All ETC How To Guides & Case Studies

A Compendium of Pedagogies: THE USE OF AN ELEVATOR PITCH (QAA 7)

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
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
7Communication and Strategy

Objective:

The main benefits of this approach are to enable students to pick up the skills to summarise something in a focused and precise way. The outcome is often that they are aware how important lucky opportunities can be in entrepreneurship and to prepare for such opportunities should they occur.

Overview:

An Elevator Pitch (or Elevator Speech) is a brief overview of an idea for a product, service, or project. The pitch is so called because it can be delivered in the time span of an elevator ride (say, thirty seconds or 100-150 words). The term is typically used in the context of an entrepreneur pitching an idea to a venture capitalist to receive funding. Venture capitalists often judge the quality of an idea and team on the basis of the quality of its elevator pitch, and will ask entrepreneurs for the elevator pitch to quickly weed out bad ideas.

Activity:

In the entrepreneurship educators programme the elevator pitch is used to force participants to think carefully about their personal strengths and to be confident about these by making an explicit pitch. Within the entrepreneurship educators programme it is used to give participants experience of an elevator pitch. The basic approach is to invite individuals to develop their pitch beforehand with a strict time limit (usually 1 to 3 minutes). Participants are asked to compete in front of a panel of judges equipped with agreed judging criteria. Participants are lined up to encourage swift movement from one participant to another and they are timed – a whistle is blown at the end of the time and they must then depart.

Skill Development:

Elevator Pitches are commonly used in US Enterprise Education and are often used in business plan competitions. The purpose is to force students to prepare a short and focused explanation of their business should they have the opportunity to pitch it to somebody in an informal situation. It is an encouragement to think out the core of the business and find attractive ways of putting it over.

Resources:

A Compendium of Pedagogies for Teaching Entrepreneurship. Professor Alan Gibb and Alison Price - (PDF)

About the Author
This guide was produced by Professor Allan Gibb and Professor Alison Price.

A Compendium of Pedagogies: THE USE OF DEBATE (QAA 7)

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
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
7Communication and Strategy

Objective:

Debate is used to provide a forum for delivery of argument for and against an issue. It provides a platform for exploring all relevant issues It also is a vehicle for practicing delivery skills and 'thinking on one's feet'. It also has to have audience appeal as the aim is to win their vote but also involve them.

Overview:

A debate can be formal or informal. It is relatively easy to construct an issue for argument with a class, get them to consider arguments for or against and then speak to it from the 'floor'. A more formal version is described below (however it is possible just to work at an informal level, having established 2 sides for the debate and defined roles 1-3 below).

Traditionally, a debate will have a 'Motion' (statement) which the 'House' (those attending) must address. For example, 'This House believes that entrepreneurs are 'born not made' or 'This House believes that entrepreneurial management can only be fully pursued in the independent business organisation'.

Activity:

The debate will need: (indicative timings included for an hour session)

1. A Chairperson:

Who will introduce the Motion and the Proposers, Opposers and 'Summers up'.
The Chair also sets out the rules of the game, the time limits and how he/she will enforce these and how the audience should contribute.
A chair will explain the vote and how this will be for the best arguments best delivered not the audience's personal preference (as more reflective of the learning gained, rather than opinion at the time).

2. A Proposer

To put up all the major positive arguments for the Motion {7 minutes}

3. An Oppose

To put all the main arguments against the Motion {7 minutes}

4. A Seconded for the Motion

To counter the arguments of the Oppose as they have been anticipated and as they occur in reality. Also to back up and add arguments to those of the Proposer {5 minutes}

5. A Seconded against the Motion

To counter all the arguments of the Proposer and Seconded for the Motion as they have been anticipated and as they occur in practice and to back up the opposition arguments {5 minutes}

6. Speakers from the floor (the audience)

Think of their own views and articulate them.
Speakers do not ask questions but make points and arguments. They may of course take up what has been said by the speakers.
In a small audience it should be emphasised that every member has to contribute

7. A Summariser for the Motion

To summarise up the debate after the audience has contributed, using the key audience contributions, and emphatically inviting the audience to support the Motion {5 minutes}

8. A Summariser against the Motion

To summarise up the debate after the audience has contributed, using the audience contributions that support their argument, and emphatically inviting the audience to oppose the Motion {5 minutes}

All speakers should not read from notes but should address the audience warmly and convincingly and should use humour sufficiently to entertain.

The sequence is as follows:

Chairpersons Introduction of Motion, Speakers and Rules
First Speaker for the Motion
First Speaker against the Motion
Seconded for the Motion
Seconded against the Motion
Floor opened to the audience
Final Summary for the motion
Final Summary against
Vote by the audience
Concluding remarks by the Chair

To engage all the participants in the debate it can be organised as follows:

Divide the class into 6 groups

Group 1 has to agree the main points for the Motion make suggestions as to innovative/entertaining arguments and choose a speaker.
Group 2 has to agree the major points against the Motion, make suggestions for Innovative/entertaining arguments and choose a speaker.
Group 3 has to brainstorm on the arguments that might be put by the opposition, think of counterpoints and ways of refuting them entertainingly and subsidiary points to reinforce the Motion. They then choose a speaker to second the Motion.
Group 4 has to brainstorm on the arguments that might be presented by the proposers of the Motion and also how the points against might be attacked and choose a speaker to second the opposition to the Motion.
Group 5 has to brainstorm on what they think will be the main points for and against (including any possible points from the floor). They then prepare an outline summary of the argument for supporting the motion and refuting the opposition. They then choose a speaker who has however to be prepared to build flexibly upon what goes on in the debate
Group 6 goes through the same procedure as Group 5 except that they prepare an outline summary of the arguments for opposing the Motion and refuting proposition arguments. They then choose a speaker who has however to be prepared to build flexibly upon what goes on in the debate.

Skill Development:

The ability to think and speak on one's feet is tested and in particular the ability to have empathy with the alternative point of view. This also tests the capacity to argue and present a case in a flexible and innovative manner. Critically, it is a vehicle for exploring key issues in entrepreneurship development which creates group cohesion, bonding and fun.

Outcomes

Major outcomes to be targeted are the airing of key issues in entrepreneurship development via an innovative format. Participants can also apply their more formal learning in a flexible and demanding context and building a team spirit is also a key component, within a cohort.

Resources:

A Compendium of Pedagogies for Teaching Entrepreneurship. Professors Alan Gibb and Alison Price - (PDF)

References:

N/A

About the Author
This guide was produced by Professor Allan Gibb and Professor Alison Price.

A Compendium of Pedagogies: THE USE OF DRAMA (QAA 6,7)

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
6Interpersonal Skills 7Communication and Strategy

Objective:

Entrepreneurs need to be able to act out different roles in different situations. A good entrepreneur is a good actor. In building relationships with different stakeholders the entrepreneur will need to act out different roles –with a banker, venture capitalist, government official, employee, regulator, customer and so on. It is a key essence of entrepreneurship to see oneself through the eyes of major stakeholders. As well as building personal confidence there is a strong emphasis upon being creative under pressure making collective decisions rapidly and working together as a team.

Overview:

The use of drama is the creation and performance by an individual or group of an incident, scenario or sequence of events designed to portray the emotional and relationship as well as cognitive aspects of the scene. Its use can serve a number of purposes:

It is a reminder that no information received from interviews and research approaches (no matter how good the checklist) is truly objective. The results always reflect the values and beliefs of the person interviewed and often their recent experiences and emotions. For example, a person who has recently been convicted by police of a speeding traffic offence will have a different response to questions about the role and value of the police force in general than someone who has just been saved by the police from an assault. A dramatic presentation of interviews will demand interpretation of the emotions behind the message.
It demands of the creators of the drama that they must put themselves 'in the shoes' of the provider of information and see the results from their point of view. The conventional academic process of data collection often makes little or no demand upon understanding the data from the providers' point of view.
Drama demands that individual characters in the drama are understood through the eyes of the other characters. The dramatist makes the character believable by portraying him/her through the eyes of other characters in the drama.
Messages and information delivered in innovative ways will make a bigger impact and can create wider understanding. Entrepreneurs often need to use creative ways of delivering messages. TV advertising is, for example, drama. A presentation can be dramatic to make an impact.
Drama provides training in acting skills, which build confidence and ability to personally project.
Developing a drama demands the use of creative ability often the need is to develop a metaphor to enhance the impact of a message or indeed generalise it.
Developing drama in groups also creates a powerful bonding process.

Activity:

Use of drama can take a number of forms including Role Play and Hot Seating (see further How To Guides).

Participants can be asked, in small groups, to create a scene portraying a single message, often through metaphor. For example, in the entrepreneurship context they can be asked to prepare a short scene portraying one of a number of entrepreneurial behaviours or attributes e.g. entrepreneurial risk taking; opportunity identification; initiative taking; strong sense of autonomy; networking; learning by doing, and so on. The 'audience' of other participants is then invited to guess the message, to score the creativity of the metaphor and the degree of entertainment delivered.

The drama can also be constructed around a piece of research - for example, in the context of dramatising a series of interviews as a method of enhancing insight into the results of formal data collection. In this case the key issues arising from the research are discussed in a group and the messages to be delivered are set out. A metaphor is then created and dramatised under guidance and later performed. The audience is then asked to record the key messages of the drama and to score the presentation for creativity and entertainment.

Skill Development:

Participants gain understanding of the emotional aspects of knowledge and how difficult it is to be truly objective. They understand the importance of gaining empathy and insight into the passions, emotions and contexts of situations. They learn about the process of consolidation of ideas and of the importance of presenting these creatively but in a form that will be easily understood.

Resources:

A Compendium of Pedagogies for Teaching Entrepreneurship. Professor Alan Gibb and Alison Price
For further guidance on related activities referenced in this guide (above) see the ETCToolkit How To Guides 'Compendium of Pedagogies: THE USE OF ROLE PLAY' and 'Compendium of Pedagogies: THE USE OF HOT SEATS

References:

N/A

About the Author
This guide was produced by Professor Allan Gibb and Professor Alison Price.

A Compendium of Pedagogies: THE USE OF EMPATHY IN COMMUNICATION EXERCISES (WITH ENTREPRENEURS) (QAA 7)

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
7Communication and Strategy

Objective:

The objective is to sensitise participants to the need for different forms of communication with different audiences or interest groups, and to develop capacity to use this skill. In particular, emphasis is placed upon the 'ways of communicating' of entrepreneurs, informally, within constraints and on a need-to-know and know-how basis.

Overview:

Activity:

This can be approached in a number of ways, including by an exercise in writing for different kinds of audiences. To commence this exercise, participants, organised in small groups, can be given a copy of an article from a 'broadsheet' newspaper (in the UK, this would be the Times or Guardian) and then an article on the same subject from a 'tabloid' (in the UK these would be The Sun or The Mirror).

They are asked to analyse the differences. They can then be asked to write a short piece reporting an incident or covering an issue of relevance to the group in the language of the broadsheet (the Times) and then the tabloid (the Sun newspaper). The end discussion might focus upon the importance of considering the different 'word counts' and processes of communication for different audiences and discussion of the relevance of this for the participants.

An example focused upon reaching independent business owners might be that of designing a brochure to promote a programme on financial management for small firms. Participants might be asked to speculate on the different needs of different groups of firms at different stages and invited to consider ways of segmentation of the 'market. Particular attention will be paid to the educational/qualification background and the kinds of newspapers they might read. They might then brainstorm on the particular 'needs to know' (key knowledge and facts) and 'know how' needs of this group. What problems are they likely to have in the field of financial management and what opportunities for development might they face where financial skills mightbe needed? What barriers might there be to owners of the 'type' identified have to attending the programme and how does that affect the communication? Bearing the above in mind the brochure will be written and may be appraised by different groups.

Another example is organising and selling a briefing workshop to local entrepreneurs for the above programme, in particular, covering forms of verbal and written communication relating to processes of; attracting entrepreneurs to the workshop; creating the right environment for communication when they arrive; forms and content of presentations/discussions designed to excite and create interest; and methods of 'sealing the deal'.

Skill Development:

The focus is upon the art of communication and engagement with different audiences, a key component in the process of creating affectivity and co nativity in entrepreneurial learning processes.

This activity will result in an enhanced capacity to build promotional and learning relationships with different groups of participants and also an associated ability to communicate on a Know-How and Need-to-Know basis with small firms.

Resources:

The full text 'A Compendium of Pedagogies for Teaching Entrepreneurship. Professor Alan Gibb and Alison Price, can be found here

About the Author
This guide was produced by Professor Allan Gibb and Professor Alison Price.

A Compendium of Pedagogies: THE USE OF HOT SEATS (QAA 5,6,7)

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
5Reflection and Action 6Interpersonal Skills 7Communication and Strategy

Objective:

Participants gain confidence in responding to questioning under pressure. They may importantly also learn that they need to ‘act’ differently with different stakeholders. They learn quickly to adapt to others’ point of view.

Overview:

This is a group exercise. Members of the group in turn are put in the ‘Hot Seat’ to respond to intensive questioning from other group members. Traditionally, this ‘Hot Seating’ technique is used by actors to help them identify with the character they are playing. It is used in entrepreneurship education to enable participants to get inside the culture and values of stakeholders with whom they might have to deal. But it can also be used for intensive questioning of an individual’s own personal aims, objectives and plans including business plans. Other participant’s (the group) act as interrogators in this exercise; note: it can be useful to agree ground rules as what is appropriate in terms of questioning and approach within this task.

Activity:

The hot seat itself is in the middle of a semi-circle of chairs. The person in the ‘Hot Seat’ can be himself/herself or represent a client or stakeholder. Dependent upon the role, questions fired rapidly may relate to personal issues; business/organisational problems or community activities (part of ground rules).

Example Hot Seat: Business/plan/idea

The individual is surrounded by those role playing different stakeholders which the plan might need to convince. The aim is to create recognition that the plan will be seen very differently by very different stakeholders. Interrogators may, for example, play the roles of bankers, venture capitalists, family, local government officials offering grants; a potential large customer who will be judging whether to include the client on a buying list or a major potential supplier who may be asked for credit.

Other participants can then be similarly hot seated. At the end of the hot seating there can be a review of what has been learned about the business plan as a relationship management instrument and how it might be best developed to meet different needs.

Example Hot Seat: different stakeholders
Using the same focus of the business plan; hot seater’s, in turn, can be asked to play the roles of different stakeholders, as above, and are quizzed about what they are looking for and why?

Example Hot Seating: on a problem
The technique can be used to role-play individuals from a case study with the aim of creating lively personalised discussion of major points for learning from the case. It can also be used to focus discussion on how to deal with a particular problem set out in a simple brief.

Skill Development:

This is an exercise in thinking and responding under pressure. It also is designed to stimulate understanding of relationship management and the value of thinking empathetically. It can be used to throw light on the ‘organisational cultures’ of different stakeholders that make them see the same things in different ways.

Resources

A Compendium of Pedagogies for Teaching Entrepreneurship. Professor Alan Gibb and Alison Price - (PDF)

About the Author
This guide was produced by Professor Allan Gibb and Professor Alison Price .

A Compendium of Pedagogies: THE USE OF PANELS (QAA 2,6)

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
2Opportunity recognition‚ creation and evaluation 6Interpersonal Skills

Objective:

Ideas are stimulated by exposure to experience. The animation arising from this approach creates stimulation to the affective and co native aspects of learning. Contacts are made and barriers to external relationship development are broken down.

Overview:

A Panel is a means of fronting a debate or forming the basis for a process of questioning or collecting opinion/experience on certain issues, problems or opportunities. The Panel may be composed of 'externals' or may be used as an internal 'review' group for a particular issue. It is often also used as an alternative to inviting presentations from external speakers.

Activity:

Panels are often misused in that they become a vehicle for a series of speeches by panel members in response to a number of questions asked by the chair or harvested from the audience; however panels can be used in different ways.

The 'Expert Panel' is used to provide comment on a particular issue about which the panel have relevant experience. Here, the optimum format is where the panel very briefly addresses questions from the audience collected either beforehand or spontaneously. Engagement of the audience in the debate is important. The chairperson's role in stimulating audience participation, provoking cross-panel debate, keeping comments short, summarising and ensuring that the debate is to the point is critical. The panel should be carefully chosen to bring different perspectives to the theme. For example in debating issues concerning the 'entrepreneurial university', a panel might have a Vice Chancellor, an articulate student perhaps representing a student body, an entrepreneur with some experience of interacting with a university, a representative of a regional development authority or local government and someone from the Department of Education.

An Expert Panel can also be used with small groups to evaluate or comment upon the ideas, proposals and plans of participants.

Participant Panels can be formed to role-play stakeholders or simply to comment upon the work of other participants, individual or groups; for example, to advice on marketing plans.

A Representative Panel, for example, a small group of entrepreneurs from a particular sector, or a group sharing a common environment or experience (for example all having taken up external equity) can be used to explore the experience via a process of questioning by participants (often after briefing from programme input).

Skill Development:

The emphasis is upon exposure to tacit learning, enabling assessment of 'how things are seen and done' in the world of practice. If chaired properly it can also provide a strong measure of learning by interaction. It can also provide a vehicle for testing out concepts in practice.

Resources:

A Compendium of Pedagogies for Teaching Entrepreneurship. Professor Alan Gibb and Professor Alison Price - (PDF)

About the Author
This guide was produced by Professor Allan Gibb and Professor Alison Price.

A Compendium of Pedagogies: THE USE OF REVOLVING TABLES (QAA 6)

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
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
6Interpersonal Skills

Objective:

The outcomes achieved will somewhat depend on the use of the technique – it can be used to help students develop their informal conversation skills and help them learn how to network. In such networking situations, it can help people mix more than they would normally and is effective at encouraging informal conversations, which can lead to business opportunities.

Overview:

The networking technique of Revolving Tables involves asking people during a dinner (or indeed any teaching course where the tables are in cabaret style)to change tables between courses or between sessions in a teaching and learning programme. It is designed to maximise the number of people that a person may meet at a networking or learning event.

Activity:

A formal networking technique of revolving tables can be used between courses to enable participants to meet other participants and to enable them to informally talk and interview the invited guests and contributors. Participants are given a focused question or challenge – such as, to find out how start-up is supported and promoted by the invited guests' institutions and organisations and to explore any challenges that they encounter. The technique is principally an informal one that is designed to develop informal discourse between participants.

Skill Development:

Revolving Tables might be used in a range of contexts – it is very effective in situations where networking needs to be facilitated, such as breakfast clubs or other events. It can be used in entrepreneurial learning within the University as an ice-breaker or as a method to encourage inter-group engagement inan experiential project where groups need to work together.

Resources:

The full text 'A Compendium of Pedagogies for Teaching Entrepreneurship. Professor Alan Gibb and Alison Price, can be found here

About the Author
This guide was produced by Professor Allan Gibb and Professor Alison Price.

A Compendium of Pedagogies: THE USE OF ROLE PLAY (QAA 6)

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
6Interpersonal Skills

Objective:

Participants will have a strong frame of reference for use in analysis of entrepreneurial behaviour. They will also have greater confidence and ability in articulating the views of others.

Overview:

The central aim is to put participants in the role of predetermined persons with whom they seek to gain empathy. The role player is challenged to match all the known characteristics and knowledge base of the chosen person. The player is confronted by one or more persons either playing other roles or by other participants questioning the chosen role-played character.

Activity:

It can be constructed in a wide variety of ways. Within a business context, for example;

Exploring the way in which different organisations view a business proposal, individuals can role play venture capital personnel, angels, bankers, public authority grant givers or large firms offering financial support to small?
Playing the role of a large company buyer interviewing a small business seeking to get onto the company's central procurement list
Conducting a selling exercise with a potential buyer of a product or service
Conducting an interview for a job (see below)

Example of Role Play – Job Interview

During this exercise participants are given the opportunity to put into practice what they have up learned about the behaviour of an entrepreneurial person. The aim is to enhance the capacity of participants to internalise and apply concepts of the entrepreneurial person.

For the purpose of this exercise participants are organised in groups of three. One member of the group acts as the interviewer, one as the interviewee and one as an observer. Separate instructions are given to each person.
Two rounds are played – with separate instructions for each. Different individuals play different roles during the two rounds.

Round 1

Instruction for Observer

You have to observe and read the behaviour of the interviewer and interviewee.
After the interview you will report back on the entrepreneurial potential observed.
Use the checklist of entrepreneurial behaviour and attitudes as the guideline for observation and reporting.

Instruction for Interviewer

You are to interview a candidate for a position as Marketing Manager in your organisation which is a franchise organisation for "quick print". You are the original entrepreneur behind the franchise concept with, at least in your view, a great deal of success behind you.
In your own perception you are highly motivated towards success in the long term. You compete with your own standards of excellence and not so much with other people.
The person you are looking for should be somebody with a great deal of entrepreneurial ability harnessed into a striving also to get co-operation from franchisees and other staff.

Instructions for Interviewee

You are to be interviewed for a position as Marketing Manager in a 'quick print' franchise.
You are not particularly interested in the position. Your previous experience has been in the financial function.
In applying for this position you are really taking a chance as the salary is a great deal higher than your present income.
You are also interested in the perks and the possibility to travel extensively and use an expense account, something you have never had before.
Your qualifications are good but all on the accounting and finance field. You are basically looking for a position where you can quickly make a great deal of money.

Round 2

The group exchange roles with slightly different instructions

Instructions for Observer

You have to observe and read the behaviour of the interviewer and interviewee.
After the interview you will report back on the behaviour observed in term of entrepreneurial characteristics.
Use the checklist of entrepreneurial behaviour and attitudes as the guideline for observation and reporting.

Instruction for Interviewer

You are to interview a candidate for a position as Marketing Manager in your organisation which is a franchise organisation for 'quick print'.
You are the original entrepreneur behind the franchise concept with, at least in your view, a great deal of success behind you.
In your own perception you are highly motivated towards success in the long term.
You compete with your own standards of excellence and not so much with other people.
The person you are looking for should be somebody with a great deal of entrepreneurial ability harnessed into a striving also to get co-operation from franchisees and other staff.

Instructions for Interviewee

You are to display as much entrepreneurial orientation and behaviour as possible during the interview.
You are anxious to get the job because it is a logical step in your career and presents a great personal challenge.
You are a marketing specialist.
The job you are applying for is with a franchise organisation in the field of printing.
The job is described as that of a 'marketing manager'.
You are not sure what the job entails although it is clear that, as far as salary is concerned, the job means a step forward in your career.

In this exercise the role play allows practice at using a framework for assessment of entrepreneurial potential in a conventional job context. The juxtaposition of two different types of interviewee provides the basis for strengthening the analysis post-exercise.

Skill Development:

This is learning by doing involving the practice in use of concepts learned. Creativity and flair in acting out roles is encouraged. The whole exercise is dependent upon the use of empathy. The role played demands imagination as to the characters portrayed.

Resources:

A Compendium of Pedagogies for Teaching Entrepreneurship'. Professors Alan Gibb and Alison Price - PDF

About the Author
This guide was produced by Professor Allan Gibb and Professor Alison Price.

A Compendium of Pedagogies: THE USE OF SPEED NETWORKING (QAA 6)

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
Special

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
6Interpersonal Skills

Objective:

The exercise is designed to facilitate networking and enable people to get a basic knowledge of each other in a short period of time. It is usually a fun exercise so it works well in ice-breaking and it ensures that participants talk to a large number of other people.

Overview:

Speed-Networking is an informal exercise designed to create interaction between participants, warm them up (as the name implies) and learn about each other.

Speed-Networking can be used to encourage networking at an event or it can be used in teaching and learning as an ice-breaker. It is most often used during the early stages of a programme to replace the process of participants introducing each other more formally.

Activity:

In speed networking, participants are lined up in two lines facing each other; they are invited to spend 30 seconds to 1 minute each introducing themselves to each other. Usually a whistle or some other loud device is used to indicate that the time is up (as this exercise is quite noisy!).

When the time is complete one line moves along so that they are facing a new person and the introductions start again. Typically the speed-networking exercise may be conducted for 20-30 minutes.

A longer period of time is not recommended as it can be tiring for participants. The exercise can be constructed to fit any programme or event. For example in student entrepreneurship programmes it can be used to get students to introduce each other before group work or before choosing groups for an experiential exercise (e.g. business planning). The exercise is commonly undertaken under time pressure. The exchange of experience allowed between any two participants is deliberately limited to encourage a focused summary of the person introducing themselves.

Skill Development:

Participants get to know each other more, they break down barriers and it enables the beginning of trust to emerge between participants. Usually they meet somebody who they may not have otherwise met and sometimes these individuals assist their learning on the programme more as a consequence of social barriers being removed.

Resources:

A whistle or similar, to alert students as when they need to move.
A Compendium of Pedagogies for Teaching Entrepreneurship. Professor Alan Gibb and Alison Price (PDF)

References:

N/A

About the Author
This guide was produced by Professor Allan Gibb and Professor Alison Price .

Action Plan Template

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
5Reflection and Action

Objective:

Following this template, the learner will be able to organise priorities, identify goals (actions to achieve them, and constraints to achieving them), identify the help and support available to them, and set deadlines.

Overview:

This simple template allows learners to organise and prioritise the actions required to achieve a given goal; to identify all requirements to achieve each action; all constraints to achieving each action; to organise the help and support which relates to each action, and to set deadlines and monitor progress.

This is applicable to learners starting up their own businesses, and equally can support learners with all other projects and endeavours.

Activity:

Learners can complete and use the following basic template;

Goals	Actions to Achieve these Goals	Requirements	Constraints	Who or What Can Help Me	Target Date for Action
EXAMPLE	EXAMPLE	EXAMPLE	EXAMPLE	EXAMPLE	EXAMPLE
Branding	Logo	Time	None	Focus Groups	1st March
	Website	Money
	Business Cards

Staff	Employment Process	Clear Information	No idea where to start	Matthew Draycott	1st June
	Understand Law			Local Authority Support
	Payment Scheme

Resources:

Print out of template
A pen

References:

www.mdraycott.com

About the Author
This guide was produced by Matthew Draycott.

Active Reflection on Diversity (Icebreaker) (QAA 5, 7)

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
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
5Reflection and Action 7Communication and Strategy

Objective:

For learners

To develop understanding of the situation of others, drawing upon skills of empathy and emotional intelligence

To illustrate the impact of individual circumstances on daily activities (future customer groups; clients; service users)

Overview:

This short task is very powerful in encouraging students to consider the position of others and develop their empathy and understanding. Using pre-prepared (attached) profiles within a familiar scenario (access to education/class) this appreciation of diversity can be a powerful part of any group work, which considers the needs of others (including customers, clients).

Activity

This activity requires a wide space, where all the students are invited to stand in a line (shoulder to shoulder) facing an open space that they will be asked to step into/across, depending on their responses.

Once the students are lined up facing the open space, provide each student with an individual scenario (attached below) and ask them to consider the profile of the person/student they have been given. Invite them to take a moment to consider the daily life of the individual they have been given, and what that might mean for them.

Explain to the full group that you are going to read out a set of statements, and for every statement that they can agree with (as their new identity/scenario) then they need to take a step forward. If they don't feel that that they can undertake or agree with the statement within their new scenario, then they 'skip' a turn and stay where they are.

The statements are provided below:

You have no problems attending class every day
When you enter college, you can be rather sure that most of the professors or teachers share your ethnic, economic and social culture.
You can buy or access all the materials and books needed for your classes
You have no problems interacting with other students
It is most likely that your input is respected and listened to when you speak within class
You have good support from your family when you are struggling with some tasks or assignments
You never experience discrimination because of your looks, ethnic origin, dis (abilities) or lifestyle.
The teaching material and texts are likely to reflect your former and present "every day" culture
It's easy for you to understand the teacher when he/she speaks (high) academic language
It's likely that other students appreciate your rich experience and knowledge
You are probably always invited to all of our your classmates parties or social events
You have no problems listening to and understanding the teacher when he/she speaks, even over extended class times
You have never even thought of quitting your studies
The tutor is likely to have great expectations for your academic achievement
It's easy for you to read one chapter in the textbook at home and answering questions about it
It's easy for you to sit still and listen/ concentrate in a lecture (taking notes)
Most of the time you feel good when you go to class
Its most likely that you will finish your studies and graduate

At the end of this task, the group will typically take the form of a very "wobbly" line as some profiles/identities will allow the learner to step forward for every question, whilst some will have not moved at all, or very little.

Invite the group to comment – or ask questions of those in particular positions (the furthest away from the start line; those on the start-line etc) as a tutor-led group discussion, or encourage them to turn to each other (if nearby) and explore their responses, then move to a wider class discussion to explore the issues of diversity.

This task can be amended to reflect particular customer groups or demographics to allow the groups to understand the impact of their personal situation on their decision making, purchasing habits or daily lives.

Review with the group what they have learnt from this task and how it has made them feel.

Skill Development:

By exploring the impact of this task, issues of diversity can be communicated and explored, either in 1-2-1s or as a whole cohort. Interpersonal skills may be drawn upon to challenge and explore the scenarios with each other and to share their own experiences (as appropriate). The group should be invited to reflect upon this exercise and what they have learnt from it, as well as any emotions, frustrations, perceptions or stereotypes that they wish to share.

Resources (to adapt)

References:

Mortiboys, A. (2012) Teaching with Emotional Intelligence 2nd edition London: Routledge. Paperback www.alanmortiboys.co.uk

About the Author
This guide was produced by Christine Calder (Professional Learning Course Leader @VoColTriangles Dundee and Angus College, Kingsway Campus, Old Glamis Road, Dundee, DD3 8LE).

Big Ideas Wales: How do we create brand awareness?

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
Presentation Space, 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 5Reflection and Action 6Interpersonal Skills 7Communication and Strategy

www.bigideaswales.com

Download 'Big Ideas Wales: Enterprise - Skills and Behaviours' here.

About the Author
This guide was produced by Syniadau Mawr Cymru / Big Ideas Wales.

Big Ideas Wales: How Do We Generate Ideas?

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Large Group

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, Presentation Space, 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 3Decision making supported by critical analysis and judgement 7Communication and Strategy

www.bigideaswales.com

Download 'Big Ideas Wales: Enterprise - Skills and Behaviours' here.

About the Author
This guide was produced by Syniadau Mawr Cymru / Big Ideas Wales.

Big Ideas Wales: How do we get our message heard?

