Training Manual Social Entrepreneurship

Sustain Your Life through Social Entrepreneurship

Training Manual (including three training programmes)

This publication has been developed in the framework of the Erasmus + project SUSTAIN YOUR LIFE THROUGH SOCIAL ENTREPRENEURSHIP Project no.: 2015-2-IT03-KA205-005954

Disclaimer The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Editor: Anja Stofberg (Rotterdam University of Applied Sciences) Co-authors: Alessandro Melillo and Fausto Amico (Prism), Inês Gomes Calado, Rodrigo Vilarinho and Sara Serrão (Freguesia de Cascais e Estoril), Cristina LaRocca (Società Consortile Rocca di Cerere) and Amaya Blanco (Consulta Europa).

This booklet is licensed under the following Creative Commons licence CC BY-SA 4.0 International.

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Table of Contents Introduction

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Chapters

1. Social Entrepreneurship and Social Innovation

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2. Non-formal Learning Approach

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3. Training Programme: introduction and overview

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 Training Course 1: Sense of Initiative and Entrepreneurship

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 Training Course 2: Turning Needs into Social Action

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 Training Course 3: Social and Cultural Entrepreneurship

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4. Concluding Remarks

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5. Bibliography & Internet Resources

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6. Appendix a. b. c. d. e.

Sample Training Course Timetable for TC 1 Sample Training Course Timetable for TC 2 Sample Training Course Timetable for TC 3 Sample Participation Application Form List of Materials

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113 114 115 116 118

Introduction

A project partnership consortium comprising seven partners from six different European countries: Italy, Romania, Portugal, Lithuania, Spain and the Netherlands was put together to contribute to the exchange of practices and the creation of a favourable environment to encourage and enable youth workers as well as young people to pursue social entrepreneurship in their local and global communities. In a period when Europe and its neighbours face an economic crisis that has dramatically increased levels of youth unemployment and reduced youth participation in the labour market, this project aimed at promoting social entrepreneurship as a potential and sustainable solution for addressing these challenges.

Indeed entrepreneurship and self-employment could help young people to develop key competences, to respond to emerging social needs and fully participate in society and economic development. The overall goal is to engage youth workers and young people in social entrepreneurship, as ambassadors of sustainable development and growth in their local and global communities.

This booklet has been developed with the aim to: o

o

o

serve as a Train-the-Trainer guide/manual and support youth workers and young people with the knowledge, key competences and tools related to social entrepreneurship and social innovation that are needed to turn entrepreneurial ideas into social action and social start-ups, with a view to tackling challenges and problems identified within their communities. share experiences and practices related to social entrepreneurship and social innovation among organizations active in the youth field from different social and cultural contexts in Europe. develop a better understanding of this emerging phenomenon through non-formal education approaches on social entrepreneurship.

In order to transfer the knowledge, experience and tools to any stakeholder in the youth field, this booklet includes: o

o

Innovative non-formal training programmes with specific activities on social entrepreneurship targeting young people (developed and tested in the course of the project).

A link and short introduction to a separate publication which is basically an analysis of various conceptualizations and legal frameworks related to social entrepreneurship within the EU and the participating countries in particular, along with descriptions of good practices in the respective countries.

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The partnership of the project consisted of: o

PRISM - Promozione Internazionale Sicilia – Mondo, Italy (Coordinator)

o

SocietĂ Consortile Rocca di Cerere, Italy

o

Consulta Europa Projects And Innovation, Spain

o

Stichting Hogeschool Rotterdam/ Rotterdam University of Applied Sciences, The Netherlands

o

Asociatia Dominou, Romania

o

Freguesia de Cascais e Estoril, Portugal

o

Vilniaus Kolegija, Lithuania

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Chapter 1 Social Entrepreneurship and Social Innovation The evolution of European societies in the context of the global economy has led to the emergence of new and more diversified needs expressed by young people, which demand new types of responses. Younger generations are torn between the temptation to withdraw from social participation and the desire for a more open, active and responsible society which is also less centralised and less dependent on traditional organisational forms. The EU 2020 strategy for smart, sustainable and inclusive growth acknowledges that, “in order to overcome the current economic crisis, the recovery cannot be based on a ‘business as usual’ approach”.

Social entrepreneurs strive to solve burning issues in their local communities and national societies by positing that innovative solutions to social problems represent an important source of inspiration for a recovery. In this context the Sustain Your Life through Social Entrepreneurship project partnership aims at examining the concepts of social entrepreneurship and social innovation, presenting the related funding programmes and a number of good practices around Europe.

Definitions The concept of social entrepreneurship is not easy to define. On the one hand, there are many definitions and notions, as well as a multitude of initiatives that somehow are covered under "social entrepreneurship". On the other hand, in each country the term has a different meaning. In some countries it is a concept that has been used and developed over several decades, in others it is just starting to be introduced and it is hardly used or understood, so its comprehension varies a lot, depending also on the social, political and cultural situation.

For that reason, the project partners have agreed on a more general definition that gives room to their respective particularities. In order to do so, the concept needs to be taken apart and the separate notions need to be defined, namely that of a social entrepreneur (the person), a social enterprise (an organisational entity) and social entrepreneurship (the activity or the process).

Social entrepreneur A social entrepreneur is someone who recognizes a social problem and uses entrepreneurial principles to organize, create, and manage a venture to make social change.1

Social enterprise A ‘social enterprise’ combines entrepreneurial activity with a social purpose. Its main aim is to have a social impact rather than maximise profit for owners or shareholders. Businesses providing social services and/or goods and services to vulnerable persons are a typical example

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Here the definition was taken from the Canadian Social Entrepreneurship Foundation.

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of a social enterprise. According to the latest figures available, the ‘social economy’ employs over 11 million people in the EU, accounting for 6% of total employment.2 Social entrepreneurship Social Entrepreneurship is the creation of viable socio-economic structures, relations, institutions, organizations and practices that yield and sustain social benefits (Fowler, 2000).

Social innovation Social innovation refers to the development of new ideas, services and models to better address social issues. It invites input from public and private actors, including civil society, to improve social services.3 Social innovation encompasses the development and implementation of new ideas (such as products, services and models) to meet social needs, to create new social relationships and to put forward new responses to pressing social demands. Social innovations are innovations that are social in both their ends and their means, and they are not only good for society but also able to enhance individuals’ capacity to act. They can be seen as an opportunity both for the public sector and for the markets, so that the products and services better satisfy individual, but also collective aspirations.

The process by which new responses to social needs are developed in order to deliver better social outcomes is composed of four main elements4: o o o o

identification of social needs; development of new solutions in response to these social needs; evaluation of the effectiveness of new solutions in meeting social needs; scaling up of effective social innovations.

In a separate publication developed within the project you can find information about European programmes that finance this type of initiative, as well as contexts and good practices of social entrepreneurship around Europe.

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Cf : http://ec.europa.eu/social/main.jsp?catId=952&intPageId=2914&langId=en Cf: http://ec.europa.eu/social/main.jsp?catId=1022 4 European Commission (2013). Guide to Social Innovation, p. 7.

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Chapter 2 A non-formal learning approach People are constantly learning everywhere and at all times. Not a single day goes by that does not lead to additional skills, knowledge and/or competences for all individuals. Still, learning is often understood to be taking place solely within formal settings and learning environments, ignoring the fact that a great deal of valuable learning also takes place either deliberately or informally in everyday life.

Let’s take a look at how learning can be defined. There is general consensus that there are three types of learning, here visualised by this figure5:

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Based on definitions by UNESCO (UNESCO Institute for Lifelong Learning, 2012:8).

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For the purposes of this booklet, and following the European Youth Forum Policy Paper “Youth organisations as non-formal educators: recognising our role�6, non-formal education is understood as an organised educational process which takes place alongside mainstream systems of education and training, and does not typically lead to certification. Individuals participate on a voluntary basis and as a result, the individual takes an active role in the learning process. Unlike informal education where learning happens less consciously, the individual is usually aware of the fact that he/she is learning through non- formal education.

Non-formal learning has proved to have great potential to enrich or complement formal education through its emphasis on social learning, links to real-life and learner oriented processes of critical reflection of knowledge and values. This approach has been successfully used to empower youth at risk, to facilitate labour market integration and, primarily, as a way to become an active citizen through civil society action. In youth organisations this learning approach usually takes the shape of learning in groups, applying interactive, participatory and experiential methodologies. These methods typical for youth work are appealing for young people, especially those from disadvantaged backgrounds, as they increase motivation and really engage them. The strength of youth work has always been an approach underpinned by principles designed to support the social and personal development of young people and enhance their social capital.

Combining non-formal education methodologies with a learner-centred approach means that specific attention is paid to the learners or participants in a training course, enabling personal action and change, always taking into account the needs of the participants and the social context in which they find themselves.

As all trainers know, the most appropriate way of involving learners or participants and structuring an educational process depends to a large extent on the setting: regarding content, timing and type of activity sometimes more is needed, sometimes less. The training modules presented in this booklet have been designed to implement high-quality learning activities for young people and can be applied in a flexible way for use in all contexts, such as within youth clubs, summer / winter camps, informal gatherings, and so on.

This online era provides more opportunities for learning, inspiration and dialogue than ever before, for young people as well as for trainers. Trainers, educators or youth workers need not work in isolation any more, they can access materials , pick up new ideas and learn from others who may be working in different contexts. This booklet in the shape of a training manual and the open e-learning portal (www.sustainyourlife.eu) are meant as contributions towards sharing practical, valuable and tested learning materials about social entrepreneurship with all those involved in the youth sector.

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Taken from: http://www.youthforum.org/assets/2013/12/Policy-Paper-Role-of-NGO-0618-03.pdf

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Chapter 3 Training Programmes As part of the Erasmus+ project in Sustain Your Life through Social Entrepreneurship, three 5-day training courses were developed and delivered in three different countries, gathering 28 participants per venue.

The overall goal was to give a comprehensive introduction to social entrepreneurship, to equip participants with the tools and resources for setting up their own social start-ups, by providing them with the resources to gain more in-depth insights into this innovative approach to social change, to turn needs into action, to demonstrate different (business) models of social entrepreneurship, to show sustainable strategies for building momentum for social entrepreneurship activities, to learn from the tips and tricks in order to be an effective change maker in their field of interest, to elaborate on possible ideas (and passions) for starting a social enterprise or launching a venture, or adding a social entrepreneurship-oriented perspective to an existing entity.

Each of the three training courses that were delivered had its own theme, its own training objectives and activities as well as its own trainers, as you’ll see in the overall training course descriptions below.

The teaching materials and resources of the training courses are displayed here in this booklet (as well as in the open e-learning portal) in such a way that they provide experienced trainers with solid information as well as flexible educational tools and handouts, which may be utilised and adapted according to their specific needs. The specific training activities of each of the T C’s have been described in detail. They can be used in part, according to the needs of the trainers, work settings and the time available. In other words, feel free to pick and choose your own educational / training activities from the 50 + that are described below.

Based on our own experiences, we suggest that each course that is planned takes 5 days to complete, ideally, in order to reach the full potential of a training programme.

Below you will find all the specific training activities of each training course, preceded by an overall description that outlines a short course introduction, the learning objectives, the contents, the structure, the training methods, the expected outcomes, the materials used and suggestions for further reading. In the Appendix you can find the overall programme agendas of the T C’s as well as some useful materials. We are confident that experienced trainers in the youth sector can replicate the training activities with the information provided here in the booklet and will also benefit from the additional materials in the open e-learning portal that was designed as part of the project.

We hope you will find here in this training manual lots of inspiration for your training activities to have young people sustain their lives through social entrepreneurship.

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Training Course 1 SENSE OF INITIATIVE AND ENTREPRENEURSHIP Course organiser

Freguesia de Cascais e Estoril, Portugal

Course This 5 days’ training course will approach Social Entrepreneurship and introduction Initiative from a very practical standpoint. There will be a strong focus on learning by doing, especially since the actual topic is very linked with the actual doing, or the translation of ideas into actions.

Learning Objectives

o o o o o o

To share knowledge and experiences in order to gain a deeper insight in Social Entrepreneurship To explore SE through Non Formal Education methodology To experience techniques to enhance a sense of initiative and entrepreneurship, in particular for youth To get to know people/ organizations dealing with SE and networking To develop critical thinking on how to approach youth and SE To become aware of the relation between creativity, organization, sense of initiative, collaboration and SE

Contents

o o o o o o o

Structure

The course is built up with morning and afternoon blocks of 2 to 4 hours in different settings.

of T C

Interpersonal competences, sense of initiative and entrepreneurship Creativity and organization Teambuilding and working in diverse teams Communication, intercultural learning, cooperation, problem solving Sharing of good practices Creating a concrete action: from ideas into actions Reflection moments, self-assessment and follow-up.

The general flow of the training consists of: Day 0: Arrival and breaking the ice, getting to know each other.

Day 1: This day is about discovering: discovering the program, the group, how to work in a group. It will also serve to start opening up the topics for the next days.

Day 2: This day is an exploration of the elements that compose Entrepreneurship and Initiative. The metaphor of Chaos and Order is used to work on dualities such as creativity and organization, improvisation and

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planning, do and think. These dualities will help to build a practical concept of Entrepreneurship and Initiative.

Day 3: This day the metaphor of balance is used, exploring key elements for working in collaborative environments such as Intercultural Learning and Communication. Another theme of this day is the exploration of what triggers us to take action, what motivates us, while identifying shared interests in order to create working groups for the next days.

Day 4: This day it is time to put into practice what was highlighted the day before and experiment with entrepreneurship in practice. Participants will have the opportunity to explore their personal interests and in small groups create small projects to be implemented the day after. It will also serve as an inspiration day with the study visit to a specific Social Enterprise.

Day 5: Will be both a closure of these 5 days and an opening towards the future. Participants will learn from their personal experience but will also learn from the shared experience of the group and have the opportunity to build their own future plan regarding the topics of the training course and their interests.

Training Methods

The T C is designed in all its phases as an experience that can provide insights and learning opportunities to its participants, not just putting them in the role of learners but offering insights from the perspective of citizens.

Another strong aspect is to offer moments where participants get the chance to wear a “meta-hat” analysing the activities and process from a “youth worker’s” point of view, analysing how they can use the exercises and approaches in their local context.

This T C builds on both individual and group learning, always respecting participants’ needs. To achieve the learning objectives, the learning process will be carefully planned and framed within the principles of Non-Formal Education, experiential and self-directed learning. In practice, it means that a self-directed learning approach shares the responsibility for all learning among the participants, the group and the trainers. This approach will be strongly supported by frequent reflections on experienced activities and the learning process. Every day, reflection groups will get together and reflect on what the day brought them in order to enhance the learning process.

Expected Outcomes

By the end of this T C, participants are expected to have: o o o o

Gained knowledge and understanding about social entrepreneurship as well as challenges faced by social entrepreneurs.

Identified perspectives about social entrepreneurship in their own social context.

Identified what a competence is, how it can be developed and which competences are related to Entrepreneurship.

Gained extensive knowledge about initiative, innovation and creativity and their effect on social work.

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o

Linked social work and entrepreneurship as a means of working towards the public good.

By participating in this Training Course as an intercultural experience in a safe environment, and with a supportive team, participants will have the opportunity to openly share their opinions, experience and knowledge during all sessions and at informal times, which will promote some the following outcomes: o o o o

Increased self-confidence in facing life’s challenges in work and life.

A wealth of interpersonal competences.

An increased sense of initiative and entrepreneurial skills.

An international network of peers working in the same field.

Materials used

Anything available in the immediate surroundings.

See also the Material List in the Appendix.

Suggested reading

A booklet entitled: Young People, Entrepreneurship & Non-Formal

Learning: A Work In Progress.

The T C report of Get Ready for Social Entrepreneurship .

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Specific Training Activities

Survival Guide Type of Activity

Energizer/Ice breaker

Objectives

To break the ice & encourage participant involvement and interaction

Focus

Try to create a fun and relaxed moment

Description

Ask participants to choose one person from the group and keep it secret, then give the instruction: Imagine you really like this person, so you want to be very close to her. Go! Ask participants to choose another person from the group and keep it secret, then give the instruction: Approach this person and sing a song in your own language. Go! Ask participants to choose another person from the group and keep it secret, then give the instruction: Approach this person and run 3 times around her. When you finish, take a seat in the circle (training setting) Go!

Duration

10 to 15 minutes

Materials

No materials needed

Variations

You can add as many tasks as you want.

Photo

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Name Game: Scrabble Type of Activity

Ice breaker

Objectives

To break the ice & encourage participant involvement and interaction

Focus

Getting to know each other

Description

Ask participants to write the letters of their name, one letter per A5 sheet of paper. First person (whoever is ready) places her letters on the floor, in the middle of the room. One at a time, people place their name letters, whenever they share 1 letter with the previous person(s), saying her name out loud, and then all others repeat.

Duration

15 minutes

Materials

A5 sheet paper; Pens

Photo

Debriefing & Reflection

No need.

