for a whole day during Health Week, to run after school sessions for the staff, to do a step taster session with Year 6 and to do a sponsored aerobics charity event. They also passed Liz’s contact details onto the primary school across the road, who booked her for six weeks, and so it continued.

Decide which age group you want to aim at to begin with. Better to approach a school and offer to teach Junior Yoga for 3 weeks in half hour sessions to Key Stage one, than to try to offer all your skills to the whole school. It makes you look more professional, and once you are in the school, they inevitably want you to try different things with different groups. Getting your foot in the door is the number one aim.

Getting into schools can be quite challenging. It is not a question of just writing to the head of PE or Head Teacher you need to understand how the school framework operates when using outside Instructors.

Caroline Oliver is a fully qualified PE teacher and is Exercise to Music /Fitness Pilates trained. She runs a website called http://www.kidzactive.co.uk. Caroline is also a School Sports Coordinator who along with the schools Professional Development Manager are the key people you need to contact if you are looking for work within schools. But what is a SSCO and a PDM. Caroline explains who they are and how these people can help you in your quest to teach in the school system.

PDM – Partnership Development Manager – your most important contact. The PDM looks after a cluster of secondary schools and primary schools in the area. They are based usually within one of the secondary schools, this role is to co-ordinate all the partnership schools and get the structured PE time up to 2 hours in every school, which is a Government target for 2010. They have a pot of centralized money which is designated for PE.

You can find your local PDMs contact by doing a search on GOOGLE. Your local authority will have these details on a website or contact Youth Sport Trust in your region

SSCo – School Sports Co-ordinator. This is a role in Secondary School, and is where a PE teacher looks after 6 or so primary feeder schools. The SSco also has access to additional PE designated funds. Contact your local secondary schools to get the contact details of the SSco.

“Teachers are buried under mountains of paperwork and are very busy so an email to the SSCO and the PDM would be your first port of call. Introduce yourself and explain what you can offer the school, your qualifications and availability. Offer to pop in for a chat and discuss your ideas”

I emailed all the PDMs in my area offering my Street Dance Programme and Fitness Pilates for teenage girls. It took a few weeks for the PDMs to get back to me so by this time I contacted the SSCos in each school via email. I also let all my local community classes members know that I was aiming to offer classes in school, as many of my regular’s have children in schools are class room assistants and many pupils attend my evening classes so they helped to spread the word. I now teach Street Dance in 3 schools during PE Lessons and run 2 afterschool clubs. Once you get into one school word spreads like wildfire! My phone now rings constantly with other schools wanting to offer the sessions.

Donna Podesta of White Feathers Fitness has also been making headway within teaching in schools.

“I am in my 3rd year of running the Dance Club at my local High School and last year decided to take my video camera into the class to film the dance we had been working on. I then made this into a DVD (inspiration from [http://www.choreographytogo.com!]) and passed it on to the SSco at the school. I only really did this to show them how well the students were doing and the progress they had made with dance. Lucky for me he passed this on to the PDM for my area and I now have a contract, funded by the lottery to deliver a KS1 Dance Development Programme to 31 Primary Schools in my area. I have 2 girls working for my company now ‘White Feather Fitness & Inch Loss’ as I can’t deliver all the dance classes myself, we have just finished our first week and the children were so enthusiastic and excited they have been a pleasure to teach. Dance is such a fun way for children to become more active and improve balance, co-ordination and build confidence. Hopefully this positive introduction to exercise for these little ones will encourage them to continue to be active in later years” says Donna Podesta (www.whitefeatherfitness.co.uk)

By providing children and teens with safe, effective and FUN ETM classes we can encourage a lifelong habit of exercise and show the next generation the joys of exercising together in a group with friends to music. By forging partnerships with schools and the local community we can make a difference to the health of children and also provide ourselves with a rewarding way to take our services forward in new directions.

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