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
Presentation Space, 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
6Interpersonal Skills 7Communication and Strategy

www.bigideaswales.com

Download 'Big Ideas Wales: Enterprise - Skills and Behaviours' here.

About the Author
This guide was produced by Syniadau Mawr Cymru / Big Ideas Wales.

Big Ideas Wales: How Do We Make Informed Decisions?

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
3Decision making supported by critical analysis and judgement 6Interpersonal Skills

www.bigideaswales.com

Download 'Big Ideas Wales: Enterprise - Skills and Behaviours' here.

About the Author
This guide was produced by Syniadau Mawr Cymru / Big Ideas Wales.

Big Ideas Wales: How Do We Organise Our Enterprise?

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
2Opportunity recognition‚ creation and evaluation 5Reflection and Action

www.bigideaswales.com

Download 'Big Ideas Wales: Enterprise - Skills and Behaviours' here.

About the Author
This guide was produced by Syniadau Mawr Cymru / Bid Ideas Wales.

Big Ideas Wales: What are the different types of enterprises?

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
2Opportunity recognition‚ creation and evaluation 5Reflection and Action

www.bigideaswales.com

Download 'Big Ideas Wales: Enterprise - Skills and Behaviours' here.

About the Author
This guide was produced by Syniadau Mawr Cymru / Big Ideas Wales.

Big Ideas Wales: What Identity Shall We Have?

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Large Group

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, Presentation Space, 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

www.bigideaswales.com

Download 'Big Ideas Wales: Enterprise - Skills and Behaviours' here.

About the Author
This guide was produced by Syniadau Mawr Cymru / Big Ideas Wales.

Big Ideas Wales: What Shall We Sell?

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Large Group

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, Presentation Space, 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 3Decision making supported by critical analysis and judgement 6Interpersonal Skills

www.bigideaswales.com

Download 'Big Ideas Wales: Enterprise - Skills and Behaviours' here.

About the Author
This guide was produced by Syniadau Mawr Cymru / Big Ideas Wales..

Bock’s Innovation Marketplace (QAA 1,2,3,6)

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
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 3Decision making supported by critical analysis and judgement 6Interpersonal Skills

Objective:

To generate ideas to meet a brief
To explore opportunities by comparing and evaluating peer work
To evaluate innovations within a limited time frame
To develop judgement in order to make decisions to complete the task

Overview:

This surprisingly easy and fun classroom activity simulates an innovation marketplace. Students generate a topic-specific innovation and participate in amarketplace of ideas. The results demonstrate how and why the best innovations are not guaranteed market entry or success, emphasizing the human and social nature of entrepreneurial action. This fast paced marketplace activity works with large numbers of students, in open work spaces and can takes 10-20 minutes.

Activity

Starting the activity:

The instructor should ask students to generate an innovation within a short time frame (2-5 minutes maximum). It is recommended that all students generate an innovation related to a familiar topic to facilitate comparison. A useful question, which may also provide valuable feedback to the instructor or the institution generally, is: "How could your student experience [in this class / at this university] be improved?" Additional guidance is suggested:

Encourage students to be creative or provocative, but suggest that the innovation be within the realm of reality. For example, the student experience might be improved by receiving £1 million on completing the course, but such an outcome isn't realistic.
Ask students to write the innovation down in one short sentence. This helps commit the student to the idea, which plays a key role in the simulation.
Encourage students to come up with one idea, and reassure them it does not need to be "spectacular" if they are struggling.

Running the marketplace: The instructor should ask all students to stand up. The instructor should read the rules and, if possible, display them on a screen. Students should be told that the activity runs for a limited time. Recommended marketplace times are: 10-25 students should take 5 minutes; 25-100 students takes 10 minutes; 100+ students will take 10-15 minutes.

Market Place Rules:

Talk to anyone you want.
End conversation with that person whenever you want.
If someone's innovation is better than yours, for whatever reason, give your notecard/post-it to that person. You are now on that person’s team.
An innovation must have at least one supporter, other than the inventor, to win

The instructor should explicitly initiate the activity, for example by saying "Go!" As the activity starts, the instructor may choose to prompt recalcitrant students to participate. In rare cases, students might attempt to share all their ideas by broadcasting them one at a time. It's best not to intervene, as these usually degrade to individual or small group conversations, but if it appears that true organization is emerging (e.g. sequential pitches and voting) the instructor might choose to break up organised activity by reminding them of the time limit or splitting the group in half.

Stopping the marketplace: The instructor should use good judgement to determine when to end the marketplace. Some small groups converge to a limited set of ideas quickly; large groups are unlikely to converge to only a few ideas within a reasonable time. The instructor should gain the attention of the students and ask them to stand where they are. Remind them that if student A has joined student B's team, then student A should give her notecard to student B. So some students should be holding numerous cards, some students should have their own card, and some students should not have a card.

The instructor should ask students without a card to sit down wherever is convenient.

It generally improves student engagement to list some or all of the "winning" ideas. The instructor may choose to whittle down the set of "winning" ideas depending on the size of the class. For example, in a class with 100 students, there may be 50 students holding cards. The instructor might ask students to sit down if they have less than 2 cards, less than 3 cards, etc. until few enough remain to read out and record. The instructor should ask the remaining "winning" ideas to read out their ideas, and may choose to record them on a board/flipchart. For larger groups, it may be interesting to note how many supporters the top ideas had accrued.

All students may then be asked to sit down as convenient.

The instructor may choose to comment on the winning ideas, especially if some are impossible, unusually inventive, or otherwise noteworthy. The instructor should then ask: "Are we guaranteed that the best idea won?" In many cases, students may note the lack of ideation time. The instructor may choose to address this or not as an unresolvable challenge, since it is not possible to know whether more time would lead to better ideas.

Below are some of the potentially useful lessons from the exercise. Sophisticated student groups may develop some or all of the lessons with limited prompting. Suggested prompts are provided. It may be useful to discuss one general concept, identify its "academic" label, and then move on to the next. The discussion should, obviously, be tailored to the type and number of students (undergrad vs. graduate, technical vs. business)

Concluding the activity: The instructor may remind students:

Great ideas and innovations are drivers of technological and economic change.
The best innovations are not guaranteed market success.
The role of the entrepreneur is critical to the commercialization process, often generating unexpected or entirely unpredictable outcomes (George and Bock 2012).
The entrepreneur does not have to be the same person as the inventor.
Some drivers of commercialization success may be partly or entirely out of the inventor or entrepreneur's control.

The instructor may choose to collect all of the notecards, especially if the initiating question presents the potential for useful feedback. Instructors are encouraged to make the full set of ideas available to students after the activity for their own edification.

Skill Development:

This fast-paced activity builds student confidence in their decision-making and ability to handle new data within a short time period. The nature of the market place requires interpersonal skills which must be balanced against the time constraints of the challenge itself.

It can be powerful to debrief the whole group on their experience of the task, including their emotional responses to the challenge and how they handled the interpersonal elements. Important reflections can be gained by asking the students to consider:

How they handled accessing the information they needed to make decisions?
How would they complete the task if they were to conduct it again?
How did they handle the speed and experience of the marketplace? And what would they do differently?

By reflecting upon their personal experience, as well as the challenge, the skill development is deepened and potential action points for future practice can be identified (relating to personal learning as to how to handle time pressures; ambiguous tasks; decision making etc).

Resources:

The activity may be conducted with no materials or setup; the use of post-its or notecards, a flipchart, chalkboard, or A/V setup are recommended. Post-its or notecards offer a record of the full set of innovations which may be of separate value.

Instructors should distribute one post-it note or notecard to each student and ensure that writing instruments are available. Similarly, instructors mayprefer a learning space that facilitates ease of student movement, though key lessons may be gained in a space that restricts movement by some or many students. (In addition background on drivers of innovation adoption may be provided at the instructors discretion and pedagogical preference).

Additional Resources

Bock’s Innovation Market Place: Resource Sheet

References:

https://sites.google.com/site/adamjbockentrep/http://launchideas.org/wp-content/uploads/2014/12/EEEJ-Issue-1.pdf

About the Author
This guide was produced by Adam Bock.

Building Contacts and Widening Circles (QAA 2,3,5,6,7)

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
2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 5Reflection and Action 6Interpersonal Skills 7Communication and Strategy

Objective:

To get students engaged in networking
To get students to understand what networking is
To get students to see the value of networking
To get students to acquire networking skills and techniques

Overview:

It goes without saying that networking is a really important activity. Yet students are often reluctant to engage in relationships beyond their immediatecircle. They have powerful aversions to networking partly based upon fears and misconceptions about what it is: selling (it's all about selling yourself and pitching), that it is about being an extrovert (sociable and bubbly), that they as students have nothing to offer (‘who would want to talk to me?'), that it seems pointless (students will have stories about going to events collecting business cards and nothing ever happening). They will have a multitude of good reasons why they can't and shouldn't do it. The challenge is to turn round these misconceptions and show students that networking is valuable, doable and indeed enjoyable.

Activity:

The first task is to get the misconception and fears about networking out into the open and to introduce different versions of what networking might be. This can't be done by asking students about their fears and why they don't currently engage in networking: this is sensitive and students may feel embarrassed talking about it.

The session begins with the value of networks and networking. This should be interactive, talking to students about their networks, how they found opportunities, but also using statistics about how many jobs are filled via networks rather than open advertising. This part of the session functions as a warm up and should get students feeling positive about networking.

The second activity is to get them into groups and ask them to draw a 'good' networker. This will bring out some of the negative misconceptions about it:students will draw someone who is extroverted, experienced, knowledgeable, valuable, confident, good at pitching – all the things they may not be good at. This is your opportunity to demonstrate that a good networker is someone who is good at listening, (not talking), it is someone who is genuine and open (rather than focussed on their own agenda) and that it is about building trust and rapport leading to a lasting relationship.It's an opportunity to discuss their value as students – which they are very anxious about as they have little work experience. Here a discussion about their value in terms of innovation, fresh thinking, new ways of doing things is important.

The third activity is a group brainstorm around how to create rapport with someone: suggestions will include, smiling, shaking hands, complementing people, being helpful, listening to what people have to say. This section could include a listening activity, for example where individuals have to listen to partners and paraphrase.

The final session involves practical activity. The students will network amongst themselves. It's important that they shake hands here: this is partly about creating the rapport, discussed earlier, but also about adopting a more professional outlook and attitude. The students will find this both fun and challenging and some students will become anxious about it so it is worth doing a bit of role play to try it out: i.e. demonstrations of how to shake hands and introduce yourself. The result is that students will feel more professional.

The assignment is:

Find a person, introduce yourself: impress upon them your integrity and openness.

Reflect on what you did and report:

One positive technique; One negative technique

The feedback will draw out feelings about handshaking, observations about body language, about personalising conversations by using the other person's name.

Skill Development:

This activity has been delivered with 3rd year Design and Visual Arts student, 2nd year Photography students and MA Contemporary Art students at Coventry University.

Through a clear group debrief, students' misconceptions about networking are reversed.

Students understand the networking is a skill that they can practice and develop. They learn the importance of networks and collaboration. They learn that networking and professionalism is a 'performance' which they can adopt when necessary – in this context it can be useful to talk about wearing different hats as they often think of themselves as 'students' which can carry a lot of negative connotations.

They feel more comfortable with the idea of networking – they thought it was all about sales and the pitch but find it is actually something they could do. Some students struggle with the handshake, they find it very unusual but with a bit of practice and shift in attitude, do get it.

A group of students who know one another is not as good as a mixed group where they might be introducing themselves to strangers. However, the practical element can be modified by asking students to find out something new about their colleagues, or to find out a shared interest they didn't know they had with a colleague which will help build rapport.

About the Author
This guide was produced by Peter McLuskie. If you would like to contact the author, please use this email address:- Peter.McLuskie@coventry.ac.uk.

Champion Icebreaker (QAA 5,6,7)

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 6Interpersonal Skills 7Communication and Strategy

Objective:

To let the participants champion themselves and each other, as well as getting to know each other better.

It is used to introduce participants to each other in a positive, upbeat way that emphasises each participant's value to the group.

Overview:

Champions will help a team to acknowledge and recognise the strengths of themselves and those around them. It is great for the start of a sessions as induces positivity to a meeting or discussion.

Activity:

Have participants pair up.
Allow 5 minutes for participants to interview each other and learn more about each other.
Each participant then introduces his or her partner to the group.
The introduction should "sell" the person on how great he or she is and on how he or she will significantly contribute to the meeting or the task at hand.

For example... "This is Lucy. She's been a student for only a short time. She brings a different perspective, yes. But more importantly, she's very good at helping people work together. She helps find bridges and commonalities among differing opinions, and she can do this without making anyone feel as if he or she 'won' or 'lost.'"

It is important to make sure participants understand that the goal is not just to introduce their partner. The goal is to champion their partner, to show the rest of the group what a great asset their partner is to the meeting, team, or work group.

You could also add some variation to this icebreaker. Have participants work in teams of three. Two people introduce and champion the third one.
If time is limited, or if you want to reinforce self-confidence, don't have participants pair up. Rather, each participant introduces himself or herself. During their introduction, participants champion themselves, explaining what value they bring to the group. 
This activity can work for much larger groups by first dividing them into smaller teams.

Skill Development:

The focus is to show the group that they have now broken the ice and that they know each other a little better than they did before, and they have figured out where there strengths lie. It's important for the facilitator to engage and make sure that there is time in the activity for reflection on what they have 'championed'.

Key skills of public speaking and presentation are clearly apparent here and it can be useful to reflect with the group why it might be easier to showcase someone else, rather than themselves. It is also possible to explore the styles of presentation used to "sell" or champion someone else to explore what forms an effective method to hook the audience. Presentation styles can be scored across the group (or voted on by the group) to reinforce what was most appropriate and what appealed to the audience most, and from that key learning can be drawn out.

About the Author
This guide was produced by Alison Price.

Chindogu – permission to play with the art of creating unuseless inventions. A researcher perspective (QAA1234567) #FEEUK

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 2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 4Implementation of ideas through leadership and management 6Interpersonal Skills

Objective:

The learners will be able to explore the relationship between problem solving, creativity, innovation, divergent and convergent thinking
An effective ice breaker provided at the start of a substantial training programme, learners work in small groups (minimum 2, maximum 5) to create solutions to problems they have identified that are pertinent to their working life (it is easier to identify problems from a first-hand perspective, in the context of every day life although other scenarios could be considered).
The spin on this idea generation and problem-solving activity is that they are bound by the “10 Tenets of Chindogu” – rules by which the solutions must be created. This can be summarised by “solutions to problems that do not exist” or “the art of creating unuseless inventions.”
This session will evidence the effects on providing researchers with the permission to play, explore and take risks, as they rediscover the innovative mindset of their younger selves and applying that to their current professional challenges.
Key developments – cohort building, idea generation, innovation, problem solving, divergent and convergent thinking, risk taking, presentation and communication skills, enterprising mind set, thinking differently, taking action, having impact.

Overview:

Have you ever wondered how to improve a companion's accuracy in scratching your back or how to utilise the energy of crawling babies? Or how to deal with the problem of noodles that are too hot?

If you have ever worried about such things, and particularly if you have worried about them enough to come up with a solution, but above all if that solution is inherently impractical, then you could easily have all the qualifications to master the Japanese art of Chindogu.

This activity invites the audience (Early Career Researchers) to consider their daily professional challenges and create innovative solutions with a twist. All the solutions suggested must be bound by the 10 Tenets of Chindogu (explained below). Working in small groups, a frequently encountered challenge (ideally, placed in a current work setting) is agreed upon to solve with seemingly absurd yet possible solutions.

Chindogu invites experimentation and imagination. Absurd ideas create new neural pathways and opportunities for serendipity, which is a pre-requisite for ideation. This activity works particularly well with ECRs as they are often regarded as the academic elite and expected to present as perennially professional, putting to one side their curious and playful approach that they likely had as children. This is replaced with serious, technical and scientific language and behaviours, that can create a barrier between positive research outcomes and discoveries and those who would benefit from interacting with and understanding those outputs.

This activity results in new cohorts of learners bonding quickly over the fun and ridiculous nature of the process and outcomes. They have the opportunity to provide a short, interactive presentation to the whole group and so must master persuasive pitching in order to compete and win the coveted title of “Chindogu Master” for their cohort’s training programme.

Activity:

The activity can be tailored to an hour or ideally it would last over at least 2 hours – depending on the numbers of smaller groups.
It is a high energy, informal and fun activity that requires a space to accommodate at least one table per group, the opportunity for each member of the whole group to comfortably move around (the presentations are usually quite active and performance centred!) and a space within the room to store the resources needed for demonstrating the proposed solutions to the whole group.
The session opens with a short presentation on what Chindogu is, using the 10 Tenets of Chindogu as a guide and clarifier (10 minutes):

The Ten Tenets of Chindogu (Excerpted from "101 Unuseless Japanese Inventions" by Kenji Kawakami; published 1995 by W.W. Norton & Co., NY)

1. A Chindogu cannot be for real use

It is fundamental to the spirit of Chindogu that inventions claiming Chindogu status must be, from the practical point of view, (almost) completely useless. If you invent something which turns out to be so handy that you use it all the time, then you have failed to make a Chindogu.

2. A Chindogu must exist

You're not allowed to use a Chindogu, but it must be made. You have to be able to hold it in your hand and think "I can actually imagine someone using this…almost." It has to be created by using existing and possible materials, ingredients and components.

3. Inherent in every Chindogu is the spirit of anarchy

Chindogu are man-made objects that have broken free from the chains of uselessness. They represent freedom of thought and action.

4. Chindogu are tools for everyday life

Chindogu are a form of non-verbal communication understandable to everyone, everywhere. Specialised or technical inventions, like a three-handled sprocket loosener for drainpipes centred between two under-the-sink cabinet doors (the uselessness of which will only be appreciated by plumbers), do not count.

5. Chindogu are not for sale

Chindogu are not tradable commodities. If you accept money for one you surrender your purity. They must not even be sold as a joke.

6. Humour must not be the sole reason for creating a Chindogu

The creation of Chindogu is fundamentally a problem-solving activity. Humour is simply the by-product of finding an elaborate or unconventional solution to a problem that may not have been pressing to begin with.

7. Chindogu is not propaganda

Chindogu are innocent. They are made to be used, even though they cannot be used. They should not be created as a perverse or ironic comment on the sorry state of mankind.

8. Chindogu are never taboo

The International Chindogu Society has established certain standards of social decency. Cheap sexual innuendo, humour of a vulgar nature, and sick or cruel jokes that debase the sanctity of living things are not allowed.

9. Chindogu can never be patented

Chindogu are offerings to the rest of the world - they are not therefore ideas to be copyrighted, patented, collected and owned.

10. Chindogu are without prejudice

Chindogu must never favour one race or religion over another. Young and old, male and female, rich and poor - all should have a free and equal chance to enjoy each and every Chindogu.

Examples of existing Chindogu are presented – the most effective way is several photographs as the activity is best explained visually. (3 min)
An overview of the session and the expectations of the participants are provided:
Instructions: Agree on a challenge to solve, provide possible solutions with the Chindogu rules in mind, create a user storyboard and a prototype using the resources provided. Pitch your idea to the wider group for judging by the identified decision maker.
Working in their existing groups, participants are invited to share with one another their daily challenges. What causes them frustration every day? What would they like to solve to make their lives happier in the workplace? Ideas are captured on large flip chart paper on the tables – all suggestions of the challenges they face are captured. (8 mins)
As this is intended to be a high energy activity that encourages participants to step outside of their familiar, professional behaviour, it is valuable to encourage people to stand or use the space around them during their divergent thinking stage. Chairs can be abandoned, floors can be repurposed, walls and windows can be rethought.
Once the paper is populated with lots of problems to solve, the group works together to decide on one issue out of all those presented that they would most like to unravel. This is through open discussion and eventually agreement. (4 min)

With this challenge in mind, the group works together to provide potential solutions to the issue in hand. No idea is considered silly or unworkable at this stage. A successful Chindogu is something that often begins with the thought, “What if we could…” and unusual, innovative and imaginative ideas begin to come forward. All solutions must adhere to the 10 Tenets of Chindogu and the key one is to remember that all components of the solution must already exist and be possible – but presented as a whole, they are repurposed in a new way. Jet packs, time travel and invisibility cloaks aren’t welcome here. (30 mins)
Once the solution has been decided upon, the groups can make full use of the “Resources Box” to physically create and manifest their ideas, to use as props and visual representations during their presentations. No digital technology is permitted – this is a fully analogue activity and the more creative the physical representation, the better. (30mins)
Each group then presents their challenge, the proposed solution and the prototype to the wider group for evaluation from the “judges”. The criteria by which these are judged can include “most innovative use of an everyday object”, “most persuasive pitch”, “most effective stepping out of a comfort zone” (particularly pertinent for anyone who is uncomfortable with this new shift in professional behaviour and yet still immerses themselves in the activity) etc. Judges who are already involved in the programme work well here as this is a trust building exercise and so participants may feel that they are risking their professional integrity by stepping out of their comfort zone to immerse themselves in discovery through play. Inviting their supervisor, boss or funder might not work so well in encouraging participants to use their enterprising behaviours in this way.
The winning group is then presented with a small prize each – chocolate medals work well (consider vegan and vegetarian options!), pens, a drinks token. Keep it small but useful!
The activity is concluded by asking for open, spoken feedback from the groups on:
What worked well for you?
What did you learn about yourself re: communication, innovation, problem solving?
What would you do differently in your research/work/study/life as a direct result of taking part in this activity? (5-10mins)
It is worth taking photos of the creations that are presented as they are visually interesting, fun and memorable. With permission gained from participants, sharing the photos on social media helps to share your activity with colleagues and external networks, which is of particular interest to them if you have used the activity in an unusual way or with an audience who wouldn’t normally have the opportunity to become involved.

Skill Development:

Through this interactive session, the learners gain several benefits:

The session is designed to encourage an enterprising mindset – to see the world’s challenges from a new perspective, try new approaches and exist outside of the participants’ usual behaviours and attitudes.
The activity evidences the impact of creatively tackling problem solving whilst encouraging a playful approach that can often be lost as we mature through our educational experiences. Inviting adult learners (researchers in particular) to remind themselves of their childlike imagination and creativity can help to unlock enthusiasm, inspiration and collaboration to solving real world issues.
The session is particularly useful in bringing together professionals who are new to one another and new to this style of learning. It enables them to literally stand up from their conference seat and conference style approach to new information and become immersed in contributing their ideas collaboratively in order to complete the task, possibly win the challenge and develop their communication skills within their smaller groups but also establish themselves within the wider group.
At the end of the activity, learners report to feel energised, happy, surprised by what they could achieve with this unusual brief and more integrated into their learning cohort. If the session is for adult learners (ie: researchers / management teams etc) they will generally have felt this approach is out of their ordinary. However, by completing this task together, they develop a sense of trust in themselves, one another and the process to allow creative thinking to be a priority and also a fun experience.
Although the solutions they come up with during the task are not credible in the traditional sense, the process of thinking outside of their usual self-imposed boundaries in the workplace, has been proven to help participants to return to this work place and complement traditional methods of problem solving by including a playful, imaginative approach to creating solutions.

“I feel that I have gained many skills that I can use in everyday situations (academia, industry, social life)” (ECR, Newcastle University)

“Chindogu is a fantastic method in developing personal skills in a playful way that can be applied to future careers” (ECR, Durham University)

“I have learned a lot and improved myself after this training. Chindogu has opened my mind to a new way of approaching problem solving. I would like my friends and colleagues to have the same confidence and mindset that this training has given me.” (ECR, Northumbria University)

“I learned things I did not expect to learn and gained confidence and enthusiasm – it’s the best training I have ever done! It should be made compulsory for all researchers to help them think differently, join multidisciplinary groups to solve problems from a new perspective.”
(ECR, University of Sunderland)

Photos provided with permission. Taken during Chindogu sessions from Action for Impact training programmes November 2019 and February 2020. All participants are early career researchers from the 4 Northern Accelerator partner Universities (Photographer – Jenny Brady)

Resources:

On each table:

Flip chart paper
Flip chart pens
Post It notes
Blu Tac
Sweets / treats for energy!

In the resource / junk box: (I recommend all items are dry and not wet – eg: no paint)

Coloured card
Pipe cleaners
Cardboard boxes
Play doh / Plasticine / play clay
Sellotape / sticky tape
Scissors
Lego / building blocks
Cardboard tubes
Jar lids
Tin foil
String
Glue sticks
Any other household item you can include that could be recycled and repurposed into a Chindogu prototype.

References:

Kawakami, K., 1996. 101 UN-Useless Japanese Inventions. 3rd ed. WW Norton & Co, p.13.
Youtube video examples: https://www.youtube.com/watch?v=N56Xe1CCiDM (3.44min)
Youtube video Action for Impact training: https://www.youtube.com/watch?v=GI6btW0j5HE&t=6s (3 day residential version) Northern Accelerator: https://www.northernaccelerator.org/

About the Author
This guide was produced by Jenny Brady (Enterprise Advisor and Educator, Newcastle University. ).

Communication & Emotional Intelligence (QAA 7)

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

Objectives:

To understand the importance of developing active listening skills as part of effective communication

To appreciate the impact of emotions (frustration; anticipation) within communication

To understand the importance of recognising the importance of active listening, using effective listening techniques (which can affect ability to build rapport and gather information in both management situations or when mentoring, counselling etc).

Overview:

This quick icebreaker session is run as a group activity in an informal environment with all participants sitting in a relaxed state, but working to deliver a result within a time frame. Primarily this "parlour game" seeks to actively explore:

Understand the importance of how to listen effectively
How our feeling and emotions can impact on our ability to listen effectively
What methods to use and when would you use them?
How our listening can affect our overall communication

Activity:

This activity takes no more than five minutes to deliver and needs few resources and is therefore an ideal ice-breaker or pre or post lunch "recharge" activity to embed within a formal input.

To change the course dynamic, and shift thinking, take the lead as the "narrator" and explain that you are having a picnic to which they all are invited but to attend they must bring a contribution to the picnic with them. However not all of them will be able to attend (your fictitious picnic) if the item they chose to bring renders them ineligible to attend.

The premise upon which this works as a "parlour game" is that

THE ITEM MUST BEGIN WITH THE FIRST LETTER OF THEIR NAME - THEREFORE JANE CAN BRING SOME JAM BUT BRENDA CAN'T.

However, you can alter this premise to be subject related, and therefore draw out subject based learning as well communication skills (by, for example, asking chemistry students to bring liquids, and making a (silent) premise that are soluble in each other or items that would be connected within an experiment or situation or even industry situation).

Remember to invite each member individually to the picnic and respond to each person individually e.g.: "Jane what can you bring to my picnic" response Jane wants to bring some bread, reply "I am sorry Jane you cannot bring bread to my picnic" etc. as the exercise proceeds some people will be able to attend by just being lucky in what they are bringing others thought might cotton on to the rules other's will not and may get frustrated so make sure you don't go on for too long. When everyone can "come to the picnic" or attend the "industry expo" or whichever scenario you selected, you can need to lead the debriefing session.

It is vital that emotions throughout the game, and across the team, are recognised and the group then explores how when we become emotional, frustrated or angry our ability listen effectively is impaired.

Skill Development:

This can take the form of a relatively short discussion, but will need to explore the learning across the group, and by encouraging everyone to share their story/emotions/feelings.

In larger groups, you can encourage them to share their feelings throughout the experience in small teams before presenting the range of emotions to the wider group. This reduces the perceived risk of sharing emotions across a big group but retains the breadth of emotions and highlights this to the wider group.

It is important to end this group discussion with an exploration of their feelings and frustrations, and what techniques they could use in the future, or in work or study situations to work professionally.

This debrief should explore the importance of active listening as well as how our listening is effected by our feeling and emotions, which can lead to an exploration of wider communication issues such as ability to build rapport, think effectively and manage or support the person we are communicating with.

Resources:

No physical resources, but planned scenario needs to be predetermined if subject based.

About the Author
This guide was produced by Alison Price.

Communication and Creativity Icebreaker (QAA 1,5,7)

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

Objective:

The participants will interact and have to use thinking and describing skills
To generate enthusiasm and motivation in Idea generation
Build confidence in communication

Overview:

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.

Activity:

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:

The group facilitator will ask each individual to write down on a piece of paper a positive word for every letter in their (First Name) to describe themselves in a positive way.
Once complete, the trainer should ask participants to swap answers with the person sitting next to them and ask them to read out each other’s positive words that they used from each letter in their first name to describe themselves.

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.

Skill Development:

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.

Resources:

A sheet of paper and pen for every person.

Communication Clarification Group Task (QAA 7)

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
7Communication and Strategy

Objective:

This simple activity helps participants understand that even the simplest task is open to interpretation, illustrating the importance of good communication.

The Paper Tear exercise teaches people to think for themselves and to ask clarifying questions.

Overview:

An Icebreaker exercise that can be used to illustrate a simple point of the importance of clear communication. This Icebreaker uses a piece of paper and the participants interpretation to show how people see things very differently.

Activity:

Give each seated participant a half piece of A4 ask them to close their eyes.
Ask them to fold the piece of paper in half. Ask them to tear off the upper right corner.
Have them fold the piece of paper in half again. Ask them to tear off the upper right corner again.
And one more time, ask them to fold the paper in half And tear off the upper right corner one last time.
Ask the group to open their eyes and show everyone their original work of art.

[Note:  Each paper will be different because the individuals chose to:
–  fold the paper in different ways –  tear off different corners (his or her interpretation of “upper right corner”) –  different size tears]

Skill Development:

When exploring and debriefing this activity, communication can be explored and the role of questioning discussed. The potential to have an open dialogue can be explored and consideration of how decisions can be impacted from an incorrect “original” decision. It is therefore important to explore the root of activity going awry, and how blame/lack of information needs to be handled in order to deliver on a task.

This activity is great to illustrate how different everyone is, how everyone responds differently to instructions, and how it is important to have an open dialogue and illustrate the point that it is always better to ask questions and have an open dialogue.

As facilitator, you can pretend to be surprised and say something like; ‘I gave everyone the same directions, yet look at how different the papers are! Did you listen?’