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Welcome Space: Mini Me Puppet Type of Activity

Ice breaker/ group building

Objectives

To break the ice, discover who is here in a safe environment, be creative

Focus

During the activity, participants will have the chance to meet in pairs at different moments, be sure you encourage them to meet different people each time and especially the ones they didn’t know previously, as the main objective is to discover new people.

Description

Ask participants to create puppet versions of each other and use it as a getting-to-know tool.

Creation: In groups of 3, each one will have to create a puppet of another element of the group. For that they can use any available material and they can talk, ask questions, etc. The puppet should be a 2.5D or 3D representation.

Speed Dating: Using the puppets there will be a speed dating format: in pairs, they have 3 minutes to share: o Which elements of the puppet more relate to your real self, which less? o What does the puppet do for a living? o Draw a tattoo in the puppet. Why that tattoo? o Why did the puppet travel all the way here? What are his expectations? o Give an object to your puppet. Why that object? o Share one of the puppets dreams Map of Europe: Using a big table as the map of Europe, position your Mini Me in the right geographical location from where you are / live.

After this everyone can say something that the puppet likes to do there (very shortly).

Duration

50 minutes

Materials

Any kind of available handicraft materials, plus small wooden sticks

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Tips and Tricks

Having a big diversity of available materials will allow participants to be more creative.

Photo

Debriefing & Reflection

Being a discovery activity to get to know each other, there’s no need to go into debriefing or reflection. Simply ask participants to share their interesting discoveries during the activity.

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Name Game: Ball Chain Type of Activity

Energizer

Objectives

To encourage participant involvement and interaction

Focus

Try to create a fun and relaxed moment

Description

In a circle, ask someone to start saying the name of someone and pass the ball to that person. After passing the ball, the participant should cross his arms. When everyone has passed the ball once, you must repeat the same sequence faster, and then with more balls.

Duration

15 minutes

Materials

5 Juggling Balls

Variations

You can make it as difficult as you want by making it faster and with more balls simultaneously. Remember to keep it challenging but possible/achievable.

Debriefing & Reflection

No need.

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Working together: The Ball Type of Activity Team building Objectives

o o

To create the group and work on team building To discuss motivation, strategy, inclusion of everyone, communication, competition, etc.

Focus

Discovering how to work in a group

Description

Divide the participants into 2 groups/teams, give them a similar challenge.

One group has a small juggling ball, another a big inflatable ball. The distances to the goal are also different.

The aim is to make the ball reach the goal in the least amount of time possible. The ball will fall from a starting position, the ball should touch everyone in the group before arriving at the end position in a basket some meters away. 2 people side by side can NOT touch the ball one after the other.

There are 10 minutes to create a strategy.

Each team can have 2 official tries with time being counted.

In each team ask: did you succeed? Can you make it faster? Do you want to try ?

If they want to try, give them 5 minutes more to redo the strategy and again each team can have 2 official tries with time being counted.

In each team ask: did you succeed? Can you make it faster? Can you do it in a more creative way? Do you want to try?

If yes, do you want to try to do it faster or do it more creatively?

If they want to try, give them 5 minutes more to redo the strategy and each team can have now 1 official try with time being counted.

In each team ask: did you succeed? Can you do it faster (or more creative)? Do you want to try?

Duration

90 minutes

Materials

2 balls, baskets

Tips and Tricks

In each step of the activity the questions “did you succeed? Can you make it faster (or more creative)? Do you want to try?� are very important in order to work out the objectives of the exercise.

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Variations

You can use any task you want, but it should always be something challenging with a possibility to improve.

This activity can be used to approach and work on different topics, according to the objectives.

Resources

Helpful materials can be found here: http://www.ventureteambuilding.co.uk/team-building-activities/

Photo

Debriefing

Debriefing on motivation, strategy, inclusion of everyone, creativity, communication, competition, etc.

Adapt the debriefing to your objectives and to the group, focusing on: o o

o o o

Emotional relief (e.g. Make a first round where each person says a word revealing the main feeling during the activity); Facts during the activity (e.g. Ask what happened during the activity? Group Attitudes; Individual Attitudes; Difficulties faced; etc.); Question the reason of the activity (e.g. Ask why participants think it happened like that); Improvements (e.g. Ask what could have been done to keep the positive aspects and improve the negative ones); Transfer (e.g. Make the transfer to the daily realities of the participants by asking: How can you connect this to your work? Or to your work in a team?).

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Intro to Social Entrepreneurship Type of Activity

Training activity/ Discussion

Objectives

o o o o o

To bring out what participants know about Social Entrepreneurship To develop a collective understanding of S E, around which the TC will orbit To define the competences of a social entrepreneur To understand how S E is useful in the youth field To open up the topics for the next days

Focus

Because there are different realities in different countries, it’s important to find a collective understanding of Social Entrepreneurship, even if it is just in the context of this TC. In this way all the participants are on the same page in the activities that will follow.

Description

The training room is prepared with tables, with a flipchart and pens on each table.

Participants are seated in small groups of 5 or 6 and are asked to discuss the questions below and then share the results with the whole group. Via a common mind-map the results of all the groups are collected.

NB Make sure every person shares her/his opinion.

Question 1: What are the most relevant aspects of SE? Mind mapping on one flipchart paper. 15min Then produce a common mind-map with the whole group. 15min Question 2: What are important competences in a social entrepreneur? List skills, attitudes and knowledge, on one flipchart paper. 15min Then make a common list with the whole group. 15min Question 3: How can SE be useful for young people? Mind mapping on a flipchart paper, then choose the most relevant aspects by circling them. 15 min

Duration

90 minutes

Materials

Prepare the room with a free wall, tables with prepared flipcharts, 5 to 6 chairs per table. Markers.

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Tips and Tricks

There’s no need to present formal concepts, just work with the ideas of the participants. More than transmitting formal knowledge, it’s important that participants share their ideas and understand different points of view, so that in the end they will reach their own conclusions.

Trainers are expected to facilitate the process and the discussions.

In other words, if participants are getting off-topic or digress in some other way, trainers should intervene to redirect the discussion.

Photo

Debriefing & Reflection

Round off by asking the groups to present their mind map, referring only to the most relevant aspects and then post them on the wall.

3 minutes for each of the 5 groups = 15 minutes

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Reflection Groups, kick off Type of Activity

Learning and Reflection

Objectives

To reflect and reinforce the learning acquired.

Focus

Frequent reflections on experienced activities strongly support a selfdirected learning approach and will foster the learning process. Each group will be followed by one of the trainers and will be a place to reflect and evaluate the activities carried out, from the point of view of professional training. A strong Learning-to-Learn approach will be taken and different methods will be used to support the individual learning preferences of participants.

Description

Beforehand, the trainers divide the participants into smaller groups of 4 to 5 people. These will be the reflection groups for the duration of the T C. When introducing the idea of the different reflection groups to participants, brief them in the following way: These are the members of your reflection group, the people you will meet every day, at the end of a training day, to share how the day went, how you feel and what you have learnt.

Ask the participants to take their notebooks to these reflection moments, in order to take notes of important moments and things you have learnt during the day.

For Day 1: Find a comfortable place to sit together with your group and take your notebook. Invite everyone to talk and to listen to what the others are sharing. Ask them questions like: How was this first day for you ? What was challenging and what was easy for you? Ask them to share their motivation why they are in this TC and what they wish to learn. And ask them to list their learning goals in their notebooks.

Duration

30 minutes

Materials

Notebooks, pens, different settings/quiet places or corners where groups can be seated apart from the rest in order to reflect.

Tips and Tricks Try to divide the participants into diverse groups, i.e. diversity nationalities, countries, gender, background experience etc.).

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in

Learning chill out café Type of Activity

Getting to know each other

Objectives

To chill out during the evening and continue building the group at the same time.

Focus

Work on personal connections and discovery of interests in an informal setting in order to get to know each other better.

Description

Set tables and chairs/sofas/pillows in a chill out café style. Add candles and soft lights to create the chill out mood.

Trainers will be the employees of the café, serving some drinks and snacks, while explaining and clarifying when needed.

Open the space with a presentation of the possibilities. There is a table with items people can order: o Topics to discuss: travels, love, entrepreneurship, youth, etc. o Surprise topics/questions: participants can add questions on small pieces of paper that can then be drawn randomly o Games to play: some card games and dice games o Creation of a collective comic book: on a flipchart paper with black comic squares, there is the beginning of a story in the first panel.

Participants can keep working on the story as they like.

Participants can drop in and out freely. It’s their space.

Duration

At least 60 minutes

Materials

Paper, markers, drinks and snacks, candles, games, music and loud speakers, plates, etc.

Tips and Tricks

Provide a cosy atmosphere with interesting topics related to the TC or life in general, in order to meet the participants’ interests.

Variations

You can change the activities and the topics according to your group and interests.

Photo

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Chaos/ Creativity: Creative Chess Type of Activity

Training activity

Objectives

o o o

Focus

Question creativity as an individual and a group process.

Description

2 by 2 Creative Chess 2 by 2 sitting at a small table in a game of chess like setting. Each one has 3 objects. Each person per turn can make a move: either move 1 (and only 1) object on the table or add to the table one of their own objects. Objects cannot be removed from the table. Play for 3 or 4 minutes. Change partners and play again. Change 3 or 4 times.

To relate Creativity to Chaos/Order Metaphor To reflect on what creativity is To unblock creativity

Collective Creative Chess In 2 groups with 2 big playing areas marked on the floor. Each one has 1 object. Whoever wants can make a move but only one at a time can make a move: move 1 (and only 1) object on the playing area or add to the playing area their own object. Objects cannot be removed from the playing area. Play for 10 minutes.

Then change one rule: move as many objects as you want.

Duration

90 minutes

Materials

Any objects available in the space

Debriefing & Reflection

Feel free to adapt the debriefing to the needs of the group and the objectives.

Think of questions such as: How was it? Was it easy to play? What were the differences between playing 2 by 2 and in a group?

Between moving only 1 object and moving as many as you wanted?

Reset and breaking the flow? What blocked creativity?

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Chaos/ Creativity: Creative Space Type of Activity

Training activity

Objectives

o o

Focus

Link creativity with more mundane tasks

Description

Provide a room full of challenges to be explored and completed individually.

To explore different types of creativity To relate Creativity with Chaos/Order Metaphor

From puzzles, to mathematical exercises to drawing.

Participants are free to move through the room, focus on 1 or 2 exercises or go through all of them.

At the end do a solution round of the challenges with everyone.

Duration

90 minutes

Materials

Instructions, pens, paper, matches, other small props if needed.

Variations

You can use different challenges.

Resources

See Creative Space handout here.

Debriefing & Reflection

Adapt the debriefing to the needs of the participants and your objectives. Feel free to ask questions like: o o o o

What was more difficult? What was easy?

Is this creativity? Why? Do you think creativity is needed to solve each of the challenges or just some? Why? Does it happen the same way in your day-to-day challenges?

Discuss how each of us has different interests and abilities, and skills.

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Order/ Organization: Minefield Type of Activity

Training activity/teambuilding

Objectives

o o

Focus

Identify the relevance of organization and structure for success

Description

Set a grid with paper tape on the floor in such a way that participants are able to step inside a square with both feet. Grid size can vary according to time and difficulty, e.g. 5 by 6.

To reflect on how we perceive rules To relate organization with Chaos/Order Metaphor

Divide the group in 2 teams, one on each side of the minefield and provide the teams with the rules and objectives.

Objective: everyone needs to cross to the other side.

Rules: participants can move front, diagonally front, and sideways, not back. If the minefield explodes everyone dies and EVERYONE goes back to the beginning.

The minefield explodes if: o Someone speaks. o Someone steps in the wrong square. o Someone steps in the right square but in the wrong order (jumping squares). o There are more than 2 persons at the same time in the minefield. o If anyone is out of their safe zone in front of the Minefield. (if you move to the side of the minefield, it will explode.)

There is only 1 safe path (the same for everyone, but this should NOT be reinforced).

Make sure you only clarify the rules, not strategies or other questions.

Times: Each group has 10 minutes to build a strategy. Play time for 10 minutes.

Each group has 5 minutes to rebuild their strategy. Play time for 5 minutes.

Duration

90 minutes

Materials

Paper scotch tape, or chalk

Debriefing & Reflection

Start the debriefing with a focus on feelings, making a round of 1 feeling to share.

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Debriefing can focus on a diversity of things according to the group dynamics: relevance of the rules, which rules were more important, relevance of organization for problem solving, understanding instruction, roles in the group, support and responsibility, problem solving, planned strategies and problem solving.

Close with how we can transfer this to our work and lives, by asking in what way this can be connected to real life?

Snapshot

Yes, I am leaving with a bag full of new ideas to implement.

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Order/ Organization: Meeting in Hawaii Type of Activity

Training activity

Objectives

o o o

Focus

Practicing competence of organisation with a focus on what is important and understanding the process of prioritizing.

Description

Divide the group in smaller groups of 4 to 6, and give the following instructions: "Your group will go to a working weekend meeting in Hawaii. You will be

To relate organization with Chaos/Order Metaphor To prepare a simple presentation, to be shared with the group To practice this presentation

working close to the seaside. You will present your company, network and also have some free time. There was some confusion with your travel arrangements and you are only allowed to take one change of clothes with you, so no objects. However, the company arranged a lastminute solution to take 12 objects for the whole group. You can decide together which objects you want to take.

After you have the object list you should rank them in priority order, just in case some objects will need to be left behind."

Duration

30 minutes

Materials

Paper with the instructions (see above)

Photo

Debriefing & Reflection

Debriefing on how the decisions were made: what was important during the process and why.

Was it easy to select?

Was it easy to rank the objects?

How did you arrive at the selection and ranking?

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Order/ Organization: Creating an Elevator-Pitch Type of Activity

Training activity

Objectives

o o o

Focus

Practicing competence of organisation. Participants will have the opportunity to present a concrete project or organization, for further networking.

Description

Intro: Explain the activity, the objectives, what is an elevator pitch and the timeframe | 20 min

To relate organization with Chaos/Order Metaphor To prepare a simple presentation, to be shared with the group To practice this presentation

1. Choose what you want to share with the group: a) a concrete project of SE you’ve organized, participated in or followed-up, or b) your organisation.

2. Create an elevator-pitch (of a max. of 30 seconds).

3. Practice your elevator-pitch, at least with 5 different people.

Action | 45 min Presentations | First 5 pitch presentations. Intro to how pitches will be presented in the beginning of the next sessions, in the following TC days | 10 min Debriefing | 15 min Duration

90 minutes

Materials

Find the hand out for preparing an Elevator-Pitch here.

Debriefing & Reflection

The main objective of the activity is to give a tool that participants can use in the following sessions to present their own project or organization and stimulate networking. Although, after the activity you can give some support and make some questions, such as: o Was it difficult to select the relevant information? o How did you choose what information to present? o Would you use this tool in your work?

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Reflection Groups, continued Type of Activity

Learning and Reflection

Objectives

To reflect and reinforce the learning acquired.

Focus

Frequent reflections on experienced activities strongly support a selfdirected learning approach and will foster the learning process. Each group will be followed by one of the trainers and will be a place to reflect and evaluate the activities carried out, from the point of view of professional training. A strong Learning-to-Learn approach will be taken and different methods will be used to support the individual learning preferences of participants.

Description

In the reflection groups that started out on day 1, participants get together again and bring their notebooks.

Find a comfortable place to sit together with your group.

Spread out Dixit cards on the floor and ask participants to choose one card that represents how they feel at the end of this day.

Ask them to show the card to the group and explain what it represents.

Focus on answers to the question: what is it that you have learnt today?

Have participants take notes of important moments and comments and things they have learnt during the day.

NB Repeat this activity on the next days.

Duration

30 minutes

Materials

Dixit cards or other illustration cards.

Photo

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Surprise evening Type of Activity

Teambuilding

Objectives

To enjoy a nice moment individually while creating a stronger bond within the group

Focus

Create the group in an informal setting, work on personal connections

Description

Make groups of 4 on the beach. Blindfold one of the group members and ask the other 3 to keep this person safe while moving freely in the sand. 5 or 6 minutes per person then change roles. Everyone should be silent.

Duration

45 minutes

Materials

Blindfolds

Tips and Tricks

Keep it safe. Draw attention to security issues.

Debriefing & Reflection

At the end of the activity each person can share their experience within the group. Everyone can share their experiences as they like in the big group.

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Balance/ Diversity Type of Activity

Training activity/ Discussion

Objectives

o o

To explore diversity inside a team: what it means and how to deal with it.

To relate Diversity with Balance Metaphor.

Focus

While inclusion of everyone ensures that all people can take part, the focus on diversity ensures that everybody can take part on their own terms, recognizing the value of differences in norms, beliefs, attitudes and life experience.

Description

Introduce Dragon Dreaming and its context. Put the 4 quarters of Dragon Dreaming on the floor as a scheme. Ask participants to place themselves according to what function they identify with the most.

Possibly people identify with more than one, which is normal. Just try and select one that suits better than the rest, is the tip.

