Gwellwch eich cwricwlwm drwy roi sylw i'r Canllawiau QAA ar sgiliau ar gyfer eich pwnc, ac ymgorffori'r Canllawiau QAA ar Menter ac Entrepreneuriaeth.
Gall yr offer ETC canlynol eich helpu i gyflwyno'r sgiliau hyn yn y cwricwlwm.
Mae'r canllawiau hyn wedi eu dewis i adeiladu sgiliau QAA yn eich addysgu.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
5Reflection and Action
7Communication and Strategy
This icebreaker/ energiser can be done at any time, it is ideal to be done the beginning of the training session to get everyone communicating and thinking in a fun/ positive way. This can be done with groups of any age, any level and can be used as an entirely generic activity which builds skills, or the task can be tailored by the tutor to build confidence in topic/programme area.
This activity is fun and excellent exercise to get to know one another or to energise a team.It doesn’t take up a lot of time and requires a few simple materials (a pen and piece of paper for each participant).
Steps:
AMENDS This generic task can be focused upon subject or sector/industry activities rather than individuals. Each person could take (at random or prescribed) the name of a competitor in the market, or a product that they are exploring – or even create a new product name for a specific target market/to address a specific need and indicate its qualities through its name.
Such an activity creates positive word for every letter in their first name in relation to the organisation they work for/ wish to work for / or a new product or idea - in order to describe the company culture/ mission or values, in order to reinforce these values and positives and help with retention.
This exercise will encourage communication, creativity, motivation and enthusiasm among the participants, whilst also improving retention of ideas. It will also encourage teamwork as interacting with the other team members is necessary and can be deepened in more complex game play that might require more knowledge or research.
This fun exercise is built upon ground rules of positivity and develops effective individual and team work as well as create a positive experience of communication. The engagement in this task can be deepened through reflective feedback which explores the emotions inherent in undertaking a creative, time pressured task which involves presentation skills. Exploring this with the group and seeking “lessons learnt” for future presentation and creative thinking tasks. Explore blockages and tensions with the groups and how they were overcome in order to deliver. It can also be useful to draw out the emotions of presenting, recognising that most people have an emotional response to presenting which they need to overcome to be effective.
A sheet of paper and pen for every person.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
7Communication and Strategy
This is a lively exercise which works well with 25 or 36 learners, respectively in groups of 5 or 5 at a carousel table.
Feedback from participants who have engaged in this activity is very positive indeed, and they often comment that ‘the time flew by’, and ‘we wished to do another round of this straightaway’.
This creative problem solving exercise starts with learners in groups identifying specific aspects of a problem situation they may encounter, and phrasing the problem in the format of ‘What can I do when…’ questions. Each group supplies one question, which is written up on a slide or flipchart. Then a system is used where one member of each of the other groups in turn suggests a tactical response to the problem being addressed, and after all the tactics have been heard, the problem returns to the group who thought of it, who then discuss the pros and cons of each of the tactics they have heard from the other groups.
The exercise can be used for a wide range of problem scenarios, but is particularly productive when addressing interpersonal or communication contexts, or working with ‘difficult people’.
The processes described below typically take around an hour with a group of 25 learners, but can be extended to two hours by using a second round of the whole sequence (by which time the learners will be much better able to engage with the process based on experience, and will often have come up with more-challenging questions, causing deeper thinking).
This process means that just about everyone has a turn at answering one of the ‘What can I do when…’ questions. If there were six groups of five members, everyone would have a turn, but it is probably best to leave the flexibility of one person in each group not being required to answer, in case any of the learners has a particular problem with ‘being put on the spot’ in this way. However, if a second round of questions is then generated, the response can start in each group with the person who did not speak in the first round.
An alternative way of running this exercise includes asking for ‘what would make this situation worse?’ (i.e. ‘what I should not do when …? responses – ‘negative brainstorming’).
This can be great fun for a second round of the whole exercise.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
7Communication and Strategy
The activity can is best used as an ice breaker as it is a fun method to start participants communicating – however it can be adapted to test subject knowledge and specialisms that the students have prior to joining class with you, or are gaining during their studies.
This can be adapted to bring out subject knowledge or prior learning/experience by making each colour link to a subject theme/study area. This means that the group have to share facts and background with each other on a specific topic.