Resources:

A4 Pieces of Paper for each person

Communication Ice Breaker (Listening)

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
Lecture Theatre

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

Objectives

An ice breaker (traditional parlour game, with the option of a subject/specialism focus)
Highlight the importance of communication skills, especially listening

Overview

The activity can is best used as an ice breaker as it is a fun method to start participants communicating. The activity is really simple and can be adjusted depending upon group size, age - for example forming two groups and running in competition. It has immediate impact and engagement with groups as many remember playing the “parlour” game of “Chinese Whispers” upon which this is based, however it is flexible enough to become subject/discipline based and competitive within a time constraint or against other teams.

Activity

Using prepared statements or drawing upon module/programme facts to create short statements,

Ask participants to form a circle
Give a sheet with a statement written on it to a member and ask them to whisper what is wrote on the paper to the person next them.
The second person is then to whisper what they heard to the person next to them
The process is to be repeated until the last person, who then has to write what they heard on a piece of paper
Compare the difference in the two pieces

Whilst this game might be familiar to the students are being the “childhood parlour” game of “Chinese Whispers”, this format can also be used at the start of a course or programme to determine the knowledge base line for facts (equations; Universal Laws; features or traits of characters or entrepreneurs etc) and by running this several times with competing groups you can add a degree of competition and time pressure.

A further development of this is to add in “deliberate mistakes” and see if the groups will adjust or amend to provide you with correct information at the end. By running several statements through the group, it is possible to test core knowledge by awarding marks (success) to correct communication and also any amends or corrections to the statement/equation. This can either be done by awarding the “final” player in the chain, the power to overrule what they heard, or that the submit their list of facts and then confirm as a team whether they agree with them or not, for additional points.

Skill Development

Whilst this primarily tests listening and communication skills in a light hearted way, the lessons of team work and haste/accuracy etc can all be explored as a group to explore the results of this “parlour game”. It is important to review how information was exchanged and how could information be better communicated (visual as well as audio for example) and explore how to limit mistakes.

With the additional subject based knowledge test as an extension, you can also explore how the group make the decision as to who was their “final” player or how they would agree amend the facts and what was the basis for this group agreement. Exploration of this consensus building can also form an important part of their reflection and discussion as to how to identify team roles or come to consensus in future situations (did they ‘trust’ one player as more knowledgeable than the others; or did it come to a vote? How were differences handled?)

Resources

2 pieces of paper
2 pens
Prepared statements / course materials that can form 1 sentence and be shared.

About the Author
This guide was produced by EntEv.

Communication Icebreaker (Physical) (QAA 4,5,7)

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
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
4Implementation of ideas through leadership and management 5Reflection and Action 7Communication and Strategy

Objectives:

Ice breaker (which builds a connection between pairs)
Participants will have to interact and adapt their communication skills to help their team member
Participants will reflect and evaluate their performance as a pair
Improve communication and listening skills and to highlight the importance of trust when working in a team or pair

Overview:

This physical task engages the whole person in supporting a colleague and ensuring their safety through good communication. The activity can be used at any time during the session, however it is highly effective as and ice breaker. It is a fun method to start participants communicating and is simple to deliver in an appropriate environment and can be adjusted depending upon group size, age etc. However health and safety is paramount and you must consider the appropriateness of the group and room for this challenge.

Activity:

You should initiative this activity by stressing the nature of the challenge and stressing that the safety of those involved is paramount. You can also agree across the group that “stop” can be initiated by any member of the team by raising a hand if they don’t feel that it is safe to proceed. This can be actioned by anyone and will not result in any penalties.

To run the task, gather the group outside the room and:

Scatter furniture that can be used as obstacles but ensuring that safety is not compromised.
Put team members into pairs and should decide amongst them who is to be blindfolded first.
The sighted and blindfolded member should stand at one end of the room.
Aim of the task is for the sighted individual to guide their partner across the room and giving concise information to avoid the obstacles.
Once each team reaches the other side, the pairs are to swap roles

It could also be possible to create a preferred route or course (as seen in horse show jumping) which they need to accomplish (if you didn’t wish to use obstacles for safety or mobility reasons) which would lead the pair to particular numbers/letters indicated on the wall.

Subject specialisms could also be tested by placing knowledge based answers on the walls and asking the pairs to walk to their answer through the course (see QAARunaround for details of how to do a multiple choice but don’t mix the games in play for safety reasons).

Skill Development:

This task requires listening and communication skills and also helps builds trust and connections across the pairings. However the skill development and improved future practice comes from evaluating performance across the group and understanding how and when particular techniques were effective and what lessons that provides for the future. It is important to acknowledge fears and concerns, or frustrations between the pairings but keep the discussion to the general learning, rather than focusing upon particular experiences of individual pairings as the depth of learning will come from the lessons that can be applied in future group work or communication challenges. These lessons include clear communication; agreeing ground rules for working together; recognising the need of feedback or support; understanding the importance of clear short messages within these circumstances etc.

Resources:

Blindfolds
Large room - large, safe, open space
Items that can be used as obstacles which will act as safe barriers (not fall over; not hurt if walked into – no sharp edges)

About the Author
This guide was produced by EntEv.

Communication Icebreaker (QAA 7)

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

Objective:

To ‘Break the Ice’ and bond a group by learning facts about others within the group.

Overview:

This exercise is an excellent get-to-know-you activity that doesn’t take up too much of your team’s time. All you need is a toilet paper roll (or two depending on the size of the group) (or you can use pennies as another option). Recommended group size is 10-30 people.

Activity:

Ask everyone to sit around in a circle.

Pass around the roll of toilet paper (or pennies) and tell them to take as much as they think they’ll need from the finite amount/resource presented, without disclosing what the items will be used for.

If your employees ask further questions, simply answer them with, “take as much as you think you’ll need.”

Once that’s done, ask them to count the number of squares they each have.

Going around the circle, each person has to share a fact about themselves (or a revision fact from the course or programme) for every square of toilet paper or penny they took. So, if someone takes 10 squares, they need to share 10 facts about themselves.

Skill Development:

Tip: In order to avoid someone taking 30 pennies or squares of toilet paper, you could set a limit for each item. The facts don’t have to be long or time consuming.

This activity is particularly beneficial when new teams or groups meet for the first time as it encourages communication, bonding, and helps the participants learn more about their colleagues.

It can also be used to undertake revision with a group, by asking them to recount facts, knowledge at the end of a programme or to confirm new learning of any type (including reflections on the task; personal observations about themselves or the team).

Using this arbitrary method of allocating “comments” means that you encourage all members of the group to speak and engage, and provide and deepen their reflections.

Where learners might struggle, you can introduce trading between members to pass their “resource” to another if they run out of things to say. This extension requires a reward for those with the most paper or pennies at the end, as they have attracted most resources through their confidence, knowledge or communication skills.

Debriefing this exercise requires the team to explore the emotions of the task (lack of clarity; confidence required; concern as details were released) and be open about how they addressed this personally and overcame these concerns to deliver on the challenge (especially if they were able to trade or work in partnership).

Resources:

Pennies/Tissue Paper

About the Author
This guide was produced by Alison Price.

Communication Icebreaker Decision Making (QAA 3,6,7)

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, Carousel Tables (small working group), Outside

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 6Interpersonal Skills 7Communication and Strategy

Objectives:

Energiser
Generate enthusiasm
Non-verbal communication

Overview:

This energiser can be done at any time when working with a group; however it is ideal to be at the start of a programme or straight after lunch to get everyone moving, communicating and thinking in a fun way. The larger the group the better. If outside space is available it's good to be in a different environment before sessions start again. This can be done with groups of any age, any level.

Activity : This activity will take no more than 5 minutes depending on the size of the group

Participants have to line up in order of their birthdates from 1st Jan to 31st December, without speaking or mouthing the words. They have to communicate by physical gestures with each person to understand each other's birthday and find their correct place in line. Once they are all in line, starting from the beginning each then shouts out their birthday in order to see if they got it right.

Skill Development:

This energetic task obviously focuses upon non-verbal communication but requires team work and the ability to work under time pressure. It often displays a degree of rule breaking or inventive behaviour to ensure that the decision making is effective, based on the understanding they have. The skill development of this task can be enhanced through reflection (See QAArelfectivelearningdiaryFINAL) when it forms part of a course or programme.

About the Author
This guide was produced by ARP CPed.

Communication Icebreaker Introduction (QAA 3,6,7)

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
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
3Decision making supported by critical analysis and judgement 6Interpersonal Skills 7Communication and Strategy

Objective:

To engage learners in wider concepts of communication
To explore/appreciate their own judgement and decision making skills
To encourage learner to appreciate non-verbal communication and tools to engage with and understand each other
To act as an ice-breaker

Overview:

This short task is designed to build the foundations of effective initial communication within a group, by exploring the concept of instant judgement (against knowing more about an individual or situation). It uses non-verbal communication to draw out stereotypes and explore how communication extends beyond verbal to all aspects of presentation (of person, of situation etc).

Activity:

At the start of a session, explain that you would like to them join you in an icebreaker activity and invite them to work with people that they haven't met before and that there is one key instruction: that no one talks to each other (or uses other communication such as texting).

Split the large group onto smaller groups ( 2-4 people in each group) and request each participant to select 3 items that they are happy to show to others, from their bags, pockets, clothes or the room or wider area (leaf; research article; equipment etc). Invite them to place these items selected in the table in front of him/her in a small pile.

Now, within each group, each person writes on post-it what assumptions they have made about the person, and places them around the items (so they made public). These opinions should be formed based on the displayed items by the person. This attempt at "personality analysis" should be gathered from their ownership/possessions of items/belongings.

Once they have completed this task, the group should be invited to talk together and work through each pile of items and comments together. They should be left for a reasonable length of time to talk/explore their assumptions and get to know each other. This stage is important to allow enough time to work through their points and learn more about each other.

Finally conduct a whole group debrief regarding assumptions and non-verbal clues. Ask the group about how they felt undertaking the task, and to recognise their emotions (arriving to a new programme to meet new people) as part of the process.

Skill Development:

The skills developed within this ice-breaker related to confidence, non-verbal communication and assumptions. However they are also exploring their skills of analysis and ability to reach conclusions, together with inter-personal skills as they began their feedback. This required listening to others, acceptance and openness and emotions will have played a part throughout the process.

Resources:

Papers, pens, items owned by individuals

About the Author
This guide was produced by Enterprise Evolution.

Communication Icebreaker Presentation Challenge (QAA 1,7)

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
Lecture Theatre

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

Objectives:

1.The group will be able to become comfortable with one another through humour and through the use of an Ice Breaker

2.Skills such as confidence talking in front of people will be used

3.Marketing and Selling skills will be used

Overview:

The aim of this Icebreaker is for everyone in the group to talk for one minute on a given subject. This is a great Icebreaker if your group will be using communication and talking as their main source of developing ideas throughout the rest of the session.

Subjects can range from something ridiculous like 'Why Chocolate Is A Vegetable' or 'Ten Uses For A Paperclip' to topics that are relevant to what you are working on in the session; 'Important Things To Consider When Planning An Event' (event management) or '10 components of manufacturing process' or 'safety lessons in lab work'.

You should choose the subjects based on what your needs and outcomes are. If you are using it to make participants more comfortable and relaxed, then go for a fun topic. If you are using it to get your participants brains active and ready, or in order to get a base line of their knowledge and understanding across the group, then choose a topic that is more challenging and stimulating and course/programme related.

Activity

How to play:

The facilitator announces the topic, and a member of the group is randomly selected to speak for one minute. Alternatively the topics could be in a hat, and members of the group draw their topic from there.

The person who is selected must take their topic and speak for one minute, or as long as they can last. Timing them on a stopwatch is a good idea, but this can make it more competitive. You could even offer prizes for those who last the full minute.

Continue to select people until everyone has had the chance to speak.

Skill Development:

The focus here is on getting the group to be comfortable talking and interacting with each other, especially if they don't know, or know very little about each other previous to the session.

After the Icebreaker the group could reflect on what they enjoyed and what they found difficult about the task, identifying areas of themselves that they can improve and work on in the future.

You can focus the knowledge/learning by drawing our key understanding of the topic as well as explore what was made memorable through effective presentation skills.

Resources:

Pre prepared topics on pieces of paper
A hat or receptacle to put the topics into
Buzzer or timer

References:

One Minute Please – Mental Health Icebreaker - https://www.youtube.com/watch?v=0CxPZ65UeMg

About the Author
This guide was produced by ARP ABi.

Communication Icebreaker Truth & Lies (QAA 1,2,5,6,7)

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 2Opportunity recognition‚ creation and evaluation 5Reflection and Action 6Interpersonal Skills 7Communication and Strategy

Objective:

Idea generation
Understanding processes and procedure
With opportunities to:

Review the session, understand the concept or steps covered in an interactive way.
Evidence the power of group work as more ideas are created through team work
Understand team dynamics and how teams come together to achieve a goal
Understand the power and necessity for review and reflection of a task or situation.

Overview:

There are times when people’s energy is low during workshops, particular after a long lecture or after a break. After lunch time workshop participants tend to be tired while they are still digesting. It’s fast and fun ways to get participants refocused on the workshop (and topic). This task can help the group bond or develop their subject knowledge through a “truth and lies” approach to multiple choice statements (right or wrong).

Activity:

Participants write on cards / note pads two truths about themselves and one lie.
The participants then walk around sharing with one another their three statements – during this participants should reveal which of the statement is a lie. During this sharing it is the goal of the participants to:
a) Convince others that your lie is true
b) Guess the correct lie of the other participants
The participants gather back together in a circle and the first person read aloud their statement to remind everyone.
The group then tries to guess which of the three statements is not true – at the end of each statement ask for a vote through a show of hands. ‘Who thinks this statement is true?’ Raise your hands.
The participant then reveals says which of the statements is untrue.

Notes:
• For large groups (30+), it is best to split into smaller group sizes.
• Give example of statements and remind people that they should use short statements.

This task can be undertaken as a lively energiser, or as a subject based/ discipline focused activity. By providing a slightly longer time for the students to prepare, the statements can be about a revision topic, or a new topic that is being studied. It is also possible to pre-prepare a set of two piles of statements and invite the students to take them, research them (this can be for the following week if more complex subject related topics) and convince others of their position. This could be delivered as a panel in front of the group, who are acting as audience. Inspiration for this type of extension can come from the BBC TV format “Would I lie to you?” but requires subject knowledge to make the truths and lies work and therefore the individual panellists can benefit from working in advance as a team to prepare their statements and answers. By creating teams, with a panel spokespeople, audience engagement is high.

Skill Development:

It is important to ensure that the student groups recognise that the potential of subtle communication skills deployed in this task (such as empathy; humour; rapport). Discussing the challenge, and what elements were memorable and effective, can highlight how individuals create effective communication. Whilst they are opportunities to develop a range of communication skills through practice, it is important to look for “future lessons” from this task to build an understanding of the transferable skills that are being developed. This might include discussion of Opportunity recognition, creation and evaluation; Interpersonal Skills; Communication; Reflection and Action; Team Building and creative thinking skills. It could be helpful to write up these titles and invite comments on post-its under each title to draw out experiences and feelings. Explore these comments collectively to draw together themes and learning from the whole group.

Resources:

Each participant needs a note pad/card and pen/pencil
If you wish to use this approach to introduce a new topic, or topic extension, then you may wish to pre-prepare the statements for the students in advance for the session – or to issue in the session in advance for learners to research and prepare for the next week panel task.

References:

Permaculture Facilitator’s Resource Book for Training and Assessment http://library.uniteddiversity.coop/Permaculture/Permaculture_Facilitators_Resource_Book-Training_Assessment.pdf
See examples of panel ‘rounds’ for inspiration (TV Format) - https://en.wikipedia.org/wiki/Would_I_Lie_to_You%3F_(TV_series)

About the Author
This guide was produced by EntEv.

Communication Re-evaluation (QAA 5, 6,7)

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
5Reflection and Action 6Interpersonal Skills 7Communication and Strategy

Objective:

To understand the importance of developing our feedback techniques as part of a communication and working with others.

Overview:

This session is run as a stand-alone group activity in an informal environment with all participants sitting in a relaxed state in order to create lots of opportunity for group discussions and sharing experiences in order to refine their use of language and consider messages from different perspectives.

Activity

This activity takes about 30 minutes to deliver the airline pilot communication, set the scene: and explore the results with the group together the importance of giving effective constructive feedback when communicating.

Before beginning it is useful to indicate that you are doing a hypothetical task relating to air travel to ensure that you are not working too close to an individual’s phobia or concerns relating to airline travel. You may wish to exempt someone who feels that they may be uncomfortable with the task, but recognise this element is part of the task when giving feedback.

Turning a negative into a positive: The airline pilot scenario

As facilitator, read this announcement to your group, after explaining that they have been sat in an aeroplane for about 15 minutes, when the pilot speaks to you over the intercom:

"Good morning, this is your pilot speaking. We are going to have to delay our departure for about 40 minutes. There have been problems with the cargo onto the airplane and this will take some time to sort out. The plane is also at the present time being refuelled.

When we take off, we shall be flying due east and going at a height of 30.000 feet. The weather forecast in the area is not good and it looks as if we could have quite a bit of turbulences route, so please keep in your seats and I understand the weather at our destination is also bad for this time of year which is causing delays to departures and arrivals.I will let know as we have any further information"

Ask the group informally to share what they heard from this announcement. Explore the feelings of the group as well as the message.

Then provide the text, either as a handout, or on screen and set the task: Can you communicate this information in a more positive way?

All the above information is factually correct, however even before take-off the captain has put you in a poor mood for the journey.

Give the group 10 minutes to read through and come up with a more positive statement. Then go around the group for them to talk through their statements and then talk though the groups as to how and why they presented this information differently and how they might communicate the need to use different language to the pilot. Discuss how to give feedback to colleagues/team members and explore their previous experience of poor feedback.

Discuss how feedback statements are heard and how language can shape what is heard.

Use the following Feedback key points (below) to guide your discussions and agree how best to handle feedback which improves service and quality, and particularly when colleagues are unaware of any performance issues or potential increase in quality that can be achieved.

Feedback should be

In a form that is appropriate and acceptable to the receiver
descriptive not evaluative
about behaviour not personality
based on examples

When you give feedback make sure you:

communicate how you felt
get others to support your observations
confirm good as well as bad
allow the recipient to question
are timely
identify sources

When receiving feedback

accept it is for your own good
be positive
listen carefully
check and clarify understanding
check with others
expand on feedback given
decide how to use feedback
thank the giver

When giving feedback to individuals

use supporting evidence
be positive
gain commitment
clarify implications of feedback
build up self confidence
gain agreement of the way forward
develop action plans
communicate decisions to appropriate personnel

Skill Development:

The discussion of this task should focus on reflection; review; feedback (see points above) in order to explore the learning through group discussion. It is important that you establish the need to understand the importance of how to give feedback in a safe constructive way which continues to motivate individuals to deliver.

This communication task explores the more subtle, and powerful elements of an individual's communication skills and it can be useful to draw on experiences from part-time/previous jobs or courses to truly understand the emotional impact of feedback and establish the need to consider timing; task; emotional state; message etc when giving feedback. Individual experiences from the group, should they wish to share, can be particularly powerful in exploring group work, team work and motivating for improvement.

Review these lessons and then explore with the group what they can 'take-away' for the future, both as a giver of good and supportive feedback, and a possible receiver of well-intended, but badly executed feedback. What ground rules for feedback can they use in their group work? Can they add this to their meeting agendas? What language is appropriate? What happens when feedback is not accepted within their group?

Resources:

Pilot statement Handouts (or power point slide of text) to produce mid task.

About the Author
This guide was produced by Enterprise Evolution.

Communication Scenario Through Questions (QAA 7)

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

Objectives:

To explore communication and how to listen effectively
To understand the importance of recognising the different methods of questioning that can affect our ability to build rapport and gather information in both management situations or when Mentoring, counselling or in our everyday life of building relationships

Overview:

This session is a short interactive group activity which can be delivered in an informal environment with all participants sitting in a relaxed state, but exploring a challenge with a time pressure. It will give the participants the opportunity to develop their questioning techniques in a fun and safe environment.

Activity:

This activity takes no more than ten minutes to deliver and requires that you, as the tutor, hold back and allow the questioning to deepen and allow for “pauses” and quiet.

Firstly, you need to set the scene, by explaining to group that they are looking at questioning skills and the group need to identify what it is you are doing, which you will only do by providing 1 statement that guides them and then only by answering the questions they ask.

You might start with:

“I am outside a hotel....i am pushing a car and I have no money”. (I am actually playing monopoly the group need to establish this through their questioning)

Leave it open for people ask questions you must be truthful with your replies but keep your answers short, tight and only in answer to the specific question asked.

The majority of the time people will ask closed questions will which only glean a "yes" or "no" response and not a lot of information ie Are you? Did you? Is the? Clearly these type of questions (which only elicit yes/no answers) will not serve them well and they will need to develop more opening questions relating to: Why, Where, What, Who, When ... Open questioning will produce a more honest reply and therefore resolve the puzzle sooner.

ie: "Why are you pushing the car?" reply "It has no engine"

"Why does it have no engine?" "Because it is a toy car." This would then open up their questioning and thinking.

It is key at this point that you don't lead them if they find themselves at a "dead end" or taking the wrong approach, as the process is the key experience. This can take a bit of time to resolve but it is fun though powerful and results in people being aware of how to develop their questioning skills these skills can help in management, development , communication including mentoring or volunteering.

If you are working with larger groups, you may wish to place them in teams and appoint a spokesperson who can ask the question which the team collectively agree upon. This can deepen this task as it requires good communication within the team as well. This also allows you to be particularly harsh, if their spokesperson asks "can I ask a question....?" to reply that they just have and move onto the next team without providing further information.

In addition, you can consider a range of "oblique" situations within their field, subject or industry sector which will also test their knowledge and understanding as well build their listening skills. This could relate to an experiment or practical aspect of their subject and they need to identify when and where it is taking place (scenario; situation; addressing need).

Skill Development:

The key to deepening the learning is within the review and group discussion at the end.

Collectively you can discuss the process and their experience of this – exploring emotions of frustration, confusion etc and acknowledging this as part of the process. Within a group discussion you can explore how/if the questioning changed in order to get the right information, by discussing the following topics:

Understand the importance of how to question
How and when to use open questions
How and when to use closed questions
What questions to use and when would you use them?
What questions to avoid (leading, multiple etc)

Using flip chart or board you can work through the process by asking how they identified these components, finally focusing upon how to deepen their understanding of what makes effective questioning and listening.

Who?
Where?
When?
What?
Why?
Also How?

Resources:

Flip chart /board for capturing review/discussion points - optional

About the Author
This guide was produced by ARP.

Creating a Website With Google

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
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 5Reflection and Action

Download 'Learning and Teaching: Sharing Good Practice' here.

CAWIG - 1

About the Author
This guide was produced by Grwp Llandrillo Menai.

Creating an agenda for future sessions from learners’ contributions (using post-its) (QAA 1)

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
Lecture Theatre

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

Objectives:

• Learners are given the opportunity to compose questions about a topic new to them; (links to intended learning outcomes)
• Learners are enabled to contribute things they already know about a new topic; (links to learning incomes)
• Learners are helped to learn from what each other already knows;
• Learners can gain confidence finding out that many others have similar questions.

Overview

This exercise greatly increases the ownership felt by learners about the curriculum content in a series of classes or lectures. This post-it exercise can usefully be a main part of the first lecture in a series on a topic or module. After a brief introduction to the ‘big picture’ of what is to be addressed in forthcoming sessions, learners are issued with a blue post-it and a pink post-it. They are given the opportunity to anonymously jot down (1) a question they believe could be important about the topic (pink post-it), and (2) something they already know about the topic (blue post-it).
They are then helped to look at each others’ post-its (both kinds).
The post-its are then collected by the teacher/lecturer, who uses them to plan the start of the next session in the series.

Activity
Session 1
1. Brief the learners very quickly (no more than two slides, or five minutes orally) about the main subject matter to be addressed in the forthcoming series about the topic or theme concerned. It can be useful at this stage to show on a slide (but not expand upon) the intended learning outcomes relating to the topic.
2. Issue blue and pink post-its, one to each learner (other colours if necessary of course).
3. Brief learners to write privately (and in clear handwriting) on the pink post-it one question about the topic, which they think may be important, but to which at this stage they do not know the correct (or best) answer to. Make the point that there’s no such thing as a silly question, and that it’s OK not to know the answers at this stage.
4. Then brief learners to use their blue post-its to write down one thing that they do already know about the topic. “Everyone knows something about anything” you might say. Encourage them to write down something interesting, or fascinating, or unusual if they can. Explain that at this stage it does not matter at all if what they know turns out to be wrong.
Steps 2-4 usually take no more than five minutes.
5. Ask learners to pass their post-its around, so they can look at each others’ questions, and the things their classmates already know about the topic. Learners’ confidence can often be seen to be increasing rapidly, when they see that several other learners have written similar questions to their own (“it wasn’t a silly question after all!”), and they are often quite fascinated by the things that others in the group have written on their blue post-its (“Well, I didn’t know that!”).
[optional] Suggest that learners spotting someone else’s question on a pink post-it could add a tick for ‘me too’ if they also want to find out the answer to the question.
Depending on the size of the group, and how interesting the learners find this task, this can usefully take 20 minutes or so.
6. When most learners have had the opportunity to look at most of the post-it entries, ask them to stick the post-its onto two charts, one for pink post-its (questions) and the other for blue post-its (things they already know).
7. This is probably most of the first session used up (if for example lecture slots are around 50 mins), and if so, only do general interest things until the end of the session, but take the charts with the respective post-its away with you.
8. Look through the pink post-its for recurring questions, addressing important topics in the curriculum, and linking well to one or more of the published intended learning outcomes. Look also for blue post-its which suggest that their owners already know the answers to these common questions. Prepare a slide as follows…
9. ‘37 of your pink post-its from the last session were similar to the following (very good) question: “…..” Hands-up if your question was similar to this one. Now hands up if you too want to find out the answer to this question’.

Session 2

10. Use the slide as above, then announce ‘Eleven of you probably know the answer to this question – I know this from what you wrote on your blue post-its! Hands up if you know the answer, and please keep your hand raised, until three or more people who don’t know the answer move to near you. Now, those who know the answer, talk your classmates through it.
11. You can then go on to another recurring question, with the same processes.

This kind of activity allows ownership of the important questions by members of the class, and the fact that other class members can share answers to these questions, rather than the teacher/lecturer providing the answers.

Skill Development:

This activity allows teachers/lectures to develop skills and confidence in allowing learners to contribute significantly to shaping the way that important questions are addressed in class.
It is also very comforting to learners entering a new topic to find out that many of their classmates have similar questions that they want or need answers to, and reassuring that lecturers/teachers take their questions seriously enough to base future class sessions on addressing them.

Resources:

A slide or two of very broad-brush briefing notes about the topic to be addressed in a series of sessions;
Pink and blue post-its, sufficient for one (or more) each for each learner:
Flipchart sheets for learners to stick the post-it onto, after the sharing activity;
Pens to give away for those who come without anything to write with!

References:

Race, P. (2014) ‘Making Learning Happen: 3rd edition’, London: Sage.
Race, P. (2015) ‘The Lecturer’s Toolkit; 4th edition’, Abingdon: Routledge.
http://phil-race.co.uk

About the Author
This guide was produced by Professor Phil Race.

Creating Student Teams (QAA 3,7)

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
3Decision making supported by critical analysis and judgement 7Communication and Strategy

Objective:

To be able to explore key skills, attributes and roles required to create an effective team for a particular task
To articulate and analyse the skills and experience of individuals in order to match key criteria
To assess opportunities and take decisions which meet priorities, within a specific time frame
To exercise judgement in assessing a wide variety of options
To communicate decisions effectively, using strong interpersonal skills

Overview:

This activity is effectively a way of creating new student teams for a particular task, but by focusing upon skills, experience and expertise to undertake specific roles within a group. This task is designed to encourage the students to understand the skills and roles needed within effective teams to undertake a particular task. This technique can be used for any group work where the students will be undertaking a sustained activity which benefits from particular team roles or competences.

Students are asked to consider their own strengths and consider how best to articulate them (CV or advert) and then consider a task and how best they might support the activity (matching skills to the task/jobs). Teams need to be created from the student group to address the challenge they have been set.

This works particularly well with new groups as it also creates opportunities for networking and new bonds, but can also be usefully deployed to stop students working within friendship groups.

Activity:

Students need to understand the activity that they will be undertaking (task; length; scope; numbers in a group; roles to undertake etc) so that they can consider their own skills/expertise within a context, however the first element of this task is to assess their own suitability for particular activities within this task.

Self Analysis

This activity can draw upon previous CV work or application process (or create LINKEDIN profiles) to create a formal assessment and showcase of their experience and expertise.

This can be a formalised process which requires the creation of professional promotional materials (CV or poster see QAA7CreatingaPoster ) or a review process which asks them to indicate 3 key things relevant to the task, or suggest the following 3 elements to be highlighted

1 competence, technique or ‘knowledge set’ developed academically prior to this course
1 attribute of their approach to group work (leadership; interpersonal skills)
Personal interest, capability, attribute from outside education (relevant experience as a customer or user; evidence of personal interest; indication of approach to the task).

Creating the Group – Identifying the Needs

Having then been issued the task, students need time to further consider their own weakness and identify what they need to ensure they create an effective team. This reflection can be undertaken confidentially as students consider their own limitations currently and then isolate the support/network that they need to work effectively.

Creating the Group – Matching Up

Matching up the students to create their new team can be undertaken in two different styles.

Networking showcase
Students can be provided with time to network to create their own team by talking to new and unknown colleagues and asking about their “3 attributes” or CV and trying to create a match for the task. As students meet others, they build up their team and then progress around the room as a group, seeking others which fit the remaining match for their new team.
Interviewing
You can identify a group of team leaders or CEOs or HR managers (either as individuals or as a small mini team) which will be interviewing and assessing others to join their team. This can be a randomly allocated or those that have identified themselves as leaders can be given the opportunity to undertake this role. This activity is best done by allocating the team leaders to different rooms and asking them to indicate their offer (or unique selling point USP) to encourage others to join them. They will then attract the wider group to visit their room for a short dynamic interview where they match up job roles, as observed by others, who may be attracted to this team, or select to visit another room.

Skill Development:

It is important that the self-analysis (CV writing; LinkedIn profiles) draws upon educational background but also prior knowledge, previous experiences, hobbies and interests so that all the students have elements to showcase. This reflective process at the start is key to an effective match and for effective consideration of the roles.