After this: have 5 x 5 discussions within the quarter why you chose this quarter. 10 min Then in mixed groups: build groups with people from different quarters. 5 min Share why you chose yours. 10 min Address the benefits of having a diverse team. And ask: How do you deal with diversity? Share practical hints.

Duration

90 minutes

Materials

Printed indications of Dragon Dreaming quarters: http://www.dragondreaming.org

Resources

More info on Dragon Dreaming: Manual + Link for more information on-line, www.dragondreaming.org

Photo

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Debriefing & Reflection

Conclude by sharing best practices with the whole group and ask: Was it easy to place yourself?

Can you see parallels with what happens in your daily work?

Snapshot

I liked the dragon dreaming activity because it helped me to understand where I stand and where I am in my process of developing something.

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Balance/ communication: Chaotic Room Type of Activity Training activity Objectives

o o

To reflect on the different elements linked communication.

To relate Communication with Balance Metaphor

with

good

Focus

Identifying clear barriers for good communication and possible solutions

Description

Turn a room into a big chaos with chairs turned over, materials spread-out on the floor and some specific elements.

2 by 2, 1 pax is blindfolded, 1 pax guides, using the voice from behind the other person. They cannot touch the blind or change the room in any way.

The guide should keep the blind pax safe and should achieve the tasks that are being presented. At the beginning communication is mono/ unidirectional then it becomes bidirectional. After a while everyone should get back to the starting position and change roles.

These are some examples of instructions for tasks: o o o o o o

Eat one grape Touch a pink balloon Write your name somewhere in the room Take one object with you Hug someone Sit in a chair

Duration

75 minutes

Materials

Blindfolds and a whole room completely “chaotic� with chairs upside down and all over the place, balls, baskets, pens and papers, ropes crossing some areas of the room at different heights, etc.

Debriefing & Reflection

Debriefing on what they felt, what was hard, what made it easier.

Then list what are the problems that make communication hard and also list possible solutions.

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Initiative triggers Type of Activity

Reflection and sharing circle

Objectives

o o

Focus

Different feelings act as triggers for different people. While exploring three types of triggers (rage, dream and willingness to give) participants may find that one of them is more effective for them.

Description

a) Initiative triggers | 60min

To identify feelings that make you act To identify societal issues that touch you and you wish to contribute to

The group is divided into 3 smaller groups (of 8 to 9).

There are 3 spots, and each group will stay in each spot for 20 mins: Rage/ Injustice Dream/ Vision Gift/ Willingness to give In each group, individuals will answer one question. Every person talks and, while this person talks, all others listen. Each group should have a facilitator and have a talking stick.

Rage/ Injustice: What makes me feel rage?

Dream/ Vision: What makes me dream?

Gift/ Willingness to give: What do I want to give?

This is done in a circle, no sharing in plenary.

While exploring the three types of triggers participants may find that one of them is more effective for them. b) Shared Interest | 20 min From what participants have shared in their group, what is the main issue that stayed and still resonates with them?

Ask each participant to think and choose one topic that particularly moves them, whether through rage, dream or willingness to give. It should be an issue regarding society, something they’re particularly concerned about. Ask them to write it in keywords and big letters on a paper.

Then ask participants to move around the room, showing their papers to the others. Ask them to be silent, and just walk around the room and read what moves the other people present.

Ask them to slowly move towards people who have a topic that also moves them, who share a similar concern and/or observe others approaching. They might have written a similar issue on their paper; they might find out that what someone else has written is

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closer to their heart; they might find that their topic connects with someone else’s topic. Ask them not to stay isolated or on their own.

Ask them to stop when they’re comfortable in a cluster.

Ask each cluster to define what the common issue of the cluster is and have them express it to the whole group – ask them to be simple and not to dive into deep debate.

Keep in mind: Groups of people with different interests will continue working through Entrepreneurship in Action sessions (next day’s activity).

Hence, if a group is too big, it should be split. Groups of 4 should be the ideal size as a result.

Duration

90 minutes

Materials

a) 3 talking sticks (or other objects) b) papers and markers (1 per person)

Tips and Tricks

A comfortable and safe space is necessary for the Initiative triggers part of the session (a). People arriving late shouldn’t be allowed to join. They can join the next session and integrate one of the formed groups of interest.

Debriefing & Reflection

No debriefing, this exercise was used as an appetizer and to find common interests for the next activities in the T C.

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Shared Interest: The Problem Tree Type of Activity

Discussion / Analysis

Objectives

o o

To have a deeper understanding of the problem you wish to address, through group debate To develop critical thinking and distinguish between causes and effects - a social entrepreneur acts on the causes, not the effects

Focus

This activity is linked to the previous one.

The main objective of the exercise is to generate discussion, debate and dialogue.

Description

Sessions continue from the day before, working in groups who share a common interest.

Explain to the groups the following tasks and steps.

STEP 1. Defining the problem | 10 min o o o

Which problem are you addressing?

Explain your feeling of injustice, your vision and/or willingness to help concerning the specific problem.

Define the problem in keywords.

Since the course is in the context of youth work, it can be useful to formulate the problem in connection to youth. Examples: “Youth criminality in urban neighbourhoods” or “Sedentary lifestyles in Youth” or “Early school leaving” ...

Hints: Avoid being too vague. If a problem is too vast, mapping its roots will be confusing. Instead of “Unemployment” specify “Youth unemployment in rural areas” for example.

Write it in the middle of a flipchart paper.

STEP 2. Distinguishing causes and effects | 20 min “A social entrepreneur always addresses the causes of the problem, not its symptoms or effects.”

Identify the causes to the problem, asking the question “Why?”.

Keep exploring the causes to the problem and the underlying causes (causes to the causes), always asking the question “Why?”. Use one post-it per cause and organize them, on the flipchart paper, beneath the problem, as the roots of the problem tree.

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Then list the effects of the problem (and the effects of the effects), placing each effect on a post-it, on top of the problem, as the branches of the tree.

Keep in mind that it’s necessary to distinguish causes from effects: a cause is the reason for something to happen, whereas the effects result from the problem.

The main objective of the exercise is to generate discussion, debate and dialogue, as the factors are being identified, organized and rearranged.

Make sure all members of the team contribute by expressing their feelings and reasons. In the process, other aspects may arise, such as possible solutions, concerns, decisions, etc., and you might find it useful to document it in a separate register.

STEP 3. Identifying key causes | 20 min Observe the causes you have listed and identify key causes.

Take into consideration: A key cause, when addressed, brings significant benefits to the people affected by the problem (target group), hence significant impact towards solving the problem.

Ask yourself the following questions: To what extent is this cause being neglected by society? Are there other agents addressing this cause (government, market, civil society)? How efficient is their proposal of solving the problem? How much does this cause contribute to the problem?

Considering the place and situation where you find yourselves, which key causes could be addressed? Can you promptly identify available resources or competences inside the group that can have a direct link to solving one key cause (even on a small scale)?

Duration

90 minutes

Materials

Flipcharts, post-its, markers.

Space for group work plus different tables and chairs.

Tips and Tricks

Expect that diverse groups have different rhythms, so introduce the activity and let it run. Follow each group’s process and facilitate any blocks in case they arise.

Photo

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Snapshot

I liked that I had the chance to see that nothing is impossible. There are people ready to help for the next move.

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Entrepreneurship in Action (Preparation + Implementation) Type of Activity

Training activity

Objectives

To experience one full cycle of preparing and implementing an initiative with local impact

Focus

Link this activity to the previous one

Description

Ask participants to prepare and implement one simple action that addresses one key cause that they identified for their problem.

Here are the conditions for this action: o Target group and territory are on the spot, that is the accommodation setting + ca. 1 km radius (walking distance). o They have one morning to prepare this action (3 hrs).

This action can be the first step to something bigger.

Think big, act small! Small is beautiful!

Brief the participants on the following STEPS in the process: 1. CONTEXT Collect information about the context of your action. Remember to list the competences available in your team! And: list the available resources in the territory that can be useful for your action.

2. REFORMULATE THE KEY CAUSE to the problem you're addressing, according to the conditions of the action.

3. CREATIVITY Bring out all possible actions that can contribute to solving the key cause.

4. SELECTION 5. DECISION What action to undertake ?

6. CREATIVITY What possible forms to perform this action ?

7. FINAL VERSION 8. TESTING While preparing the action, each group must come to the trainers’ check-point when passing from one step to the next.

NB Be aware of time management!

Duration

Preparation: 90 minutes Implementation: 90 + minutes

Materials

Miscellaneous. A set of different materials available for preparing and implementing the initiatives.

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Photo

Debriefing & Reflection

Continued support will be made individually at the trainers’ checkpoint and addressed during the session “Feedback on Entrepreneurship in Action”

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Feedback on Entrepreneurship in Action Type of Activity Feedback circle Objectives

o o

To reflect on the experience of setting up an initiative.

To explore an analytical view on the experience of the TC.

Focus

This will be an important moment where participants will have the opportunity to reflect also about their own reality and how to adapt and use this learning experience.

Description

Put the following reflection questions to the participants: Feedback on Entrepreneurship in Action | 20 min * Feelings: How did it feel? Do you think you have contributed to solving a cause to a societal problem? How does that feel? * What problems did you face? Can you list the problems, since young people going through the process will experience them too.

Presentation of our Meta view on the program flow | 40 min - How did you experience the flow of the program?

- Critical views of the method - How can this be transferred to your work with youth?

Individual reflection on how this experience can be transferred to your working reality | 10 min Short and quick sharing with the group | 10 min

Duration

90 minutes

Materials

TC Program, flipchart and markers to take notes on the feedback.

Snapshot

Entrepreneur in action was a great opportunity to explore potential ideas.

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Personal Achievements Type of Activity

Individual reflection

Objectives

o o

Description

Introduce this in the following way: Individually and with a notebook: get back to the learning objectives you set for yourself at the beginning of the training (exercise done in reflection groups) and reflect upon your learning achievements.

List what you have learnt during this TC: learning might have happened during the sessions, while working with your peers, outside the sessions... You may have achieved learning objectives you had set at the beginning or you may have learnt new things, things that surprised you and things you weren't expecting.

Take 15 min to have an individual reflection and list at least 2 or 3 learning achievements.

To reflect upon individual learning during TC To identify learning achievements

Get back to your Mini Me Puppet and create a new object for your puppet, representing what you're taking home from this TC and what you’re going to do next.

Each person presents his/ her Mini Me. Duration

60 minutes

Materials

Miscellaneous. Set of different materials available.

Photo

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Evaluation Type of Activity

Final evaluation

Objectives

o o

Description

To share with the whole group a visual overview of the evaluation To get specific comments from participants

Using the whole room mark a scale on the floor: 0%, 25%, 50%, 75% and 100%. Everyone starts in the 0% and moves up according to their opinion on each topic presented, taking one topic at a time.

After everyone has taken up their position, ask the group to look around and ask who wants to share why they are in that position.

A “talking ball� can be used to facilitate the process.

Topics to consider: o o o o o o

The venue (all logistics, food, accommodation, etc) Their own participation The program (including methods used, etc) The group The trainers Usefulness (how useful was this for you)

Duration

20 minutes

Materials

Ball, paper, markers

Snapshots

For me the elevator pitch and the action plan was very educational.

Best ? Reflection moments, but also doing concrete things (plans, tools, activities) in small groups.

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Training Course 2 TURNING NEEDS INTO SOCIAL START UPS Applying project management tools Course organizer

PRISM – Promozione Internazionale Sicilia Mondo, Italy

Course introduction

This course aims at providing youth workers with knowledge, skills and practical tools related to social entrepreneurship and project management.

Through analytical steps, logical framework planning and non-formal education, participants are engaged to successfully turn common ideas into social enterprises (start-ups) that offer innovative solutions to needs identified in local communities.

Learning objectives

o o

Contents

o o o o o o o o o o o

Structure of TC

To engage youth workers in the strategic planning of social startups that are responsive to community needs.

To enhance the capacity of youth workers to analyze the community context, develop mission and goals and prepare a strategic and social business plan, create a shared vision and foster civic engagement in society.

Social Entrepreneurship: definitions and national legal frameworks.

Context analysis: problem tree, stakeholders’ matrix, SWOT analysis.

Image theatre: exploring internal and external oppression.

The objective tree and identification of strategies.

Forum theatre: from problem analysis to the creation of solutions.

The logical framework approach and the intervention logic.

Setting indicators, sources and external conditions.

Project planning: Work Breakdown Structure (WBS).

Sustainability, impact, innovation.

Designing a social business plan.

Reflection moments, self-assessment and follow-up.

The course is built up with morning and afternoon blocks of 4 hours in different settings. Most of the TC is spent on full group work, pair work, peer group work. Ice breaking games are proposed at the beginning of each learning session, including team-building activities in order to foster team spirit. Reflection groups are proposed at the end of each day.

The training course focuses on two stages: 1. The “Analysis Stage”, during which the community context is screened and analysed in order to identify and address the problems faced by target groups and final beneficiaries. At this stage the key elements and the intervention strategy of a social business idea are developed.

2. At the “Formulation Stage” the intervention strategy is further developed into a practical, operational social business plan ready to be implemented. All findings and insights obtained during the 46

analysis stage are integrated in the planning. Mission, objective/s, expected results, activities, services and resources are defined and scheduled.

It is possible to add study visits to local social enterprises as part of the training programme.

Training methods

Expected outcomes & competence development

Project Cycle Management (PCM) workshops are combined with nonformal education approaches and theatre of the oppressed. PCM is used taking into consideration that the creation of a social enterprise responds to the same principles used for the realization of a project. Therefore the parallelism between “project” and “social enterprise” will be a regular feature of the training course.

Image theatre is used to explore internal and external oppression, unconscious thoughts and feelings related to beneficiaries and target groups, enabling participants to gain deeper insights during the analysis phase. Forum theatre engages participants to find creative solutions to identified problems and plan the strategies they need to change their world. Through Danilo Dolci’s reciprocal maieutic approach, peer and cooperative learning participants work as a team and learn from each other. o

o o o

knowledge of definitions, experiences, good practices, business models and different perspectives on social entrepreneurship from different EU social contexts. ability to analyse the community context in which participants live. ability to turn identified problems and needs into a social start-up. ability to co-plan & design a community-based social business plan.

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Materials used

Flipcharts, recycled materials, pencils, paper, chairs, post-its.

Other specific materials used are described for each specific training activity if applicable.

Suggested reading

These are the materials that were used during the TC:

Further information

Participants should be divided in groups at the beginning of the training course programme and work in the same group till the end of the programme.

o Hand-out on training methods o Model sheet on the problem tree, stakeholders’ matrix, SWOT analysis, objectives tree, the logical framework matrix o Slides on social entrepreneurship and Project Cycle Management

Snapshot

What I've learned from the Training Course in Caltanisetta is that with creativity you can find new ways for your entrepreneurship.

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Specific Training Activities

Get To Know Each Other Type of Activity

Team building

Objectives

To get to know each other

Focus

Remembering the participants’ names

Description

Put participants in a circle and decide a “starting point” (one of the participants in the circle), then ask the first participant to say his/her name and to add a “gesture” to his name. The participant next to him/her has to repeat the name and the gesture of the first participant and then he/she has to do the same with his/her name and gesture, and so on till the end of the circle.

In case a participant makes a mistake in repeating the names and/or gestures of the previous participants, the trainer has to stop the game and ask participants to start from the beginning.

Duration

It depends on the number of participants, usually it takes 15 to 20 minutes.

Tips and Tricks

Change the direction of the turn, from time to time (in case you need to stop the game and start from the beginning).

Variations

Instead of “gestures”, you can decide to use “adjectives” with alliteration in front of their names, such as: “Happy” Harry, “Amazing” Amanda or “Pretty” Paula.

Debriefing & Reflection

There is no need for any debriefing or reflection.

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Sharing Rules Type of Activity

Discussion

Objectives

To build a safe, respectful and friendly learning environment that can help trainers, participants and the support staff to achieve the learning objectives.

Focus

Finding common rules together

Description

Invite participants to propose and agree on ground rules that respect individuals, group dynamics, cultural diversity, the training environment and the local community.

Write down all the interventions on a flipchart. A final list of shared rules to be followed during the training course is created by including the contributions from all participants.

Duration

15 minutes

Materials

Flipchart, paper, pencil.

Tips and Tricks

Be open to any suggestions from the participants. Let them decide freely.

Invite participants that are silent to provide feedback.

Photo

Debriefing & Reflection

Present to the group the conclusions that have emerged.

Then ask participants to confirm and jointly agree on the list of rules.

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Expectations Type of Activity

Discussion

Objectives

To stimulate participants in reflecting on their expectations during the TC and support trainers in adapting elements / activities of the TC in order to better meet participants’ expectations.

Focus

Learning expectations

Description

Participants are divided in multicultural groups. Within their group participants are asked to reflect on their learning expectations in relation to the TC, based on three levels: o What I would like to DO o What I would like to FEEL o What I would like to KNOW Ask them to write their expectations on small post-its and to stick these postits in a triangle. Expectations that fall into the ‘to do’ category refer to what we want to experience. Expectations that fall into the ‘to feel’ category refer to how we want to get engaged in the learning process. Expectations that fall into the ‘to know’ category refer to concrete and explicit knowledge and tools we want to gain.

Duration

15 minutes

Materials

Flipchart, post-its, pencils

Tips and Tricks

It is important to analyze participants’ expectations, opinions and feedback in order to incorporate them in the learning activities, to take into account what can be either improved or developed.

Photo

Debriefing & Reflection

Do not comment, just keep the papers hanging on the wall till the very last day of TC, and only at the end ask them to comment and to evaluate if their initial expectations have been met.

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Common Definition of Social Enterprise applying the World Cafè method Type of Activity

Workshop

Objectives

To find a common definition of “Social Enterprise”

Focus

Social Entrepreneurship: definitions and national legal frameworks.

Description

Setting: Create a comfortable environment and divide the participants into different small groups made up of 4 to 5 participants to be seated at different tables.

Ask participants to arrive at a common definition of Social Enterprise.

The process begins with the first of three or more twenty-minute rounds of conversation for the small groups seated at the different tables. At the end of twenty minutes, each member of the group moves to a different, new table.

Harvest: After the discussions in small groups (and/or in between rounds, as needed), individuals are invited to share insights or other results from their conversations with all the participants in the whole group.

Summarise the findings of each group in one single shared definition.

At the end of the process, write the final definition on flipchart papers and hang this on the wall. This will be the basis for the next steps of the TC.

Duration

60 + minutes

Materials

Chairs, flipcharts, papers, pencils

Variations

Participants may or may not choose to leave one person as the “table host” for the next round, who welcomes the next group and briefly fills them in on what happened in the previous round.

Resources

Here you can find more information about the world café method.

Debriefing & Reflection

Ask each group to present in the plenary the conclusion that emerged during the activity.

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Cultural Diversity Type of Activity

Workshop

Objectives

To develop awareness of other cultures and appreciation of cultural diversity.

Focus

The activity addresses the issue of cultural diversity through visual communication.

Description

Introduce to your participants a broad range of portraits. Take your examples from a wide spectrum of sources, e.g. photojournalism, ceramic sculptures, portraits from artistic movements, portraits of homeless people, hybrids of humans and animals, etc.

Invite participants to work in pairs and portray each other, by bringing out facial characteristics, expressions, emotions and aspects of cultural identity.

Duration

60 minutes

Materials

A projector, pencils, colours, papers, good soundtracks inspiring participants.

Tips and Tricks

Suggest participants not to talk to each other and keep silent.

Variations

Participants could be asked to guess about their partner: where is she / he from? How old is she / he? What is her / his religion? What are her / his life values?

Photo

Debriefing & Reflection

Ask each group to present in the plenary the conclusion that emerged during the activity. Then ask the other participants to provide their feedback.

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Why Do Projects Fail?

Type of Activity

Discussion

Objectives

To engage participants in a common reflection on critical elements of a project.

Focus

Analysis of social, cultural, economic reasons leading to failure.

Description

Introduce to your participants the following a case study showing a social project which had to face failure, causing harm to the final beneficiaries’ lives instead of providing improvements.

Case study Lake Turkana fish processing plant project Location: Kenya, Turkana County Donor: Norwegian government Cost: $22 million This is where it went wrong: The project was designed in 1971 to provide jobs to the Turkana people through fishing and fish processing for export. However, the Turkana are nomadic people with no history of fishing or eating fish. The plant was completed and operational for a few days, but was quickly shut down. The cost to operate the freezers and the demand for clean water in the desert were too high. It remains a "white elephant" in Kenya's arid northwest.

Ask participants to provide reasons for the failure of the social project and have them discuss this in small groups. The analysis should focus on social, cultural and economic reasons leading to failure.

Duration

45 minutes

Materials

Flipcharts, papers, pens

Tips and Tricks

Do not interfere, let participants express themselves freely and reflect with each other.

Variations

Feel free to use different case studies showing projects, which had to face failure.

Debriefing & Reflection

Close the case study without summarizing the main findings. These will be analyzed at the end of the training programme in the session of “the spiral”.

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The Project Cycle of a Social Enterprise Type of Activity

Discussion

Objectives

To introduce participants to the key phases of the project cycle.

Focus

Understanding the key phases of the project cycle.

Description

Start the activity by introducing the project cycle to the participants. Briefly introduce the key concepts that are related to this.

The project cycle has six phases: o o o o o o

Programming Identification Formulation Financing Implementation Evaluation

This cycle highlights three main principles: 1. Decision making criteria and procedures are defined at each phase (including key information requirements and quality assessment criteria); 2. The phases in the cycle are progressive – each phase should be completed before the next can be tackled with success; 3. New programming and project identification draws on the results of monitoring and evaluation as part of a structured process of feedback and institutional learning.

Duration

30 minutes

Materials

Flipcharts, papers, pens

Tips and Tricks

It is important to introduce and briefly clarify the key concepts related to the six phases in the following order: programming, identification, formulation, financing, implementation and evaluation.

Remind participants that the training course only focuses on the “identification” and “formulation” phase.

Resources

Project Cycle Management Guidelines, European Commission EuropeAid Cooperation Office can be found here: https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-deliverymethods-project-cycle-management-200403_en_2.pdf

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Debriefing & Reflection

Ask participants the following question: Why is it that the cycle is never ending?

Round off the activity by summarizing the main findings.

Snapshot

Yes, indeed entrepreneurship and selfemployment can help young people to develop new key competences to respond to emerging social needs and participate fully in society.

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SWOT Analysis Type of Activity

Training activity

Objectives

To analyze the internal strengths and weaknesses of a specific community context, including external opportunities and threats.

Focus

Context analysis

Description

The basic idea is that a context / location can be analyzed by looking for ways in which strengths can be built on to overcome identified weaknesses, and opportunities can be taken to minimize threats in the community / context where the social enterprise is expected to be established.

Duration

Ask participants to brainstorm and identify in a SWOT matrix: o Strengths: the positive internal attributes of the community context o Weaknesses: the negative internal attributes of the community context o Opportunities: external factors which could improve the community’s prospects o Threats: external factors which could undermine the community’s prospects 60 minutes

Materials

Pens, flipchart papers, post-its.

Tips and Tricks

Show participants a practical example of how to use and develop the tool.

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Debriefing & Reflection

Ask each group to present in the plenary the conclusions that emerged during the activity. Then ask the other participants to provide feedback.

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Stakeholder Analysis Type of Activity

Training activity

Objectives

To identify all those who have a significant interest in the social enterprise, in other words the stakeholders

Focus

Analysis of public and private stakeholders

Description

A properly planned social enterprise addressing the real needs of beneficiaries cannot be achieved without an analysis of the existing situation.

It is important to bring together representatives of different groups of stakeholders. A basic premise behind stakeholder analysis is that different groups have different concerns, perceptions, capacities and interests, and that these need to be explicitly understood and recognized in the process of problem identification, objective setting and strategy selection.

Ask participants to: o o o

o

Identify the community context in which they want to start the social enterprise.

Identify the general problem or opportunity being addressed/considered.

Identify all those groups who have a significant interest in the (potential) social enterprise and put them into the “stakeholder map� according to the following criteria: power of influence, level of interest.

Identify the extent of cooperation or conflict in the relationships between the stakeholders.

The findings of this analysis should be incorporated into the business design in order to ensure stakeholders’ ownership and participation.

Cf. the Stakeholder engagement map below.

Duration

60 minutes

Materials

Pens, flip chart papers, post-its.

Tips and Tricks

Show participants a practical example of how to use and develop the tool.

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Debriefing & Reflection

Ask each group to present in the plenary the conclusions that emerged during the activity. Then ask the other participants to provide feedback.

Snapshot

We all tried to collaborate and had the chance to share our experiences and knowledge about the social entrepreneurship phenomenon and its potential in the youth field.

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Problem Tree Analysis Type of Activity

Training activity

Objectives

To identify the negative aspects of an existing situation / problem and to establish the causes and effects related to that problem.

Focus

Problem analysis in the community context

Description

The analysis is presented in diagram form showing the effects of a problem on top and its causes underneath. Once complete, the problem tree represents a summary of the existing negative situation.

How to establish a Problem Tree? o State the core problem of an existing situation as a starting point. o Identify major problems that are related to the problem (by brainstorming). o Write down each identified problem on a card. o Establish hierarchy of cause and effects: problems, which are directly causing the core problem, are put below; problems, which are direct effects of the core problem, are put above. o Connect the problems with cause-effect arrows. o Review the diagram and verify its validity and completeness.

Duration

120 minutes

Materials

Pens, flip chart papers, post-its.

Tips and Tricks

Show participants a practical example of how to use and develop the tool. See figure below.

Specify the following rules for writing problems’ cards: o

o o o o o

A problem should not be an overarching issue that is clearly beyond the scope of the interventions to be developed by a social enterprise or specific project.

Write the problem in a sentence by specifying it like this: “subject, verb and object”.

Each card should include only one problem.

Problems have to be phrased as negative situations.

Problems have to be existing problems, not future ones or imagined ones.

Avoid generalization – be specific.

The position of the problem in the hierarchy does not indicate its importance.

It might help to break these causes down into different categories, such as policy/legal constraints, institutional constraints, capacity weaknesses, and social/cultural norms.

Present background facts and statistics with sources, wherever relevant.

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NB A problem is not the absence of a solution, but an existing negative situation.

Absent solutions are problem statements that do not describe the current negative situation, but describe the absence of a desired situation.

For example, lack of trained staff does not describe the real problem which is in fact staff has insufficient or inappropriate skills.

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Debriefing & Reflection

Ask each group to present in the plenary the conclusions that emerged during the activity. Then ask the other participants to provide feedback.

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Image Theatre: exploring internal oppression Type of Activity

Workshop

Objectives

To explore internal and external oppression, unconscious thoughts and feelings related to target groups and beneficiaries.

Focus

Context analysis by exploring relationships, emotions and feelings of beneficiaries and target groups.

Description

In image theatre, still images are used to analyze realistic situations by exploring relationships, emotions and feelings. This technique was developed

by Augusto Boal as part of Theatre of the Oppressed. He wanted to create a form of theatre where people become active and explore, show, analyze and transform the reality in which they are living. Image theatre works across language and culture barriers and frequently reveals unexpected universalities. Through image theatre participants gain more clarity in the analysis process by decoding the situation they are observing, as (non-verbal) images often say more than words.

Have participants in small groups create physical images concerning an existing situation / problem as identified in their context, stakeholder and problem analysis. Images can be realistic, allegorical, surrealistic, symbolic or metaphorical. The only thing that matters is that it is true; that it is felt as true.

Make sure there is one facilitator coordinating the activity.

Here are some guidelines on how to prepare the scene: o Create a scene that should be showing a still existing situation / problem that participants have identified in their context, stakeholder and problem analysis. o In the scene there should be one OPPRESSED, in other words the person affected by the problem/s , and several OPPRESSORS, in other words persons affecting the oppressed. o Each character in the scene must have a specific role. o The scene performed should be dramatic: showing real problems as experienced in daily life.

The role of the facilitator is to start questioning the characters (both the oppressors and the oppressed) in order to explore their role in the scene: about their life and work experiences, their social and cultural background, problems, needs, including unconscious thoughts, feelings, reasons behind a certain way of doing or thinking.

Here are some example questions: Who are you? Where are you from? What do you do in life? What is your social background? What does your family do?

What is your religion? What are your values? What are you doing in the scene? What are your problems, needs, interests? Why are you acting this way? Where did you learn this?

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The characters in the scene cannot talk freely; they are only allowed to answer the questions while keeping still.

Participants are asked to observe the images and reflect on what they witness.

As the inquiry process develops, the facilitator invites the audience to raise further questions in order to gain more in-depth insights in the analysis process related to the identified existing situation / problem.

Duration

120 minutes

Materials

Any kind of material that participants might creatively use to perform their scene on the stage.

Tips and Tricks

You can invite participants or “spect-actors”(spect -- to watch; actor -- to act) to take the role of the joker in order to experience themselves how to facilitate the scene on stage.

Variations

You can apply image theatre to a variety of learning contexts to explore diversity, intercultural dialogue, democracy, active citizenship or other social issues.

Resources

Forum and Image Theatre Manual - Toolbox — For Training and Youth Work https://www.salto-youth.net/tools/toolbox/tool/forum-and-image-theatremanual.1503/

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Debriefing & Reflection

Ask participants to share with each other what additional insights they have gained about the community context, target groups, final beneficiaries and the identified problems.

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The Objective Tree Type of Activity Objectives

Training activity To identify a possible solution to the identified problems

Focus

Analysis of positive achievements as objectives

Description

The basic idea is that the ‘negative situations’ of the problem tree can be converted into solutions, expressed as ‘positive achievements’.

For example, ‘low agricultural production’ is converted into ‘agricultural production increased’. These positive achievements are in fact objectives, and are presented in a diagram of objectives showing a means - ends hierarchy.

Such a diagram provides a clear overview of the desired future situation.

How to establish an Objective Tree? o Ask participants to reformulate all negative situations of the problems analysis into positive situations that are desirable and realistically achievable. o Then have them check the means-ends relationships to ensure validity and completeness of the hierarchy (cause-effect relationships are turned into means-ends linkages). o If necessary: ask them to revise statements, add new objectives if these seem to be relevant and necessary to achieve the objective at the next higher level, delete objectives which do not seem suitable or necessary.

Duration

120 minutes

Materials

Pencils, flip chart papers, post-its.

Tips and Tricks Photo

Show participants a practical example of how to use and develop the tool.

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Forum Theatre: from problem analysis to the creation of solutions Type of Activity

Workshop

Objectives

o

Focus Description

To enable participants to find creative solutions to identified problems through theatre. o To try out courses of action which could be applicable to their everyday lives.

Identification of strategies and activities Forum theatre was developed by Augusto Boal as part of Theatre of the Oppressed. It is a theatrical game in which a problem is shown in an unsolved form, to which the audience, as “spect-actors”(spect -- to watch; actor -- to act), are invited to suggest and enact solutions.

It begins with the crafting and performance of a short play that dramatizes the existing situation / problem as identified in the image theatre scene and that ends with the protagonist(s) being oppressed. The problem is always the symptom of an oppression, and generally involves visible oppressors and a protagonist who is oppressed.

After the first performance, the play or scene is repeated, with one crucial difference: the spectators become “spect-actors” and can at any point yell “freeze” and take the place of an actor to attempt to transform the outcome.

Forum theatre is an exercise in democracy in which anyone can speak and anyone can act.

Here are the instructions to prepare for the performance to be played: o

o o o o

o

Invite participants in groups to perform a short play showing the same situation of oppression already sculpted in the image theatre activity (see above). The play should last for a maximum of 5 minutes.

The problem is always the symptom of oppression, and generally involves visible oppressors and a protagonist who is oppressed.

The participants are allowed to create dialogue and set up the scene in a creative way.

The play is shown twice. After the first time, the play is performed again but slightly speeded up.

During the replay, any member of the audience (‘spect-actor’) is allowed to shout ‘Stop!’, step forward and take the place of one of the oppressed characters, showing how they could change the situation, to solve the problem in a creative way and overcome the oppression.

Several alternatives may be explored by different spect-actors. The other actors remain in the scene, improvising their responses.

The play is a form of contest between spect-actors trying to bring the play to a different end (in which the cycle of oppression is broken) and actors ostensibly making every possible effort to bring it to its original end (in which the oppressed is beaten and the oppressors are triumphant).

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o

The process is presided over by the ‘joker’, whose job it is to ensure a smooth running of this theatrical game.

Duration

120 minutes

Materials

Any kind of material that participants might creatively use to perform their scene on the stage.

Tips and Tricks

You can invite participants or spect-actors to take the role of the joker in order to experience themselves how to facilitate this theatrical game. The joker is the link between actors and spect-actors. S/he is the facilitator who keeps the event flowing. The term ‘joker’ can be seen in relation to both the joker in a card game, an odd one out, who can jump into any situation, but who is also in a way neutral, or as in the jester character of the medieval period who provided games and entertainment. The joker in forum theatre or plays is much like such a character. S/he stands outside the general play, and has no direct influence on the direction of the story, but is able to move the group forward, with questions and by facilitation.

Variations

You can apply forum theatre to a variety of learning contexts to explore diversity, intercultural dialogue, democracy, active citizenship and other social issues.

Resources

Introducing Forum Theatre as a tool to explore issues of equality and discrimination, have a look here: http://www.youththeatre.ie/content/files/Theatre-Forum-Resource-web.pdf For the role of the joker, click here: http://handbook.actvise.eu/?page_id=24

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Debriefing & Reflection

Ask participants what they have learned and how the activity contributes to finding creative solutions to the identified problems.

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Strategy Analysis Type of Activity

Training activity

Objectives

To identify and assess specific intervention strategies

Focus

Problem analysis in the community context

Description

A project is a limited intervention and can therefore not tackle all the alternatives indicated in the tree. Strategy analysis is a process in which specific project strategies are selected from among the objectives raised in objectives analysis, based upon selection criteria.

Analysis of Strategies involves deciding what objectives will be included IN the specific intervention, and what objectives will remain OUT. The selected strategy will then be used to formulate the first column of the logframe matrix, thus identifying the social enterprise overall objective, purpose/s and expected results.

How to select the project strategy?

Have your participants: o o o o o o o

Divide the objective tree into different clusters of objectives.

Name all clusters.

Clarify the overall objective and strategies of each cluster.

Exclude unachievable and/or unrealistic options.

Set and agree on criteria for selecting a strategy.

Compare alternatives using the selection criteria.

Select a specific cluster to be developed into an intervention strategy.

Duration

60 minutes

Materials

Pens, flip chart papers, post-its.

Tips and Tricks

The selection of the strategy should be based on a good knowledge of the community context and on a number of selected criteria, such as: o o o o o o o o o o

Internal key competences and expertise Availability of financial and human resources Complementarities with other policies or social activities Contribution to the social, economic, cultural community development Urgency Coherence with both organization and community’s priorities Probability of achieving objectives Potential involvement of community partners and stakeholders Economic and financial costs / benefits Community and environmental impact

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Debriefing & Reflection

Ask each group to present in the plenary the conclusions that emerged during the activity. Then ask the other participants to provide feedback.

Snapshot

This T C aimed at the creation of a favourable environment to encourage and enable young people to pursue social entrepreneurship in their local communities.

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The Logical Framework Approach: The Hierarchy of Objectives - Intervention Logic (first column) Type of Activity

Training activity

Objectives

To describe the key elements of the intervention logic based on the hierarchy of objectives

Focus

Key elements of a social business plan

Description

The results of the all the previous analyses (of stakeholders, problems, objectives and strategy) are used as the basis for preparing the next step: the Logical Framework Matrix. This is the main output of the Logical Framework Approach (LFA).

The Logical Framework Matrix has four columns and four rows in total, namely: o the hierarchy of objectives (Intervention Logic); o the key external factors critical to the social start-up’s success (Assumptions); o how the social start-up’s achievements will be monitored and evaluated (Indicators and Sources of Verification).

The first column, in particular, describes the: o Overall objective: the broad development impact to which the social enterprise contributes – at a national or sectorial level (provides the link to the policy and/or sector programme context). o Purpose: the development outcome at the end of the social enterprise, more specifically the expected benefits to the target group(s). o Expected results: the direct/tangible results (goods/products and services) that the social enterprise delivers, and which are largely under project management’s control. o Activities: the necessary work programme to deliver the planned results.

Ask participants to transfer the contents from their objective tree and selected strategy into the first column of the LFA.

Duration

120 minutes

Materials

Pens, flip chart papers, post-its

Tips and Tricks

Show participants a practical example of how to develop the intervention logic.

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Debriefing & Reflection

Ask each group to present in the plenary the conclusions that emerged during the activity. Then ask the other participants to provide feedback.

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The Logical Framework Approach: continued Indicators and Sources of Verification (second and third column) Type of Activity Objectives

Training activity

Focus

Monitoring and evaluation

Description

Indicators (second column of the logframe) describe the operation’s objectives in operationally measurable terms (quantity, quality, target group(s), time, place).

Specifying indicators helps checking the viability of objectives and forms the basis of the operation monitoring system. Indicators should be measurable in a consistent way and at an acceptable cost.

To set criteria on how a social enterprise will be monitored and evaluated.

A good indicator should be SMART: o Specific o Measurable o Available at an acceptable cost o Relevant with regard to the objective concerned o Time-bound Sources of verification (third column of the logframe) indicate where and in what form information on the achievement (described by the indicators) can be found.

The sources of verification should specify: o the format in which the information should be made available (e.g. progress reports, operation accounts, operation records, official statistics etc.) o who should provide the information o how regularly it should be provided (e.g. monthly, quarterly, annually).

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Ask participants to specify both indicators and sources of verification for each line of the intervention logic of the LFA. Duration

60 minutes

Materials

Pens, flip chart papers, post-its.

Tips and Tricks

Show participants a practical example of how to identify indicators and sources of verification.

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Debriefing & Reflection

Ask each group to present in the plenary the conclusions that emerged during the activity. Then ask the other participants to provide feedback.

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The Logical Framework Approach: continued The External Conditions (fourth column) Type of Activity

Training activity

Objectives

To take into account potential risks and assumptions that can badly influence a social enterprise.

Focus

Risk management

Description

External factors that might affect the social enterprise’s implementation and long-term sustainability but lie outside its control, are included as assumptions in the fourth column of the logframe. The probability and significance of these assumptions being met should be estimated as part of assessing the risks of the social business plan.

External factors are the answer to the question: “What external factors are

not influenced by the operation, but may affect its implementation and the achievement of objectives?”

If formulated as negative statements, they become ‘risks’ that have to be monitored while the social enterprise is being developed.

Here are the steps to identify external factors: o Brainstorm and identify those external factors which are necessary for the project to succeed but which are outside the control of the project. o Identify external factors for the levels of ‘Activities’, ‘Results’ and the ‘Project Purpose’. o Once external factors have been identified, state them in terms of the desired situation. In this way they can be verified and assessed. o Then, transfer these external factors to the appropriate level of the logframe.

If an external factor represents a relevant risk, redesign and reformulate the intervention logic of the logframe.

If it is not possible to redesign and reformulate the intervention logic of the logframe, then our social enterprise is not feasible.

Duration

60 minutes

Materials

Pens, flip chart papers, post-its

Tips and Tricks

A good suggestion is to assemble and analyse adequate information from an appropriate range of sources, including viewpoints of different stakeholders.

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Debriefing & Reflection

Ask each group to present in the plenary the conclusions that emerged during the activity. Then ask the other participants to provide feedback.

Snapshot

What I've learned the most is that international contacts can give you new ideas. In every country people will act on social needs in a different way. They gave me inspiration for starting new activities.

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The GANTT Chart & Work Breakdown Structure (WBS) Type of Activity Objectives Focus Description

Training activity To think through all of the tasks involved in structuring a social enterprise Planning and organization of activities The so-called Gantt chart is a format for outlining, prioritising and conveying information about the activities of a social enterprise visually. It helps to identify their logical sequence, expected duration, any dependencies that exist between activities, and it provides a basis for allocating management responsibility. With the GANTT chart prepared, further specification of resources and scheduling of costs can be undertaken.

Ask participants to develop a GANTT chart by using the following checklist: o o o o o o o o

step step step step step step step step

1: 2: 3: 4: 5: 6: 7: 8:

for each expected result list the main activities break activities down into manageable tasks clarify sequence and dependencies estimate start-up, duration and completion of all activities summarize scheduling of main activities define milestones define expertise allocate tasks among the team

Duration Materials Tips and Tricks Photo

120 minutes Paper, pens, flipchart Show participants a practical example of how to use and develop the tool.

Debriefing & Reflection

Ask each group to present in the plenary the results of the activity. Then ask the other participants to provide feedback.

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Your Social Business Plan Type of Activity Objectives

Training activity

Focus

Synthesis of all the elements that make up a social business plan

Duration

180 minutes

Description

Ask participants in their groups to assemble in a unique document all the work that was done in the training course as annexes to their social business plan:

To create a social business plan, document your direction and engage your stakeholders and donors

o o o o o o o

The SWOT analysis The problem tree analysis The stakeholder analysis The objectives tree analysis The strategy analysis The LogFrame Matrix (the intervention logic, the indicators, sources of verifications, the external conditions) The GANTT chart

As a final activity, ask participants to synthesize the following in max 2 pages: o Find a name for the social enterprise o Find a slogan o Create a logo o Specify target groups and final beneficiaries o Specify values proposition (what values are incorporated?) o Specify the general objective / the mission o Specify the specific objective/s o Specify the expected results within the next 2 years o Specify activities and services / products offered o Describe the organizational structure and the people involved (staff, experts, volunteers) o Determine the budget: estimate the start-up and projected budget for the next 2 years o Specify how the social enterprise will be sustainable o Specify how the social enterprise is innovative o Specify how activities and services offered are relevant to the needs of target groups and final beneficiaries Materials

Paper, pens, flipcharts.

Tips and Tricks

Introduce to participants the key concepts related to sustainability, innovation and relevance.

Debriefing & Reflection

Ask each group to present in the plenary their social business plans and ask the other participants to provide feedback.

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The Spiral Type of Activity

Evaluation

Objectives

To analyse the main causes why a social enterprise fails.

Focus

Brainstorming among participants.

Description

At the end of the training course have participants sit in a spiral.

Coming back to one of first activities, present the participants again with the question: Why does a social enterprise / project fail?

Ask participants to sit in a spiral shape, before starting to brainstorm and discuss. The spiral is a metaphor for chaos and confusion. In the spiral communication and dialogue are distorted: misunderstanding, mistrust and distances are nurtured.

Write down the main reasons that are identified and label them for example as follows: o

Lack of beneficiaries’ involvement: the consultation process in analysis and planning should comprise beneficiaries and stakeholders. Social enterprises that do not meet the real needs of beneficiaries could harm people’s lives and well-being instead of providing improvements.

o

Lack of project management competences: rigorous planning, coordination and financial management are essential to ensure effective and timely planned activities and achieve results and objectives.

o

Lack of consistency between the objectives of the proposed social enterprise with the characteristics and priorities of the local context.

o

External conditions: like political environments, natural disasters, etc..

o

Scarce resources: human and financial resources should be planned properly at the analysis and planning phase.

o

Community participation is crucial. A social enterprise that does not include a strategy to attract the required support from various parties and stakeholders, could get severely affected.

o

Cultural issues: project management approaches should be tailored to fit with local values and culture, ensuring active involvement of beneficiaries and actors from the local community.

o

Sustainability: this involves the capacity of a social enterprise to continue and develop. All elements of sustainability are to be identified, assessed and incorporated into a business plan right at the design stage.

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instability,

difficult

physical

o

Team and sharing of enterprise. therefore a

cooperative work are fundamental; communication and responsibilities are crucial for the success of any social Sitting and discussing in circles rather than in a spiral, is condition to life.

Participants are meant to experience themselves the importance of being in circle (rather than in a spiral) as a metaphor for human capital, open communication, equality, sharing of power, free expression, innovation and creativity.

Duration

45 minutes

Materials

Flipchart paper and pen

Tips and Tricks

It is important to analyze participants’ opinions and feedback.

Resources

The Spiral is an activity that is part of the Reciprocal Maieutic Approach, by Danilo Dolci. More information about the approach can be found here: http://reciprocalmaieutic.danilodolci.it/final-products/final-manual/

Debriefing & Reflection

Sum up and present all that emerged from this activity.

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Final evaluation Type of Activity

Evaluation

Objectives

To evaluate the learning process and the key competences acquired.

Focus

Group and self-evaluation by participants as well as training staff.

Description

Ask participants to sit in a circle. Then ask participants one by one to reflect on the following question: have their initial expectations been met ?

Expectations in relation to: o o o

What I would like to DO What I would like to FEEL What I would like to KNOW

Ask them to find their position and put a sign (or a personal symbol) into the triangle as a result of the three above-mentioned learning dimensions: to do, to feel, to know.

Then ask each participant to freely provide her/his feedback on the overall learning process. Training and support staff should also join the reflection and provide their individual feedback.

Duration

30 minutes

Materials

Flipchart papers, pencils

Tips and Tricks Photo

It is important to analyze participants’ opinions and feedback.

Debriefing & Reflection

Do not comment, just keep the flow going.

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Training Course 3 SOCIAL AND CULTURAL ENTREPRENEURSHIP applying business model tools Course organizer

Rotterdam University of Applied Sciences, Hogeschool Rotterdam, Netherlands

Course introduction

This Training Course is meant to equip participants with the entrepreneurial tools and basics of business and financial management models for social enterprises. By visiting a diversity of good practices in Rotterdam participants will get acquainted with the decision making processes of the social entrepreneurs involved.

By comparing and contrasting the participants will be able to establish what the key success factors are for sustainable social and cultural entrepreneurship.

Learning Objectives

At the end of the TC participants are able to : o compare, contrast and analyse business models o identify and interpret successful business and finance models in order to take well-founded decisions when starting up their own social enterprise o understand the match between the specific context and the models chosen o appraise the ups and downs as well as solutions found by social entrepreneurs in the Rotterdam area o apply these lessons learned in their own context.

Contents

Topics of the TC include: o from personal passion to shared social value business o meditation, inspiration and communication in networks, creating shared value together o how to use the Business Canvas Model o models for social cultural entrepreneurship (a.o. Noordman model) and new ways of making cultural values work o co-creating and co-financing o introduction to the Balanced Score Card o allocation of resources and responsibility matrix o the do’s and don’ts of social entrepreneurship o new trends o designing an action plan for the creation of a social enterprise o learning from inspiring and successful practices : Resto Van

Harte, Delfshaven cooperatie, Heilige Boontjes and Verhalenhuis Belvedere Structure of the TC

The TC is built up with morning and afternoon blocks of about 3 to 4 hours.

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In the morning sessions familiarization with models is the focus, in a variety of ways. The afternoon sessions take the shape of workshops (of 2 – 4 hours) and visits to successful social enterprises in Rotterdam.

Around 60% of the activities are carried out in an equipped training room, the rest of the activities are outdoor activities and a part of the time is spent on external visits in the local area.

Moreover, specific social activities (such as an intercultural dinner) are provided in order to facilitate group building and intercultural cooperation.

Most of the TC is based on group work (with participants working in small teams). In plenary sessions these teams present the outcomes of their team work to all the participants in order to stimulate reflection, share expectations and evaluations in the wider group.

Plenary sessions are also organized for brainstorming on topics and assignments.

Each day is concluded with a sharing session.

Training Methods

A variety of non-formal education methods is applied, among them: o o o o o o o

Expected Outcomes

interviewing experts collaborative group work and sharing the outcomes working with case studies team building and networking Q & A sessions demonstrations and (collective) presentations reflection sessions

Participants go home with the know how to proceed from a personal passion or personal needs to a realistic and sustainable business plan or model with social value, knowing what steps to take and expect the unexpected.

Participants will take away a better and broader idea of which business (and role) models there are and how they work in practice to inspire sharing and networking at every level, knowing where to turn to in times of need.

First-hand experience of good practices and mistakes of successful young entrepreneurs.

Specific competences include: o Ability to compare, contrast and analyse business models o Ability to identify and interpret successful business and finance models o Ability to understand the match between specific contexts and the business models o Ability to appraise the ups and downs as well as solutions found by social entrepreneurs in the Rotterdam area.

Materials used

Digital equipment like laptops and a projector, paper, pens, flipcharts, slides and written materials / resources and handouts prepared in advance.

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Suggested reading

Many (visual) training resources can be found on a specifically dedicated Pinterest board, showing business models and much more around social entrepreneurship: https://pinterest.com/nlanja/social-entrepreneurship/ Other resources include: https://canvanizer.com/new/business-model-canvas http://www.theguardian.com/social-enterprisenetwork/2013/may/09/dutch-social-enterprise-sector

Snapshot After returning home one participant wrote:

Guess what, next Sunday I will facilitate a 2 h workshop about the social impact of social entrepreneurship.

Now ...after my Rotterdam experience I have input !

Learning from other social entrepreneurs and their experiences, and also getting personal feedback on my venture, that definitely makes the difference !

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Specific Training Activities

Introduction to Business Model tool 1: the Business Model Canvas The Big Idea, the Pig idea !

Type of Activity

Workshop: introduction, assignment, show and tell

Objectives

o o

Focus Description

To become familiar with a business tool and learn to think like an entrepreneur.

To get hands-on experience with an easy to use business model which is flexible and transparent as well as widely used all over the world and co-create in small groups.

It’s important to pay attention to the level of knowledge and understanding of the world of social enterprise / initiatives in order to align the contents of this training activity as much as possible to the needs of the participants.

Introduction of the Business Model Canvas (BMC) tool, which you can use to describe, design, challenge, and pivot your business model.

Take the following steps in your intro talk: What is the Business Model Canvas ?

Show the template with the nine blocks to be filled out.

Step 1: Customer Segments (Who are the customers? What do they think? See? Feel? Do?) Step 2: Value Propositions (Why will customers buy or use this)?

Step 3: Channels (How will you promote, sell and deliver? Why? Will it work?)

Step 4: Customer Relationships (How will you interact with the customer?)

Step 5: Revenue Streams (For what are customers willing to pay? What is the revenue model? Pricing tactics?)

Step 6: Key Activities (What key activities will your value proposition require ?)

Step 7: Key Resources (What unique assets must the business have to compete?)

Step 8: Key Partnerships (Which key activities do key partners perform and need not be done by you?)

Step 9: Cost Structure (What are the most important costs in your business model? How do these link to revenues?)

Then introduce the assignment to be done in small groups of 4 – 6 participants: The b/pig idea is: Pigs in the City.