To bring together their learning you can invite them to present the information they have gained across the team as a flipchart or play to the other groups. This can help you understand the level of prior knowledge as they forfeit eating the colours they cant supply answers for and yet share their knowledge across the full group in the short presentation.
You can also add an element of jeopardy within this by allowing them to trade colours without knowing what the categories are – or even between teams once they know what the categories are.
Listening and communication skills as well as interpersonal skills are the focus of this task, and it can be extended to develop group presentation skills if you wish to add the extension of a short presentation at the end. This requires them to communicate effectively within a limited time. Debrief this exercise by asking the group to explore their emotions as the task unfolded. It is important to recognise that some group members feel excited by a new challenge, whilst others are concerned by ambiguity (selecting colours without knowing why). Explore the emotions of undertaking this challenge and recognise how they may impact on performance.
Packet of multi-coloured sweets, such as Skittles
N/A
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6)
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Carousel Tables (small working group)
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
5Reflection and Action
(small paragraph/ 2 -3 sentence)
The focus of this task is group reflection, understanding and learning from experience when faced with challenges.
As a tutor you will need to prepare in advance to deliver this activity.
PREPERATION:
Depending on class size the activity timings is 2 hrs when working with 4-5 groups of learners. The exercise can be assessed or used as a reflection exercise within a group assignment. You will need to make sure the room is suitable with moving space and tables which can accommodate seating of each group. To deliver the session you will have a box of materials (listed in resources) prepared including laminated titles from 5 sections discussed below.
This activity is divided into 5 sections: -
Each section is introduced in a timed sequence of 10 minutes per section/ 50 minutes. The group are tasked with creating a “time line” using materials and space provided. The timeline will be created based on group discussion and reflection after each of the sections. Each group will share their timeline, ideally one learner per topic.
short – focus on reflection; review; feedback; learning
Opportunity to focus and reflect on group working, learning through reflection with chance to put this understanding into practice as the group work for assignment continues.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
Could you cut a hole in a piece of A4 paper, large enough that you could climb all the way through, without breaking the paper?!
This is a simple activity suitable for groups of any size or ability.
Taking approximately 5 minutes to complete, it encourages learners find a solution to an unfamiliar problem. The problem can only be solved through novel and creative solutions.
The activity serves to stimulate students’ creative thinking and problem solving capabilities, and serves as a light-hearted ice breaker / introduction.
1.Provide each student with a single piece of A4 Paper, and a pair of scissors.
2.Challenge students to ‘Cut a hole in the piece of, large enough to climb all the way through, without breaking the paper!’
3.Tell students they have 5 minutes to complete the challenge. You may invite students to work individually, in pairs, or in small groups to do this. (Many students will begin by cutting a circular hole in the rectangular sheet of paper, before realising this is far too small to be a plausible option. You may wish to provide students with extra paper so they can conduct a number of trails. Re-assure students that the challenge is entirely possible, and that it is not a trick question. If anyone completes the challenge quickly, ask them not to reveal their solution to the class until the time is up. If the group are looking for clues, suggest ‘snowflakes and decorations we used to make as children’).
4.When 5 minutes have passed, invite students to stop working, and invite them to attempt to climb through their paper! (Usually, you will find that at least one team have come up with a solution).
5.If no team have successfully completed the challenge, demonstrate a solution to the class (solution outlined below). Invite a small group of student to all climb through the hole simultaneously!
Figure 1. Challenge Solution
After this activity, students should be more attuned to looking for creative solutions to problems, and warmed up for any following creative / problem solving activity.
If you would like to have your How to Guide featured, please download the template and email the completed version to hello@etctoolkit.org.uk.
We have produced a guidance sheet which will assist you in completing the How to Guide.
If you have any questions regarding completing the template, please Contact Us.
Os hoffech i’ch Astudiaeth Achos gael sylw, llawrlwythwch y templed ac e-bostiwch y fersiwn wedi ei gwblhau i hello@etctoolkit.org.uk
Rydym wedi cynhyrchu taflen canllawiau a fydd yn eich cynorthwyo i gwblhau'r Astudiaeth Achos.
Os oes gennych unrhyw gwestiynau ynghylch llenwi'r templed, Cysylltwch â Ni
Os oes gennych chi neu eich myfyrwyr ddiddordeb mewn datblygu syniad busnes, dod yn hunangyflogedig / gweithio ar eich liwt eich hun neu greu busnes dyma rywfaint o offer i helpu a hefyd rhai cysylltiadau ar gyfer cefnogaeth dechrau busnes.