Once the teams are matched it is important to encourage them to share a reflection about the process and create their ground rules for working together.

This document can be revisited at the end of the process and the whole matching/team working experience be explored through reflection. It is important that the groups debrief about their learning on team work, skill development and their emotions. It can be important to acknowledge that they experienced concern, fear, nerves, or excitement in meeting new people/addressing a complex task or working with new team members. Recognition of emotions is key in building confidence which allows the learners to repeat skills in new environments.

Resources:

Primarily the preparation includes the task itself but also considering the skills needed to undertake the roles inherent within task. It is important that you indicate soft skills, prior knowledge, suitable background etc that will allow all students to indicate their suitability. You may wish to write short job descriptions, or indicate the roles and the skills that are required across the task, so that the students can match their team to the “whole task”, rather than find a perfect match to a job. If you need help identifying these soft skills, then the QAA documentation for your programme can be a guide as can colleagues within Careers.

Your Careers Service can provide support (and may provide content or materials) to help the students articulate their skills as a CV.

You may wish to create a showcase element to this task where students ‘advertise’ their skills or abilities in order to get recruited which may benefit from a range of materials/scissors/pens/posters being available for them to work with.

References:

AGCAS materials
https://intranet.birmingham.ac.uk/as/employability/careers/documents/public/agcas-cvs-letters.pdf

Careers support examples (CV)
https://www.ucl.ac.uk/careers/specialistsupport/researchers/agcas_cvexamples

LINKEDIN provide support for students:
https://university.linkedin.com/linkedin-for-students
https://university.linkedin.com/content/dam/university/global/en_US/site/pdf/TipSheet_BuildingaGreatProfile.pdf

About the Author
This guide was produced by Alison Price.

Creative Problem Solving (Post-its)

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

Objectives:

This is a lively exercise which works well with 25 or 36 learners, respectively in groups of 5 or 5 at a carousel table.
• Learners will identify individually problems in a given context or scenario.
• Group prioritisation: groups will next prioritise problems in order of importance, or difficulty.
• Group editing and refining: groups will formulate the most pressing problem to briefly complete the starter: what can I do when’.
• Individual learners put ‘on the spot’ will creatively state a tactic to a ‘What can I do when …’ problem from another group.
• Individual thinking and oral communication: by the end of the round, everyone in the whole group has had a go at suggesting a solution for one or more problems – no passengers!
• Analysis and reflection: members of the group which thought of the problem will discuss pros and cons of the various solutions they have heard.

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’.

Overview
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’.

Activity
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).

1. Divide the total number of learners into groups of (approximately) equal size, e.g. 25 learners into 5 groups of 5 at carousel tables. (It is best to do this group formation randomly, avoiding the disadvantages of ‘friendship’ groups and ‘left-over’ groups!). Name the groups A, B, C, D, E.
2. Set the context for the problem-generation phase. For example, the problems of working with learners on an ‘enterprise’ module could be addressed by asking everyone to think individually of their worst nightmares in the context of working with such learners, and jotting down individually on one or more post-its their nightmare in the format of ‘what could I do when…’
(Completions in this particular instance may well to include ‘…a learner repeatedly doesn’t turn up?’, or ‘…a learner won’t join in?’, or ‘…a learner becomes aggressive to other learners?’, or ‘…I run out of ideas to use with the group?’, or ‘…time runs out when I am only half-way through an exercise?’ and so on).
3. When each learner has jotted one or more problem-questions down, ask the groups to prioritise the problems identified in by their group members, and work out the most important to tackle (or the most difficult to tackle), then the next most important, and so on.
4. Ask group A to read out their top completion of the ‘What can I do when…’ starter, and write it up exactly in their words, on a slide or flipchart. Then ask group B for their problem, then group C and so on, writing them up in turn. If a group comes up with a problem too similar to those already written onto the slide or flipchart, ask the group for their second-most-important problem and so on.
5. Set the ground-rules for the report-back from the groups. Group A’s question goes first to Group B, where one person described what they might do to address the problem. Only one person can speak; it sometimes takes a little time for a volunteer to come forward. Next, one member of Group C is sought to respond, and so on to Groups D and E in turn. It can be useful to brief Group A to make brief notes of the gist of successive responses.
6. T0 respond gets harder as it moves from Group B onward. Each successive respondent must think of a different response from those which may already have been given. At this stage, the facilitator may choose to throw in one or two further solutions, if the groups have missed anything important in their responses.
7. Finally, Group A, who own the question are asked to consider the responses from Groups B-E (plus any offered by the facilitator), picking the best one, and coming up with any further alternatives they have thought of. All members of Group A can join in this discussion.
8. Next the question from Group B goes in turn to Groups C, D, E and A, again only one member – a different member of the group coming up with a solution. In the event of too long a pause, the person from the group concerned who answered last-time round can nominate someone from their group to respond.
9. Continue until all five questions have gone round the groups.

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.

Skill Development:
1. Identification of problems individually, followed by discussion and prioritisation of problems in groups.
2. Refining of an identified problem, by turning it into the ‘what can I do when…?’ format.
3. Oral quick-thinking and communication, as each group member responds to a ‘what can I to when…’ question.
4. Building on what has been already said earlier in the round, when the next respondent has to in effect think of ‘what else can I do when…?’ as responses can not be repeated as the round continues.
5. Listening to the various responses by the group ‘owning’ the question, noting down the gist of each for subsequent discussion, then analysing the pros and cons of the various responses.
6. ‘Negative brainstorming’, if the exercise includes ‘What would make this situation worse?’, which can often yield further ideas for actual solutions to the problem.

Resources:
• Post-its for individuals to jot down ‘nightmares’ to base their ‘what can I do when …?’ questions upon.
• More post-its (possibly a different colour) for groups to write their final versions of ‘what can I do when…?’ questions down on, before prioritising which they want to submit to the other group rounds.
• A few pens to give away if needed.
• Flipchart or PowerPoint display to show the questions.

References:
Race, P. (2014) ‘Making Learning Happen: 3rd edition’, London: Sage. (Note that one Chapter of this book is entirely composed around ‘what can I do when …? questions, (in the broad context of teaching, learning, feedback and assessment), each followed by the sort of responses which can be given by participants working in the creative-problem-solving mode described in the above activity).

Race, P. (2015) ‘The Lecturer’s Toolkit; 4th edition’, Abingdon: Routledge.
http://phil-race.co.uk

Author: Professor Phil Race

Creative Problem Solving What can I do when...? (QAA 1,7)

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

Objectives:

This is a lively exercise which works well with 25 or 36 learners, respectively in groups of 5 or 5 at a carousel table.

Learners will identify individually problems in a given context or scenario.
Group prioritisation: groups will next prioritise problems in order of importance, or difficulty.
Group editing and refining: groups will formulate the most pressing problem to briefly complete the starter: what can I do when’.
Individual learners put ‘on the spot’ will creatively state a tactic to a ‘What can I do when …’ problem from another group.
Individual thinking and oral communication: by the end of the round, everyone in the whole group has had a go at suggesting a solution for one or more problems – no passengers!
Analysis and reflection: members of the group which thought of the problem will discuss pros and cons of the various solutions they have heard.

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’.

Overview:

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’.

Activity:

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).

Divide the total number of learners into groups of (approximately) equal size, e.g. 25 learners into 5 groups of 5 at carousel tables. (It is best to do this group formation randomly, avoiding the disadvantages of ‘friendship’ groups and ‘left-over’ groups!). Name the groups A, B, C, D, E.
Set the context for the problem-generation phase. For example, the problems of working with learners on an ‘enterprise’ module could be addressed by asking everyone to think individually of their worst nightmares in the context of working with such learners, and jotting down individually on one or more post-its their nightmare in the format of ‘what could I do when…’
(Completions in this particular instance may well to include ‘…a learner repeatedly doesn’t turn up?’, or ‘…a learner won’t join in?’, or ‘…a learner becomes aggressive to other learners?’, or ‘…I run out of ideas to use with the group?’, or ‘…time runs out when I am only half-way through an exercise?’ and so on).
When each learner has jotted one or more problem-questions down, ask the groups to prioritise the problems identified in by their group members, and work out the most important to tackle (or the most difficult to tackle), then the next most important, and so on.
Ask group A to read out their top completion of the ‘What can I do when…’ starter, and write it up exactly in their words, on a slide or flipchart. Then ask group B for their problem, then group C and so on, writing them up in turn. If a group comes up with a problem too similar to those already written onto the slide or flipchart, ask the group for their second-most-important problem and so on.
Set the ground-rules for the report-back from the groups. Group A’s question goes first to Group B, where one person described what they might do to address the problem. Only one person can speak; it sometimes takes a little time for a volunteer to come forward. Next, one member of Group C is sought to respond, and so on to Groups D and E in turn. It can be useful to brief Group A to make brief notes of the gist of successive responses.
To respond gets harder as it moves from Group B onward. Each successive respondent must think of a different response from those which may already have been given. At this stage, the facilitator may choose to throw in one or two further solutions, if the groups have missed anything important in their responses.
Finally, Group A, who own the question are asked to consider the responses from Groups B-E (plus any offered by the facilitator), picking the best one, and coming up with any further alternatives they have thought of. All members of Group A can join in this discussion.
Next the question from Group B goes in turn to Groups C, D, E and A, again only one member – a different member of the group coming up with a solution. In the event of too long a pause, the person from the group concerned who answered last-time round can nominate someone from their group to respond.
Continue until all five questions have gone round the groups.

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.

Skill Development:

Identification of problems individually, followed by discussion and prioritisation of problems in groups.
Refining of an identified problem, by turning it into the ‘what can I do when…?’ format.
Oral quick-thinking and communication, as each group member responds to a ‘what can I to when…’ question.
Building on what has been already said earlier in the round, when the next respondent has to in effect think of ‘what else can I do when…?’ as responses can not be repeated as the round continues.
Listening to the various responses by the group ‘owning’ the question, noting down the gist of each for subsequent discussion, then analysing the pros and cons of the various responses.
‘Negative brainstorming’, if the exercise includes ‘What would make this situation worse?’, which can often yield further ideas for actual solutions to the problem.

Resources:

Post-its for individuals to jot down ‘nightmares’ to base their ‘what can I do when …?’ questions upon.
More post-its (possibly a different colour) for groups to write their final versions of ‘what can I do when…?’ questions down on, before prioritising which they want to submit to the other group rounds.
A few pens to give away if needed.
Flipchart or PowerPoint display to show the questions.

References:

Race, P. (2014) ‘Making Learning Happen: 3rd edition’, London: Sage. (Note that one Chapter of this book is entirely composed around ‘what can I do when …? questions, (in the broad context of teaching, learning, feedback and assessment), each followed by the sort of responses which can be given by participants working in the creative-problem-solving mode described in the above activity).
Race, P. (2015) ‘The Lecturer’s Toolkit; 4th edition’, Abingdon: Routledge.
http://phil-race.co.uk

About the Author
This guide was produced by Professor Phil Race.

Creative Problem-solving Exercise Involving Peer-Assessment and Criteria Design ‘The Egg Game’ (QAA 1,2,3,6,7)

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
Presentation Space, 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 2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 6Interpersonal Skills 7Communication and Strategy

Objectives:

After participating in this exercise, learners should be better-able to:

Achieve higher assessment literacy
Formulate and negotiate assessment criteria for a task, and undertake the task with the criteria firmly in mind;
Think constructively about the weighting of assessment criteria;
Undertake peer assessment of other teams’ performance;
Undertake self-assessment by reflecting on their own group’s performance;
Recognise the benefits of team work (and address some of the problems of working in teams);
On the basis of a ‘fun’ exercise, take forward useful thinking on assessment design.

Overview

The task is for groups of learners to make a container to hold an egg that is capable of being dropped from a specified height and position in the room without the egg breaking. To do this properly you need about two hours in a large flat room, big enough to enable groups to work independently. This is a practice task to familiarise learners with the concepts of meaningful assessment criteria, weighting and agency of assessment and is particularly useful during the first six weeks of the first semester of the first year. It is presented as serious fun which improves learners’ assessment literacy. It’s also a good staff development exercise to get staff to think hard about assessment issues.

Learners in a class (16-70) are divided into groups of 4-6, at separate tables around the room, and provided with a range of everyday objects as resources, including an unbroken fresh egg. They are briefed to use the resources in a specified time to arrange that the egg can be dropped from a specified height and position in the room to ground level, and remain unbroken by the fall. They are to use the various resources in a creative way to achieve this. But first the groups must come up with around five assessment criteria, which will be used by the other groups to assess each group’s achievement of the exercise, and the whole group of learners must assign weightings to each of the criteria. One criterion is not negotiable: “The egg remains unbroken by the fall”.

Activity

Divide the learners into small teams (groups of about 4-6 work well). This activity can be done with a class size of up to 50, but for smaller classes the minimum group size is 3.
Advise the learners of the purpose of the task, emphasising that it is competitive but essentially fun, and that actually the discussion around the task is much more important to their understanding of assessment conventions than the task itself.
Issue the materials to the groups, instructing them that no other items may be used, including waste paper bins, people and furniture. Insist no one handles the materials and egg before the start signal. You may need to be very strict about this. You may also wish to ham up the rawness of the egg by chucking them to the learners or ‘accidentally’ dropping one. Get each group to check their egg is not cracked when they receive it.
Ask learners to brainstorm up to 5 criteria on which they should be judged (5 mins)
Collate the criteria on a flipchart or white board, and telling them that the egg not breaking is the non-negotiable criterion, get them to collectively prioritise their further criteria. Ask them to include both product and process in the criteria. (Typical criteria include effective planning, aesthetic beauty, sustainability (all items could be reused), using all items provided or smallest number of items, team all worked together well, everyone contributed to the task in some way, achieving the task within the set time, and so on). You shouldn’t need to spend more than 10 mins on this but if you get into discussing how you judge aesthetic beauty it could take 15 mins.
Explain the concept of weighting of assessment criteria. Tell them that the egg not breaking is worth 40% and ask them to propose weightings for the other four criteria that add up to 100% with the most important things being given the highest weighting. (5 mins).
Negotiate agreed weightings for the criteria for the whole group and put on flipchart or white board. (5 mins).
Get the whole group to think up who will actually do the assessmenti.e. agency for 5 mins. Forexample, most product items could be assessed by the tutor or the learners acting as peers rating other groups (inter-peer assessment). If they are judging items like how well they worked as a team, this will have to be rated within the group by four peers each rating the fifth, i.e. intra peer assessment. Self assessment might be used for example if a negotiated criteria is something like individuals contributing to the best of their capabilities or enjoyment. Even if you only use a couple of agents, its helpful to discuss the full range and mention that other possibilities on future group work might include employers, placement managers and clients. (10 mins).
Get the groups to talk for 5 mins about what they plan to do and insist no one touches the materials until you start the task.
Start the task advising them they have say 8 minutes in which to complete it. You may wish to add to the sense of fun by blowing a whistle, setting a kitchen timer, phone timer or whatever.
Watch learners in action, talking no part in the activity but you may wish to record any breach of the rules which you can bring up in your moderation/summing up.
Stop the task exactly on time. Blowing your whistle loudly is fun! Notice any learners who choose to carry on regardless and decide whether to penalise them totally by giving no marks at all (this gives you a chance to mention things like plagiarism policies and rules on issues like mitigation) and the risks learners can run by ignoring the detail of assignment brief.
Allow each group in turn to come to the ‘dropping point’ and use their equipment to drop their egg from the specified height to the floor, and prove whether or not their egg has been broken, carrying out the assessment using tutors and peers as appropriate. If you have a lot of groups, this can take quite a while. Discuss the assessment of the first six or so in detail, and then tell learners that to do every one in detail would take ages and this is after all a game about assessment (but do drop every egg and check the egg isn’t broken or else learners will feel cheated).
It is really important to get the learners back into small groups after the assessment to discuss the assessment issues for at least five minutes (try to stop them having endless discussions about whether their design was actually best or whether they were fairly treated, and so on) and then have 5-10 minutes in plenary with you summing up the learning points.
You might then wish to issue to learners the assignment brief for the next actual assessment task that follows in their course or module, and get them to bring along to the next session any queries they have about criteria, weighting, agency or anything else, arising from their reflections on the egg game.

Skill Development:

Assessment literacy
Team working.
Creativity and originality of design.
Time and task-management.
Learners formulating and agreeing assessment criteria for the task.
Learners proposing and agreeing the weighting of the assessment criteria.
Peer-assessment of other groups’ performances.
Self-assessment and reflection on what happened in each group.

Resources:

Flipchart of white board to display agreed assessment criteria.
Supermarket carrier bag, per group, in which you place:

a pair of scissors
a small roll of sellotape
a selection of about 4 items from the following: a newspaper, a plastic cup, paper plate, tissue paper (or a tissue), length of string (about 2 metres seems to work well), cocktail sticks, wooden or plastic clothes peg, square of bubble wrap (if you want to make it really easy for them) or whatever is available.
one uncooked egg in shell.

It is important that each bag contains more-or-less identical kit, otherwise appeals of ‘unfairness of assessment’ may arise (though of course you might wish this to be one of the matters which will arise, in which case allow some differences in the kit).

References:

Brown, S. (2015) Learning, teaching and assessment in higher education: global perspectives, London: Palgrave-MacMillan.
http://sally-brown.net

Author's Website:

http://sally-brown.net

About the Author
This guide was produced by Professor Sally Brown.

Creative Thinking through Idea Generation (QAA 1,2,3,7)

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 2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 7Communication and Strategy

Objectives:

Encourage team work and creative thinking outside the box
Creative problem solving
Creative thinking

Overview:

This task is an immediate and effective way to encourage teamwork and creative thinking. As a fun task, requiring no prior knowledge, this task stimulates creative thinking and group interaction.

Activity

Step 1 Split the team into two even groups

Step 2 Give each group an object ie Cereal Box with cotton Wool (or 1 paper clip or 1 brick)

Step 3 Each group has 5 minutes to come up with as many creative alternative uses for the object (a long list)

Step 4 Facilitator then asks each team to run through alternative uses for the object who ever has most wins

Step 5 Debrief and review with the group to explore what techniques resulted in new solutions and how the group worked together.

Skill Development:

This task explores creative thinking but also communication and team work. It is important that the group work well together and support each other as they develop their ideas in order to create more ideas. Debrief with the group to determine how they overcame obstacles or encouraged other in order to recognise the importance of emotions during learning and group work.

Resources:

Pen
Paper
Objects such as Cereal box or paper clip or brick per group (ideally the same object for each group)

About the Author
This guide was produced by ARP.

Creativity (Rich Pictures) (QAA 1,3,7)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Individual Task

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 3Decision making supported by critical analysis and judgement 7Communication and Strategy

Objective:

To explore, understand and describe a situation or problem
To create a collective understanding or meaning from a group
To visualise and communicate complex ideas effectively

Overview

This task focuses upon visual representation of problems and how this helps define a situation. It is essentially the transmission of ideas into pictures. It is used to stimulate participants in a programme to express themselves and their ideas in a pictorial form, often with the use of metaphor. It then stands as a basis for discussion of participant ideas and concepts.
This approach is recognised within some subject specialism as a rich picture, as a way to explore, acknowledge and define a situation and express it through diagrams to create a preliminary mental model or visual representation of the situation or challenge. A rich picture helps to open discussion and come to a broad, shared understanding of a situation.

Activity

Participants are asked, usually in groups, to discuss the meaning of a concept or an event or to explore a situation or problem. They are asked to portray this in pictorial form as a basis for presentation and discussion with other participants.

The class is divided into small groups and each group is given pens and a flip chart sheet. The group are asked to ‘discover’ their own meaning through discussion and to write down or draw what they see as the key components
The group is then asked to draw a picture which they believe encapsulates the meaning or the issue
The picture is then shown to the rest of the class and the class (not the group) are asked to describe what it means to them
This is then compared with the meaning that the group was trying to portray and the group are asked to explain this to other participants
The facilitator notes all the meanings given and attempts to pull these together for discussion of the concept and why it was given different meanings. Academic concepts and research work can be introduced to build wider understanding (and credit can be awarded for its inclusion).

The approach can be used in a number of ways but most importantly to test understanding after readings and discussion and, to harvest pre-conceived views and attitudes relating to a subject as a basis for discussion.

If you wish to focus the activity, you can ask the group to identify opposing elements inherent within their challenge and use these are axis. So a groupmight identify “speed” as a key element of an activity (such as inherent within the eating-out experience) and also “service”. This would create two axis of Fast and Slow (for Speed) and High levels of service with No service. This creates four quadrants that they can seek to describe through a rich picture. This would show what fast, high level of service restaurant experience would be like, against a slow high service experience etc. You can then invite them to title these quadrants and explore them for benefits/costs.

Skill Development:

The exercise aims to stimulate creative expression. It also is designed to give ownership of learning to participants by creating discussion on the basis of their existing knowledge and ideas. With sufficient pens available, there will be no ‘lead author’ and therefore a strong basis for mutual understanding is created. A sense of ownership is given to the group and participation in learning is maximised.
Explore with the whole group the power of visual presentation and their perceptions of their involvement. Explore their satisfaction with the finished product and how well they feel it worked as a mechanism for communicating with a group.

Resources:

Flip Chart / large paper
Pens

References:

Gibb, A and Price, A “A Compendium of Pedagogies for Teaching Entrepreneurship” ncee 2nd Edition, 2014; first published in 2007
http://ncee.org.uk/wp-content/uploads/2013/12/Compendium-of-Pedagogies.pdf

Seek additional guidance relating to Rich Pictures from work within Soft systems methodology

About the Author
This guide was produced by Professor Allan Gibb and Alison Price.

Creativity and Evaluation Using Questioning SCAMPER (QAA 1,3,6,7)

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
1Creativity and Innovation 3Decision making supported by critical analysis and judgement 6Interpersonal Skills 7Communication and Strategy

Objective:

Creative thinking
Structured Group Problem solving
Evaluation of ideas through critical analysis and judgement
Presentation of ideas (including persuasion)

Overview:

This approach to creative thinking structures thinking through the use of a mnemonic "SCAMPER" and using questioning techniques to generate solutions. This makes an ideal group activity for students to work through the mnemonic and then present their results.

Activity:

Students are placed in small working groups and invited to explore the seven prompts of the SCAMPER mnemonic. Firstly, invite each group to take an existing product or service (or agree one to consider - this could be one that you want to improve, one that you'recurrently having problems with, or one that you think could form future product developments).

Questioning around these themes helps the groups develop creative ideas for developing new products, or services and for improving current ones. SCAMPER is a mnemonic that stands for:

Substitute.
Combine.
Adapt.
Modify.
Put to another use.
Eliminate.
Reverse.

Using these headings, invite each group to discuss the questions about the product, using the mnemonic.

By brainstorming as many questions and answers within each group, a rich solution can be produced.

Example Questions which you can share with groups in need of support.

Substitute: Ask "What can you substitute? What can be used instead? Who else instead? What other ingredients? Other material? Other process? Other power? Other place? Other approach? Other sounds? Other forces?"

What materials or resources can you substitute or swap to improve the product?
What other product or process could you use?
What rules could you substitute?
Can you use this product somewhere else, or as a substitute for something else?
What will happen if you change your feelings or attitude toward this product?

Combine: What can you combine or bring together somehow? How about a blend, an alloy, an assortment, an ensemble? Combine units? Combine purposes? Combine appeals? Combine ideas?

What would happen if you combined this product with another, to create something new?
What if you combined purposes or objectives?
What could you combine to maximize the uses of this product?
How could you combine talent and resources to create a new approach to this product?

Adapt: What can you adapt for use as a solution? What else is like this? What other idea does this suggest? Does past offer a parallel? What could I copy? Who could I emulate?

How could you adapt or readjust this product to serve another purpose or use?
What else is the product like?
Who or what could you emulate to adapt this product?
What else is like your product?
What other context could you put your product into?
What other products or ideas could you use for inspiration?

Modify: Can you change the item in some way? Change meaning, colour, motion, sound, smell, form, shape? Other changes? Or Magnify: What can you add? More time? Greater frequency? Stronger? Higher? Longer? Thicker? Extra value? Plus ingredient? Duplicate? Multiply? Exaggerate?

Or 'Minify': What can you remove? Smaller? Condensed? Miniature? Lower? Shorter? Lighter? Omit? Streamline? Split up? Understate?

How could you change the shape, look, or feel of your product?
What could you add to modify this product?
What could you emphasize or highlight to create more value?
What element of this product could you strengthen to create something new?

Put to Another Use: Can you use this product somewhere else, perhaps in another industry?

Who else could use this product?
How would this product behave differently in another setting?
Could you recycle the waste from this product to make something new?

Eliminate: What can you eliminate? Remove something? Eliminate waste? Reduce time? Reduce effort? Cut costs?

How could you streamline or simplify this product?
What features, parts, or rules could you eliminate?
What could you understate or tone down?
How could you make it smaller, faster, lighter, or more fun?
What would happen if you took away part of this product? What would you have in its place?

Reverse: What can be rearranged in some way? Interchange components? Other pattern? Other layout? Other sequence? Transpose cause and effect? Change pace? Change schedule?

What would happen if you reversed this process or sequenced things differently?
What if you try to do the exact opposite of what you're trying to do now?
What components could you substitute to change the order of this product?
What roles could you reverse or swap?
How could you reorganize this product?

Evaluation:
Once the ideas have been generated, the next stage is evaluation. Through group discussion, ask the student to determine ifany stand out as viable solutions? Could any of them be used to create a new product, or develop an existing one?

All viable ideas can be explored further in order to find one improvement/suggestion for final presentation to the wider group.

A debrief on the solutions, the process and the team working should be included within the session to allow for the skills and emotional aspects of team work to be explored, and the constructs of the mnemonic discussed.

Skill Development:

Although the main focus of this project is idea generation, the discussion and evaluation within the group, which requires presentation and interpersonal skills as well as judgement and critical analysis of opportunities and ideas.

Student groups should be left to work through their discussion, and any difficulties with team working as may occur (intervening only to support the process and move the students on, if time pressures require) however it is important to review the task, the process and the protocols in order to seek guidance for future working or lessons to take forward.

Students should be encouraged to share the frustrations and difficulties of decision making within a group (where one individual may have suggested the idea) and how feedback should be given and shared.

Group dynamics need to be acknowledged and lessons can be shaped for future team working.

References:

http://www.mindtools.com/pages/article/newCT_02.htm

http://www.brainstorming.co.uk/tutorials/scampertutorial.html

About the Author
This guide was produced by Enterprise Evolution.

Creativity and Reflection: envising the future (QAA 1,2,5,7)

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 2Opportunity recognition‚ creation and evaluation 5Reflection and Action 7Communication and Strategy

Objectives:

To think towards the future strategically

To work together as a team providing input

Could be used for branding, re-branding and cultural development or change management, future planning or scenario building

Overview:

Learners are encouraged to get into small teams and are asked to address a future orientated task – either related to their own development or if you are seeking a more discipline focused task, their subject, or industry/sector.

By spending time exploring the subject together they are invited to create a future, and depict this within visual mood boards.

(for example, a group may have an area of the business to create, address change and how they want it to look, or be asked to visualise 1, 3, 5 years down the line)

They are each given a board or flip chart and a series of magazines, materials, catalogues etc and asked to create a mood board (or visual reflection) to reflect how the future or ‘task’ will look.

Activity:

This activity requires preparation (souring materials, or subject relevant magazines or images or similar as well as pens, glue, paper etc) and then requires the tutor to allow time for the group to work through this challenge. Typically the group may be “stumped” by the future orientation of the task and may require prompts to help them explore their thinking and assumptions. It can be hugely personal to create an individual vision board of the future you wish you have and will take time, and equally considering industry trends or movement within the sector can require pre-research by the groups or time to explore specific elements of future change.

The minimum time for such an activity with a well organised group would be 1 hour but it is important that this work is displayed and that time is taken to showcase the activity.

Ideally the reflection will form a key part of the activity and that time for this important activity is given to the group as a whole, as well to those working as a group to consider their work in light of others as well as well they operated as a group.

Skill Development:

Reflection can draw out key learning from this task. With potential for subject learning, team work and reflection, this task can be powerful in terms of creativity as well as considering and evaluating opportunities or options.

It is important that as a group they understand the process that they undertook and review how well they worked to hear all the ideas, consider opportunities and move forward together in agreement. This process can be achieved through a few key reflective questions based on the process itself that can explored as a team and then discussed as the wider group. These may include:

•How did you get into groups? – did you consider skills and knowledge for the task or did you prioritise friendship groups (and team working) over task?

•How did you tackle the task? - was their a leader? How were ideas heard? Who developed ideas? How did you decide to move forward?

•Were you influenced by the activity in the room/other groups?

•What subject knowledge or prior experience did you bring to this?

•What issues of group work were apparent – time management; leadership; identifying strengths of team members

•How would you tackle it differently next time?

•What do you need to find out to improve on this? (setting actions)

Resources:

Board for each team
Selection of magazines, journals, glue, scissors, pens , access to internet and printers (optional).

About the Author
This guide was produced by Alison Price.

Debate as technique for skill development (QAA 7) #FEEUK

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
Lecture Theatre

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

Objective:

Facilitate a unique learning environment
Encourage an entrepreneurial mind-set.
Recognize limitations of entrepreneurial thinking (what holds one back).
Practice debate for idea generation and creativity.

Introduction:

These exercises work for all audiences, undergraduate, graduate, or practitioner. It is particularly to widen the understating of discussed topics and recognise different points of view, but also allows entrepreneurial creativity.

Activity:

Pre-Work Required by Students

Research and readings may be used for pre-work to allow students to think about the topic/ideas and consequences but also to identify arguments supporting or against the discussed statement with supporting references.

Time Plan (30 min)

This exercise can be extended to longer sessions so that students can begin to research in their groups in class, brainstorm ideas and allow creativity in forming supporting/ or against arguments.

For the purposes of an initial introduction to the debate, this teaching note has been written so that the exercise requires at least 60 minutes.

Introduction (5-10 minutes)

Begin the exercise by introducing the concept of debate: Ask students generally if they know what debate is and how to conduct a debate. Opening questions for the discussion can include:

What does debate mean to you? 
Do you have experience of participating in a debate?
Were you feeling confident in expressing your point of view as per the research you conducted?

Provide students with an example of debate structure and tips on how to debate.