Imagine that you have this super idea and that is to introduce pigs in the city centre of a metropolitan area. How would you go about it and what would your business model look like ?

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Have the participants co-create in subgroups on the filling out of the BMC template.

Give them space to develop their ideas using post-its and ask them to prepare for a joint ! presentation of the results to the full group.

For each group presentation you provide a few positive feedback issues.

Duration

Finish by showing them the actual social enterprise that was based on this idea. A social initiative in the city of Ghent (Belgium) which started as a plan to reduce food waste. The initial question was: how can we tackle the issue with waste in a creative way ? The plan with city pigs really took off and was implemented in a number of inner city areas under the name of Het Spilvarken. This is their (Dutch language) website: www.hetspilvarken.be Full afternoon (3 to 4 hours)

Materials

Sufficient copies of the Business Model Canvas template, found here. Post-its of different colours.

Tips and Tricks

When introducing the B M C, display the template on a whiteboard for everyone to see the overall tool and in order to effectively refer to the nine canvas blocks (and how they relate to each other).

Make sure they have fun while working in their sub groups. Make sure they are all involved in all of the stages of brainstorming about the idea, exchanging views and working out the steps/plans for the 9 blocks.

(This is the first joint assignment for them, so the working process is more important than the product result for the “show and tell” presentation. This is where the bonding of the group needs attention by having fun with the “pig idea”, while at the same time getting to grips with a first business tool.)

Variations

Any other idea for the assignment of The Big Idea would work as well. This could also come from participants within the group.

Resources

Helpful information for introducing the BMC tool can be found here (a 2 minute intro video), but also here in a 6 minute video by Osterwalder himself, the inventor, and more in-depth here .

For non-Dutch trainers, here’s the social enterprise of Pigs in the City idea in a nutshell: Het Spilvarken was founded by a few city dwellers who wanted to combine their love of city farming and the need for more consciousness about the food chain and food waste –spil refers to both waste and pivot, and varken means pig. As an experiment they installed 3 pigs in the city centre of Ghent and enthused 40 neighbours into feeding and maintaining the pigs, thus turning them into “support farmers” and raising a dynamic debate on (meat) consumption and food industry. In the meantime, the ambition has grown into a call for crowdfunding: Het Spilvarken wants to keep pigs and chickens in several neighbourhoods in Ghent with the aim of processing more than 5 tons of food waste!

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Debriefing & Reflection

What is it that you have personally learned from this session ? Ask each participant individually to formulate an answer in one or max. two sentences.

Photo

This is an image of the Business Model of the City Pigs initiative.

Snapshot

Best thing ?

Designing my own business through the Canvas business model.

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Soul Centred Entrepreneurship Type of Activity Objectives

Workshop o o o o o

To introduce mindful methods for business To examine your own soul beliefs To create shared value To design your own social project or start up using the social business model canvas To get acquainted with meditation

Focus

Doing business from a soulful point of view

Description

This workshop consists of three parts and looks at specific soulful methods of doing business. Soul centred entrepreneurship is an upcoming trend in the business world. People are re-evaluating their ways of doing business or how they manage their projects. It all comes down to discovering your own desires and soul beliefs and transforming them into practical and socially profitable ideas and business models. In this workshop you will get acquainted with designing social projects or start-up ventures from within.

Part 1: Discovering your soul beliefs (deals with questions such as: WHY do YOU do what you do? What are your Core Desired Feelings ? What are your Soul Beliefs ? What is your ideal for society ?)

Part 2: Creating shared value for soul and society (deals with the issues of : What is the economic value of your initiative/business/project? And What is the social value of your initiative/business/project?

Part 3: Social business canvas model (re-introduces the social Business Canvas Model) For more info, check out the powerpoint presentation.

Duration

3 hours

Materials

A powerpoint presentation , a worksheet, and sufficient copies of the social Business Model Canvas, found here.

Variations

Workshops can be custom made, based on the specific expertise of the trainer.

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Resources

Here’s a link to 12 soul-searching TED talks to find your purpose and spark your soul, for a dose of inspiration.

Photo

Debriefing and reflection

o

Successful entrepreneur Steve Jobs said: The only way to do great work

o

If you’ve found your passion, can you share it with us ?

o

Everything you need - your courage, strength, compassion and love everything you need is already within you. To truly innovate you must diverge from the norm. How would you like to stand out ? What would you like to unlock from within ?

o

Pinpointing your Unique Selling Point requires some hard soul-searching and creativity.

is to love what you do. If you haven’t found it yet, keep looking. Don’t settle.

The founder of Revlon makeup used to say he sold hope, not makeup. Others sell luxury, reliability, courtesy, taste, friendliness, sustainability, ….. or just bargains.

What is the right Unique Value Proposition for your enterprise?

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Organising Field Visits / Excursions to social entrepreneurs Type of Activity

Off-site visit

Objectives

o o

Focus

To get actual hands-on experience and boosting motivation.

To open up the opportunity to speak with a social entrepreneur face to face and learn from first-hand experience. o To facilitate the learning of abstract concepts. o To obtain a deeper understanding of the relevance and importance of issues dealt with in the TC. o To increase social interaction in a (multinational) group.

Make sure that visitors go home with a fully rewarding experience, e.g. by involving all perspectives: the social entrepreneurial, the consumer, the local community and/or context, trial sessions with the product etc.

Allow room for a shift in focus depending on participants’ interests or demands, in other words try to be flexible by adapting the programme to ensure quality.

Alternatively, when arranging multiple field visits the focus could shift for example from business models to sustainability to networking etc.

Description

Step 1: Pre-visit planning o

o o o o o o

careful selection of social enterprise (good practice) to visit, date, mode of transport, in short the full logistics of an off-site visit (incl. weather check) determining the budget and costs involved determining the specific purpose of the visit (what part of the TC will it support or enhance ?) pre-visit to the social enterprise / social entrepreneur to scout the site specifying the programme of the excursion preparation of participants (explaining excursion programme, structure, logic and practicalities) final check on coordinators, contacts, times, transportation details etc.

Step 2: Visit o Conduct the visit as planned (time management). o Make a concerted effort to provide a collaborative and stimulating environment for discussion, exchanges and learning throughout the visit.

Step 3: Post-visit

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o o

Share experiences and reflections among the participants (see Debriefing).

Thank the hosts and provide feedback.

Duration

A morning or afternoon, possibly a full day in case of a long journey.

Materials

Think of things like food & drinks, transportation, suitable clothing and provide some instructions beforehand what to bring (cameras, first-aid kit, cash, backpacks e.g.) .

/ Arrangements Tips and Tricks

o o

o

o

Make room for interactivity as much as possible.

Pay attention to offering variety within the given timeframe, i.e. variety in presenters, activities, perspectives, mixed groups, across spaces, etc.

In case of international groups, make sure that the social entrepreneur speaks English well. Alternatively, arrange a good interpreter to facilitate easy exchanges.

The active role of the trainer throughout is the key to the success of any visit.

Variations

When planning multiple field trips, try to enhance the experience by diversifying on the following aspects: variety in business models, cocreation in social cooperatives, co-financing models, urban versus rural areas, hotspots, large versus small social enterprises, male versus female social entrepreneurs, well-established versus recent enterprises etc. as well as variety in sectors, services offered and beneficiary target groups.

Resources

To turn a field visit into an exciting and memorable experience, go here for 6 special tips.

Photo

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Debriefing & Reflection

While evaluating the field visit, these stimulating questions could be helpful to map the benefits of the visit for each participant: What is it that you have learned from this social entrepreneur / social enterprise ? o What are the key elements of this social enterprise that make it sustainable ?

In Rotterdam: o

Specifics for field visits on social entrepreneurship

Stroop (shop, work &meet space, exhibition or film space for local community) o Park 1943, locally managed, Vrouwenvleugel Botu o Makerspace Bouwkeet (public workshop, mainly for youngsters aged 10 – 15) o Delfshaven Corporation (Robbert de Vrieze contact)* o Belvedere (putting the spotlight on people & communities to share and connect through art, culture & stories) o Resto van Harte (providing meals to combat loneliness) o Heilige Boontjes (cafe run by ex-convicts for resocialisation under guidance)* * See below for an overview. o

Below you will find two examples of local Rotterdam social enterprises that are worth visiting in the framework of a training course on social entrepreneurship.

Snapshots

I enjoyed the visits and the models of social entrepreneurship in Rotterdam.

Best moments ? the inspiring good practices

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Example 1 of local project/enterprise: Delfshaven Cooperative

Location

Rotterdam, Netherlands Area: Bospolder Tussendijken, two adjoining districts in Delfshaven

Type of organization Target group/s

Social initiative / social network organisation

Focus

Boosting the energy and commitment of people living in the Bospolder Tussendijken area by strengthening the links between local residents, entrepreneurs and investors.

Objective/s

Economic development and resilience in the Delfshaven area.

Sustainable value creation for locals and the area.

Description

Starting out in January 2015 as a foundation the Delfshaven Cooperative has been working steadily towards creating a cooperative with locally committed people. This is supported by a network of solid partners such as the municipality of Rotterdam, housing corporation Havenstede and RABO bank. In order to stimulate active participation of local residents in urban regeneration projects and (social) entrepreneurship, local initiatives are supported by local government as well as the business sector. An example of these social initiatives is the active involvement of locals and their contribution of ideas in the realisation of water storage facilities in their area. Another example is Bouwkeet Makers Space, a new charity-funded project in the shape of a centre with workshops/spaces designed to keep youths off the streets by teaching them manufacturing, maintenance and repair skills. Adults using the centre are asked to pay not with cash but by teaching others, particularly young people in the area, skills such as welding, lasercutting, bicycle repairs, metal and woodwork. The philosophy behind this is: “we help each other�.

The success factor of the cooperative is the ability to bring the right people together to improve living conditions in their neighbourhood and enabling change in the deprived area of Bospolder Tussendijken.

Resources / Suggested reading

Web: http://delfshavencooperatie.nl/ Weblink with info: http://www.resilientrotterdam.nl/en/initiatieven/the-power-ofdelfshaven-cooperatie/ Contact via: info@delfshavencooperatie.nl For more initiatives of a diverse nature, look here: http://www.resilientrotterdam.nl/en/initiatieven/

Local residents, entrepreneurs and investors

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Example 2 of local project/enterprise: Heilige Boontjes

Location Type of organization Target group/s Focus

Objective/s Description

Resources / Suggested reading

Rotterdam, Netherlands, two sites: Eendrachtsplein 3 and Burg Meineszplein 19 Social enterprise Youth at risk and rough youngsters with a criminal record.

Ages 17 to 27, but (with an open mind) anyone who needs support.

Caring and making great coffee. (in coffee roastery and coffee bar, roasting, serving and selling a unique specialty coffee with young people with a significant distance to society due to a criminal record and/or a second socialisation in inner city street culture.) o To get youth at risk to start a job. o To get and stay out of crime, get off the streets and back to society as a self-sufficient human being.

Learning to join society. To behave, learn social and employability skills, like getting to work on time and keeping your emotions under control. The second step is teaching them the coffee trade: roasting, grinding, serving and waiting tables.

After a 50 week programme the transfer starts towards a paid job on an annual contract, including 6 months of coaching on the job while working for their new employer.

In case of failure, for any reason, youngsters are taken back.

Check their facebook page at https://www.facebook.com/HB.koffie/ or the website: http://www.heiligeboontjes.com/ Twitter: https://twitter.com/heiligeboontjes Or google the name, and you will find a lot, mostly in Dutch.

Photo

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Introduction to Business Tool 2: Balanced ScoreCard Type of Activity

Workshop

Objectives

o o

Focus

Description

To get familiar with a second business tool To gain a basic understanding of the principles of the Balanced Score Card, identifying what creates balance in the scorecard and defining each of the components. o To develop a basic understanding of the benefits and costs of strategic thinking to establish a coherent strategy for your social initiative / enterprise / organization The emphasis is on shared participant input, ideas, experiences, reinforcement and support. Participants will learn from each other and their trainer and leave with a basic understanding of the added value of this approach .

The Balanced Scorecard is a framework that enables organizations to identify, manage and measure its strategic objectives. Introduced in 1992, by Robert Kaplan and David Norton, the Balanced Scorecard is the most commonly used framework for ensuring that organizations/enterprises execute their strategies. In a nutshell: Balanced Scorecards tell you the knowledge, skills and systems that your employees will need (learning and growth) to innovate and build the right strategic capabilities and efficiencies (internal processes) that deliver specific value to the market (customer) which will eventually lead to higher shareholder value (financial).

The Balanced Scorecard is based on four components in the shape of four perspectives that cover the main strategic focus areas of an enterprise. Each 93

perspective provides a “line of sight” from strategic to operational activity from the basic question: are you working on the “right” things ?

Here are the four perspectives for designing strategic objectives, measures, targets and initiatives in more detail: o

The Financial Perspective : this covers the financial objectives of an organization and enables you to track financial success and value. The relevant question here is: In order to succeed, what investments in people and

infrastructure must you make? o

The Customer Perspective: this covers the customer objectives such as customer retention, satisfaction, acquisition, market share goals as well as product and service attributes. The relevant question here is: If you succeed,

how will you look to your stakeholders? o

The Internal Process Perspective: this covers internal operational goals and outlines the key processes necessary to deliver the customer objectives, including operations processes, Customer Relation Management processes and innovation processes. The relevant question here is: To satisfy your customers,

at which processes must you excel ? o

The Learning and Growth Perspective: this covers the intangible drivers of future success such as human capital, the availability of people skills, talent, and know-how required to support the strategy, as well as information capital, the availability of information systems, databases, networks, and infrastructure to support the strategy, and organizational capital, the ability of the enterprise to mobilize and sustain the process of change required to execute the strategy. The relevant question here is: To execute your processes,

how must your organization learn and improve?

These are aspects to be included in the workshop: o o o o o

Duration

How the key concepts of the balanced scorecard work together How a balanced scorecard can be used to improve organizational performance as well as be used for continual improvement in the long term.

Providing assistance for the participants in successfully building a balanced scorecard for their own social initiatives Providing assistance in the development of strategic objectives, meaningful performance measures and targets Identifying potential challenges and preparing solutions

Ask participants to map in small teams (in 45 minutes) their initiative / organization / enterprise using the template of the Balanced Scorecard and prepare for a 10minute presentation.

(The plans / initiatives developed during earlier sessions in the training week can be a good starting point for developing the Balanced Scorecards.)

A full morning ( 3 to 4 hours)

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Materials

Whiteboard, flip chart, somewhere visible to display the Balanced ScoreCard and other illustrations.

Tips and Tricks

Try to make sure that it’s a practical training in the underlying thinking so participants can apply that thinking, appropriately to their contexts, circumstances, business and performance management challenges.

In order to maximize the learning outcomes why not involve all the participants in the feedback moments after each presentation ? It may also yield more suggestions for further development of the plans presented and stimulate their capacities for co-creation.

An alternative could be to provide a case study and map the B S C for the organization.

Variations

Resources

Helpful information and visuals can be found here in this overview webpage: http://xtra.strategypal.com/o-overview/balanced-scorecard/

Photo

Here’s an illustration of the kind of map teams can develop in the workshop.

Debriefing & Reflection

What is the added value of the Balanced ScoreCard if you compare it to the Business Model canvas ? Can you compare and contrast these two tools ?

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Introduction to Business Tool 3: business life cycle tools Type of Activity

Workshop

Objectives

o

To gain understanding and insights into the growth phases of an enterprise / organization o To gain a basic understanding of the challenges in growing an enterprise and planning for and coping with growth transitions o To identify signs of crisis announcing that the end of a stable phase is approaching and that change or adaptation is needed Focus This is basically about adapting to change: it’s not a linear process, nor one that can be easily anticipated.

Description As growth poses many management and leadership challenges different growth models were developed. Here we’ll highlight two: Noordman’s and Greiner’s.

These are the phases Noordman identified in his cultural entrepreneurship model (for cultural festivals e.g.) : A Pioneering Phase: From identity to image (5 – 7 years) o From the outset, prove your right to exist by creating an clearly recognisable image based on a solid, innovative, realistic vision o On the plus side: idealism/dedication, revenues are lots of love & satisfaction, hard work but freedom in working hours and tasks (opportunities for learning or job changes). o On the minus side: inefficient work processes because goal and focus are social (i.e. be together/talk) and not oriented towards financial revenues, as this goal does not automatically align with the passion and drive that got the cultural enterprise started. o Colleagues are (loyal) friends, making it difficult to take up leadership and solid business decisions) o To survive, changes need to be made from idealism to a more business oriented approach (after about 5 years).

An Investment Phase: From pioneering to investing (5 – 7 years) o Leading principle: stay in business, by structuring and investing to realise continuity and sustainability. o Keep the people that are still in line with your vision & USP. o Invest time in networking and gaining money. o Try to find money through your network. o Be bold in asking for it or outsource this task to someone who delivers this and recovers this investment for you. o End up working with international partners and pooling resources.

A Continuity Phase: From investing to continuity The only ways to make more money is: o Marketing: attract more clients/visitors etc. o Sponsoring: use your “brand” to ask for more money and derived products & services 96

o o o o

Connecting with new start-ups to avoid inflexibility and open up new innovation opportunities from your social /artistic monopoly Starting new projects that increase your social and economic value: international partners/EU-projects/European funding Working more effectively and efficiently And be aware of possible failures and remedies

Another powerful business life cycle model was designed by Greiner who attempted to capture the issue of managing the growing pains of an enterprise / organization in his Growth Curve model. He specifies 6 phases to identify, anticipate and understand the root cause of problems that enterprises may experience as they grow.

Each growth phase is made up of a period of relatively stable growth, followed by a "crisis" when major organizational change is needed if the company is to carry on growing. In other words, successful resolution of the “crisis” is essential to allow the enterprise to move to the next phase.

These are the phases and the ensuing crises: Phase 1 Growth through Creativity Ending with a leadership crisis Phase 2 Growth through Direction Ending with an autonomy crisis Phase 3 Growth through Delegation Ending with a crisis of control Phase 4 Growth through Co-ordination Ending with a red-tape crisis Phase 5 Growth through Collaboration Ending with a crisis of internal growth Phase 6 Growth through Alliances In order to explain these phases in more detail, use this visualisation of Greiner’s model, taken from this website

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Ask participants to discuss in small teams any enterprises / organizations that are very much out of step with their customers and/or businesses that went down recently.

Try to have them tell why they failed from their point of view. Did it have anything to do with their mismatched phases of development?

Have them analyze these cases by using the two models that were introduced by posing the question: what went wrong where and how ? what phase were they in ? what solutions were needed ?

Duration

2 to 3 hours

Materials

Whiteboard, flip charts, somewhere visible to display the Greiner model and other illustrations.

Tips and Tricks

Use the models as a starting point for thinking about business growth, and adapt it to your circumstances.

Don’t forget to point out that the exact moment growing pains present themselves is unpredictable as it is not possible to determine the duration of a growth phase in advance. However, reading the signs may prevent a real crisis.

Make sure you have some interesting case studies / case stories of symptoms of crises to fall back on, in case the participants have difficulties in finding good examples in their group discussions.

Variations

Alternatively, input in the shape of a case study could come from a social entrepreneur who is invited to the workshop and who is willing to be interviewed (by the participants) about many of the phases of growth in his enterprise and the crises / transitions that he went through.

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Resources

A helpful visual resource is this infographic. A good text explaining how to understand the theory behind the model can be found here. And here you’ll find some study notes, the model in a nutshell.

Debriefing & Reflection

Knowing about the healthy life cycle process of an enterprise / organization, how can you personally prepare for solving the potential crises / transitions ? What competences would you need ? Are you ready to change ?

Photo

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Pitch your social initiative / enterprise / start up Type of Activity

Grande finale: pitching in practice in front of a jury

Objectives

o o o

Focus Description

To bring together and bring out all that was learned during the TC To learn how to present your ideas / initiative effectively To enhance awareness of strengths and weaknesses in pitching/presentation style o To design and build a startup pitch Building personal value into your pitch presentation, for example by providing guidance tailored to the pitches Pre-workshop: o ask experts or trainers from the world of (small / social) enterprise to take up a jury role o decide on a suitable prize / award for the winner Start the workshop by introducing the following assignment to the participants: Present the main points of your social initiative / plan / enterprise in 10 or 15 minutes’ time.

The goal is to tell a good, clear, easy‐to‐repeat story —the story of an exciting new start-up or initiative.

Tell them that a jury of experts from the world of enterprise will decide on the winning pitch and that a jury report will be provided to all pitch participants.

Remind the participants to pitch what matters: o o o

You are pitching a business proposition, not "just" an innovation.

You are pitching to people who have different interests and goals from you.

You are pitching one more cool idea to people who hear dozens of cool ideas every week.

Once the assignment is sufficiently clear, walk through a number of commonly made mistakes or “presentation killers”. Additionally, tell them what the jury will be looking for in the pitches. Think of these aspects: passion and enthusiasm, financial realism, business model etc.

Make sure you have discussed this with the jury members in advance.

Find out how many presentations there will be and make a schedule (not to be disclosed until the very moment).

Then give them time to prepare their pitches and rehearse them.

Final step: Show and tell ! in the order you drew up earlier.

And make sure each participant gets to make a grand entrance (as people do in television shows).

Duration

A full morning or afternoon.

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At least 3 or 4 hours, depending on how much time you calculate for the participants to finish their pitches, on the timeframe you give to the participants (5, 10 or 15 min.) and for the number of pitches to be held.

Materials

Laptops or computers, projection / smart boards, or flipcharts.

Tips and Tricks

o o o o

Variations

o

o o

Resources

The basic competence of pitching ideas, plans, initiatives, yourself or your enterprise is largely the same.

Make sure you align the exact instructions for the pitch assignment to the different training course activities on previous days.

Motto: He who fails to prepare, prepares to fail.

Make sure that each pitch is followed by a brief moment of feedback and make sure one or two positive aspects are highlighted.

Timewise or instruction wise, the competition format can be stronger or weaker, depending on the participants who you’ve got to know by then at the end of the week.

Make it lighter or more serious, depending on the group.

Juries can vary in their assessment criteria, depending on the focus chosen for the pitch.

Here you can find a useful video (by Garner) outlining presentation killers when presenting the Business Canvas model https://www.youtube.com/watch?v=SliMK6Z2jlA Feel free to use it in your workshop.

When internet is available, show them the following resources for their presentations, in case they need to find photos, clipart and/or sounds: www.presentationpro.com Here’s a resource for anyone looking to improve their presentation skills: https://blog.prezi.com/the-prezitop100-online-resources-every-presentershould-see/

Photo

Debriefing & Reflection

Ask the participants to draw their personal conclusions from this exciting and intensive closing activity. Plus ask them: what will be your next step ?

Additionally

Further instructions could be:

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o o

o o

Open your presentation in a catchy or creative way Deliver the body with a logical flow and keep the attention of the audience (everyday problems, solutions, market opportunities, relate to how people deal with problems until enlightenment of a possible solution – capture the feeling that goes with finding that solution) Think of how to give focus to your presentation and make it memorable Round off with a succinct summary and conclusion (both are critical).

Ideas for the presentation slides for the pitch: o o

Use the 9 blocks of the B M C (in your own order) or alternatively the Pitch Canvas, or Look at this infographic here: The only 10 slides you need in a pitch

For the trainer, here’s a short list of common mistakes that can be used for the jury report. o o o o o o o o

Not managing time of presentation Too many slides Inconsistencies in presentation Poor use of visuals Poor colour scheme Too many graphics Too many words Sepllnig and Gramer

Snapshot

Thank you for the energy and the input and the " food for thought" !

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Chapter 4 Concluding Remarks Supporting young people realize their dreams of a better world: that has been the ulterior drive behind all of the training activities in the three separate training courses that were delivered in the course of the project and displayed here in the guide.

The training programmes show that you can move beyond the confusion of the terminology that is generally applied for social entrepreneurship in countries around Europe and the world.

Interestingly, each of the training courses that was delivered appeared to hold on to a similar flow: from warming up and team building, to triggering passions and ambitions to establish (social) change or innovation, before proceeding to equip the participants with the tools to implement their ideas and plans. All the time being supported by their peers, building and piggybacking on each other's ideas, getting specific feedback from their trainer(s) every step of the way.

What all three of the training courses had in common, (and in our view should have in common) was that there was a good balance of attention between working on entrepreneurial attitudes and offering useful tools to carry out and implement ambitions to realize social impact. Where the training courses diverged was naturally the specific context and location where the courses took place, as well as the specific expertise of the different trainers and project partner involved. Each training course had its own emphasis, just as anyone using this guide can pick and choose from the contents, and arrange a course to fit their own expertise and objectives.

The snapshots that have been included highlight experiences of some of the participants. Via the Facebook groups that were initiated spontaneously during the training course week, the trainers were kept up to date with any developments that ensued. It was amazing to hear for example that one participant was invited to deliver a similar but much shorter workshop shortly after returning home. Another participant communicated that she could apply lots of the things she had learned to include as relevant texts in an important grant application. Just two of the many different and encouraging comments from participants after returning to their home countries.

This manual is not definitive and we are not saying that these are the only or the best ways of working. Please consider it as a sampler, as the output of a range of diverse training activities that were delivered, fine-tuned (after feedback) and described in such a way that others can use them as they see fit.

We would like to take the opportunity to thank all of the trainers and participants who took part in the training programmes for their active involvement, contributions and valuable feedback. We wish all trainers and participants of future training courses in social entrepreneurship the same rewarding experience. Our sincere hope is that this manual will help others develop their own rich and effective training programme on social entrepreneurship. Feel free to copy, adapt, invent, mix and match with your own approaches.

Moreover, the following chapter includes and describes a multitude of resources and perspectives on social entrepreneurship, varying from an online course and ready-made 103

presentations to relevant networks and video clips with famous social entrepreneurs, and much more.

All in all, the partnership concludes that the training courses have been most rewarding in many respects and that a lot has been learned, among the partners themselves as well.

Last but not least, we would like to express our gratitude to the Erasmus + programme who made all this possible by awarding a grant for our project of Sustain Your Life through Social Entrepreneurship.

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Chapter 5 Bibliography and Internet Resources Social Entrepreneurship https://www.youtube.com/watch?v=N8LVa9pb-n8

A 15 minute video on How to be a social entrepreneur by Andy Stoll at TEDx UIowa.

An accessible video talk introducing the concept of social entrepreneurship and useful as a starting point in any course on social entrepreneurship.

https://prezi.com/9uhswvv5t0nd/social-entrepreneurship-and-innovation/ An insightful presentation giving a good overview of social entrepreneurship and including a number of insightful (English language) videos about this topic.

https://prezi.com/zeuq7bdfsim0/social-entrepreneurship/

Another good introduction and overview of the phenomenon of social entrepreneurship, which includes a number of international examples. http://ec.europa.eu/social/main.jsp?catId=952&intPageId=2914&langId=en This page provides an introduction to the concept and definition of social entrepreneurship, as formulated on a European level. http://ec.europa.eu/growth/sectors/social-economy/enterprises/index_en.htm This page provides an introduction to the notion of the social economy in the EU , which includes cooperatives, mutual societies, non-profit associations, foundations and social enterprises. http://ec.europa.eu/growth/smes/promoting-entrepreneurship/index_en.htm European Commission (2013). Social Economy and Social Entrepreneurship, Social Europe guide, volume 4. Luxembourg: Publications Office of the European Union.

This publication draws upon a careful review of the literature and uses definitions that are most consistent with the European tradition and reflected in the most recent documents produced by the European Commission on these topics (most notably the Social Business Initiative). In addition, it illustrates trends towards greater social responsibility among citizens/consumers, for-profit companies and financial institutions. Downloadable via: http://docplayer.net/3540614-Issn-1977-2343-social-economy-and-social-entrepreneurshipsocial-europe-guide-volume-4-social-europe.html www.ashoka.org Ashoka is the largest network of social entrepreneurs worldwide, with nearly 3,000 Ashoka Fellows in 70 countries putting their system changing ideas into practice on a global scale.

Founded by Bill Drayton in 1980, Ashoka launched the field of social entrepreneurship and has activated multi-sector partners across the world who increasingly look to entrepreneurial talent and new ideas to solve social problems.

HKU, (2010). The Entrepreneurial Dimension of the Cultural and Creative Industries.

Utrecht: Hogeschool voor de Kunsten Utrecht. Displayed here: 105

http://www.creativeincubators.eu/images/StudyontheEntrepreneurialDimensionoftheCultural andCreativeIndustries.pdf Hoogendoorn, B. (2011). Social entrepreneurship in the modern economy: Warm glow, cold feet. Rotterdam: Erasmus Research Institute of Management. www.socialenterprisecanada.ca/en/toolkits/devtoolkit/ The Developing Your Social Enterprise toolkit is based on the Canadian Social Enterprise Guide.

It presents a common set of enterprise development stages and briefly discusses the key elements and goals you can achieve at each stage. After the introduction to each stage key resources and links are provided to assist you in exploring these concepts. http://www.demonstratingvalue.org This page offers simple management solutions that enable you to use information and data more effectively to track and express your success. Demonstrating Value combines performance monitoring with social impact evaluation in a compact and powerful communication tool. The tools, resources and research on this website are relevant to anyone interested in social change and innovation. https://www.bcorporation.net/ B Corps are for-profit companies certified by the non-profit B Lab to meet rigorous standards of social and environmental performance, accountability, and transparency. Collectively, B Corps lead a growing global movement of people using business as a force for good.

Social Innovation https://prezi.com/mnkoszscx31n/social-enterprise-entrepreneurship-and-innovation-2013-14/ This comprehensive presentation (by Brian Smith) is basically a course programme on (social) innovation and social enterprises in a nutshell, from a Canadian point of view. It includes supportive information on business models, creating value and impact. You can find an earlier version with more videos here. http://www.ogunte.com/innovation/ Ogunte is an international organization that promotes, connects and develops women who have a positive impact on people and planet, through social enterprise. They believe in impact made by women! www.socialeinnovatiefabriek.be/nl/english An introductory page to the Social Innovation Factory, a networking organization (in the region of Flanders and Brussels, Belgium) that promotes, guides and supports social and societal innovative concepts. A short video explains how they operate. http://ec.europa.eu/social/main.jsp?catId=1022 This page provides an introduction to the concept and definition of social innovation, from the point of view of the European Union. http://espas.eu/orbis/document/social-innovation-decade-changes Social Innovation - A Decade of Changes, an online report of the Bureau of European Policy Advisers, August 2014. The report first presents social innovation as a driver for change before focusing on the growing role of the public sector in overcoming the barriers to social 106

innovation, developing some of the achievements made and lessons learned in recent years and concluding with some recommendations to pave the way forward. Part 2 includes the leading 2010-20 EU policy framework, the main programmes and supporting schemes and the initiatives and instruments established by the European Commission to support social innovation.

Policy response for social enterprise http://ec.europa.eu/social/main.jsp?langId=en&catId=1081 This page provides information about the EU Programme for Employment and Social Innovation (EaSI). The EaSI programme is a financing instrument at EU level to promote a high level of quality and sustainable employment and social inclusion. http://ec.europa.eu/esf/main.jsp?catId=531&langId=en This page provides information about the promotion of social enterprise through the European Social Fund (ESF).

Social Entrepreneurship and Youth http://www.yeu-international.org/download/Social_Entrepreneurship_YEU.pdf A practical and inspirational handbook on social entrepreneurship, attempting to demonstrate the vast potential for social change out there. It’s written for youth workers as well as for young people with vision and motivation and includes resources to put ideas into practice! http://www.unicef.org/adolescence/files/Learning_Series_3_Social_Entrepreneurship_24dec2 007.pdf This is a Unicef publication on Adolescents and Civil Engagement: Social Entrepreneurship and Young People. It includes a summary of the role of social entrepreneurship in the development of young people, communities and the achievement of the MDGs. It deals with the importance of promoting social entrepreneurship among young people and how to nurture young social entrepreneurs. http://www.youthactionnet.org/fellows/ An initiative of the International Youth Foundation (IYF), YouthActionNet pursues a bold mission: to strengthen and expand the impact of youth-led social ventures around the globe.

Over 15 years, they have created one of the world’s largest networks of young social entrepreneurs comprising more than 1,330 young leaders in 90 countries. Need inspiration?

Here you can find out what outstanding young changemakers have achieved by way of social entrepreneurship. https://freechild.org/technical-assistance/actions/ A page dedicated to list all the different ways in which youth are taking actions to change the world, put together by the Freechild Project, which works internationally to promote youth changing the world. And here the idea of youth as entrepreneurs is introduced: https://freechild.org/youth-as-entrepreneurs/ http://www.sundancefamilyfoundation.org/wp-content/uploads/2015/02/SFF-WhitePaperFinal3.1.pdf

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A white paper asserting a definition, common language, and framework for the emerging field of Youth Social Entrepreneurship (YSE). Convinced of the profound potential for positive impact, the author proposes Youth Social Entrepreneurship to be viewed as an independent approach to youth development deserving of the empirical, practical, and financial support which is afforded for other youth initiatives. http://ec.europa.eu/social/main.jsp?catId=1036&langId=en This page provides information about the promotion of social entrepreneurship among young people.

Stories of Social Entrepreneurs & Innovators http://www.forbes.com/special-report/2014/30-under-30/social-entrepreneurs.html A list of young social entrepreneurs covered with short intros. http://www.ogunte.com/innovation/blog/women-profiles/women/ Here you can find the stories of women around the world who made an impact through social entrepreneurship. http://sediaries.org/

The Social Entrepreneurship Diaries are a series of audio podcasts about social entrepreneurship and social enterprise (SE), focusing on European practices and research.

Business and financial models resources http://www.proveandimprove.org/tools/socialenterprise.php This page provides an easy overview of the potential benefits and limitations of the Balanced ScoreCard (BSC) tool, and how it can be applied as a kind of checklist for a social enterprise, by creating a visual representation of the critical elements of its strategy for the social side (encompassing social, environmental, and economic objectives) as well as the financial side – or business sustainability. http://thechanger.org/community/business-model-social-entrepreneurs Best described as a guide covering the basics and hopefully sparking your interest with lots of extra reading to dive into the deep end of the business model canvas pool for social entrepreneurs. https://nl.pinterest.com/nlanja/social-entrepreneurship/ A special board on Pinterest visualizing business models and other useful (financially oriented) resources in the shape of infographics or visualizations.

Online courses in Social Entrepreneurship http://plusacumen.org/courses/business-models/ A free course by Acumen on Business Models for Social Enterprise.

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Country specific resources (sometimes in national language) 

Italy

http://www.camera.it/parlam/leggi/deleghe/06155dl.htm Law on Social Enterprises in 2006 (Law no. 155/2006) http://www.oecd.org/cfe/leed/37508649.pdf The New Italian Law on social enterprise – Antonio Fici http://www.istat.it/it/ The official website of the Italian National Institute of Statistics (ISTAT). ISTAT is a public research organisation whose mission is to serve the community by producing and communicating high-quality statistical information, analyses and forecasts. http://ec.europa.eu/social/keyDocuments.jsp?advSearchKey=socentcntryrepts&mode=advan cedSubmit&langI&langId=en A Map of social enterprises and their eco-system in Europe – Country Report Italy http://www.roccadicerere.eu/taxonomy/term/4 Official website of Rocca di Cerere Geopark http://www.morsidautore.sicilia.it/ Official website of Morsi d’Autore, one of the Italian good practices. http://www.locandadelbuonsamaritano.it/ Official website of La Locanda del Buon Samaritano, one of the Italian good practices. 

Lithuania

http://ec.europa.eu/social/keyDocuments.jsp?advSearchKey=socentcntryrepts&mode=advan cedSubmit&langI&langId=en A Map of social enterprises and their eco-system in Europe – Country Report Lithuania https://www.ldb.lt/en/Information/Pages/default.aspx Official website of the Lithuanian Labour Exchange (LLE). LLE is an executive agency under the Ministry of Social Security and Labour, i.e. directly subordinate and accountable to the Ministry. http://www.euroblind.org/convention/article-27--work-and-employment/nr/130 Official website of the European Blind Union (EBU). EBU is a non-governmental, non profitmaking European organisation representing the interests of blind and partially-sighted people in Europe. http://zmogui.lt/en/ Official website of National Institute for Social Integration, one of the Lithuanian good practices. http://www.manoguru.lt Official website of the Manu Guru salad bar, one of the Lithuanian good practices.

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http://ec.europa.eu/esf/main.jsp?catId=67&langId=en&newsId=7296 European Enterprise Awards (2010) , Manu Guru Bar in Lithuania 

Netherlands

http://ec.europa.eu/social/keyDocuments.jsp?advSearchKey=socentcntryrepts&mode=advan cedSubmit&langI&langId=en A map of social enterprises and their eco-system in Europe – Country Report Netherlands www.publicspace.nl PublicSPACE is a Thinktank and Platform for social entrepreneurship, stimulating and initiating innovation and creativity, as well as influencing the societal arena, and supporting social entrepreneurs and their specific ventures. Some articles are in English. http://krachtinnl.nl KRACHT IN NL makes initiatives in Dutch society visible at a national level and links these initiatives to shape a new top sector. A simple and crucial instrument that they have developed is the MAEXchange, in order to demonstrate in a transparent way the surplus value of social initiatives as well as stimulate participation and investment. www.degroenezaak.com This is the Dutch Chapter of the World Business Council for Sustainable Development (WBCSD) and a founding partner of Ecopreneur. All partners hold to a clear business principle: transforming our current economic order to a sustainable and circular one as fast as possible, always on the lookout for new pathways to a greener economy. https://www.social-enterprise.nl Official website of Social Enterprise NL, a relatively recent and fast growing network of social entrepreneurs, which organises events, offers information, business support and coaching to social entrepreneurs and facilitates contacts between entrepreneurs and potential investors and financers. http://www.socialpowerhouse.nl Official website of Social Power House, another Dutch network for social enterprises. http://www.workplaceinnovation.org/nl/kennis/kennisbank A Database for Social Innovation (Kennisbank Sociale Innovatie) sharing good practices on social innovation in enterprises. https://www.dance4life.nl Official website of Dance4life, one of the Dutch good practices. http://www.restovanharte.nl Official website of Resto VanHarte, one of the Dutch good practices. www.thuisafgehaald.nl Another example of a successful social enterprise with the motto: share and enjoy your meals.

This social enterprise makes it possible to share your cooking with people in your neighbourhood, whether you create culinary delights, or mac and cheese. Don't feel like cooking? Find out what meals your neighbours are sharing, reduce food waste and meet new

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people! There’s also a “special” branch connecting vulnerable people with specific requests to special cooks.



Portugal

http://ec.europa.eu/social/keyDocuments.jsp?advSearchKey=socentcntryrepts&mode=advan cedSubmit&langI&langId=en A map of social enterprises and their eco-system in Europe – Country Report Portugal http://www.ilo.org/dyn/natlex/natlex4.detail?p_lang=en&p_isn=93073&p_classification=11 Law 30/2013 on social enterprise http://www.ine.es/en/welcome.shtml National Institute of Statistics http://cnes.org.pt/ Official website of the National Council for the Social Economy (CNES), a public body established with the purpose of consulting and monitoring the political proposals linked to the growth of the social economy sector. http://www.easi-socialinnovation.org/index.php/2014-11-17-15-30-48/digital-socialinnovation/14-english/news/112-portugal-launches-social-innovation-initiative-a-strategy-forthe-civic-economy Website of the European Association for Social Innovation on the launch of Social Innovation Initiative in Portugal in 2014. http://www.seagency.org Official website of the Social Entrepreneurs Agency, one of the Portuguese good practices. https://webgate.ec.europa.eu/socialinnovationeurope/lv/directory/organisation/sea%E2%80%93-social-entrepreneurs-agency Websites on the Social Entrepreneurs Agency (SEA). SEA is a social enterprise whose mission is the development and implementation of social and inclusive entrepreneurship. http://www.dnacascais.pt/en/ DNACascais, a non-profit organisation established in Cascais, aims to contribute, by using any adequate means, to the promotion, incentive and development of entrepreneurship in general, especially focusing on the promotion of social and young entrepreneurship. (DNA stands for Developing New Skills.) 

Romania

http://ec.europa.eu/social/keyDocuments.jsp?advSearchKey=socentcntryrepts&mode=advan cedSubmit&langI&langId=en A map of social enterprises and their eco-system in Europe – Country Report Romania http://www.actionamresponsabil.ro/en/about-our-project This page provides information about the project “We act responsibly! – The CSR Social Network”. This project received ESF funding between 2007 and 2013 and currently involves 111

over 300 members and the Societal network, which promotes the introduction of social responsibility indicators for the management and monitoring of NGOs. http://www.thesocialteahouse.com Official website of the Social Tea House, one of the Romanian good practices. http://atelierefarafrontiere.ro/ Official website of ATELIERE FARA FRONTIERE, one of the Romanian good practices. http://www.wise-project.eu/ Official website of W.I.S.E W.E.E.E project, (Welfare for Improved Social Dimension of Education/ Waste Electrical and Electronic Equipment) , a project funded by the European Commission. 

Spain

http://ec.europa.eu/social/keyDocuments.jsp?advSearchKey=socentcntryrepts&mode=advan cedSubmit&langI&langId=en A map of social enterprises and their eco-system in Europe – Country Report Spain http://www.eesc.europa.eu/resources/docs/the-spanish-law-on-social-economy.pdf Law 5/2011 establishing the concept of social enterprise http://www.cepes.es/ Official website of the Spanish Business Confederation for Social Economy. http://economia-del-bien-comun.org/es Official website of EBC Gran Canaria, one of the Spanish good practices. http://www.fundacionanabella.org Official website of the Ana Bella Foundation, one of the Spanish good practices.

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APPENDIX A TRAINING COURSE PROGRAMME in SENSE OF INITIATIVE AND ENTREPRENEURSHIP Venue: Hotel Estoril Eden, Cascais, Portugal DAY

MORNING 9.30-13.00

Day 1 22 Jan 2017

Evening Session 21.30 Day 2 23 Jan 2017

Evening Session 21.30 Day 3 24 Jan 2017

AFTERNOON 15.00-19.00

22 Jan 2017 – Arrival, Dinner and Welcome Session (Secret Mission, Stealing Names, First Impressions, Technical Info) - Official Welcome by the President of Freguesia de - Energizer Cascais e Estoril - Working together: “The Ball” - Energizer Survival Guide - Introduction to Social Entrepreneurship – - Name Game: Scrabble Developing a collective understanding, around - Mini me – Puppet which the TC will orbit - Energizer: Ball Chain - Reflection Groups - Intro to the Program (Presenting the project, the objectives, the program and the team.

- Principles of Non-Formal Education - Mapping the group (knowledge) - Learning Chill Out Cafe - Energizer - Chaos/Creativity: Creative Chess - Chaos/Creativity: Creative Space

- Energizer - Order/Organization: Minefield - Order/Organization: Meeting in Hawaii (prioritizing) - Order/Organization: Preparing an Elevator Pitch - Reflection Groups

- Game at the beach

-

Elevator Pitch x5 Energizer Balance/Diversity: Intro to Dragon Dreaming Elevator Pitch x5 Balance/Communication: Chaotic Room

Evening Session 21.30

- Erasmus+ Game Night

Day 4 25 Jan 2017 Day 5 26 Jan 2017

-

Evening Session 21.30

- Self-organized Farewell Party

Energizer Entrepreneurship in Action (Preparation) Energizer Entrepreneurship in Action (Implementation) Feedback on Entrepreneurship in Action

-

Elevator Pitch x5 Initiative triggers Elevator Pitch x5 Shared Interest: Tree of Problem Meta-hat Reflection Groups

- Study Visit: DNA Cascais -

Energizer Personal Achievements Youthpass Visual Evaluation Written Evaluation Closure Game

27 January 2017 – Departure NB Most coffee breaks were organized as intercultural coffee breaks.

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APPENDIX B TRAINING COURSE PROGRAMME in TURNING NEEDS INTO SOCIAL START UPS Venue: Biblioteca Scarabelli Via Gravina, 88, 93100 Caltanissetta, Italy DAY

MORNING 9.30-13.30

AFTERNOON 15.30-18.00

05 July 2016 - Arrival Day 1 06 July 2016

Day 2 07 July 2016

Day 3 08 July 2016

Day 4 09 July 2016

Day 5 10 July 2016

- Official opening + presentation of the project - “Get to know each other” – team building activities - Sharing rules - Expectations - Ice breaking - “Social Entrepreneurship” - Common definition - National cases/peculiarities (presentation of the project analysis I.O 1) - World Café - Key Stages in the project cycle

- Organization Bazaar (presentation of National groups)

- Ice breaking - Identify and Prioritize Community - Community needs and opportunities: Problem tree, stakeholders’ matrix, SWOT analysis

- Visiting Caltanissetta - Focus on local realities active in social entrepreneurship field (Pizzacolori; Eclettica)

- The Objective Tree and identification of strategies - Ice breaking - Image Theatre: exploring oppression - Forum Theatre: from problems analysis to the creation of solutions - Ice breaking - “Turning needs into social start ups”: project cycle applied to social entrepreneurship - Project planning: Work Breakdown Structure (WBS)

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- Visit to a local social enterprise - Debate

- Project design I: “The logical framework approach: the intervention logic” - Project design II: “The logical framework approach: indicators, sources, external conditions” - Follow up and final project work - Presentation of the proposals - Presentation of Youthpass and key competences - Final evaluation - Certificates

APPENDIX C TRAINING COURSE PROGRAMME in SOCIAL AND CULTURAL ENTREPRENEURSHIP Venue: Rotterdam University of Applied Sciences, Museumpark, Rotterdam, Netherlands DAY

MORNING 9.00-13.00

AFTERNOON 14.00-18.00

30 October 2016 – Arrival, with dinner at 20.00 hrs Day 1 31 Oct 2016

- Kick off Tour around the dynamic Witte de With entrepreneurship area - Official Opening & Welcome - Introduction to the week

Day 2 01 Nov 2016

- Social Entrepreneurship trend: Soul-centred Entrepreneurship workshop: From personal passion to a sustainable social business model Application of Business Canvas Model - Workshop Dick Noordman’s model of social cultural entrepreneurship

Day 3 02 Nov 2016

Part 1 Introduction

Day 4 03 Nov 2016

- Workshop Dick Noordman’s model

Day 5 04 Nov 2016

Part 2 Networking and Balance Score card - Presentation / Pitches of Start Up ideas (in front of a jury) Feedback from jury

- First intro to Business Canvas Model - Pigs in the city assignment in subgroups - Show and tell - Reflection Followed by Evening with Intercultural Dinner - Field Visits to local social enterprises, in Delfshaven (presentations and interactive sessions) - Theme: network organisation - Reflection - Field Visits Verhalenhuis Belvedere, a good practice Theme: storytelling as a means to reach social goals supported by a well-financed and balanced entrepreneurship mode - Visit to Resto van Harte, a small business idea that went nationwide - Reflection - Field Visits Theme: Area based entrepreneurship Transformers in Delfshaven (Presentations and visits) - Reflection - Field Visit Heilige Boontjes, a social initiative targeting youth - Final evaluation and focus group - Certificates

05 November 2016 – Departure

NB Most lunches and dinners are organized at establishments driven by a social innovation mission.

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APPENDIX D Sample Participant Application Form Family Name [as in your passport]

First Name [as in your passport]

Citizenship

Gender

Female Male

Place and Date of Birth Complete address Town, Country ID/Passport Number E-mail address Phone

(full international dial

codes)

Please indicate the level of English you have for each skill

Listening

Speaking

Reading

Writing

(I-intermediate, G-good, VG-very good, F-fluent, MT-mother tongue) My first language is: My second language is:

Do you have any special needs or requirements that the host organization should know about? (E.g. mobility, visual disability, hard-hearing, special medical needs, allergies, dietary restrictions, smoker/non-smoker)

YOUR MOTIVATION, EXPERIENCE AND EXPECTATIONS Please describe shortly your experience as a youth worker / social worker :

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How much knowledge or experience do you have on the subject of social (and cultural) entrepreneurship?

Please indicate your level on a scale from 1(lowest level) to 10 (highest level).

My level is:

What is your motivation for taking part in this training course?

Where (or how) do you plan to apply the skills you will learn/ develop/ improve during this training course? Describe briefly also the target group you are or will be working with:

In order to act as multiplier in the local community, please list 3 dissemination activities that you will organize after this event:

How flexible are you? Please indicate this on a scale of 1 (not at all flexible) to 10 (utterly flexible).

My flexibility score is:

Thank you!

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APPENDIX E List of Materials Folders for participants - equal to the number of participants Notebooks for participants - a hard cover journal is more useful City maps - enough for all participants and some extra Mini library of relevant publications such as the Erasmus + Guide, Compass, Coyote, and other SALTO publications or other YIA projects Printer - with its drivers (preferably colour) Printer cartridges - at least 2 cartridges of each alternate (2 black, 2 colors) Projector - with proper cables and adapters for connection to all types of computers including Mac and HDMI connection Sound speakers - strong and with connection to computer and mp3 Flipchart structure Flipchart paper - 3 or 4 blocks Flipchart markers - 30 thick paper markers of different colours (minimum 4 colours preferably black, dark blue, dark green and deep red) A4 paper - 2/3 reams A3 Paper - 100 sheets Paper A5 - 1 ream A4 coloured paper - Minimum 4 colours, 50 sheets of each colour Cartridges - 20 of varied colours Small Envelopes - 65 Post-its - assorted sizes and colours Painter glue tape (yellow) - 4 or 5 rolls of different widths Bostic - 1 pack Transparent glue tape (normal) - 5 or 6 rolls of different sizes Scissors - 6 to 8 (with at least 2 must have some quality) X-acts - 3 Ballpoint pens - equal to twice the number of participants Pencil - a box of 30 Colour Pencils, Wax Pencils, Markers - material to draw and to paint, 6 packages of each.

Pencil sharpener - 2 Glue Stick - 5 or 6 Plasticine/ Modelling clay - 6 packs Chalk - of varied colours, 1 or 2 packages Staplers - 3 or 4 Staples - in sufficient quantity and in the right model for the available staplers Puncher – 1 Punched pockets - 100 Clips - a preference box of assorted sizes Elastic - A box of preference of assorted sizes and colours Twine (2-6 mm) - 50m Wool - 3 or 4 large rolls of assorted colours Small Candles - 30 Blindfolds – Equal to the number of participants Balloons – Assorted colours Small wood sticks All materials, if possible, should be eco-friendly or recycled.

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