Mae'r canllawiau hyn wedi eu dewis i adeiladu sgiliau QAA yn eich addysgu.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Individual Task
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
3Decision making supported by critical analysis and judgement
7Communication and Strategy
The focus of this task is to develop a well-constructed marketing message which describes the benefits of a product/service to customers.
Instructions
Invite the entrepreneur to complete the ‘Message Matrix’ below to describe their product or service:
|
Inform What is it you are selling? |
Inspire Why should the customer buy from you? |
Engage What should the customer do next? Ensure they have all the information they need |
By sharing and discussing their Message Matrix with a business development provider or fellow entrepreneur, the ‘Marketing Message’ can be refined and developed to ensure that it is clear, understandable to a wider audience and that key information is not omitted.
This activity can be undertaken for different groups of customers as a slightly different message may be needed for each.
By working in groups, or through watching each other present their work, students are able to learn further and deepen their own work. It is useful to draw any presentation or discussion session to a close by asking what they now wished they had done, or what they are now going to do, in order to ensure there is action from learning.
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, Presentation Space
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
5Reflection and Action
A well-structured, well-research and well-written business plan is an invaluable asset to any new enterprise. Yet many students considering starting up report difficulty in developing business plans and in particular, plans which actively work for them and their business.
Business Planning is a workshop serving as an introduction to the subject, inclusive of opportunities to reflect on skills and generate ideas, and information regarding how to build a strong and cohesive plan around those ideas, and advice regarding using that plan, to turn those ideas into successful businesses.
The activity is designed to fit within a typical one hour lecture session, but inclusive of ample opportunities for extension, through practical activity, group discussion or independent research, and could easily form the basis of a more comprehensive scheme of work on the subject. It is designed to be appropriate for students of any level or programme of study. It was originally developed through the HEFCW funded pan-Wales Enterprise Support Programme.
Lesson plans and AV presentations for use in the delivery of the workshop can be downloaded via the link to the ‘ZONE Enterprise Hub’ webpages listed in ‘References’ and ‘Resources.’
The activity follows the structure outlined in the ‘Business Planning’ PowerPoint presentation, inclusive of all links and examples.
Figure 1. PowerPoint presentation which accompanies this activity.
Pre-Activity
Students are not required to prepare anything in advance of this workshop. For workshop leaders, preparation is minimal, other than ensuring supporting AV resources are displaying correctly.
Introduction
Why Bother?
What to think about?
What to write down?
Help and support
Students are provided with links and information regarding the support, advice and assistance available to them as they develop their business plans.
Conclusion
The key themes covered in the workshop are re-capped, and students are invited to ask any outstanding questions which they may have.
Post-Activity
This workshop is intended only as an introduction to the subject of Business Planning. Following the activity, students may utilise the information provided to research and develop their plans independently, or each element of the workshop may be revisited and explored in more depth by the group.
Students will leave the workshop with greater confidence in their ability, with a better understanding of their skills, and how these skills will support the development of their endeavours. They will have a better knowledge and understanding of business plans and how to develop them, and a greater awareness of how to use business plans to effectively support them in their endeavours.
Resources:
PowerPoint Slides accompanying this activity can be downloaded here > Business Planning [PDF]
Zone Enterprise Hub, Topic: ZONE Resources. 2015. [ONLINE] Available at: https://moodle.glyndwr.ac.uk/course/view.php?id=37§ion=11 . [Accessed 05 August 2015].
Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Large Group
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
8.) Digital and Data Skills
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
This session suits larger groups of learners being introduced to the concept of enterprise, creative thinking and solving complex challenges. Working with interdisciplinary groups works best to encourage maximum creativity and adds depth to the chosen solution. An introduction to effective engagement with audiences which moves beyond a pitch is introduced and the session closes with the audience crowd funding the idea using specially designed local currency.
This is best run over a 4-6 hour period and can be split between 2-3 sessions to allow for further research into the challenge. Session starts with some team building activities set firmly within the context of the challenge. This can help students to better appreciate the challenge area and develop empathy with various perspectives/realities in relation to the challenge.
Then follows some creativity exercises with an introduction to design thinking. Teams then apply this process (as time allows) through to completion with ideally prototypes being developed (if not posters/electronic adverts etc).
Then the large group is introduced to the need for effective and authentic engagement of themselves and their ideas (moving beyond the ‘pitch’). Individual or group presentations are developed and practiced. Depending on timing and group size, there can then follow a couple of rounds of presentations with a final selection presenting to the whole group. Ideally this should include at least one external stakeholder/s linked to the challenge context (clinical/engineering/finance etc) able to provide authentic feedback.
It can be fun then to introduce/revisit the concept of crowd funding and provide everyone in the audience with some currency (we have developed some university notes) and get them to fund their favourite proposal. Of course it could be that there will be some real funding available…
This works best with some facilitators to help support the various groups as they progress through each activity and often can make a significantly positive impact where groups from different curriculum areas meet for the first time. Utilising external stakeholders to share their challenges can also help to add real value and excitement for learners. Learners tend to enjoy the active nature of the workshop and the rigours of presenting to an external stakeholder with potential solutions to the challenges set.
Tend to see an increased awareness of wider enterprise and boost in confidence in terms of team working, design thinking, negotiation and engagement with audiences. A useful taster for deeper enterprising learning. Skilled reflection is vital throughout and post session/s through on-going programme. Depending on the nature of the ‘challenge’ this can be extended to a module/programme duration.
Brown, T (2008) Design Thinking, Harvard Business Review, June 2008 (pages 85 – 92)
Dweck, C (2006) Mindset: The New Psychology of Success, By Dweck, Carol S. ( Author ) Dec-26-2007 Paperback
Krueger, N.F.Jr. (2010) 13 Looking Forward, Looking Backward: From entrepreneurial Cognition to Neuroentrepreneurship in Acs, Z.K and Audretsch, D.B. (eds.), 2nd Edition of the Handbook of Entrepreneurship Research, Springer
Westfall, C (2012) The New Elevator Pitch: the definitive guide to persuasive communication in the digital age, Marie Street Press
If you would like to have your How to Guide featured, please download the template and email the completed version to hello@etctoolkit.org.uk.
We have produced a guidance sheet which will assist you in completing the How to Guide.
If you have any questions regarding completing the template, please Contact Us.
Os hoffech i’ch Astudiaeth Achos gael sylw, llawrlwythwch y templed ac e-bostiwch y fersiwn wedi ei gwblhau i hello@etctoolkit.org.uk
Rydym wedi cynhyrchu taflen canllawiau a fydd yn eich cynorthwyo i gwblhau'r Astudiaeth Achos.
Os oes gennych unrhyw gwestiynau ynghylch llenwi'r templed, Cysylltwch â Ni
yn llyfryn Academi Addysg Uwch (2014) Gwella Cyflogadwyedd trwy Astudiaethau Achos Menter Addysg
Mae Enterprise Educators UK (EEUK) yn rheolaidd yn rhannu ymarfer aelodau, gan gynnwys enghreifftiau fel dull arloesol Sheffield Hallam i ddarparu cyfleoedd i fyfyrwyr fynd i'r afael â heriau bywyd go iawn, a chael profiad gwaith mewn amgylchedd diogel a sicr – y Venture Matrix a modiwl unigryw Prifysgol Sheffield Making Ideas Happen.
Mae BOSS yn sefyll am y Gwasanaeth Cymorth Busnes Ar-lein, a ddarperir gan Busnes Cymru. Mae'r gwasanaeth hwn yn darparu cyrsiau dysgu ar-lein i helpu pobl sy'n meddwl am, neu mewn gwirionedd, ddechrau busnes, sydd eisoes yn rhedeg busnes neu'n chwilio i dyfu eu busnes.
Syniadau Mawr Cymru Mae’r ymgyrch Syniadau Mawr Cymru yn rhan o wasanaeth Busnes Cymru, a gynlluniwyd i gefnogi'r genhedlaeth nesaf o entrepreneuriaid ifanc yng Nghymru.
Pecyn Cymorth Menter Greadigol Nesta
Mae ein pecyn cymorth adnoddau menter yn cynnwys dulliau a roddwyd ar brawf a dulliau a brofwyd ar gyfer addysgu sgiliau menter i unigolion creadigol sy'n meddwl am sefydlu busnes. Ar gael i'w brynu - gyda mynediad at adnoddau yma http://www.nesta.org.uk/sites/default/files/cet_worksheets_case_studies_and_tutor_notes.pdf