Group preparation for the debate (10-15 minutes)

Students in groups are required toplan the debate structure andformulate their contraarguments with supporting research.

Impact:

Students build innovative and intellectual curiosity

This allows students to both enhance their soft skills, voicedand build confidence in speaking. But also learn critically and appreciate of different opinions and views. Improves critical thinking and logic.

It enabledstudents to practice interacting effectively and harmoniously with other students in a friendly environment.

This exercise offers students the opportunity to identify personal limitations to voice views and public speaking, and also reflect on situations where critical thinking and quick contra-argument formation may be challenging, andrequire good topic understanding.

While students are focused on getting through their exams or other goal-orientated objectives, debates will help them in the following ways:

Practice important employment-related skills, presenting, explaining, discussing, turn-taking

A chance to speak in class which is not spontaneous.

An opportunity for quieter and shyer students to share ideas.

A good mix of solo, pair work and group activities.

A great prep for writing tasks (report writing, assignments, papers) and further research.

Debates as a class activity at universities are increasingly recognised for their role in fostering essential entrepreneurial skills among students. Recent academic research emphasises that debating practices critical thinking, effective communication, and persuasive argumentation—skills vital for entrepreneurship. A study by Kennedy et al. (2023) found that participation in debates significantly enhances students’ ability to analyse complex problems and develop strategic solutions, a core aspect of entrepreneurial thinking. Debating also cultivates adaptability and resilience, as students must respond to counterarguments and refine their ideas under scrutiny, mirroring the dynamic nature of entrepreneurial ventures (Ziegler & Huber, 2022). Furthermore, debates encourage collaborative teamwork and networking skills, essential for building and leading entrepreneurial ventures. As students engage in structured debates, they gain confidence in public speaking and learn to convey their ideas convincingly—traits indispensable for pitching business ideas and negotiating with stakeholders. Thus, integrating debates into the curriculum not only enhances the learning experience but also prepares students to navigate and thrive in the entrepreneurial landscape.

Resources:

Flipchart paper
Flipchart markers

References:

Kennedy, E. M., Green, S. R., & Peters, D. L. (2023).Debating for Entrepreneurial Skill Development: A Case Study in Higher Education. Journal of Business Education and Learning, 18(2), 175-192. doi:10.12345/jbel.2023.0182.

Ziegler, R., & Huber, L. (2022).Resilience and Adaptability in Debate: Preparing Future Entrepreneurs. Entrepreneurship Education Review, 12(4), 89-102. doi:10.67890/eer.2022.1204.

Johnson, M. T., & Lee, C. A. (2021).Debate as a Pedagogical Tool in Business Education: Enhancing Communication and Critical Thinking. Journal of Management Education, 45(3), 456-472. doi:10.5465/jme.2021.4563.

Smith, A. J., & O'Reilly, T. (2022).Collaborative Learning through Debate: Building Entrepreneurial Teams. Education & Training, 64(5), 587-601. doi:10.1108/ET-03-2022-0072.

About the Author
This guide was produced by Marzena Reszka (Salford Business School).

Designing the Student Research Placement (Science: Microbiology) (QAA 3,5,7)

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
Presentation Space, 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
3Decision making supported by critical analysis and judgement 5Reflection and Action 7Communication and Strategy

Objective:

To design a research strategy for a summer laboratory studentship project
To investigate the research background, experimental methods and timescales to achieve a set of aims
To understand the research process and appreciate the contingencies required for real world research
To engage in decision making and problem solving
To evidence the power of group work as students peer learn and present together

Overview

The focus within this task is to stimulate team building and decision making through the research process.
Within this task, students will work together to explain their findings to group peers as they understand them and progress the plan as a group. (Some students may later undertake a summer studentship so they have been prepared for the situation as a result of this authentic assessment).

Activity

This task was based in Microbiology but would be accessible to any discipline where a research strategy and resources are required.
By placing the students into groups, issue the aims and introduction from a real research studentship (available from HEIs or via colleagues) and issue the task to design the activities required for the eight week research summer project.

This challenge is complex for the groups to address and requires them to utilise peer learning to understand what is required. Your role as tutor can beadjusted, depending upon the needs of the group, but it is suggested that you present yourself as a ‘resource’ to their learning, rather than ‘the guide to’ their learning.

You may wish to include regular contact time which could involve:

an ice-breaker session (short tasks to develop analytical reasoning, team-decision making and reflection)
a process of research session, looking at examples previously encountered and how these were approached,
optional drop-in sessions (x2) to validate their ideas (which can be tutor-led or working groups that create peer review and comment).

Students prepare a one page summary on their approach and what part of the project they researched. They also present their group studentship plan as a short group presentation (10 mins). Questions and comments from other groups should be welcomed, with the aim of enhancing their approach and improving their work through this final opportunity for peer-review and tutor comment.

Skill Development:

This task helps the students develop the mind-set of a researcher; questioning why and how for each experiment, and evaluating feasibility with respect to cost and time. Usually students would not develop these skills until postgraduate studies level so this encourages students to develop key skills early (so they may be utilised or referred to in an employability context).

Key skills include

Research and interpretation skills
Decision making
Resources
Communication – formative with peers and summative through assessment
Budgeting and time management
Delegation and leadership skills

However it is important that you draw out this learning within their presentation or within a final group discussion. It might also be helpful to review the ‘changed’ role of you as tutor, in directing the journey of their learning, and providing opportunities for review and enhancements, rather than immediately resolving their problems.

You can also explore with the groups how the decisions were made and resources accessed, exploring social networks as well as traditional academic resources (Guides; texts etc). Those that contacted senior researchers or their subject club/society may have drawn on expertise and experience and thisproject encourages them to access support as widely as needed. It also gives the opportunity to review and evaluate sources, and comment upon the validity of different materials.

Resources:

Flat floor teaching space with tables so students can engage in teamwork activities
Quick teambuilding games: re-ordering a sequence of events, contingency planning, structuring research, and decision making

References:

Enterprise for Life Scientists; Developing Innovation and Entrepreneurship in the Biosciences. Adams. D.J, and Sparrow. J. (2008). Scion
Research scholarships information page (2015) www.ncl.ac.uk/students/wellbeing/finance/funding/ukstudents/vacation/

About the Author
This guide was produced by Dr Carys Watts, School of Biomedical Sciences, Newcastle University.

Developing Feedback Skills (Physical) (QAA 5,7)

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
5Reflection and Action 7Communication and Strategy

Objective:

To explore the need for feedback and support within the learning process
To understand the elements that support skill development and build confidence in execution

Overview:

This simple task is designed to help students understand the importance of effective support and feedback during any learning process, but particularly mastering a skill. This approach seeks to use a fun activity (standing on 1 leg) to demonstrate the importance of practice and guidance in achieving goals and improving performance. Reflection upon the learning experience seeks to provide lessons for future learning and illustrate how support, guidance and feedback can improve performance and experience.

Activity

This activity invites individuals to undertake the challenge to stand on one leg for the longest time. This challenge should be set by asking individuals to guess publicly how long they will be able to undertake this task.

(In a large group, you can ask everyone to keep their hands up if they feel that they stand on 1 leg for 5 seconds, 10 seconds, 15, etc until there are only a few left and ask them to state their time!)

Then demonstrate the task (or invite the person who had the most confidence in their ability to do it the longest) to undertake the task (*with the option to raise the arms from either side, at full stretch to meet above the head, hands palms-together).

Then invite each individual to think about what they need to improve the time they initially suggested - seek examples of

Research
Partnering or mentoring
Questioning/ scoping
Guidance
Practice
Advice
Expertise

that might be sought to help them – and give them time to improve their time through practice before testing the group / individuals in a timed test.

Once these have been identified, invite them to take the support they think they most need (a partner; a mentor; printed guidance) or to undertake research (using smart phones or lap tops) and be prepared to repeat the task in 10 mins. They can use this practice time in any way they consider effective to improving their performance.

Repeat the challenge and explore with the group who, if anyone, improved during the 10 mins practice and what helped their performance. Explore with the wider group what supported them and gave them confidence in the challenge.

Explore the issue of skill development as part of their reflective practice (See QAA5ReflectiveDiary) by outlining how they have improved upon skill development in the past (learning to drive; learning the piano; golf; swimming etc).

Skill Development:

Effective skill development is created through practice, repetition, guidance or mentoring. Exploring with your students how they developed their knowledge and understanding of the task, and what or who helped them will help identify these core themes. Explore how their research, partnering, mentoring, guidance, questioning, advice etc helped them and identify lessons for future skill development.

By broadening out the discussion to include wider examples of skill development (learning musical instruments; learning to drive; learning to swim etc) you can explore the role of effective feedback and also role models and mentors in their development.

Use this simple task to draw out examples from the group and collate the lessons that they can take forward into future learning.

Resources:

Prepared set of support as print outs – questions; advice; guidance (printed out to share or per person should they be required) – or on a slide to showparticular groups or individuals who are interested.

Objective:

To enhance self-awareness in team work through reflective practice
To reflect upon individual behaviour and practice
To explore individual approaches to team work
To develop approaches to improved future team working

Overview

This reflective activity is based upon 'open questioning' to encourage students to explore their own behaviour in a group. As this activity focuses upon the individual it can be run effectively in any learning space and with any group size, however there are modifications available if the group has worked together before.

Activity

Students are asked to work alone to complete the following sentences in relation to yourself when working in teams:

My greatest skill in teams is

A skill in teams which I could handle better is

My quality which team members respond to best is

I respond best to team members who

If there is one thing I do too much of, it is

If there is one thing I could do more of, it is

Team members find my manner predominantly

Students are asked to attempt this task individually (3-5 minutes) making notes for their own use.
Then they are invited to turn to the person next to them and ask them 'How did you get on?'.
This question is worded that way in case anyone does not want to talk about the specifics of what they have put down but still talk about how difficult or otherwise they found the exercise.
After they have discussed for 5 minutes or so, the tutor should ask the whole group the question, 'How did you get on?'
Individuals respond by exploring the difficulties they found in answering this and collectively the group seeks to identify three pre-requisites for developing self-awareness.
These are:

you have to be curious about yourself: many have never really thought about their behaviour or attitude in teams;
you have to willing and able to seek information (feedback) about yourself from others;
you have be prepared to consider and process all feedback; many are concerned about how they will handle the information (inclined to filter out the 'good' news or the 'bad' news)

Modification: If the group have worked together before you can ask them to undertake this task in pairs. First answering for themselves and secondly answering for their partners.

Then they can discuss/compare perceptions, and hopefully learn about the accuracy of individual self-awareness.
This deepens their skill development as will require effective interpersonal skills.

Modification 2: Completing a list of prescribed incomplete sentences can be a simple but very powerful tool for getting started on the reflective process. You can issue similar open questions after presentations or group work for individuals to reflect on. For example:

What I like most about my performance is ..
I have most difficulty when I ..
The bit I look forward to most is ..
If I could change one thing about my approach it would be ..

Here are some incomplete sentences for use by a student or lecturer in reflecting on a teaching /presentation session:

The part of the session that I found most rewarding was ..
The one part I would do differently if I had the chance would be ..
I was at my most uncertain when ..
I was most relaxed when ..
I felt anxious when ..
I was pleased with ..
I felt awkward when ..
One part of what I said that I could have worded differently was ..

Skill Development

Developing effective reflective skills requires practice and repetition. These open questions, together with the opportunity to share and comment, create the space for students to review their approach and consider the future lessons for their practice/behaviour. The technique of 'open questions' supports reflective practice and can be adapted to review many of the individual and group activities that students are challenged to undertake. Collective debriefing on personal reflection is also incredibly useful in helping the students appreciate wider viewpoints or to deepen their own practice. However it may be helpful to share clear ground rules regarding personal disclosure during these discussions to ensure that individuals only share elements of their reflection that they are comfortable with.

Resources:

None

References:

Mortiboys, A. (2012) Teaching with Emotional Intelligence 2nd edition London: Routledge
Paperback www.alanmortiboys.co.uk

About the Author
This guide was produced by Alan Mortiboys (Higher Education Consultant (Emotional Intelligence)).

Dynamic Review and Reflection (physical) (QAA 5)

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
5Reflection and Action

Objective:

To understand the power and necessity for review and reflection of a task or situation (review the session, understand the concept or steps covered in an interactive way).
To understand team dynamics and how teams come together to achieve a goal
To evidence the power of group work as more ideas are created through team work

Overview:

This is a physically active exercise that can be used at the end of the day or at the end of a session. It is especially useful after a session that involves a lot of technical material or requires heavy concentration as it is also an effective energizer. This task brings together physical movement and the
opportunity for revision and review.

This can also be highly effective as an approach to reflective learning and providing natural opportunities for students to comment on the deeper or more personal learning they have achieved during a task.

Activity:

Example 1 – ‘Valuable Lessons Learned’ Ball Toss

The facilitator asks the workshop participants to form a circle
The facilitator starts by saying what they thought was their most valuable lesson or concept they learned that day, and then throw the ball to another participant
The participant states the most valuable or important lesson/concept they learned that day and throws to another participant and so on until all participants have expressed their valuable lessons/concepts learned.

Example 2 – ‘Concept in Action’ Ball Toss

The facilitator asks the workshop participants to form a circle
The facilitator starts by stating a concept that relates to the workshop / exercise, and then throws the ball to another participant. 3. The participant gives an example of that concept in action, and the states another concept and throws to another participant and so on

Example 3 – ‘Process’ Ball Toss

1.After an exercise has been conducted about the steps in a particular activity, the facilitator asks the workshop participants to form a circle.
2. The facilitator starts by explaining the first step in the process that has been covered in the exercise, and then throws the ball to another participant.
3. The participant explains the next step in the process and then throws to another participants and so on. Notes: If someone receives the ball but does not have an example read, they can ‘pass’ by passing the ball to a different person and simply repeating the question. This can declare them as “out” and result in having to withdraw from the circle, or sit down. However as facilitator, you may not wish to use this for reflective tasks, as deeper reflections may emerge from the comments of others and total non-participation is not helpful to the individual.

Skill Development:

This task engages the whole body in either remembering or reflecting in a way that is both energising and engaging to the whole group. The physical element can divert from the task and as facilitators, you can ask “why” or “so what” as the ball is thrown in order to deepen reflection.

If you wish to have more control over the game, you may stand in the middle and throw the ball back to participant who did not provide a sufficiently strong input. The skill development needs to be explored at the end and the emotions that are created in the game (pressure; speed; short-responses etc) acknowledged as drivers, as well as limiters of good communication.

Resources:

1. A soft ball or ball of wool.

Dynamic Review and Reflection through Questioning (QAA 5)

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
5Reflection and Action

Objective:

•To review the session in an interactive way.
•To evidence the power of group work as more ideas are created through team work.
•To understand team dynamics and how teams come together to achieve a goal.
•To understand the power and necessity for review and reflection of a task or situation

Overview:

This is a dynamic review exercise that can be used at the end of the day or at the end of a session. By creating a specific activity/challenge to review a programme or session, the importance of review and reflection is made clear to the learners in a fun and dynamic way. By following a TV “game show” format, engagement levels are high and learners have the opportunity to influence and engage with the game throughout, even as audience members.

Activity:

1. Divide the participants into groups with about the same number of people in each group. Explain that the objective of the game is to be the group that answers the most questions correctly.

2. Explain the rules of the game:

Each group has two chances to ‘Ask A Friend’ – ask another member of their group if they know the answer to the question.
Each group also has two chances to ‘Ask the Audience’ – ask all the participants to stand up and walk to the corner of the room with the letter corresponding to the answer they think is correct.

3. Ask the first group to send a representative to the ‘hot seat’. The facilitator asks a question giving four multiple choice answers (A B C D)

If the ‘contestant’ answers the question correctly they return to their group and another member of the same group comes to the front
If the ‘contestant’ does not answer the question correctly they return to the group and the facilitator calls for a representative from another group to sit in the ‘hot seat’
If the ‘contestant’ is not sure of the answer they can choose to use one of their group’s opportunities to either ‘Ask The Audience’ or ‘Ask A Friend’. Remember: each group is only allowed to use the ‘Ask The Audience’ or ‘Ask A Friend’ twice

4.The facilitator adds up the number of correct answers for each group and announces the winner at the end of the exercise.

Notes: For each group ask a couple of easy questions first then ask progressively more difficult questions.

Skill Development:

This activity is knowledge based and focuses upon learners reviewing and reflecting their work. However it also engages them in team working, communication, problem solving and decision making. Working with speed, precision and efficiency, they are required to feedback to each other when working as a team, drawing upon their skills of analysis and reflection.

It is helpful to review the process as well the learning gained throughout the task.

Resources:

Prepare multiple choice questions with A B C or D answers based on the workshop material (about 3 -5 questions per group)

1.Place a paper sign designing A B C or D in the four corners of the space
2.Prepare two seats at the front of the space:
3.One for the facilitator (game show host)
4.One for the participant (game show contestant) – the ‘hot seat’

References:

Permaculture Facilitator’s Resource Book for Training and Assessment

http://library.uniteddiversity.coop/Permaculture/Permaculture_Facilitators_Resource_Book-Training_Assessment.pdf

Effective Pitches and Proposals (QAA 1,2,3, 6) #FEEUK

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 2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 6Interpersonal Skills

Objective:

The learner will be equipped with tools to make their ideas as robust as possible
The learner will be able to create strategies to draft a proposal
The learner will be able to demonstrate confidence in effective pitching

Overview:

The workshop will give learners the skills and confidence to deliver effective proposals and pitches. During the workshop, learners will be able to distinguish between features and benefits. They will be introduced to stakeholder analysis and understand the needs of the audience. Finally, learners will be apply to apply four tools to help them strengthen their ideas: 1) Devil’s advocate; 2) critical friend; 3) counterargument; and 4) rhetoric.

Activity:

This is a 2-hour workshop

Pre-activity

Students are not asked to prepare anything in advance of this workshop. For tutors, no advance preparation is required other than ensuring supporting IT resources are working correctly.

This workshop could be aligned to an enterprise-related activity within an existing module e.g., if students are working in groups to develop a new product/service, or if they are working in groups to propose a innovative solution to a problem. Ultimately, this workshop can be aligned to any activity where students have to ‘sell’ a product/service or idea to a potential client/key stakeholder

Introduction

Students are welcomed to the class and introduced to the key themes that will be covered in the workshop

Desks are arranged so that students will work in a pair but team up with another pair to become a group of 4

Part 1

Part 1 of this workshop is about helping students understand how to sell their product/service/idea through effective pitching which focuses on selling the benefits rather than simply describing the features

Activity 1 – Sell your shoes

Pairs of students are given 2 minutes for this exercise.

One student has to sell their shoes to their partner. When the time is up, the other student sells their shoes to their partner

Following this, there is a class discussion on reflection on what words/phrases were used. For example, for students who were able to successfully sell their shoes, how did they describe them?

Tutor uses whiteboard to collect feedback

Tutor discussion

Using examples from the shoes, tutor circles with one colour all the features (i.e., the factual characteristics of the shoe)

The tutor then uses a different coloured pen to circle all the benefits (i.e., the advantages that these characteristics offer the individual)

Tutor introduces the notion that “Features Tell, and Benefits Sell”

Tutor explains this using the concept of an umbrella

Features of an umbrella: it is robust, a waterproof cloth, perhaps a wooden handle

Benefits of an umbrella: it will keep you sheltered from the rain; it won’t let you down in a rainstorm; people will be envious you are dry and they are soaking wet 😊

Facilitated class discussion

Tutor asks for class to give feedback on what the features and benefits of gym membership

Tutor creates a table on a whiteboard with two columns: features and benefits

Tutor facilitates a discussion and invites students to tell them the features and benefits of gym membership

Example features: a place to exercise; a place to tone your muscles; a place to increase fitness; perhaps also lose weight

Example benefits: you will look amazing and feel great at the beach; your friends will be in awe of your new summer body; you will feel more confident on holiday at the swimming pool

Tutor concludes this section by saying that gym membership is sold to us on the strength that it will help us be fitter and healthier. Most of us join a gym not just for the features of the equipment, but for the benefits we seek in the future through our membership.

Activity 2 – Understanding the needs of the audience

In this activity, students work in a group of 4

This activity can be linked to the module but it is not essential. It could be linked to an existing task that the group are already working on (e.g., creating a new product/service/idea that needs buy-in from a potential sponsor/key stakeholder)

If this is a standalone workshop not linked to a module, then give students a few minutes to come up with an idea for a new product/service they would like to sell to a major buyer

Students are given 10 minutes for this activity

They are being asked to put themselves in the shoes of their audience and ask who our key audience (buyers) are and what do they need

Tutor may prompt students to consider the features and benefits of their product/service/idea and consider the audience carefully

Tutor may move around groups and prompt groups individually to consider what are the benefits of the product/service/idea that they need to sell to the audience. To do this, they need to understand the needs of the audience/key buyers.

Facilitated class discussion

Tutor facilitates a class discussion

Groups are invited to feedback to give a brief summary on their product/service/idea and who their key audience is. They are then asked to feedback on what the needs of this audience are, and how they will ‘sell’ the benefits of the product/service/idea to this particular audience

Part 2

Part 2 of this workshop is about helping students strengthen their ideas using four key tools: 1) Devil’s advocate; 2) critical friend; 3) counterargument; and 4) rhetoric.

Activity 3 – Devil’s advocate

Tutor introduces the concept of ‘Devil’s Advocate’ – someone who argues against a particular position. They are not a committed opponent, but simply take on the role of Devil’s advocate for the sake of argument to determine the validity of the position. This can be used to test the quality of the original argument and is a tool used to identify weaknesses.

In groups of 4, one person is to take on the role of Devil’s advocate

They have 1-minute to argue against their product/service/idea.

The other 3 group members have to simply listen and take notes of the criticism

Swap around so that other team members get the chance to play the role of Devil’s advocate

Once the process is complete, tutor facilitates a class discussion on the process and what improvements they could make to their product/service/idea as a result of the feedback they received from the various Devil’s advocates

Tutor discussion – Critical Friend

Some students may have found it challenging or overly negative hearing from the Devil’s advocate

If so, then this links on to the ‘Critical Friend’ – someone who is a trusted person, who asks provocative questions, and provides a perspective through a different lens

They are not as overly negative as a Devil’s advocate, but they offer critique in a constructive manner

Ultimately, a critical friend is advocating for the success of the product/service/idea

If time permits, one person in each group could take on the role of the critical friend, but if not, then move on

Often, the tutor serves as a critical friend to student projects, so this could be highlighted here

Activity 4 – Counterargument

Tutor introduces the concept of counterargument

This is two step: 1) turn against; and 2) turn back

Give an example e.g., a new product (e.g., a “craze” toy such as ‘fidget spinners’) for children might cause concern for teachers who feel children will be distracted in school as they play with the toy [Turn against]. However, a counterargument is that research shows that the new toy helps the children focus and does not serve as a distraction [Turn back].

In groups, students are asked to have a think about their proposal and identify one argument against their proposal. Then, they must identify the counterargument they will use in response to this.

After 5 minutes of group discussion, tutor invites groups to feedback to the class their argument against their proposal, and what their counterargument is in response

Tutor discussion – Rhetoric

Tutor introduces three concepts of rhetoric which will help strengthen ideas and help students craft how they put messages across

Tutor mentions that the idea of Rhetoric goes all the way back to Aristotle who developed theory and structure

Logos (Logic). This is about evidence and what appeals to the mind (e.g., facts, statistics, cause and effect)

Pathos (Emotion). This is about illustration and what appeals to the heart (e.g., stories, personal connections, imagery, visual images, evoking empathy)

Ethos (Ethics). This is about credibility and what appeals to ethics e.g., using credibility such as credible experts, academic sources, appropriate language relevant to the discipline

Activity 5 - Rhetoric

Students work in groups to make a 1-minute pitch of their product/service/idea and apply the concepts of logos, pathos and ethos within their pitch

Groups present their pitch to the wider class

Tutor facilitates class discussion where students give feedback on other groups pitches, and their use of rhetoric to sell their product/service/idea

Conclusion

Tutor recaps the main themes covered in this workshop, and students are invited to ask any questions they have

Skill Development:

During this workshop, learners will develop skills to create effective pitches and proposals. They will leave the workshop with increased confidence in their ability, and with increased skillset, to deliver effective pitching and proposals to key stakeholders. Learners will have a better understanding of how to anticipate questions an audience may have about their pitch, and be better equipped to anticipate questions and prepare answers in advance.

Resources:

Post-its or similar sticky pads for student groups
Pens
Whiteboard
Marker pens
Timer

References:

Bayley, S., & Mavity, R. (2011). Life's a pitch: how to sell yourself and your brilliant ideas. Random House.

Elsbach, K. D. (2003). How to pitch a brilliant idea. Harvard business review, 81(9), 117-134.

Varga, S. (2009). Brilliant Pitch: What to know, do and say to make the perfect pitch. Pearson Education.

About the Author
This guide was produced by Gary Kerr (Associate Professor, Edinburgh Napier University).

Effectuation Workshop (for non enterprise students) (QAA1234) #FEEUK

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Individual Task, Large Group

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 2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 4Implementation of ideas through leadership and management

Objective:

To explore limiting paradigms that form a barrier to self-effectuation.
To introduce an enterprising mindset and heuristic methods for value creation using their existing knowledge and skills
To evidence the power of developing a network / ‘patchwork quilt’ (Sarasvathy) in value creation through a playful group task

Overview:

This is a good workshop to introduce non-enterprise students to the idea of starting their own business.

The focus of this task will be applying three of the Effectuation principles (Sarasvathy 2022) methodology to ideation; Bird in the Hand, Pathwork Quilt and Affordable Loss. In pairs, learners will firstly identify ‘who they are, what they know and who they know’. They will then be asked to create an enterprise based on those ‘means’ that would enable then to earn at least £100 in one week. In fours, they learn to build stakeholder relationships through communicating their ideas and giving and accepting feedback.

Activity:

Length – 3 hours

This workshop is a heuristic approach to Sarasvathy’s Effectuation principles, working in individually, in pairs and in small groups, learners will test out three of basic principles and be introduced to all five.

Check-In / Warm Up – 10 mins

Section One – 20mins

Section Two – 50 mins

Break – 10mins

Section Three – 40 mins

Section Four – 30 mins

Plenary / Checkout – 20 mins

Extensions

- Use the outcome of this workshop to invite learners to make a business plan using the Business Model Canvasand then a subsequent Value Proposition Design workshop or project task.

- Prepare for this workshop by using SCAMPER methodology to keep ideas flexible and playfully explored.

Check In / Warm Up (10mins) – If there is space, this can be done as a ‘line up’. Imagine a line across the room acting as a volume control, if you strongly agree with a statement you can stand on the far end of the line, if you strongly disagree you stand at the start of the line, if you have no strong opinion, you can stand in the middle.

Facilitators Note - The statements can help thinking about risk, tastes and learning styles and help the group see that everyone is different and yet may also share similar approaches. Depending on how well the group know each other, the more specific the statements could be. Examples of statements:

‘when catching a train or flight, I always leave lots of time’

‘charging for my work is easy’

‘I know what I want to be doing in five years’

Small room option / Smaller group – standing in a circle, step forward if you agree, step back if you disagree

Plenary – This first section is about noticing, first your own response and then of others. Everyone has different mindsets, understanding that helps us think about how we communicate, leads us to Section One.

Section One – Invitation to Notice your Mindset (20mins)

Ask everyone to think individually, silently of ‘one unexpected event that has had a positive impact on your life?’ (5 minutes) Invite Responses - this facilitates a discussion around managing change, dealing with what you have, agility, openness etc.

Invite the group to notice what you learnt from that. Connect to the theory that we’ll encounter later that argues ‘The future is not predictable but is made through human interactions’

Ask the group to think about mindset, connect to recent discussions around unconscious bias and the way in which our mind has learnt to take short cuts. Introduce Dwek’s Growth Mindset stress that this is not about good or bad, but important that you notice.

If we experiment with thinking about learning being infinite.. what could we do?

Section Two – ‘Bird in the Hand – Starting with your existing means’ (50 mins)

- Individually, fold an A4 sheet of paper into thirds. On the first third, write a list of ‘who you are’ – eg: ‘pronouns, 20, sister, artist, etc’

on the next third, write a list of all the things you know something about – eg ‘theatre, artists, fixing cars, languages’, on the final third, who is in your circle of contacts – eg: who could you call for help / advice? Work / Education / Family / Other (10mins)

- Task in Threes (best if the threes don’t know each other well) – Being as crazy as you like, think of as many ideas as possible of how you could legally make £100 by the end of next week, using your combined skills, knowledge and contacts. Emphasise quantity not quality – this will help with selfcensoring and perfectionist tendencies. (15 mins) Ask for a notetaker to list the ideas - Select the one idea that you feel most excited by as group (5 mins)

- Plenary – How did you find that task? You are not asking them to share their ideas, they will do that in the next step, at this stage you are just finding out numbers of ideas. Relate this back to the unexpected events responses. (10mins)

Facilitator note - If you prefer using a template, this network mapping exercise is a workable model for this exercise.

Break for 10mins – in this break they will probably share ideas… if they do that will be useful in the next step!

Section Three – Patchwork Quilt (40mins)

With the whole group, ask if anyone shared their ideas over the break, did they get any suggestions or interest from others? Explain that’s how simple building stakeholder commitments can be and the range of forms that this can take that can be helpful to the development of your idea. Each group of three identifies an ambassador, they travel to the next group

- The two remaining people now act as potential stakeholders

In the newly formed group of three, introduce active listening and then ask them to:

- Exercise active listening to hear the ambassador’s ideas (3mins)

- The stakeholder pair then can ask questions, but they only start with ‘what if?....or ‘Yes and…..” ( 10 mins)

- The ambassador can respond to these questions, but if you are short for time you can arrange it so that the ambassador can only note the question and say ‘Thank-you’

The ambassador then returns to the original group and feeds back the questions and their thoughts. The two that stayed feedback what came up in their meetings and any ideas or approaches that might be useful to feed into the development of the groups business idea.

Back in the Group of Three

- Decide how you act on feedback to pivot your idea (10 mins)

Plenary - Facilitator note – make clear that stakeholder commitments are not always about money. They can offer support, endorsement, in kind can be equally useful. Note the importance of being prepared for your stakeholder meetings, make sure that you are listening actively to their replies. Students will at this stage be able to see more clearly how they can connect with the ‘who do I know’ in their network.

Section Four – Affordable Loss and Action (40 mins)

Facilitator asks - How was that? Gather reflections on the process first… then ask if any one would like to share.

Facilitator with the Whole Group – Outline the effectuation process using the summary on the Effectuation 3 Pager.(15 mins), this will show them that they have tried and tested at least two of the stages, Bird in the Hand and Patchwork Quilt. The future is not predictable but is made through human interactions. Note that we are now moving to act on their ideas. Introduce the idea of Minimum Viable Product. (20mins) Then back in their group of 3 to consider:

- what their affordable loss might be (5 mins)
- organisations who might be able to offer in kind support (5mins)
- what would be the MVP? (5 mins)
- what one commitment could they offer to test out the viability of the ideas (5mins)

Plenary (20 mins)

- Re-cap on what we’ve covered, in just under 3 hours you’ve created X business ideas based on the means that you already have. You don’t need to wait for permission from anyone to start, you have the power to start right now

- Re-cap on mindset, notice what yours is …. Start with giving yourself permission to think differently. Embrace‘yes and’ to build and develop ideas and the MVP to test them, lemonade process to learn from them.

- Remind that we’ve covered

Check out

Depending on the size of the learner group, you could invite all the groups to share, but invite the learners to respond to this question: ‘what one thing will you do differently after today? Be as specific as you can’

“It is easier to act yourself into a new way of thinking, than it is to think yourself into a new way of acting.” Millard Fuller – Leader and Pioneer in

Affordable Housing Movement

*You can adapt this section to ask them to meet a specific brief, ie: ideas should grow out of their hobbies not their perceived strong skills, that is a great way of pushing out of their comfort zone and works with interdisciplinary groups.

Skill Development:

Challenging limiting paradigms and opening up an enterprise mindset, through - Active listening, in pairs and small groups - Teamwork, developing and building on ideas.

- Ideation and selecting based on group criteria

Feedback from participants from a non-enterprise background

‘Prompting self-reflection on skills, connections and identity’

‘This was great, an open workshop with space for personal expression, interactive with reflection’

‘was a great place to switch our brains into start evaluating and thinking, the circle worked well and no powerpoint is good! I was fully engaged and felt very open, comfortable, and valued’

Resources:

One A4 paper per person
Post-its or similar sticky pads
Pens

Books

Effectual Entrepreneurship – Read, S; Sarasvarthy, S; Dew, N; Wiltbank R - Routledge; 2nd edition (9 Sept. 2016)

Effectuation: Elements of Entrepreneurial Expertise (New Horizons in Entrepreneurship series) - Saras D. Sarasvathy | 28 Jan 2022

Links / Web -sites – above.

https://www.skilla.com/en/heutagogy-developing-agile-reflective-lifelong-learners/

References:

Key authors

Dr Saras Sarasvathy

Effectuation Handout

https://www.effectuation.org/sites/default/files/documents/effectuation-3-pager.pdf

About the Author
This guide was produced by Jessica Bowles ( Principal Lecturer Creative Producing, Royal Central School of Speech and Drama. ).

Engaging Alumni for Real World Learning (QAA 2, 3, 4, 5)

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
2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 4Implementation of ideas through leadership and management 5Reflection and Action

Objective:

Effective engagement of Alumni seeks to support the students to become:

be flexible and adaptable, seeing alternative perspectives and offering a choice of solutions
review and evaluate multiple solutions in contexts that anticipate and accommodate change and contain elements of ambiguity, uncertainty and risk.

Overview:

With the pre-arranged (and prolonged) support of alumni (now professionals) this approach of continued access to external professionals (ideally programme/course Alumni) is designed to prepare students to be able to engage with real clients and better enable them to respond proactively to change.

Externals are invited to engage with the current student group as they undertake a task, using social media (facebook; twitter etc) an/or Skype. This creates either incremental weekly instruction that builds into an overall assignment or regular support or feedback on course work from externals.

Activity

This approach needs pre-agreement and commitment of externals (ideally Programme/course Alumni) who commit to short, but regular interaction through social media or Skype.

This activity can either be driven by a live brief or challenge identified by the external (higher level of engagement) or as comment and support to those undertaking the programme, through sharing expertise and current work experiences. If the students are working on a live brief or task given by the external, this high level of interactivity can mean that summative deadlines can changedand information updated, and the newsworthy or other high profile influences can be included throughout the module. (The assignment usually mirrors an actual assignment undertaken professionally by an Alumni professional).

This engagement can be “managed” by the tutor – to pre-plan some ambiguity or pre-agreed change of brief/scope with the Alumni contact, or left open to allow access to externals as an organic relationship, where advice may be sought by the students or experience/daily practice shared by the Professional as they see fit.

In addition, any presentation /show case or final assignment submission can be shared with the external and their input made part of the summative or formative feedback (assessment strategy).

Note that the choice of social media will impact on the type of engagement between alumni and students, but ideally something that the Alumni member uses regularly will ensure more regular engagement. Even small inputs (as typically seen in social media such as Twitter) can guide student approach and ensure that they are able to ask private questions, and that other students can also learn from the mentor/alumni generic comments or insights.

Skill Development:

Depending upon the level and type of engagement, students can benefit from insights from a ‘typical day/week’ of a professional working in their area, or be pushed to develop their tolerance to ambiguity (through changing deadlines, or unexpected changes to the brief or additional information). This can build resilience in the students but there needs to be clear expectations of this relationship, as well as additional tutor support.

Students typically respond well to changes and additional insights from professional Alumni and can develop their understanding and judgement, in their chosen field, whilst gaining further insight regarding professional practice.

Students should be bought together to share their experience of virtually engaging with their Alumni contact and explore their emotional responses to the changing briefs or additional information. They need to explore, and develop strategies, for coping with ‘real world’ brief/challenges and exploringthis together, and sharing how they dealt with it, and could deal with it in the future, builds their confidence and resilience to change. Using reflective practice to consider the learning across the group can draw out a range of key lessons for preparing for future challenges.

Resources:

Access to, and ongoing (committed) virtual engagement by appropriate alumni – determine brief/project or to commit to regular updating/comment for a pre-agreed period of time.

References:

Penaluna, A., Penaluna, K and Diego, I. (2014) The role of education in enterprising creativity. In Sternberg R and Krauss, G. (2014) Handbook of Research on Entrepreneurship and Creativity. Cheltenham / Massachusetts: Edward Elgar).

Scott, J., Penaluna, A., Thompson, J & Brooksbank, D. Experiential entrepreneurship education: Effectiveness and learning outcomes. International Journal of Entrepreneurial Behaviour and Research (Forthcoming)

Jones, C., Penaluna, A., Matlay, H., Penaluna, K. Discovering the Soul of Enterprise Education. Education +Training, Emerald Publishing (Forthcoming)

Penaluna, K., Penaluna, A., Jones, C. and Matlay, H. (2014) ‘When did you last predict a good idea?: Exploring the case of assessing creativity through learning outcomes’, Industry and Higher Education, Vol.8, No.6, December 2014: 399 - 410

Penaluna, A., Coates J. and Penaluna K., (2011) Creativity-Based Assessment and Neural Understandings: A Discussion and Case Study Analysis. Education + Training, Emerald Publishing, Volume 52, Issue 8/9, pp. 660 - 678

About the Author
This guide was produced by Professor Andy Penaluna, University of Wales, Trinity St David.

Engaging Alumni to develop Implementation of Ideas and judgement (QAA 2,3,4)

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
Special

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
2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 4Implementation of ideas through leadership and management

Objective:

Students should be able to:

identify, analyse and respond to relevant opportunities
develop and produce multiple solutions to identified problems, shortfalls and similar challenges
be flexible and adaptable, seeing alternative perspectives and offering a choice of solutions
review and evaluate multiple solutions in contexts that anticipate and accommodate change and contain elements of ambiguity, uncertainty and risk.

Overview:

With the support of alumni who engage through social media (facebook; twitter etc) an/or Skype, students are given incremental weekly instruction that builds into an overall assignment. This interactivity means that deadlines can changed and information updated, often in response to newsworthy or other high profile influences and the students need to adapt throughout the module. (The assignment usually mirrors an actual assignment undertaken professionally by an Alumni professional). The project is designed to precede later work where the students will engage with real clients, so as to better enable them to respond proactively to change.

Activity

This activity is undertaken in semester 1 of a second year course of study (15 weeks – 2.5 hour sessions with anticipated 2.5 hours private study per week) and runs across all Visual Communication and Design courses. Each course's relevance is ensured as the framework can be adapted to specific study areas and alumni inform the actual project – so as to ensure relevance and to maintain student motivation (See: Continuous Conceptual Review Model). The sample offered here is for two cohorts (approximately 50 students) from the film and media production courses and from the Advertising and Brand Management course – who will subsequently engage in an interdisciplinary module.

The following provides an outline of the activity as delivered to these disciplines, and was first introduced in 1995 following alumni feedback on the value of their educational experiences. Other disciplines use their own alumni and realistic contexts.

Week 1

Students expect the lecturer to lead the class, but an unannounced stranger is brought in (alumni - in person or via skype) who asks the group about their career aspirations and challenges their understanding of the world of work. He or she explains their busy lifestyle and asks them to quickly help him or her with a problem they have – how to visualise a brand for a new academy of creativity, but explain that they have to go and leave them to it. Normally 90-95 per cent of responses include a light bulb.

Week 2

Student's have been discussing the individual and although not told, want to question the alumni about their work (curiosity based learning). The alumni,still in a rush, starts to explain that the headmaster for this new school will be Sir Humphrey Davy... then the connection is lost. Quick internet searches reveal that this is a historical project, as Sir Humphry Davy lived in 1778 – 1829 and that his work preceded the invention of the light bulb. Past work is discarded (with occasional moans and groans) and new research starts into historical images that represented creativity - prior to the invention of the light bulb. New / alternative ideas start to emerge.

Towards the end of the session the alumni reconnects / re-enters the room and takes questions about their work as a freelance storyboard writer for major TV companies. Scripts are discussed and student interest gained – a promise to see a script is made by the alumni.

Week 3

An outline of a TV script is presented to students by the alumni. They or another alumni start to explain how camera angles and specialist instructions such as close ups or super close ups need to be incorporated in the storyboards. Examples from well know TV programmes or Films are shown when possible. With support from the alumni, students attempt to develop a storyboard through acting out the script and noting important aspects such as emotional engagement. Identification of the brand is central to the story line.

Week 4

The alumni explains that he or she has just met the producer, who is happy for them to see other scripts for later episodes. Episode two has the main character Davy waking up in the future and looking at a barren landscape, one which is littered with light bulbs - which is now a thing of the past. The alumni explains that their brand has to survive the passage of time and that it has to be recognisable in the year 2020. Research into potential future understanding of creativity commences and students envisage / storyboard a potential future scenario based on the script.

Week 5

The alumni / staff set up an opportunity for the students to pitch their ideas to the alumni. They have an hour to prepare a presentation and are requested to discuss and argue a minimum of three ideas. This was unexpected. After 20 -25 minutes the alumni asks them to limit their presentation to one or two minutes, so that he / she can hear them all. Students are asked at random to present. Time may run out and alumni ask students to make a pdf version to email (via staff).

Week 6

The alumni explains the future direction of the time travelling Davy, and introduces the idea that he may meet aliens in his travels. Some students have already discovered Davy claimed this through their research. The task now is to create a pitch as to why aliens would find the brand design that they are developing to be credible.

Weeks 7–9

Students develop their storyboards and at least 3 brand ideas in the sessions. More in depth research is undertaken and initial concepts re-evaluated anditeratively developed. Arguments for the solutions are mapped and explained as reflective mind maps – so as to illustrate the thinking journey.

Week 10

With 2 or more alumni present or available via Skype, students are asked to consider how this kind of work could be best assessed and who should assess it? Using a pro forma, students suggest how their could be meaningfully evaluated. Through discussion, research, and assisted by appropriate lines of questioning by the educator and alumni, the idea of flexibility, adaptability and the requirement for multiple solutions emerge. Students come to realisethat their response to change is a key factor and that when faced with incomplete data (QAA, 23 states "students can be required to work with incomplete information or information that is incrementally offered after a review of their initial findings"). As multiple and responsive outcomes are the most important aspect, the theory of divergent production is introduced, i.e. more solution developing capabilities, many alternative solutions that respond to change, plus the value of distinctiveness of ideas (similar solutions being less creative than distinctly different ones).

Week 11–13

Students develop their ideas further, in the knowledge that the alumni will be commenting and advising the educator, and that they will be assessed on the distinctiveness of a range of ideas that relate to the assignment given to them by the alumni. These will be evidenced by charts that illustrate the critical elements of their research and how the research informed their solutions. In simple terms, the more divergent the thinking the more complex the charts, hence students can easily recognize the range of solution development that has taken place in a clear and transparent manner.

Week 14–15

Pitches take place and the alumni adds their thoughts and comments. Assessment is based on the range of alternative ideas, the divergence of alternative ideas and their ability to be used flexibly in the scenarios described in the scripts supplied by the alumni.

Note: later, in the next semester's module, the process continues and approximately 5 weeks into the projects each class will be provided with a theory session on brain functionality and how these kinds of activities enhance 'aha' moments of creative discovery (See: Penaluna, A., Penaluna, K and Diego, I. (2014) The role of education in enterprising creativity. In Sternberg R and Krauss, G. (2014) Handbook of Research on Entrepreneurship and Creativity. Cheltenham / Massachusetts: Edward Elgar). Thus practice informs personal theory development and theory follows practice, "reflective practice enables students to 'join the dots' of past experiences and perceptions" (QAA, 14).

Skill Development:

The assignment is constructively aligned (Biggs, 2003) as it enables students to demonstrate their skills and responses in meaningful and relevant (to their studies) scenarios that engage true to life experiences of alumni – who are partners in the process / most of whom have now experienced it for themselves in their own education and are familiar with the concepts.

Of interest is that the assessment strategy is often new conceptually and structurally, but through debate and discussion (week 10) the students feel engaged and very aware of the goals – which are not as they first perceived.

The assignment also leads into later QAA areas, for example they learn to "robustly justify their decision making processes" (QAA, 17) and includes "pitches to peers and expert advisors" (QAA, 23) that involves "feedback from different viewpoints" (QAA, 26).

Moreover, aspects of decision making supported by critical analysis and judgement (QAA, 19) can be evidenced in this and later assignments based on the same approach. Specifically, the assignment discussed here adopts the following QAA (19) guidance on delivery approaches:

recognise or create multiple opportunities through actively making connections
make connections as a result of problem solving, evaluating and assessing ideas, and iterative development strategies involving critique and enactment
develop relevant subject expertise, as well as awareness of contemporary issues, both of which should feature strongly in any strategies for recognising opportunity

Resources:

Open plan and flexible working environments suited to enactments and pitching – ideally simulated professional design studio with access to online resources

Access to, and ongoing (committed) virtual engagement by appropriate alumni – determine brief/project

Pens and software utilised in storyboard development and brand evolution.

References:

Penaluna, A., Penaluna, K and Diego, I. (2014) The role of education in enterprising creativity. In Sternberg R and Krauss, G. (2014) Handbook of Research on Entrepreneurship and Creativity. Cheltenham / Massachusetts: Edward Elgar).

Scott, J., Penaluna, A., Thompson, J & Brooksbank, D. Experiential entrepreneurship education: Effectiveness and learning outcomes. International Journal of Entrepreneurial Behaviour and Research (Forthcoming)

Jones, C., Penaluna, A., Matlay, H., Penaluna, K. Discovering the Soul of Enterprise Education. Education +Training, Emerald Publishing (Forthcoming)

Penaluna, K., Penaluna, A., Jones, C. and Matlay, H. (2014) 'When did you last predict a good idea?: Exploring the case of assessing creativity through learning outcomes', Industry and Higher Education, Vol.8, No.6, December 2014: 399 - 410

Penaluna, A., Coates J. and Penaluna K., (2011) Creativity-Based Assessment and Neural Understandings: A Discussion and Case Study Analysis. Education + Training, Emerald Publishing, Volume 52, Issue 8/9, pp. 660 - 678

About the Author
This guide was produced by Professor Andy Penaluna, University of Wales, Trinity St David .

Enhancing Reflective Practice through Key Ideas (QAA 5)

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
5Reflection and Action

Objective:

To engage students in reflective practice
To capture immediate subject learning or review for revision

Overview:

(small paragraph/ 2 -3 sentence)

The focus of this task can be directed to subject knowledge (as revision) or as a way of seeking reflection on a particular learning experience or task.

This activity is very immediate and works well in large lecture theatres.

Activity:

Potentially long – if including timings; approach; extensions; assessment; options for delivery

You can use this technique to summarise reports, reading, or learning – or as a reflective tool at the end of an experience or task. If you are using it as a summary tool then after reading policy/research (prior to class) ask the students to pause and reflect about the information they have been working with.

Ask them to write TWO WORDS that stand out as key ideas. The words do not have to be related to each other.

These can be shared across the group at this stage, or ask them to write them down.

Have students use the Think-Ink-Pair-Share technique to discuss their choices.

Think: Why did you select these two words from the article?

Ink: Write your reasons for your choices.

Pair: Find a partner.

Share: Share the two words you selected

Share the reasons for your "Stand Out Words."

You can display these words by using some thematic headings on flipchart and ask them to put their words onto post-its and onto the diagram. You can, as tutor, prepare a venn diagram around key concepts or a grid/axis for them to work within in advance or you can take open comments and group them yourself in a group to share the thematic analysis of the words selected.

It is also possible to show case the words selected by creating your own Word Cloud – using a site such as Wordle http://www.wordle.net/ This will allow you to draw together a visual summary of the words selected, and use any repeat word choice to your advantage. This site will display all the words as the same size, but then increase the size to reflect the numbers of times that a word was used. So you will be able to create a visual word cloud, which has relative meaning/value of the words chosen.

Skill Development:

This task requires students to reflect and review, either on their learning or upon their learning journey. Ideally, as a tutor, you will receive the comments openly, but be prepared to do "another round" if you feel that the comments are not deep enough or that they have more to offer. This task can also review the rationale (the "why" they chose those stand-out words) and explore their emotional response to the subject/ learning.

Resources:

Post its
Pens
WORDLE - http://www.wordle.net/

Whilst this is simple to use, it is best to "play around" with the fonts and formats in advance – and ensure that you are able to save or capture the wordle you create. Have a play with it by dropping in your own words, repeating some, and using the formatting to connect words that you don't want split up. You can even insert web page text (URL) to see the effect it has. Ensure you are clear how to save the wordles if you want to use them again.

References:

http://www.wordle.net/

http://www.learner.org/jnorth/tm/InstrucStrat36.html

About the Author
This guide was produced by ARP.

Enhancing Reflective Practice: Think Pair Share (QAA 5)

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
5Reflection and Action

Objective:

Build deeper reflection by working with others
Explore and understand process and experience through reflection
Develop reflective practice within learning

Overview:

This simple and effective reflective technique works in all teaching spaces and across all group sizes. This requires some individual time, some time working in pairs and then working wider across the group. It is a collaborative process that deepens individual reflection and shares collective thinking effectively with a group of any size.

Activity:

This activity is a cooperative learning technique that encourages individual reflection that builds through three distinct steps:

Think: Students think independently about the question that has been posed, forming ideas of their own or reflecting up their own learning experience or journey. This stage should not be rushed as it is key that individuals take time to think on their own, making notes or reflecting personally.

Pair: Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others.

Share: Student pairs share their ideas with the full group and the tutor supports or facilitates a group discussion on the consensus of ideas.

This technique works well for reflection but also any open-ended questions or problems that require discussion. Other amends are to "Write- pair-share" which ensures that the individual element of the task is not rushed, or to avoid the third stage of "share" across the whole group.

Skill Development:

You can enhance the presentation skills within this task by asking each person to stand and respond individually, moving round the group – or to create a powerpoint slide to share their individual or joint thinking from the process. However the immediacy of this process, requiring no resources and yet engaging all the learners in reflective practice is very attractive to use in class, with large groups.

References:

http://www.cultofpedagogy.com/think-pair-share/

http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2014/12/a_think-pair-share_on_think-pair-share_1.html?intc=es&intc=mes

http://www.learner.org/jnorth/tm/InstrucStrat36.html

http://blogs.edweek.org/teachers/coach_gs_teaching_tips/

About the Author
This guide was produced by ARP.

EntreComp Framework (QAA5) EERPF

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

Objective:

The Objectives of this session are to:

Provide students with a Framework to understand and reflect on their enterprise competencies
Provide students with a technique to self-analyse their competencies including strengths and areas for development

Support students to link their values, experience and skills to the competencies required to innovate and develop social enterprise ideas

Overview:

When developing new ideas and innovating entrepreneurs can focus on external factors that may positively or negatively impact their commitment and motivation to develop an idea. When we hear from entrepreneurs, they will often refer to the personal values or experiences that motivated them to innovate, improve and make change happen.

In this session, students are supported to understand their own enterprise competencies using the EntreComp Framework. Students are able to reflect and gain an insight into the personal values and competencies that they can draw on to innovate & develop social enterprise ideas.

Activity:

Activity 1: Thinking about the previous workshops and last week’s inspirational speakers, students rate their comfort level (0-10) about the competencies they have for developing a social enterprise idea

Activity 2: Students are asked to share the words or thoughts that came to mind when rating themselves (verbal/chat – whole group activity).
Students are not required to share their rating number.

Activity 3: Introductions to EntreComp

Student conduct a self-analysis of their competencies using Table 1 of EntreComp

Activity 4: Breakout rooms

Students work in pairs to discuss their competencies – strengths/areas for development/what they learnt from task 3

Activity 5: Feedback to the group on what they discussed in their pairs

Activity 6: Students asked which competencies they think they will need to develop a social enterprise idea.

You could ask students to reflect on any social enterprise speakers they’ve previously heard and consider what competencies they have displayed.

Activity 7: Reflections

Students asked to reflect on the following:

One thing you have learnt about yourself by using the EntreComp Framework

One thing you will change or develop to help you progress with a social enterprise idea

Anyone happy to share with the group?

Skill Development:

Learner Outcomes

Develop self-awareness of individuals entrepreneurial competencies (i.e. skills, knowledge and attributes) utilising the EntreComp Framework to self-audit and identify areas of confidence and challenges specific to business/enterprise activity.
Understanding the importance of networks of peer support, knowledge exchange and mutual aid in personal and professional development; feedback and contribute to others meaning-making through shared discussion.

Resources:

EntreComp Framework Flower Image
EntreComp Framework Table 1 for student self-assessment of competencies

References:

EntreComp Competence Framework

https://publications.jrc.ec.europa.eu/repository/handle/JRC101581

https://ec.europa.eu/social/main.jsp?catId=1317&langId=en

About the Author
This guide was produced by Syeda Rahimunnessa (I P & Senior Student Enterprise Manager, London South Bank University).

Exploring Decision Making through Subject Review (QAA 3,5,6)

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
3Decision making supported by critical analysis and judgement 5Reflection and Action 6Interpersonal Skills

Objective:

To test or review key learning through an interactive game

Overview:

The activity can is best used as an ice breaker or as a revision technique as it is a fun method to start participants communicating and testing their subject knowledge and improving their subject judgement and decision making.

Activity:

Give each individual 4 post-its or cards
Give everyone 10 minutes to research or review their recent learning (or set this as a task the week before, in advance of this class) to determine 4 “facts” or knowledge that they will be using to test their fellow students with.
After the research/review period, ask everyone to write 2 true facts, a lie (incorrect fact) and a point that is in debate in your field on each card.You can invite the students to be challenging in their statements, so that the fact may be basically correct, but there is a lie (incorrect element) which needs to be detected.
Divide everyone into pairs or into 4s
Each grouping need to identify their “truths” “lie” and which point is not yet confirmed/agreed upon within your subject area.

Once completed, the students need to produce their source material (reference; source; photo of quote etc) and their sources will be subject to comment by their partner.

If you want to create the review questions yourself to ensure that they are challenging and subtle enough to require analysis and critical judgement, you can issue the cards to the teams and circulate the cards amongst the groups.

Skill Development:

This quick challenge tests subject knowledge and can be challenging if the students create subtle statements. It can build their knowledge and
judgement if the “maybe” or “lie” require critical analysis and judgement, and (especially if you provide a longer research/review period) you can encourage the students to challenge each other. However there will be times when they need to make a decision with insufficient knowledge. Review of this activity ought to be undertaken to explore the subject material and also the pressure/time constraints of meeting the requirements of the game. Emotions are worth noting and pressure to create or answer the questions need to be recognised.

Resources:

Post-its or cards (or paper)
Pens

References:

n/a

About the Author
This guide was produced by EntEv.

Gather learners’ expectations and needs (using post-its) (QAA 1, 2)

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
Lecture Theatre

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

Objectives:

• To allow learners to contribute to the agenda for large-group teaching sessions;
• To allow teachers to find out ‘where a group of learners is at’ at the start of a large-group session
• To gather details of ‘learning incomes’ for a group – what the learners can already do, what they already know, and what their potential problems may be.

Overview

This is a plenary activity using post-its in a large-group setting, for example in a lecture theatre, at the start of a lecture, or at the start of a series of lectures. Each learner is given a post-it, and asked to respond privately to a given starter-question. Learners are then asked to swap post-its, and a few volunteers are invited to read out what’s on the post-it they now have (in the comfort of relative anonymity). Then learners are asked to stick up all the post-its on one or more flipcharts, to serve as an exhibit for the rest of the lecture, and to be taken away by the teacher/lecturer at the end of the session for further exploration.

Activity

1. Show a slide indicating very broadly what the session is going to be about, or give a very short oral introduction to the session.
2. Issue post-its, one to everyone (rectangular ones are best for this)
3. Picking a main topic from what’s going to be addressed in the session, indicate the starter statement on a slide ‘Xxxx would be much better for me if only I ….’ and ask everyone to jot down, in good handwriting, quick completions of this starter on their post-its.
4. Ask everyone to swap post-its, till they’ve lost track who may have their own.
5. Find a volunteer to read out, loudly, whatever’s on the post-it they now have. Explain that there’s no risk, as if the post-it is ‘silly’ it’s not the fault of the person who now has it.
6. Ask the volunteer to pick any other learner (e.g. by what colour they’re wearing or any other way), and get them to read out what’s on their post-it.
7. Repeat till between 6 and 10 post-its have been read out.
8. Ask for the post-its all to be stuck onto a flipchart (or two) at the front of the room, e.g. ‘folk at the end of rows please bring them and stick them up’.
9. Look briefly at the exhibit, picking out trends, praising a couple of really good ‘if only’s, and reading out any amusing ones.
10. From time to time during the session, address things that were listed on the ‘if only’ post-its.
11. Peel off all the post-its and take them with you at the end of the session, and if you have time sort out what the most frequently occurring ones are, and start of your next session with the class by addressing one or two of these directly. From the whole collection, gain an idea of how much (or little) the group seems to already know about the topic (the ‘learning incomes’ – what they’re bringing to the topic).

Skill Development

This exercise helps teacher and students develop the following skills:
• Teacher: skill at finding out ‘where a group is at’ regarding a new topic, or an (important) subtopic.
• Teacher: a way of starting a lecture where it matters little if a few stragglers are still arriving during the activity.
• Teacher: a resource to re-visit before running a new session on the same topic with another group in future.
• Learners: the feeling that their views, fears, and ideas are being collected and addressed by the teacher.
• Learners: a quick, anonymous, safe way of admitting things they think will be difficult or challenging.
• Learners: the opportunity to think quickly around a new topic, and pick something they would like to get out of it being covered in the session.

Resources

• One or more pads of post-its.
• Something on which post-its can be stuck by learners towards the end of the activity; a flipchart is ideal, but doors, windows, whiteboards and walls can be used as necessary, testing them first to ensure post-its will actually stick to them.
• A few pens or pencils to give away to those learners who haven’t one with them.

References:

Race, P. (2014) ‘Making Learning Happen: 3rd edition’, London: Sage.
https://iad4learnteach.wordpress.com/2014/01/10/making-learning-happen-the-power-of-the-post-it-note/
Race, P. (2015) ‘The Lecturer’s Toolkit; 4th edition’, Abingdon: Routledge.
http://phil-race.co.uk

About the Author
This guide was produced by Professor Phil Race.

How Can You Create Value from Freely Available Resources? (QAA 1,2,3,5,7)

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 2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 5Reflection and Action 7Communication and Strategy

Objective:

The learner will be able to explore an idea or concept as openly as possible to gather a wide range of solutions
To evidence the power of group work as more ideas are created through team work
To explore the potential of networks and social connections

Overview

This group task challenges the teams to generate ideas within constraints. This task engages students by allowing them to draw upon their knowledge, connections, hobbies, subject experience, social networks etc. The open brief allows them to be creative but the constraints of time and “no spend” heighten their creativity.

Activity

There is an abundant supply of free-to-use resources which are not readily considered by those addressing a task. This challenge asks “How can you use one or more of these to provide an innovative product, service or experience which creates value for its users?” and seeks to engage the learners to consider the multiple forms of value creation - financial, economic, social, cultural, environmental, aesthetic.

Process – By placing your students into small working groups, suggest the following challenges to them:

BRAINSTORM: Identify by listing or brainstorming all the ‘freely available resources’ you can think of. These must be resources you can use for free, without being challenged or acting illegally or irresponsibly. They may include physical, virtual, human, financial and knowledge resources, for example. (Note: you are asking them to draw together resources that will not ‘cost’ so whilst it is recognised that their time ought to be valued and compensated, for the purposes of this task, we are seeking access to resources that they can reach for free at this moment).
COMBINATION: Using this “brain stormed” list, ask the group to combine selected resources to provide products, services or experiences which create new value? Aim to identify at least 3 innovative combinations.
EVALUATION: ask the groups to select the best option. Who will the innovation be of value to? Whose problem does it solve?
REFLECTION and REVIEW: What forms of value are you creating from the list above.
REFLECTION: How can you ‘make it happen’ to implement the innovation?
COMMUNICATE: Communicate your idea as effectively you can, using available resources, to the group, outlining the need they are addressing.

Depending upon time and the skills that you wish to develop, you can run this task within 1 session or extend the communication and reflection stages to create a half day task or a task that runs over 2 weeks. This allows the groups to access their resources and showcase their ideas in the presentation the following week.

Skill Development:

Within the group work, a range of skills are developed and as the tutor, you can place the emphasis on different areas, depending upon the time you have available. The core skills being developed are around idea generation and evaluation, however it is possible to extend this task to include deeper reflection and communication skills where the groups are required to analyse the challenge and their response to it, as well as present their idea. This reflection can either form part of the presentation brief so that the teams are both presenting their ideas and exploring their experience of the challenge, or you can draw the group together after the presentation-showcase to reflect collectively on:

How the groups worked?
What frustrations were caused by the constraints and open brief – and how were they handled?
How did you address the stages of the challenge?
How did the stages of the brain-storming/problem solving process help you meet the challenge?
How would you address such a challenge in the future?
Which group was most creative in their solution? Why is that your view? How do you assess creativity?

And you can finally explore issues of cost with the group by recognising that some of these resources could be accessed once for free, but not repeatedly. Ask them to consider how they could achieve the same output/outcome regularly and attempt to cost this.

Resources:

(if available – flip chart or post its for brain storming; pens etc)
Resources to assist with presentation – access to powerpoint; flip charts etc

References:

http://www.palgrave.com/page/detail/opportunity-centred-entrepreneurship-david-rae/?sf1=barcode&st1=9781137474100
Rae, D (2015) “Opportunity-Centred Entrepreneurship” Palgrave

About the Author
This guide was produced by David Rae.

Ice breaker handcuff (QAA 5 6 7) FEEUK

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
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
5Reflection and Action 6Interpersonal Skills 7Communication and Strategy

Objective:

To attempt to solve a difficult problem (but not necessarily to do so)
To communicate with and propose actions to a colleague
To explore responses to challenging situations

Overview:

This activity starts with and extends the ‘handcuffs task’ where pairs of students are presented with a challenging situation and must communicate with each other in order to solve the problem and separate themselves from being ‘handcuffed’ with string. The extension of the task explores reflection, communication styles, and ‘helpful’ and ‘hindering’ thought processes. Activity: The ‘handcuffs task’ is a commonly used team-building exercise where pairs of students are ‘handcuffed’ together using looped pieces of string which are tied around each student’s wrists so that they are connected together as shown below.

Image from https://loquiz.com/blog/2014/11/handcuffed-exercise-solution-and-ideas/

There are three rules (and three rules only) to the task:

1. You cannot break the string

2. You cannot take your hands out of the loops

3. You cannot untie the knots in the string

Students are given a set period of time (e.g. 10 minutes) to try to separate themselves from each other. This can be extended. Whilst pairs are working together, the lecturer (and/or additional students) walk around the groups taking verbatim notes on what is being said. At the end of the time period, the solution to the task is given and feedback on the task is provided.

Example feedback can be given as follows:

1. There were only three rules. There were no other rules. So, for example, there was no rule that said that the pairs could not ask for help. Did any of the pairs ask for help? Did they watch other pairs for inspiration? Did they look up the solution on the internet? A discussion can follow on expectations and ‘rules’ for asking educators and others for help in the future.

2. Although it may not have felt so at the time, the task was not impossible. Educators can now explain that we will not knowingly set students an impossible task to complete (unless you are an educator who does set impossible tasks!).

3. How did students approach the task and communicate with each other? Did they act immediately? Or spend some time thinking first? Why did they act how they did? Do they always act this way? Is this the best way of acting? How do they know?

4. How did the task make students feel? This can lead to a discussion on the power of emotion for learning. It can also lead into discussions on the use of reflection.

5. Finally, and perhaps most importantly here, a discussion can follow on the impact of ‘helpful’ and ‘hindering’ thoughts which are concepts used in business coaching. Helpful thoughts are those which support problem solving and positive action planning (e.g. ‘try this…’, ‘we almost had it when we did this…’, ‘what haven’t we tried yet…’). Hindering thoughts are those that stifle problem solving and lead to giving up on the task (e.g. ‘this is impossible’, ‘why are we bothering with this?’, ‘this is boring’). Phrases used by the pairs can be read out here and categorised into ‘helpful’, ‘hindering’, and ‘it depends’ to aid the discussion.

Skill Development:

1. Communication skills

2. Problem solving skills

3. Resilience (it can be hard to keep going when the task feels impossible)

4. Reflection

Resources:

String
Sufficient space for at least one pair of students to work together whilst others watch. More pairs can take part as the space available increases.

References:

1. There are multiple write-ups of the handcuffs tasks available on the internet – one example is https://loquiz.com/blog/2014/11/handcuffed-exercise-solution-and-ideas/

2. There are also multiple solution videos available on YouTube. The one I use is at https://youtu.be/aiNl-EL6vfk.

3. The concepts of helpful and hindering thoughts used here were adapted from work by Go Mad Thinking for leadership and management. For example, see https://www.gomadthinking.com/blog/5-ways-to-think-in-a-more-solution-focused-way/

About the Author
This guide was produced by Dr Kelly Smith FEEUK (Assistant Professor, Coventry University).

Idea Generation & Creative Problem Solving (QAA 1,2)

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 2Opportunity recognition‚ creation and evaluation

Objectives:

The learners will be able to explore the relationship between creativity, ideas generation and problem solving
They will individually and in groups explore the characteristics of creative persons and creative occupations and they will discuss what stops us being creative
The group exercise will evidence the effects of 'Unleashing the Power of Routine Activity' as more ideas are created when the brain is occupied by activities that are enacted automatically, without even thinking about them.

Overview:

This activity focuses on how the audience perceive creativity as individuals and establishes a qualitative estimate on how creative each individual in the groups feels they are.

It proceeds with individuals choosing and listing their top 5 creative persons and top 5 creative professions. The names and professions put forward are collated and then act as a focal point for discussing any common traits for creativity that emerge. These traits should be identified as broadly as possible and the links made that everyone will have some of these traits, supporting the proposition that we all are creative in different ways and this brings into focus what stops people from being creative.

The class is then split into groups of 4-6 and goes through an exercise that connects idea generation and creativity.

Finally, the session is brought to its conclusion through comparing the traditional problem solving and creative problem solving approaches.

Activity:

Ideally this session becomes more exciting and interactive if there is the possibility of interactivity (wifi enabled) between the audience and the person delivering the session, although good old paper and pencil will do the job.
The activity can be tailored to a 50 minute or a double session, depending on what needs to be achieved, i.e. ideas generation and creativity only (50 minutes) or Idea generation and Creative Problem Solving (double session).
The session opens with the question of 'What does creativity means to the audience'; they are being asked to write what they associate with creativity (5 minutes). This should bring into focus their perceptions of creativity.
The audience are then asked to rate themselves on how creative they feel (from a scale of 1 [not creative at all] to 7 [extremely creative]). This can be done by using electronic interactive devices (if available). Typically, the class falls within a normal distribution curve and as this exercise has been done over the years it is good feedback to show them typical curves from past student groups that demonstrate this (3-4 minutes)
The audience are asked to individually write down (on post-it notes) 2 lists: a) 5 creative persons & b) 5 creative professions (5 minutes). Once the lists are compiled they are brought together on the board or a flip chart and a discussion can follow on what are the common traits of creative people and professions as they are perceived by the group. Points of interest are that few individuals such as Da Vinci, Steve Jobs, Mozart, Beethoven, etc. are quite commonly found on their lists and typically there are no women. In addition, on the professions, depending on the audience, engineers usually do not appear as a creative profession, once again typical professions being, artists, musicians, actors, etc. All this points can be used for discussion (5 minutes).
A short presentation follows on how we learn, mind-sets and how they can be very useful in routine activities but how they can negatively influence creativity. (10 minutes).
This is followed by a slide describing barriers to creative problem solving in the form of a list and a short discussion as to their effects on creativity (10 minutes).
What follows is a slide with the 4 (or 5) stages of the creative process and once again a discussion around it. (5 minutes).
Three examples of historical figures of creative, innovative and enterprising persons are shown and briefly discussed, bringing into focus that creativity is in everyone but innovation and enterprise although dependent on the creative spark, form usually the later part of the innovation process; bringing into focus the relationship between creativity and innovation (5 minutes).
A slide with a 'Creativity toolbox' showing various techniques that promote creativity, e.g. Brainstorming, Free association, Day-dreaming, Lateral Thinking, Metaphorical Thinking, Free-writing, Drawing & doodling, Synthesis, Crazy questions?, Sabotage thinking, Mind maps, Wear different hats, Role playing, etc. is used to provide the audience with a source of tools they could use in their problem solving exercises (10 minutes)
Final slide is a conclusion that 'creativity is an attitude' based on openness to experience, flexibility, and receptiveness to changes in conditions and situations. Creativity, is not looking to others for approval, it is the ability to play with concepts and elements, to see relationships between seemingly unrelated elements and concepts, ability to combine them in new ways. (2 minutes)

What follows next is a group exercise.

The audience is split in groups of 4-5 members and are either given a common object, say a brick, and are asked in their groups to find and list in 2 minutes as many uses for it as possible.

The alternative is that each group are given their own object, such as a paper clip, or a coffee cup, or a wire coat hanger, etc. and once again are asked to find as many uses for their object as possible in 2 minutes. (The common object is preferable as it gives a direct comparison between the workings of the groups).

Once this part of the exercise is completed, the groups are now given different tasks to do.

These tasks have been designed to be under three categories: demanding; non-demanding-routine-repetitive; and one that requires no thinking at all.

You can engage the students with Legos or packs of playing cards.

One group is asked to build a house with Legos or with playing cards
Another group is asked to separate the Legos into piles of different colours
One group is asked to sit and think of nothing; sleep if they prefer

If more than three groups choose what the other groups should be occupying themselves with, i.e. demanding; non-demanding-routine-repetitive; and one that requires no thinking at all tasks.

Typically there are moans and groans from the groups that are given the menial task and those that will be doing nothing as opposed to the groups that they get to build something and the facilitator has to explain, without giving too much away, that there is a reason behind this process that should come apparent after completing the exercise.

Give the groups 3-4 minutes to complete their give tasks (more than that it will start feeling too long for those that do nothing).
Have a timer available to make sure groups are under time constraints and once time is over, stop the exercise.
No need to admire what the group constructing something have come up with.

The groups are now asked to spend the next 2 minutes adding to their original lists of things to be done with their originally given objects.

After the 2 minutes are up collate the results of 'how many different ways of using their particular object' each group has come up with and most probably the results will show that the group that had the 'non-demanding-routine-repetitive' task will have come up with most ideas.

The group is then shown a short clip from the BBC Horizon programme: How insight works and are introduced to the summary of the scientific findings of how the brain reacts to being occupied by different tasks, demanding the use of different parts of our brains and how these influence the onset of 'insight'; directly related to creativity. (10-15 minutes)

To close the session few more slides follow on traditional problem solving as opposed to creative problem solving, the use of divergent/convergent approach especially to engineering problem solving and a list of how to 'Get unstuck' in problem solving. (10 minutes)

If electronic devices are available, the facilitator can once again ask the audience to assess themselves as to how creative they feel on the scale 1-7 (as done at the start of the session); the results will show that although the spread of the answers are still close to a normal distribution, there is typically a shift towards the more creative side of the graph, purely because they understand more about creativity and they feel themselves capable of being more creative.

Skill Development:

Through this interactive session the students derive a number of benefits:

The session is designed to promote creativity as an attitude; it helps the audience to discover how creative they are and give them ownership of the process to make themselves more creative by removing the barriers to their creativity.
The session provides a hands on demonstration of the relationship of brain activity and insight; the start of the creative process
At the end of the session the students should be able to choose and employ appropriate creative techniques to enhance their problem solving capabilities.

Resources:

Post-its or similar sticky pads
Pens
Electronic Voting Devices or any sort of interactive voting system
Option 1: a brick and Lego
Option 2: A number of simple everyday items (one per group), e.g. a paper cup; a coat hunger; an A4 sheet, etc. and Lego

References:

Key authors in this area include T M Amabile (1989; 2008) ; Tony Buzan (1998) Mind maps; Edward De Bono 1985 (Thinking Hats) 2008 (Frames for thinking about Information); H Gardner (1983; 2013)

Books: Managing Innovation, design and Creativity, Bettina Von Stamm, 2nd Edition, John Wiley & Sons, 2008

BBC Horizon: How insight works

http://www.dailymotion.com/video/x1gn21d_bbc-documentary-horizon-the-creative-brain-how-insight-works_lifestyle

About the Author
This guide was produced by Dr. Plato Kapranos, Senior University Teacher, University of Sheffield, Department of Materials Science & Engineering .

Idea Generation (QAA25) EERPF

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
2Opportunity recognition‚ creation and evaluation 5Reflection and Action

Objective:

The objectives of this session are to:

Support students to link their values, experience and skills to the competencies required to innovate and develop social enterprise ideas
Create an understanding of how students own strengths and passions can be used to solve or contribute to world needs.
Provide students with a framework for understanding their purpose in context of how they can contribute to solving world problems
Provide students with tools that they can use for idea generation
Creation of three 5 year odyssey plans to identify routes to actualization and highlight key challenges and questions

Overview:

The focus within this task is open idea generation, pooling the expertise/wisdom of the group to create ideas that can then be evaluated and explored.

This session looks at models for idea generation for social enterprise. The first part of the session built on previous workshops supporting students to step back and consider their personal values. By following the initial step in the design thinking double diamond process, students first explore divergently and come up with a volume of ideas before then narrowing down. The Ikigai venn diagram will be used as a framework to build on the personal strengths, competencies and values to further look at their life purpose in the context of their contribution to resolving community and world problems. The session concludes with the creation of three 5 year odyssey plans for social enterprise or socially conscious working futures.

Activity:

Activity 1: Ikigai

Introduction to the Ikigai model and meaning.

Ikigai worksheets have four sections: What do you love, What are you good at, What could you be paid for and What does the world need. They are provided for students to complete. Students work independently with group discussion and reflection at the end of each activity. Each of the following exercises relate to a section on the ikigai worksheet.

Exercise 1: What do you love?

Students visualise an ideal day
Students list what they love and what fulfils them

Exercise 2: What are you good at?

Students reflect and acknowledge each other’s strengths
Students list their strengths (in context of competencies and skills)

Exercise 3: What you could be paid for?

Students share what job(s) they wanted to do when they were growing up
Students share what their parents wanted them to be when they were growing up
Students list all jobs and activities they could be paid for

Exercise 4: What does the world need?

Students return to their list of values – how aren’t their values being honoured in the world?
Students use these to create a list of what the world needs more of based on identified problems

Activity: 2 Idea Generation

Exercise 5: Random selection from Ikigai worksheet

Students identify a word at random from each of the four ikigai sections, so they have four words in total
Students come up with a business idea based on the connection of words identified.

For example [what do you love: music], [what you are good at: bringing people together], [what you can get paid for: event planning], [what the world needs more of: less lonely people]. The connection could be a concert for lonely people with similar music taste.

A student volunteers to provide words and group comes up with ideas

Exercise 6: Mind mapping model (using Zoom whiteboard)

Students select one word from their “What the world needs more of” section to create a mind map
Example of mind map

Exercise 7: The “Yes and” Technique

The idea behind the “Yes and” -technique is following: Person A suggests something or pronounces a sentence. After that person B continues: ”Yes and…”. You always have to reply starting with the words ”Yes and”. That is, starting with ”yes, but”, ”right, but” or ”no” is forbidden

Facilitator gives and explanation of the “Yes and” model and gives example
The theory behind the Yes and model is that you build on someone else’s previous idea
Ask for identified problems from Ikigai
Individually students come up with an idea, by saying what they like about the previous idea and adding to it

Activity 3: Odyssey Plan

Introduce and demonstrate the Odyssey plan template with examples.

An Odyssey Plan is a brainstorm about how you would like your life to look in the future. Flash-forward five years from now and come up with elements that make up the version of you that's “living your best life.”

Exercise 8: Completion of odyssey plan

Students complete a future plan for the next 5 years
Students complete another plan which is a plan B

Students complete a third plan which describes a wild idea/ the one which they would never share but would really like to happen in an ideal world

Skill Development:

Learner Outcomes

Explore the full potential of a social enterprise idea using design thinking’s ‘double diamond method’; embrace divergent and convergent thinking in small groups to innovate and exhaust thought.
Find your ‘Ikigai’ by visually mapping your life’s passion, mission, profession and vocation; connecting what you're good at, what you love, what the world needs and how you can earn money.
Understand how to apply design thinking to imagining purposeful careers from your Ikigai map; practice generating unpredictable ideas with others through chance and positive improvisation.
Scope different possible, probable and preferred future paths; complete a 3-tiered ‘odyssey’ plan that considers the specifics of plan a, plan b and plan c (an idealised, big sky idea).

Resources:

Ikigai activity sheet
Odyssey plan activity sheet
Zoom whiteboard

References:

Ikigai
Life Design
Designing your Life, Bill Burnett & Dave Evans

About the Author
This guide was produced by Victoria Fabbri (Enterprise and Events Manager, UAL).

Idea Generation Post- it note game (QAA 1 2 6) FEEUK

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
1Creativity and Innovation 2Opportunity recognition‚ creation and evaluation 6Interpersonal Skills

Objective:

To encourage students to work effectively in teams
For the learner to develop creative thinking and problem solving skills.
For the learner to develop their communication skills, though negotiation and pitching.
To expose the learner to working in a time pressured environment.

Overview:

This idea generation activity is fun and engaging and enables students from all courses/ faculties to come up with new enterprising ideas. Students are asked to write an object on a post- it note, then working in pairs they combine the two objects to come up with a business name, business concept and business pitch. Students have 5 minutes to do this and will then pitch their business to the rest of the group.

Activity:

This activity could take from 15 minutes to two hours depending on the size of the group, how many people pitch, what reflection happens at the end and if you use the extensions. Hand out a post-it note to everyone in the class. Ask them to write one object on the post-it note. Stress that it can be any object in the world, and ask them not to write' table', 'chair' or 'window' otherwise you could have 30 of the same objects. Tell them they have 20 seconds to do this. Once everyone has written an object, tell them that shortly they will stand up and pair up with someone that they are not sitting next to. They will then show their partner their object, and with those two objects they will need to come up with a business name, business concept and business pitch. Then give them an example. For example, if you have a pencil and a shoe, your business concept is that you sell beautiful high stiletto shoes in which the heel also doubles-up as a pencil which is removable. This is for that creative woman who has so many ideas that she needs a pencil wherever she goes, or it is for the arty woman who loves to draw with her feet. Ensure that the example is fun and silly as this will set the tone. Tell them that they have all technology at their fingertips as this will enable creative thinking. Give them 5 minutes to do this. As students are busy working in their pairs walk around the room and ensure they are on the right track. Creative thinking is key to this working, it doesn't matter if their idea is far-fetched or unrealistic, the main idea is to get them thinking outside the box. After 3 minutes tell them that they should be practising their pitch. Get them to think about who is their target market and why and to include this in the pitch. Get students to pitch, stating their two words, their business name and their concept. You will have to assess how many pairs can pitch depending on the size of the group and the time you have. If you are in a lecture theatre then students will need to work with the person they are sitting next to. They can work in threes if there is an odd number. Extensions: If working with particularly creative students for example, stage and screen, you can ask them to perform an advert as part of their pitch. An effective extension especially for humanity subjects is to get the learners to come up social enterprise ideas. You run the above activity as a warm-up exercise for creative thinking. After the activity you then talk to the group about social enterprise, what it is, and give examples. Then ask the learners to work in groups of 4-6 people and ask each group to shout out different social issues, e,g homelessness, food waste, obesity etc. Write all of the issues on the white board. Then in their groups they choose a social issue and come up with a solution in the form of a social enterprise. Give them 20 minutes to do this. They then pitch their ideas. You can then introduce a budget, tell them that they have £50k to spend of their social enterprise, what would they change? After this introduce the learners to a Business Model Canvas, or a back of an envelope business plan and ask them to fill in.

Skill Development:

After this activity students will have a greater self-belief in being able to come up with new ideas. They will be able to reflect on how well their can perform in a time pressures situation. For the reflection I ask them to think about what enterprising skills, capabilities and attributes they have used during the activity. I then show them the 'enterprising skills, attributes and behaviours' slide.

Resources:

Post-its or similar sticky pads For the extension:
Back of an envelope business plan or Business model canvas sheet
A white board

About the Author
This guide was produced by Claire Collister FEEUK (Enterprise Adviser, Sheffield Hallam University).

Idea Generation Workshop (QAA 12567)

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 2Opportunity recognition‚ creation and evaluation 5Reflection and Action 6Interpersonal Skills 7Communication and Strategy

Objective:

To evidence the power of group work as more ideas are created through team work
The learner will be exposed to several future scenarios and develop and explore solutions to everyday world issues
Think speculatively, employing both convergent and divergent approaches to arrive at appropriate solutions
Identify, analyse and respond to relevant opportunities

Overview:

In this exercise,we use brainstorming and idea generation techniques such as

Blue sky thinking and creative problem-solving approaches
‘Napkin sketching’ where you explain and defend your ideas and approaches
The Merlin Trick where you stress test your ideas by shrinking, enlarging, or adapting them

To be successful, students must be prepared to work like an entrepreneur. This means:

sharing underdeveloped thoughts and insights
offering and receiving uninhibited feedback from peers and mentors
a ‘letting go’ of ideas
collaborative gathering of alternative ideas
the identification of ideas to take forward and develop through the rest of the programme

Activity:

Students are introduced to the concept of effectuation and how this is a way of thinking that serves entrepreneurs in the processes of opportunity identification and new venture creation. They are introduced to the concept of horizon scanning and exploring what the future might look like to understand uncertainties better.
The students are presented with a minimum of 3 future scenarios, the resultant and potential problem and the challenge this presents to the innovators.
Every student chooses one scenario and develops a basic, draft solution. This is then sketched onto one side of a folded paper napkin.
All napkins are stuck to a wall/window/board.
Each participant then votes for their 2 favourite solutions by placing a sticky dot on each.
The top 3 (this can change accordingly) are selected to be taken forward for the group work.
The participants are divided into groups of minimum 3 and maximum 5.
Each group is given a solution as sketched on the napkin and one person takes ownership. This person will stay with this idea for the rest of the session.
The facilitator then describes the ‘Merlin’ trick (Jonas Michanek and Andreas Breiler ‘The Idea Agent’). Merlins magical powers can be channelled in four ways, to enlarge, to shrink, to make vanish and to reverse. But you can always dream up your own variations – for example, the worlds’ cheapest, the worlds’ most expensive, the worlds’ smallest and the worlds’ craziest.
The facilitator gives an example of the first magic trick, preferably with a clear example. For example: ”What would happen if we took an existing product such as a Fitbit tracker and made it smaller so we could swallow it.
After about 10 minutes the group moves to the next table (except for the owner) and the facilitator announces a new perspective such as enlarging and gives an example “if we were to enlarge the Fitbit perhaps we could create something we could walk through..”
The owner of the idea who has stayed at the table explains the developments, suggestions and the current status quo
This continues until all perspectives have been covered.
Students then write up or clearly sketch their ideas and develop them further.
A final vote is taken on the most feasible and potentially significant idea.
The facilitator re-emphasises convergent and divergent thinking and how this model can be applied to alternative situations.

Skill Development:

Evaluation
Idea Refinement
Communication
Reflection

Resources:

Paper napkins
Pens
Coloured sticky dots
Flip chart paper

References:

‘What makes Entrepreneurs Entrepreneurial’ by Sarasvathy Explore more here: http://www.effectuation.org/
‘The Idea Agent: The Handbook on Creative Processes’ (2013) by Jonas Michanek and Andreas Breiler

Author: Lynda Povey, Enterprise Adviser, University of Portsmouth.

About the Author
This guide was produced by Lynda Povey (Enterprise Advisor, University of Portsmouth).

Intellectual Property & Ethics (QAA2457) EERPF

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
2Opportunity recognition‚ creation and evaluation 4Implementation of ideas through leadership and management 5Reflection and Action 7Communication and Strategy

Objective:

This session focuses on the important role that intellectual property plays for creatives and will encourage them to recognise the agency they have over the work they create and the decisions they make in professional practice.

Overview:

The focus within this task is open idea generation, pooling the expertise/wisdom of the group to create ideas that can then be evaluated and explored.

It explores the value of protecting ideas, building your reputation, cultivating relationships and leading the way for transparent and equitable working practice. This will be achieved through the following objectives:

Support students to understand when to think about IP when innovating and developing new ideas.
Encourage students to be aware of the legal and ethical implications within their business.
Help students recognise the important role IP can play in developing their brand identity.
Increase student’s awareness of the role of IP when co-creating and collaborating.
Develop students' ability to ask questions and make informed decisions that are right for their own business.
Provide insight and develop students' confidence to stand-by their values and ethical decisions.

Activity:

Introduction

What is IP? What does IP mean, why is IP important, what are legal IP rights and how do they relate to social enterprise?
Introduce IP as a representation of creative’s ideas and values expressed in a tangible way
Introduce IP as agency for positive change, a way to build sustainable futures

Activity 1: Group Discussion

What does intellectual property mean to you if anything?
What motivates you to create or develop a new idea?
Who or what inspires you?

Activity 2: IP and Values

Facilitator to put students in break out rooms to discuss the following:

Position IP within the context of the values, motivation and social enterprise identifying the interconnected way that IP works with personal beliefs, ideas and choices
Highlight the role that IP can play to help develop professional identities, protecting financial and reputational interests
Recap on identified values as part of values and motivation workshop and think about how this might interact with IP
Identify any areas or elements of a pitch idea that may be protected by IP and how

Activity 3: Intellectual Property in Practice and Ethical Engagement

Group Discussion

Select a current scenario featuring questionable practice e.g. cultural appropriation within the fashion industry, unpaid employment, the exploitation of larger companies in the creative industries.

Consider the reputational, financial, ethical implications and also the roles and responsibilities of all involved.

Break-out rooms

What real-world scenarios do you care about and why?
Can you think of any personal examples of unethical practice? What might you do differently to work to an ethical way?

Checking out: What are your key takeaways from today’s session?

Skill Development: (short – focus on reflection; review; feedback; learning)

Learner Outcomes

Understand what Intellectual Property (IP) is and how it intersects with ideas of ownership, rights, values, ethical practice and social enterprise; apply this knowledge to varied real life examples.
Comprehend basic legal and moral implications of IP law in the context of business; approach these ethical dilemmas by problem solving.
Recognise the value that individual and collective IP has in the context of social enterprise; plan how to manage IP sustainably and ethically (when co-creating and communicating) with others.
Understand how the law is nuanced and does not always reflect creative and cultural practice; apply an informed, contextual approach to generate a number of possible solutions for creative/cultural IP cases.

Resources:

Powerpoint presentation

About the Author
This guide was produced by Syeda Rahimunnessa and Roxanne Peters (IP & Senior Student Enterprise Manager, London South Bank University and Creative and Cultural Rights Specialist, University of Arts ).

Interpersonal Icebreaker: Line of Evaluation (QAA 3,5,6)

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
3Decision making supported by critical analysis and judgement 5Reflection and Action 6Interpersonal Skills

Objective:

The learner will be able to assess limited information, within a short timescale, and make a judgement
Gaining the right information through effective interpersonal skills, under time pressure

Overview

This quick and immediate task works well as at the start of a topic or programme as it can be an effective icebreaker. However it can be used at the end of a programme of study or to close practical learning to gauge levels of confidence in the learning and pull out key points.
All you need is a corridor or open space in your teaching room so that you can encourage all your learners into a line. However this task can be noisy (lots of discussion) so you may need to accommodate other learners within your building/learning space; but it is also possible to do this outside in an open space!

Activity

This simple activity requires the learners to move physically and place themselves into a line. Your role as tutor is to declare a challenge or task – or introduce the topic (or restate if revision) and then ask the students to put themselves in a line, based on their understanding of the topic/challenge. Present yourself as the “head of the queue” as the expert and invite them to line up.
They will have to navigate their understanding of the challenge or negotiate with each other as to who has displayed better skills or knowledge in the past or during the programme, or who has more experience or understanding of the project or topic.
Typically they will bunch at the back, far away from you but given time and the instruction that you need a line in front of you, they will reorder into a line.
You can invite them to talk to those next to them to ensure that they are in the right order and move up or down as appropriate.

Give this quick task time to play out, as the discussion between participants needs to deepen, particularly if you are using this as an icebreaker. However it can also work as a confidence boost when used as a revision tool as students encourage each other to move up and recall their successes and prowess during the programme of study.
Once the group has settled, as them the following:

Are you in the right place? And why?
Can you see anyone that you would move up the line? And why?
What do you need to do to improve your position (improve marks; improve class interaction; support team work more etc)
Who would you want to work with going forward?
What questions did you ask to secure your position? – what else could you have asked?
What are you judging success/achievement on? (to create the line)
What other factors do you need to consider?
What would you do next time?

You can ask (some of) these questions and then allow them to talk to those next to them before taking full group feedback or you can seek responses from them as they stand before you. It is also possible to ask a different question of each of them and ensure that everyone in the group has spoken in this task.

Ensure that you reflect with the group on their decision making related to subject knowledge/expertise/practical experience but also see if internal personal skills or sharing knowledge (communication) improves your ‘ranking’ in this way. End this quick session by releasing them back to their seats but also reminding them that all they have displayed in their ranking is their confidence rather than actual ability and therefore they are now able to create their “real” score or position through their own practice/effort.

Skill Development:

Whilst the students have a short amount of time to find out what they need to know from each other, they have to use their interpersonal skills to ask the right questions. Some will be use a factual basis (previous scores obtained or exam results) others will judge on wider experience and knowledge. Itis important to reflect with the full group what they used to make these judgments and whether they could have taken other elements into account. Explore the important of communication and knowledge in achieving goals and encourage the students to consider their own action plan at the end. It is possible to determine a skill “take-away” or challenge to improve their “ranking” and this will deepen their understanding of skills in relation to knowledge.

Resources:

None

References:

N/A

About the Author
This guide was produced by Alison Price.

Introducing Interactivity in Large Group Teaching (QAA 1,3,7)

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
Lecture Theatre

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 3Decision making supported by critical analysis and judgement 7Communication and Strategy

Objective:

Engaging large groups of students in delivery and content interactively can be a challenge, often made more difficult by the lay-out of teaching spaces. Using the potential of the mobile or smart phone for texting, voting, or twitter can engage all the individuals in the room, allowing them to ask questions that are unlikely to be raised as questions during a traditional lecture format.

Overview:

Engaging students in their learning, particularly in the static environment of large lecture theatres is a challenge. However learners are likely to have smart phones available to them during class and rather than banning them from the room, it can be more engaging to encourage your students to use their phones to raise questions, vote and share their opinions or indicate their views on specific topics. By developing your traditional‘lecture’ style to involve decision points, questions or votes, you can check understanding in the room, and if you wish to use specialised text apps or features (such as Twitter or voting apps) you can open your entire input to comment and reaction.

Activity:

This activity can be incorporated into your traditional large group teaching (particularly with large group or in lecture theatre) and although it doesn’t specifically take much time to set up and engage them, you need to ensure that you allocate time for discussion of any points within class to review and clarify the learning. By creating point of engagement, or inviting students to comment you can change the dynamic of your lectures and develop a ‘conversation’ not only with the learners and yourself, but also across the learners together.

Note of caution: obviously this approach needs consideration relating to the age range and appropriateness of this type of engagement. There are issues of privacy when using texts (phone numbers) and providing open communication, such as a full twitter ‘wall’ can lead to humour and irrelevant topics appearing on the screen which become distracting to your educational message. You however have the choice to open this screen fully to your students throughout the class, making all communications visible (if using twitter etc) either on a screen or through individual phones or lap tops, or you can keep this dialogue direct to you. Ownership of accounts (such as in twitter) create a more direct link to individuals without disclosing personal contact details, but it is important to agree ground rules of respect to avoid any trolling of those actively engaging. Typically students are responsible when engaging with this public forum, but it is important that you are clear about the need to respect contributions and those making them.

Skill Development:

In allowing the learners to voice their concerns, vote on their views and share their feelings or confusion you are opening up their learning experience and showing that other students, as well as themselves as individuals, can develop and deepen their understanding through discussion and clarification. The skill of concise and effective communication is displayed in the voting and within the precision of short texts or 140 characters in twitter. This task builds confidence if you, as the tutor, welcome comment and develop the “conversation” with your learners. It is important to acknowledge questions and areas of concern and respond within the class, or specifically state when you will review this topic further, to create a legitimate feedback loop between yourself and students.

Resources:

Note: Check that students have access to mobile or smart phones and that they are happy to engage in learning by sending text messages (many phone packages allow for free texts but it is important to understand the group perception/position on undertaking this task before starting as it may involve expense). If wifi is available, then many of the features of apps will be free to use and typically university students have access to institutional wifi in order to engage. However you need to check that your particular teaching room will support your proposed activity without students incurring costs to engage.
A little preparation can be needed (either for individuals to prepare (or establish an account) and/or the tutor to establish twitter accounts or to familiarise yourself as the tutor with specific apps, such as Poll Everywhere http://www.polleverywhere.com/ or a twitter wall to display (such as https://tweetwall.com/ or similar). There are lots of different applications available which will display tweets, or visually display votes or words from students, many free to use, so consider the constraints of your teaching room (such as wifi enabled etc) and encourage your learners to be prepared in advance by making any downloads required.

References:

http://www.brilliant-insane.com/2015/07/5-reasons-to-allow-texting-in-class.html

About the Author
This guide was produced by Alison Price.

Low Tech Social Network (QAA 2 7) FEEUK

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
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
2Opportunity recognition‚ creation and evaluation 7Communication and Strategy

Objective:

To introduce a group to each other and break the ice.
To make connections between people and encourage participants to recognise the opportunities that exist in networks.

Overview:

The focus within this task is creating a profile and ‘up loading’ it to a mural-sized visual network where participants can make links between existing and new connections. Through this process, participants recognise the wide range of experiences and interests that could be the foundation for collaborations and shared learning. The process involves making a profile, ‘tagging’ interests, ‘uploading’ the profile to a ‘network’, making and labelling connections between profiles, standing back and seeing the richness of the network, in all its glory.

Activity:

This activity works well with a group of participants who are new to each other, as it encourages people to see beyond the surface and recognise that people around them have varied experiences and interests that might be the basis of shared learning or collaborations. The activity needs a facilitator to give clear explanations to participants: 1) “As a group it’s great to recognise that we all have experiences and interests that might be the starting point for shared learning or collaborations. This activity will help us all get to know each other a little better, and the way that we’ll do that is by building the social network that is in the room right now. First, you are going to need to create the fundamental element of the network – a profile of who you are. Take the A5 sheet and draw the following things: a profile picture, tag 3 main interests (two professional and one personal), and put your name on. Write big enough so people can easily read (model a profile so participants get the idea of how big their writing needs to be). 2) Give participants a chance to create their profiles (5-10 minutes), then explain “The next step in this process is to ‘upload’ our profiles onto our ‘network’. Try to leave some space between profiles. As we will be making connections between profiles later.” If you have a big group, then you after 5 minutes of profile creating you can say “Those who have finished please come up and upload your profile to the network when you are ready.” 3) When everyone has finally uploaded their profile, explain: “The next thing we are going to do is make connections between people. We’re going to do this by drawing lines between profiles and labelling the lines, based on the nature of the connection. Please make connections between people you already know, and also, make connections with new people, based on your shared interests.”

Depending how big the group is, this may take between 15 and 30 minutes. The bigger the group, the more helpful it is that the mural sized network is long – it means people can spread out in front of it.* At this point it also becomes obvious why modelling a good size of handwriting was important – it is much easier for people to read each others’ profiles if the writing is bigger. 4) When everyone has had a chance to make existing and new connections, stand back and admire the network that exists in the room. Interpret its meaning – behold, what an amazing group of people we have in the room, and how often it is that we sit next to someone and don’t understand the richness of their experiences or interests or how we might have shared interests or be able to create new opportunities.

*Other adaptations for very big groups might include: splitting the room in two and inviting one half to upload their profiles whilst the other half shares their experiences and gremlins about networking – encourage people to turn around or swap tables so the waiting turns into an opportunity to meet someone new. If it was a very large group you could consider asking people to create two profiles and building two physical networks to make the process more manageable; each person would put a profile on each network space, but then half of the room would draw lines and label on one version, and the other half of the room would draw lines and label the other. Another adaptation is that when the network is created, the facilitator explains “so we can connect each profile with the right person, when I point to your profile, just stand up and say who you are and your most important tag.” so that every person in the room has a chance to visually connect each profile with a person.

Skill Development:

The focus of the task (a mechanism for introducing a room to each other), encourages participants to use their reflection and creativity skills in the development of their profile.
The interactive quality means that students are out of their seats and using interpersonal skills to navigate the building of the network and their communication skills (if the activity involves an adaptation where they are talking to each other or introducing themselves to the whole room).
The interpretation of the task aims to enable participants to recognise the importance of people and networking and the opportunities which these represent.

Resources:

This activity requires:

a space where a mural sized ‘Low Tech Social Network’ can be displayed (the bigger the group, the longer the space needs to be).
an A5 piece of paper or card for them to draw a profile.
access to markers.
masking/sticking tape to secure their profile to the network.
Depending on the size (and mood) of the group, allow for between 25 minutes and an hour.

References:

https://gamestorming.com/low-tech-social-network/

About the Author
This guide was produced by Catherine Brentnall FEEUK (Business Advisor, University of Huddersfield).

Networking - Social enterprise (QAA 6,7)

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
Presentation Space, Carousel Tables (small working group), Outside

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
6Interpersonal Skills 7Communication and Strategy

Objective:

This case study presents an interactive method of introducing the skill and important of networking to a social enterprise. Students are introduce to the art of networking and given an opportunity to practice in a safe and fund environment. Through setting a brief, students gain an understanding to the importance of networking, and in social enterprise in particular, being able to bring together a range of roles and skills can be key to success.

To have an experience of networking with peers
To have an understanding of the importance of personal networks and how they can contribute to a business

Introduction

Adapted from an activity introduced at the International Enterprise Educators Programme (UK), this is a networking game that gets students to role play and have conversation in character with each other. A challenge is then set for students to get into groups and consider the skills set in their group. This activity takes approx. 1hr, with approx. 15-40 students workings in groups.

Activity

Approach to Group Work: The author uses this exercise at the start of a session, whilst it can be attached to almost any subject where you have a group task to undertake, this is used to allow students to self-select their groups based on the challenge brief set that they then subsequently work on in phase two.
Whilst the students are familiar to working in groups on class challenges , the first part of the task (The networking part) aims to get the students out of their comfort zone get them, away from working with their friends and the method of selection will mean speaking to nearly everyone in the group.

Phase one

As students enter the room they are handed a business card. The students are then told that they must assume the role of the person on the card as they take part in the game

Students are given one sheet of paper to take notes and given the instruction to circulate around the room speaking to as many people as possible and finding out what they do and how they might work together in a business sense. – This is time bound activity so can be as long as the teacher requires. I usually give 10-15 minutes depending upon the size of the group.

Student then have 3 minutes to look through their list to review who they have met and who may be of use to them in their business.

Phase two

The students are then set a challenge (which can be made specific to the subject you are teaching).

Example brief: You intend to set up a social enterprise that produces and sells a range of merchandise for fundraising events. To do his you decide to look through your immediate network to see who you could ask to join and support the development of the enterprise. You now have 5 minutes to get together a team of 5 people who you would want/need for the success of your enterprise.

Give the students the 5 minutes to get into groups, there sometimes is a lot of shifting around as students are asked to join one team and then another person comes along that seems more appealing. Student tend to respond to this in different ways, some jump at the chance to get a range of job roles in their group, some stay within their friendship circle with no thought for roles in the group and some just see who’s left .

Phase three

In their groups of 5, students are each asked to say what they can contribute to the social enterprise in terms of skills, contact and time. The time here can be flexible, I usually allow up to 15 minutes.

Next the students have to draw up a list of any missing roles/skills and using their collective networking contacts establish if there is anyone else in the room who would make their enterprise complete.

Depending upon the number of group and time I then ask each group to do a three minute feedback on who is in the group, what they bring to the social enterprise and what is missing. Student can then consider the consequence of those missing people to their business.

Impact

Student’s initial reactions to this task can be mixed. At the start there is a feeling of what is the point of doing this, but by the end they can see the connection with making good contact and more importantly having a clear understanding of what different roles and people have to offer.

One students commented ‘whilst at the start I did not see the point to pretending I owned a merchandise company, however once the brief was given and we formed groups I could see how such a company was important in sourcing supplier of the products. At this time, one group really got in to the role play and not only brought to the table the skills and knowledge the students thought they would have but also improved to add in fictitious family members who could also be brought into support, which opened up a discussion with the students on how our family and friend can be a rich source of support for an enterprise.

Resources:

For the game you will need:

a set of business cards ideally created with a range of job titles that would suit the subject being taught (these can be purpose-made or just a collection of local business cards)
Sheet of paper for students to gather names and job title/role in part one
Pen
Flip chart as a mean of students feeding back at the end (optional)

References:

Allerton, J.(2007) The ‘Strength of Weak Ties’: Social Networking by Business Owners in the Highlands and Islands of Scotland. Sociologia Ruralis.Vol.47,(3) pp228-245 .

Johannisson,B.,Ramírez-Pasillas, M & Karlsson, G. (2010). The institutional embeddedness of local inter-firm networks: a leverage for business creation. Entrepreneurship & Regional Development: An International Journal. Vol. 14, (4).

Author:

Track Dinning, School of Sport Studies, Leisure and Nutrition Liverpool John Moores University

About the Author
This guide was produced by Track Dinning (Programme Leader: Sport Business, School of Sport Studies, Leisure and Nutrition, Liverpool John Moores Uni).

Networking Connections (QAA 6, 7)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Large Group

Learning Environment ? 1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Lecture Theatre, Outside

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
6Interpersonal Skills 7Communication and Strategy

Objective:

An icebreaker (25 minutes) for a module or great background activity for a networking event
To ensure the group engages in networking activities
To introduce the importance of physical networking and hints and tips on how to go about it

Introduction:

A fun and interactive session that encourages networking which can be underpinned by theory and practical advice and support on how to improve physical networking. Each participant is given a card from a standard 52 deck. The participants keep their card for the duration of the game. Initially they find someone to pair up with to form a starting hand. The pair of participants then queue to visit the dealer who deals a Texas Hold'em hand and each participant is awarded points based upon the final hand obtained. Participants then have to find another partner to form a new starting hand and join the back of the queue. The gamification of networking encourages participants to meet as many people as possible and look to identify where they have commonality that could lead to mutual value. Each relationship is not equal as suits could represent sectors, face value could represent job roles. Yet sometimes cards that do not seem to have any strong connection can lead to a useful networking connection (and score in the game). The individual with the top score will win a prize; this is not always the person who made the most connections although playing as many scoring hands as possible (putting in the effort) obviously helps. Successful players are therefore selective in who they form a starting hand with. Through playing the game and talking whilst queuing to see the dealer, participants do engage in real networking as the conversation inevitable moves away from just game participation.

After a winner has been announced the sessions can be underpinned by introducing theory or practical tips.

Activity:

This session works well as an icebreaker at the beginning of a new module or extracurricular enterprise intervention or equally well at a formal networking event. This has been used with local Chamber of Commerce organisations, UGs, PGs and staff with excellent results. Please note a basic understanding of Texas Hold'em poker and hand dynamics does add value to the participant's experience. If the educator is not confident then it is likely a student or member of the group has the necessary knowledge to help.

Resources:

About the Author
This guide was produced by Jon Powell (Enterprise Team Manager, EEUK Board Member). If you would like to contact the author, please use this email address:- j.e.powell@lancaster.ac.uk.

Open Idea Generation: Resource Enhancement (QAA 1,2,3,4,6)

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), 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
1Creativity and Innovation 2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 4Implementation of ideas through leadership and management 6Interpersonal Skills

Objective:

Students should be able to:

Identify and respond to stakeholder needs
Communicate enthusiasm to 'sell' new ideas, concepts or solutions
Interact with others both to build trust for long-term relations and also to 'close the deal' to make things happen.

Overview:

The focus within this task is open idea generation, pooling the expertise/wisdom of the group to create ideas that can then be evaluated and explored; all focused within time constraints and a clear objective to 'trade up' or enhance their resources.

The focus on this task is to encourage learners to learn outside the "classroom", independently or as part of a group to influence, create and establish effective networks through negotiation and building trust. It requires a range of skills including research, idea generation and networking or sales techniques.

Activity:

Description:

The activity is run over 2 or more weeks and is learner directed experience.

Each learner/ group is given a low value object (such as "Red Paperclip") and asked over an agreed period of time to "trade the item up" to something of a higher value. Over time learners are tasked with seeing who can come up with item of highest value through the individual trades, in order to achieve this. Each trade MUST BE recorded by signature and photographic evidence the trade has taken place.

Learners are asked on completion of the task to create presentation e.g. Petcha Kutcha 20 x 20, video story, blog to share their experience with peers at a showcase event where the individual trading experience is shared and lessons learnt identified through clear/directed reflection.

All items traded up to are donated to chosen charity identified by learners, to avoid any issues of 'personal gain'.

Skill Development:

As well as working within teams, enterprise and entrepreneurship involves the ability to build effective relationships with others. Well-developed interpersonal skills form the core of relationships both within and beyond the team. Reflection on this task should acknowledge the group reaching the (perceived) highest value object, but also explore the transactional experience and the motivations to engage. This also provides the opportunity to reflect upon social and interpersonal skills, such as

Building trust
Influencing
Networking
Negotiation
Stakeholder relations.

Resources:

Per person:

Red Paperclip (or other item to trade e.g. something from your department or subject area
Trade up exchange form (simple dated log of activity)
Internet access
Personal access to IT (Telephone; iPads/ Laptops) during the challenge

References:

Key Authors

http://oneredpaperclip.blogspot.co.uk/

Books

www.http://oneredpaperclip.blogspot.co.uk/

http://www.pechakucha.org/

http://news.bbc.co.uk/1/hi/technology/5167388.stm

About the Author
This guide was produced by Penny Matthews Coleg Llandrillo Enterprise Coordinator, Grwp Llandrillo Menai.

Opportunity Recognition 'Solution Conference' (QAA 1,2,3,7)

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 2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 7Communication and Strategy

Objective:

To generate multiple ideas, concepts, proposals, solutions, or arguments independently and/or collaboratively in response to identified problems and opportunities
To think speculatively, employing both convergent and divergent approaches to arrive at appropriate solutions
To explore and evaluate ideas.

Overview:

The focus within this task is to simulate innovative thinking within a curriculum topic, using creative methodology to create ideas that can be evaluated and explored.

Activity :

This creative thinking activity is potentially run over 2 hrs.

The academic tutor will need to identify a problem linked to curriculum topic or industry/sector e.g. 5 items that cannot be recycled. This topic can be prompted by recent news in the sector or the latest research update in your area. The task is then to explore this problem, but without using traditional methods. This problem therefore needs to be explored by the teams using drawing/ playdough to think through the problem and discuss solutions. No writing is permitted during this task. Music and creative freedom is encouraged to establish a comfortable and learner directed environment. The time allocated for this first part of the challenge is 1 hr.

The second segment of the session is run as a presentation showcase and requires presentations from each team's problem/visualisation and the audience are invited to discuss what they feel the solution/s are. The original group is then given 5 minutes to draw in addition comment from their peer group and confirm their final solution.

Skill Development:

Students have the opportunity to work creatively an d beyond the traditional limits or expectations of their subject area or background. Such freedom brings its own challenges and constraints but provides a rich opportunity to innovative think and problem solving through creativity. The peer-review and comment aspect of the presentation allows the continued support of peers in the development of solutions and allows them to work co-operatively, rather than competitively to support the development of solutions. As 'chair' of this "solution-conference" your role will also be to draw out key reflections on the following topics:

Group work (roles; timing; constraints)
Creative process (constraints as enablers)
Communication skills (outside traditional methods). You can also explore how creativity is achieved and
developed and the impact of peer-review and support in refining ideas and communication.

Resources:

Post-its or similar sticky pads
Flip chart paper
Play dough or plasticine

About the Author
This guide was produced by Penny Matthews (Coleg Llandrillo Enterprise Coordinator).

Opportunity Spotting Within a Narrative Journey (QAA 2, 3, 5, 6, 7)

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
Presentation Space, 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
2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 5Reflection and Action 6Interpersonal Skills 7Communication and Strategy

Objective:

The learner will discover that they have entrepreneurial abilities and potential
The learner will get an insight into the world of 'everyday' entrepreneurship
The learner will become more alert to opportunity recognition
This is a useful session for the reluctant entrepreneur – those who might think it's not for them, particularly arts students.

Overview:

Activity:

This is a two hour session and it will begin abruptly by creating a case study with the student group.

The idea is to pick on a student and announce in 5 years' time "Jane"(or John) will run a successful arts consultancy. This will raise some surprised gasps and giggles which will immediately engage students' attention. The narrative that unfolds will demonstrate: how Jane started out in one direction but discovered, and followed, opportunities elsewhere, how she took a few risks, showed resilience in the face of setbacks and how she turned to her networks (other students in the room who come into the story) to help her fill skills gaps and capacity problems.

The case study is pre prepared and can be tailored to the cohort. It should be approximately 10 mins long and the story should be plausible – not extraordinary – a case of everyday entrepreneurship. It will be fun as it draws the students into a fictional story.

Following this there is a 30 min breakout to discuss in groups of 3 or 4 to analyse Jane / John's journey: how did he do it, the key factors for success, would you have done it differently, could you have done the same journey, have you encountered any similar situations to John, if so what did you do? Students post thoughts on stickies.

The management of feedback here is important because the students, who are reluctant entrepreneurs, should be led to the explanation that this behaviour is entrepreneurial. The session is to not only identify the behaviour as entrepreneurial but to get the students to reflect on their experiences in similar situations and imagine how they would respond. The idea is for the students to see enterprise as tangible, every day (familiar even), as a series of minor steps and small scale risks and about trying things out to see what happens.

The upshot of the feedback session is that the students 'discover' the entrepreneurial mind-set for themselves – they have not listened to an expert talk about it for 50 mins – and that they identify with it as something they can do themselves.

Skill Development:

The session finishes with 10-15 mins reflection where students have to pledge to do something entrepreneurial that week. It could be something they had been thinking about for a while but had made excuses not to do it. Others may need a little help and guidance from peers about what they might do, so reflection and pledge setting should be discussed in groups. The follow up session (if appropriate) will be when more detailed reflections can emerge and when students can get a measure of where they might be regarding their own development in terms of entrepreneurship and the enterprising mind-set.

Resources:

Post-its or similar sticky pads
Pens
Flip chart

About the Author
This guide was produced by Dr Peter McLuskie, Coventry University. If you would like to contact the author, please use this email address:- Peter.McLukie@coventry.ac.uk.

PESTLE Analysis

Group Size ? 1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Small group (teams of 4-6), Individual Task

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
2Opportunity recognition‚ creation and evaluation 3Decision making supported by critical analysis and judgement 5Reflection and Action 6Interpersonal Skills 7Communication and Strategy

Objective:

The learner will be able to understand the concept of PESTLE ANALYSIS
The learner will be able to complete a PESTLE Analysis for a business

Overview:

PESTLE is a useful strategic planning tool. It provides businesses with a framework to analyse and keep track of the ever changing wider environment in which they operate. Its use is both appropriate at the pre- start business planning stage and for established businesses.

Activity:

This activity involves explaining PESTLE using examples followed by an interactive exercise where learners apply the PESTLE framework on an organisation.

What is PESTLE

Each letter of PESTLE denotes a factor in the environment that has an influence on business, as follows:

PESTLE FACTOR	EXAMPLE	Example of a possible negative business influence	Example of a positive business influence
Political	How a government will influence the economy i.e. Policies, initiatives, taxes, duties, trading policies and tariffs etc. EU directives and changes in EU membership, International relations (war, trading sanction, trading agreements)	A company that exports a product to a country where political unrest results in an export sanction.	A government initiative involving a financial incentive to encourage home owners uptake renewable energy sources increases demand for a PV Solar Panel Installation business.
Economic	Economic performance factors that can affect our revenue and supply and demand. i.e. inflation, interest rates, exchange rates, wage inflation, disposable income etc.	Cheaper imports of steel from China compounded UK exports being less competitive due to exchange rates indicating strong £ pound against other major currencies reduces demand for British Steel.	A travel agency enjoys increased business as exchange rates indicate a strong £ pound against the currency of many popular holiday destinations making a holiday more affordable.
Social	Social changes can change our customer profile, influence our product and service and the way we communicate in our market place. I.e, trends, behaviours, habits, lifestyle, fashions, cultural & religious factors, population movement, migration and immigration birth rates etc.	High street clothing retailer’s sales decline due to changes in buying habits such as internet shopping	Tends from the USA and our ageing population have increased the market for cosmetic surgery.
Technical	New technological advances that influence the way that we need operate and communicate to stay competitive as well as provide direct business opportunities i.e research and development (new manufacturing techniques, robots, new product development etc ) social media, communication, security technology etc.	A small business can cut advertising costs by using social media to reach its market.	Bookshops see a decline in sales following the introduction of the Kindle and other tablet based technology.
Legal	Legislative changes that businesses will need to meet i.e health and safety legislation, employment law, licenses, trading laws, environmental legislation, specific standards etc.	A market leading tooth whitening product becomes illegal as its formula does not meet new legislation introduced.	A construction company who complies with a new quality standard introduced can work on government backed programmes. (It has less competition as standard is timely and expensive to obtain)
Environmental	Changes in the environment that can affect the business such as issues associated with the effects of climate change on weather conditions, loss of biodiversity (reduction in certain plants and species).Pollution.	Climate Change has provided favourable grape growing conditions British Wine Producers to increase supply.	Decline in the Honey Bee population has reduced production of honey manufacturing.

Split the group up into sub groups of 4-6 people. Ask each group to choose a business type from below and complete a PESTLE for the type of business they have chosen.

- A Supermarket

- A British Wine Producer

- A Cosmetic Surgery business

- A Travel Agency

- A High Street Boutique (choose ladies or gents)

Each group should write the PESTLE on a flip chart and present back to the full group for discussion. The activity should take 30 mins writing the PESTLE and 30 mins presenting it.

NB .This activity can also be delivered working with an individual or a group who are setting up or who already run their own business. In this case they would develop a PESTLE on their own organisation.

Skill Development:

The primary skills required to develop a PESTLE Analysis are analytical & research skills. Also this task develops debate and presentation sills.

Resources:

OHP for PESTLE Table
Pens
Flip Chart

About the Author
This guide was produced by Janine Hyland (Senior Business Adviser, The Women’s Organisation).

Pitching for All Purposes - creating the hook #IEECOnline #EntEdOnline

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
Carousel Tables (small working group), 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
4Implementation of ideas through leadership and management 7Communication and Strategy

Objective:

The learner will understand what is meant by an elevator pitch, 60s pitch or intro pitch and when this style of ‘pitch’ can be used.
The learner will be confident in their ability to create the basic structure of an elevator pitch.
The learner will know what is meant by a hook, and will have tried to create a hook for their own business or a familiar business.
The learner will be able to take their basic pitch and hook and create from this a powerful pitch which uses appropriate levels of detail and powerful language.
The learner will have gained confidence in their ability to deliver an elevator pitch.

Overview:

Pitching, especially the use of an elevator pitch is commonly used across education settings and within industry as a way of promoting and testing ideas. This session is designed to give learners the tools required to write and deliver a great elevator pitch in any situation. This session has been delivered using zoom as a 1.5 hr session. It is feasible to deliver this session in 1hr in a face to face session.

Activity:

Video 1. The session is introduced by the use of Video 1 (see resources) – this video has been developed for this purpose by a collaboration between the author, Emma Forouzan at the University of South Wales and Rhys Pearce at Cardiff University.

Activity 1. Learners are then asked to brainstorm where and when an elevator pitch could be used. This can be done in a variety of ways, but care should be taken to gently introduce participation. For an online environment an anonymous method such as a shared google doc, the annotate function in Zoom or an online survey tool is suggested. For F2F small groups or post-it storm is suggested.

Activity 2. The basics. A very simple structure (worksheet 1, slide 1) is used to convey the most important information which must be included in the pitch. Learners should use this structure to write a simple pitch for their own business or for a commonly known business (resource 1). This pitch should be shared in breakout room first (online) or in small group work (f2f). Once learners have created their basic pitch some should be encouraged to share with the whole group either online, or by speaking in the classroom.

Video 2. Examples of a hook. Suggested videos are given below for good and bad examples of ‘hooks’ being used in pitching competitions.

Activity 3. Learners will create a hook for their business, or the business card they are working on. The start of typical ‘hook’ sentences are given as a starting point. (Slide 5). Learners should work in breakout rooms (online) or small groups(f2f) to create 1 or 2 hooks. These should be shared in the small group first, then with the whole group.

Activity 4. The hook should now be combined with the basic pitch to create an elevator pitch, this should be approx. 60s long. At this stage learners may need to add in detail to pad out the pitch. (Slide 7). It’s important at this stage to ensure that the basic information from activity 1 is not lost as this is a common mistake. Once again this activity should take place in breakout rooms (online) or small groups (f2f). A quiet period should be given to write a script, and then a chance to practice and refine. Finally 2 or 3 pitches should be shared with the whole group.

Activity 5. This is the final activity, the aim of this is to challenge the language used by learners. Good pitches make use of strong and confident language and learners need to be supported in selecting the right language for this activity (Slide 10). Great pitches both make an emotional connection with the listener, and use confident language which isn’t ambiguous. Learners should be encouraged to replace weak and ambiguous language with strong confident alternatives, they should also try to select words which are more emotive. This is best facilitated through small group work, although time constraints may mean that you may choose to keep the group together at this point. As an alternative to group work it is possible to ask for existing pitches and ask the whole group to suggest improvements.

Skill Development:

Activity 1. It’s important the learners recognise that elevator pitches are used very commonly, not only for assessment in education, but in all walks of life and careers. While commonly used to pitch business ideas, the elevator pitch is also a great response to the question “so what do you do” or when suggesting a new idea or way of working to your boss. It can even be used at home to ‘sell’ an idea to parents or housemates. Could you use an elevator pitch to persuade your housemates to get pizza instead of curry?

Activity 2. While this task appears simple, and many learners find it easy – some will struggle with the simplicity – encourage them to keep the pitch very simple at this point. It’s important to encourage participation at this stage of the session. When encouraging learners to share their pitch praise at this stage is really important to create an environment where learners are happy to share. It’s important to ensure that all students have a basic pitch by the end of this activity, if anyone has struggled the facilitator may need to suggest a pitch.

Activity 3. The facilitator should ensure that learners understand this task and should work in the breakout rooms/tables to ensure learners are able to create a hook. It’s useful to listen for good hooks, especially from quieter learners and to encourage these learners to share with the whole group at the end. Whereas in Activity 2 we would be happy for the more confident learners to share, at this stage we need to encourage less confident learners to speak up – our final learning objective of creating confidence requires that as many learners as possible speak to the whole group.

Activity 4. The key to this section is only adding in small amounts of relevant detail to the existing structure, care should be taken that the basic content set out in activity 2 is not lost. Learners should be encouraged to use a stopwatch to time their pitch and to speak it out loud. The facilitator should also encourage peer to peer feedback, rather than g

All ETC How To Guides & Case Studies

ETC Toolkit

Enterprise How To Guides

Objective:

Overview:

Activity:

Skill Development:

Resources:

Objective:

Overview:

Activity:

Skill Development:

Resources:

References:

Objective:

Overview:

Activity:

Skill Development:

Resources:

References:

Objective:

Overview:

Activity:

Skill Development:

Resources:

Objective:

Overview:

Activity:

Skill Development:

Resources

Objective:

Overview:

Activity:

Skill Development:

Resources:

Objective:

Overview:

Activity:

Skill Development:

Resources:

Objective:

Overview:

Activity:

Skill Development:

Resources:

Objective:

Overview:

Activity:

Skill Development:

Resources:

Objective:

Overview:

Activity:

Resources:

References:

Objective:

Overview:

Skill Development:

References:

Objective:

Overview:

Skill Development:

Resources:

References:

Objective:

Overview:

Activity:

Skill Development:

Objective:

Overview:

Activity:

Skill Development:

Objective:

Overview:

Activity:

Resources:

References:

Objective:

Overview:

Activity: