Page 1

Innovative training PRogram PRogramme

BRAVE Phase_2: Business model prototyping

Project number: 2017-1-RO01-KA204-037257 The Project is funded by the European Commission in the framework of Erasmus+ programme – KA2 Strategic Partnerships in the field of Adult education.

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.


Objectives overview of the training course: BUSINESS MODEL PROTOTIPING •

Applying the training programme during the BRAVE Learning, Teaching and Training activity

Content overview of the training course

Time-plan of the 5-days training program

TRAINING SPRINT NO. 1 END USER EXPERIENCE: REDESIGN YOUR CAREER •

UNITS: General overview

UNITS: Description

DESCRIPTION OF THE EXERCISES:

SPRINT 1 – ANNEX 1

SPRINT 1 – ANNEX 2

TRAINING SPRINT NO. 2 DRAW •

UNITS: General overview

Units description

DESCRIPTION OF THE EXERCISES:

SPRINT 2 – ANNEX 1

SPRINT 2 – ANNEX 2

TRAINING SPRINT NO. 3 REFLECT •

UNITS: General overview

UNIT : Description

DESCRIPTION OF THE EXERCISES

TRAINING SPRINT NO. 4 REVISE •

UNITS: General overview

UNITS: Description

DESCRIPTION OF THE EXERCISES:

SPRINT 4 – ANNEX 1

SPRINT 4 – ANNEX 2

TRAINING SPRINT NO. 5 ACT •

UNITS: General overview

UNIT : Description

DESCRIPTION OF THE EXERCISES


Objectives overview of the training course: BUSINESS MODEL PROTOTIPING

0.1

Objectives overview of the training course: BUSINESS MODEL PROTOTIPING

0.2 Applying the training program during the BRAVE Learning, Teaching and Training activity

0.3

Content overview of the training course


0.1

Objectives overview of the training course:

The following Training Program constitutes the second part (PHASE 2) of the BRAVE Project. PHASE 1 of BRAVE allowed its participants to build up their personal empowerment, through a blended mobility involving concrete physical mobility events (transnational training) and virtual mobility training (online training).

Once participants have been made aware of oneself through the tools offered, and they have learnt how a person’s own life and choices can be controlled and developed, PHASE 2 of the project begins. PHASE 2 aims to help participants create a personal business model focused on the individual motivations and expectations. It is a direct development of the project first phase, hence the previous learning obtained through it will be essential in developing a successful personal business model through PHASE 2. PHASE 2 is a natural development of BRAVE project; it began as a method to empower unemployed adults/ adults living in a transition phase/ adults who are interested in changing their profiles who feel unprepared to re-enter the labor market, and once they have realized their adequacy and competences, realizing their present value, they are in the correct path to begin looking at their future. PHASE 2 supports the user try and imagine the plan that was previously started in a more concrete way. To conduct the training program, the partnership continued and further developed their relationship with all selected adult participants engaged in the BRAVE PHASE 1 (around 60 people from 6 EU Countries: Italy, Spain, Cyprus, Greece, Romania, Lithuania). These people were testers of the training process at local and transnational level, since 5 participants from each country got the chance to participate in a 1-week training in Valencia (Spain) to test the product created in PHASE 1.

Following the successful experience of the partnership in PHASE 1, a similar path has been taken and a series of 5 preparatory workshops have been organized by each partner at local level in order to continue the training work and prepare participants for the conduction of PHASE 2. These workshops also served as testing phase for each of the activities and objectives to be met at the final testing of PHASE 2, a 5-day transnational training event in which once again 30 selected adult participants (5 participants per country) meet, this time in Modena (Italy).

In particular, this second phase of the training program is about the creation of a personal business model focused on the individual motivations and expectations. The creation of the Business Models uses a canvas model focused on the individual, considering a personal business model that considers unquantifiable “soft” costs (such as stress) and “soft” rewards (such as professional growth). Indeed, at the end we expect to see the creation of at least 30 business models prototyped that will be tested and iterated in the countries involved and that is a portfolio of potential business models for both implementation and replicability granting sustainability since these model ideas can be implemented in other scenarios. The portfolio of different business models created will be also published in the crowdsourcing platform (O3) to gain insights from peers, companies and other adults.

INNOVATION relies in the following:


using innovative tools and methodologies to engage the individuals in bringing out their potentials and build a new business model the training path is focused on the social good which each person can contribute to, so is not only related to the personal benefit but is based on the idea that the personal satisfaction contributes to the social good/welfare this process enables the unemployed adults to get ready to support other adults in similar situations. It is also connected to the “capacity building� of the skills needed to become part of the Association BRAVE Europe, which is an outcome of this IO after the adults are trained through O1 and O2, they can become BRAVE Mentors in order to support other adults in similar situations granting transferability to the training program EXPECTED IMPACT: the empowering process in PHASE 2 regarding the business model prototyping, surely has a relevant impact on the adults, by

supporting them in making concrete plans for their personal life. They will have tools and knowledge in order to understand if and how their business model is feasible, which are the strong and weak points. TRANSFERABILITY POTENTIAL: a strong aspect of the training proposed is that it has been implemented through a blended approach including transnational class training sessions and distance learning. Training will be available in files as far as the units and the methodology description are concerned and the online part is also available so to be usable to external participants. The training program has been tested and implemented through the second LTTA and MOOC 4.0 Moreover, the 30 business plans prepared will be uploaded on the crowd sourcing platform (O3) in order to itinerate the business. These business plans could be an inspiration or a starting point for external people that need to make a change in their personal and professional lives.


0.2

Applying the training program during the BRAVE Learning, Teaching and Training activity

Previous to the LTTA, the Brave project has developed a training session plan – also called a learning path – which is an organized description of the activities and resources useful to guide a group towards a specific learning objective.

- What role may each participant play in the LTTA context. - What will each participant need in order to be able to play the assigned role.

3. Structures of the content are the following: Lecturing or large group teaching is one of the oldest forms of teaching. Whatever their profile, lectures are an efficient means of transferring knowledge and concepts to small and large groups. They can be used to stimulate interest, explain concepts, provide core knowledge, and direct empowering learning.

Teaching strategies were identified based on the different available learning methods to enable the development of the right strategy to deal with the target group identified in the LTTA.

The learning content and goals are structured and explained in the Intellectual Output Sprints.

In what follows the design of the session is explored: 1. Define the Goal of the LTTA at macro and micro level based on the different Sprints designed for the five days training. 2. Select the right target group not only based on the requirements of the project but based on the personal contribution the participant can make to the whole LTTA. This includes the following: - What personal profile is the most indicated to achieve the defined goal of the Sprint.

- What are we going to work in the Sprints? - What is storytelling? - How to make fit the different Sprints in a coherent and meaningful way?

4. The content of the Sprints are the following: - Define, select and prototype the dynamics to be played as well as the activities - Define the resources needed at all levels (rooms and material/equipment specifications) - Timebox the activities across the days, including break time

5. Adjust coherence, time and activities to analyze how the potential changes may affect the initial goal.

6. The documenting of the activities to analyze the progress made by the participants in the local groups. Compare the three previous activities implemented before with the results of the LTTA.

7. Define the evaluation mode to be implemented after each activity digital and analogue.

8. Make a retrospective to improve performance based on participants insights about the lessons learned during the LTTA


Prototyped training Agenda run in Modena (IT), Bucharest (RO) and Valencia (ES) previous to the first LTTA )


0.3

Content overview of the training course

The BRAVE innovative training program PHASE 2 includes 5 main subjects: The main objective of all 5 subjects are to help users build up a road by which they will gain all required knowledge and confidence to produce their business model idea. Through the training, it is expected that the user will create his/her own personal business model.

These objectives were achieved through the BRAVE innovative training program (PHASE 1). Then, the BRAVE innovative training program (PHASE 2) aims at transferring all the tools and knowledge for making an idea concrete or having one’s new professional profile

Brave partners meeting


TRAINING FOR IO2 MOD Nº

NAME OF THE SPRINT

OBJECTIVES

UNITS

1

End User The aims of the Sprint are: Experience: To help the individual obtain a clear Redesign Your idea of the meaning of business model To help the individual understand the Career need of a business model To explain the use and specifications, as well as advantages, of the Business Model Canvas (BMC) To teach how to start creating a business model

1) Set Today's Goal: What Brought You Here? 2) Critical Business Model Lessons in 5 Minutes 3) Guided Tour of the Enterprise Business Model Canvas 4) Practice Drawing a Familiar Enterprise Model 5) Enterprise, Team, & Personal Models

2

Draw

The aims of the Sprint are: To understand the concept of Personal Business Model Canvas To understand its relation to the BMC To learn how to begin your own Personal Business Model Canvas To understand the definition of As-is Model To be able to produce your As-is Model

1) Analyzing Target groups, competitors, experience of the product 2) Guided Tour of the Personal Business Model Canvas & Draw Your As-is Model 3) Condense Your As-is Model

3

Reflect

The aims of the Sprint are: To check and receive feedback from your Personal Business Model To look for ways to improve your Personal Business Model To find your strong points To learn how to provide feedback

1) Visualization: Reframe your canvas per images Possibilities for You 2) Peer to Peer to Review

4

Revise

The aims of the Sprint are: To write a complete Personal Business Model, based on your ideas and feedback received To learn how to look for feedback

1) Draw Your New, To-Be Personal Business Model 2) Think Out Loud Laboratory 2: Separate Facts & Assumptions 3) Debrief | Meta-Coaching / Ask the Author

5

Act

The aims of the Sprint are:  To test your Personal Business Model  To learn how to share your thoughts to an audience  To learn how to “sell your product”  To learn how to network

1) Test Your New Model 2) Share with Colleagues 3) Role Play: “My team”; “Looking for potential investors” 4) Summary and Evaluation 5) Social Hour / Networking


Time-plan of the 5-days training program

DAY

NAME OF THE SPRINT

End User Experience: DAY 1 Redesign Your Career

DAY 2

Draw

UNITS

NO. OF EXERCI SES

Set Today's Goal: What Brought You Here? (1h)

2

Critical Business Model Lessons in 5 Minutes (5’)

1

Guided Tour of the Enterprise Business Model Canvas (2h and 30’)

3

Practice Drawing a Familiar Enterprise Model (1h)

1

Enterprise, Team, & Personal Models (90’)

1

Analyzing Target groups, competitors, experience of the product (1 hour)

1

Guided Tour of the Personal Business Model Canvas & Draw Your As-is Model (3 hours and 20’)

2

Condense Your As-is Model (2 hours and 50’)

DAY 3

DAY 4

Reflect

Revise

2

Peer to Peer to Review (3 hours and 40’)

3

Draw Your New, To-Be Personal Business Model (2 hours)

5

Debrief | Meta-Coaching / Ask the Author (2 hours and 30’) Test Your New Model (3 hours and 30’)

DAY 5

Act

Share with Colleagues (60’) Role Play: The Reunion (2 hours)

6 HOURS

7 HOURS 10’

3

Visualization: Reframe your canvas per images (2 hours)

Think Out Loud Laboratory 2: Separate Facts & Assumptions (90’)

TOTAL DURATION

3

5 HOURS and 40’

6 HOURS

2 2 1 2

8 HOURS


Summary and Evaluation (30’)

Social Hour / Networking (60’)

1

1


“Strategic insights came out of the conversations and the feedback provided to each other�


Innovative training PRogram PRogramme

BRAVE TRAINING SPRINT 1 “END USER EXPERIENCE: REDESIGN YOUR CAREER” Project number: 2017-1-RO01-KA204-037257 The Project is funded by the European Commission in the framework of Erasmus+ programme – KA2 Strategic Partnerships in the field of Adult education.

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.


This Module contains: •

General overview

• •

5 UNITS – Description DESCRIPTION OF THE EXERCISES: • •

SPRINT 1 – ANNEX 1 SPRINT 1 – ANNEX 2

UNIT 1: SET TODAY’S GOAL: WHAT BROUGHT YOU HERE? Exercises/ Methods: • SMART Goals •

If you were an entrepreneur, what would you do?

UNIT 2: CRITICAL BUSINESS MODEL LESSONS IN 5 MINUTES Exercises/ Methods: •

Business Model Video

UNIT 3 GUIDED TOUR OF THE ENTERPRISE BUSINESS MODEL CANVAS: Exercises/ Methods: • Where do I go?

UNIT 4:

Make up the box

Cluedo presents: Business Model Canvas edition

CRITICAL BUSINESS MODEL LESSONS IN 5 MINUTES Exercises/ Methods: •

Business Model Video

UNIT 5: Enterprise, Team, & Personal Models Exercises/ Methods: •

Draw your SMART Idea


RESPONSIBLE OF THE SPRINT: FYG CONSULTORES (ES)

1.1

TRAINING SPRINT 1: “END USER EXPERIENCE: REDESIGN YOUR CAREER”

1.2

UNITS: General overview

1.3 UNITS: Description

1.4 Exercises: Description of the exercises


1.1

Abstract: TRAINING SPRINT NO.1: „END USER EXPERIENCE: REDESIGN YOUR CAREER” EMPOWERMENT

The second phase of the BRAVE Project is closely interrelated to the concept of the Personal Business Model You (BMY). This model, however, has its base on a previous one, known as Business Model Canvas (BMC). In order to properly understand how BMY works, it is necessary to understand the BMC first. For this reason, the first SPRINT of this training program will be dedicated to making sure that all participants are comfortable with using it, gathering the necessary experience and using it as a base to later on work on the BMY. Business Model Canvas is a type of Business Model created in order to facilitate the vision and understanding of the business model of a company. The model is made of 9 boxes that can be drawn in a single piece of paper, facilitating the vision of the whole model. This way, it becomes more visual for the user to notice the different links between the parts of the model, as well as the differences among them. The nine boxes inside the Business Model Canvas are: - Value proposition - Customer relationships

Channels - Customer segments - Key partners - Key activities - Key resources - Cost structure - Revenue streams Each of those boxes is independent and at the same time correlative to the rest of them; this means, even though each box deals with a different topic related to the business, in order to produce a real, successful business model it is necessary to study all of them. A business model will not work if one of the boxes is not correctly filled in. It is one of the main priorities of the BRAVE project to provide participants with useful tools that will allow them to become self-employees or able to redesign their professional profile with a business approach. In this line, BMC becomes an excellent assistance, considering a business model is a necessary piece of any business. Bearing this in mind, the following SPRINT will work providing participants with all necessary knowledge regarding the BMC.

Learning Objectives: The learning objectives of SPRINT 1 are the following: - To understand the importance of owning concrete objectives and goals - To understa s and advantages of Business Model Canvas - To learn about the partsnd the importance of a business model when creating an organization - To learn the benefit forming the Business Model Canvas - To learn how to collect the required information to produce a business model - To learn the differences between types of organizations when producing a business model (small organizations, big organizations…) - To learn how to write down a business model for a known organization - To think about entrepreneurial ideas - To learn how to write down a business model for an organization’s proposal.


1.2

UNITS: General overview

Nr

Duration

1

60’

Set Today's Goal: What Brought You Here?

2

5’

Critical Business Model Lessons in 5 Minutes

3

150’

4

60’

Practice Drawing a Familiar Enterprise Model

5

90’

Enterprise, Team, & Personal Models

1.3

Name

Guided Tour of the Enterprise Business Model Canvas

UNITS: Description

Nr

Duration

Name and description

1

25’ 35’

Set Today's Goal: What Brought You Here?

2

5’

Critical Business Model Lessons in 5 Minutes

3

75’ 60’

Guided Tour of the Enterprise Business Model Canvas

15’ 4

60’

5

90’

Exercise name/Method SMART Goals If you were an entrepreneur, what would you do? Business Model Video

Cluedo presents: Business Model Canvas edition Make up the box Where do I go?

Practice Drawing a Familiar Enterprise Model Enterprise, Team, & Personal Models

A Family Business Model Canvas

Draw your SMART Idea


Unit 1: Set Today's Goal: What Brought You Here?


SMART Goals Exercise Description Unit No:

1 ex. 1

Exercise Name Specific objectives

SMART Goals

Duration Material/roo m

25’

No of participants Description

   

Refresh the definition of SMART goals Understand the benefits and objectives of using SMART goals Find how SMART goals can help define an entrepreneurial path Realize what specific objectives the person has linked to their professional life

   

Letters in cardboard for participants (S-M-A-R-T); Paper; Pen; Legos

5/6 per group The first exercise of the module will act as a link between the first and the second Intellectual Outputs. Bearing in mind the previous training given on SMART during IO1, participants will refresh their knowledge through this exercise. In teams, ask participants to create a SMART goal they can meet over the next week. They will have to create a Lego reproduction of the goal, and then explain it to the rest of the group. They will have 10 minutes to think and create the SMART goal, and then each participant will have 1 minute to explain it to the rest, making sure to state how each letter appears in it.

Methodologi cal advice

Variations Country specific adaptions Weblinks, Videos,

When each of the participants explains the goal they have, the rest of the group will have to decide if the goal is SMART. Each participant will have all letters (S-M-A-R-T) in paper so that they can rise the letters they believe appear on the goal explained. This means, if the goal presented is specific, attainable and relevant, participants will rise the S, A and R, but not the M and T. Always make sure that participants understand they do not have to create big, complex and difficult goals for this exercise. It is OK for them to use simpler goals, that way they can clearly see how each of the letters work. When participants give feedback to their peers, pay attention to the letters they rise. If you believe a letter should/shouldn’t appear, do not hesitate to ask them about it. It is important to make sure they are effectively understanding how each letter works. If you have time and you consider it necessary, you can ask participants to explain why they believe each letter is appearing in their peer’s goals when giving feedback. None SPRINT 1, Unit 1, ex. 1 – 1 ESP.MOV: https://www.youtube.com/watch?v=SXy1WIDgYEY


Pictures, further material

SPRINT 1, Unit 1, ex. 1 – 2.MOV: https://www.youtube.com/watch?v=r7KFktFEPOw&list=UUDDkzClLzhho j_WGEt073JA&index=6 SPRINT 1, Unit 1, ex. 1 – 3.MOV: https://www.youtube.com/watch?v=G9j1m0bToLA&index=16&list=UUD DkzClLzhhoj_WGEt073JA SPRINT 1, Unit 1, ex. 1 – 4.MOV: https://www.youtube.com/watch?v=nyRA3rEuY1Q&list=UUDDkzClLzhh oj_WGEt073JA&index=12 SPRINT 1, Unit 1, ex. 1 – 5.MOV: https://www.youtube.com/watch?v=1qcKKj81p30&list=UUDDkzClLzhho j_WGEt073JA&index=10 SPRINT 1, Unit 1, ex. 1 – 6.MOV: https://www.youtube.com/watch?v=VbDNg6eIHLs&list=UUDDkzClLzhho j_WGEt073JA SPRINT 1, Unit 1, ex. 1 – 7.MOV: https://www.youtube.com/watch?v=3fjt5m6Da7E&list=UUDDkzClLzhhoj _WGEt073JA&index=9 SPRINT 1, Unit 1, ex. 1 – 8.MOV: https://www.youtube.com/watch?v=CnLqgMLTnFA&list=UUDDkzClLzhh oj_WGEt073JA&index=8


If you were an entrepreneur, what would you do? Exercise Description Unit No:

1 ex. 2

Exercise Name Specific objectives

If you were an entrepreneur, what would you do?

Duration Material/roo m

35’

No of participants Description

 Understand the SMART objectives in a business environment  Learn the importance of being objective and specific when having an idea  Find out potential business ideas of the participants  Discover an entrepreneurial mind-set.  Letters in cardboard for participants (S-M-A-R-T)  Paper  Pen It is recommendable for participants to have chairs and a table or something similar where they can write 5/6 per group What would you like to do if you were an entrepreneur? Give all participants 5 minutes to think of what they would like to do as entrepreneurs. Once they all have an idea in their minds, using SMART goals, ask them to create an abstract of their idea. They will have to write down their idea, and why they consider it follows the SMART goals. They should be as precise as possible, explaining everything. However, the explanation cannot be longer than one paper.

Methodologi cal advice

Variations Country specific adaptions Weblinks, Videos, Pictures, further material

Once all group members have finished writing it down, they will present it to the group. The rest of the group will use once again the cardboard letters to state their opinion and help one another improve. When participants give feedback to their peers, pay attention to the letters they rise. If you believe a letter should/shouldn’t appear, do not hesitate to ask them about it. It is important to make sure they are effectively understanding how each letter works. Also, make sure the business ideas they are proposing are stable and can be used in further activities. If necessary, help them develop an idea that has an adequate base for future activities. Not applicable Not applicable

SPRINT 1, Unit 1, ex. 2 ESP.MOV: https://www.youtube.com/watch?v=caqyhXiKwug&list=UUDDkzClLzhho j_WGEt073JA&index=7 SPRINT 1, Unit 1, ex. 2.MOV: https://www.youtube.com/watch?v=r7KFktFEPOw&list=UUDDkzClLzhho j_WGEt073JA&index=6


Unit 2: Critical Business Model Lessons in 5 Minutes


Business Model Video Exercise Description Unit No: Exercise Name Specific objectives Duration Material/ro om No of participant s Description

2 ex. 1 Business Model Video  Understand the need of using a Business Model  Understand the benefits of using a Business Model 5’  Template of Business Model Canvas in blank  Video of BMC Not applicable

Showing the template of the Business Model Canvas, ask participants to decide where should each box go. This way, they will have the opportunity to refresh their knowledge about the subject or, if not, to see for the first time the canvas and its segments. After trying/ practicing for 2 or 3 minutes, show the video as introduction for the next chapter. Video: https://www.youtube.com/watch?v=QoAOzMTLP5s

Methodolog ical advice Variations Country specific adaptions Weblinks, Videos, Pictures, further material

This chapter is a rather a short introduction, so do not worry if participants do not know how to answer. The next chapter will teach them more about the BMC. Not applicable Not applicable

SPRINT 1, Unit 2, ex.1-1.MOV: https://www.youtube.com/watch?v=jbDYZUDzN3o&list=UUDDkzClLzhhoj _WGEt073JA&index=4 SPRINT 1, Unit 2, ex.1-2.MOV: https://www.youtube.com/watch?v=5LkWxx6VvME&list=UUDDkzClLzhhoj _WGEt073JA&index=5 Video: https://www.youtube.com/watch?v=QoAOzMTLP5s


Unit 3: Guided Tour of the Enterprise Business Model


Make up the box Exercise Description Unit No: Exercise Name Specific objectives

Duration Material/ro om No of participant s Description

3 ex. 1 Make up the box  Explain the boxes forming the Business Model Canvas  Explain the utilities of each box inside the BMC  Learn how to properly distribute the different areas of the BMC  Learn the importance of each of the boxes Between 75’ and 90’  Lego pieces  Template of the Business Model Canvas to show it 5/6 per group

The Business Model Canvas is divided in 9 main boxes: Value proposition Customer relationships Channels Customer segments Key partners Key activities Key resources Cost structure Revenue streams The main intention of this activity is to ensure all participants completely understand and know how each box works. Each box will be first explained by the trainer. Later on, participants will work with Legos in groups so as to create a version of something that could be included inside the box. Each member of the group creates their version individually. They will have 5 minutes to create it. Once all members of the group have created their version, they will explain it to the rest of their team members. Each participant will have 1 minute to explain to the rest of the team what he/she did and why. Then, each group will decide which idea is more interesting (either because it is something you would not usually think, because they consider it very important…).

Methodolog ical advice

After all boxes have been explained and each group has chosen the most interesting version for each box, the group will show the final 9 boxes selected to the rest. Each group member will have to explain at least 1 box. When explaining each box, make sure to be clear and concise, but also to ensure the differences between boxes are clear; sometimes it is very difficult to see the difference between parts of the BMC, so ensure they understand everything correctly.


Variations Country specific adaptions Weblinks, Videos, Pictures, further material

Also, bear into account that sometimes there are things that could be included in more than one box. Not applicable Not applicable

SPRINT 1, Unit 3, ex. 1 ES-1.MOV: https://www.youtube.com/watch?v=FFpvWpM31Pk&index=20&list=UUDD kzClLzhhoj_WGEt073JA SPRINT 1, Unit 3, ex. 1 ES-2.MOV: https://www.youtube.com/watch?v=5yFb1NQIB74&index=19&list=UUDDk zClLzhhoj_WGEt073JA SPRINT 1, Unit 3, ex. 1 ES-3.MOV: https://www.youtube.com/watch?v=QCs3ShS5__4&list=UUDDkzClLzhhoj_ WGEt073JA&index=18 SPRINT 1, Unit 3, ex. 1 ES-4.MOV: https://www.youtube.com/watch?v=A2AI8rXM3Yo&index=17&list=UUDDk zClLzhhoj_WGEt073JA SPRINT 1, Unit 3, ex. 1 ES-5.MOV: https://www.youtube.com/watch?v=r9mwGoBbnE&list=UUDDkzClLzhhoj_WGEt073JA&index=15


Cluedo presents: Business Model Canvas edition Exercise Description Unit No: Exercise Name Specific objectives Duration Material/room

No of participants Description

3 ex. 2 Cluedo presents: Business Model Canvas edition  Establish a firm base on the knowledge of each BMC box  Being able to explain each of the boxes 60’  Papers with roles  Business Model Canvas template  Pens  Paper to write down comments and notes It is better if it is a number divisible by 9 (9, 18, 27…). However, it can be done with other numbers as long as there are more than 18 people participating. To carry out this activity, participants will be assigned a role, corresponding to one of the boxes from the Business Model Canvas. They will only know the role they have been assigned, the rest will be secret. Once all roles have been assigned, participants will begin to wander around the room, talking to each other and asking questions. They will have to find out the role of the other person, without ever mentioning the role directly. At the same time as they try to find who the other person is, they will have to try and hide what they are, but with one condition: they cannot lie. All questions need to be answered honestly.

Methodological advice Variations Country specific adaptions Weblinks, Videos, Pictures, further material

After 30 minutes of asking around, participants will have to create their own Business Model Canvas, including the name of one person in each of the boxes. Finally, participants will show the role they were playing; if someone puts the person in another role, he/she will have to explain that decision. This way, it will be possible to find out what things are not entirely clear. While people talk around, it will be better if you listen to their conversations; this way you will know what types of questions they are asking, and which responses are they receiving. Not applicable Not applicable

SPRINT 1, Unit 3 ex. 2.MOV: https://www.youtube.com/watch?v=wNRSMNIGBEc Annex – Unit 3 ex.2 SPRINT 1 (TEMPLATES OF ROLES)


Where do I go? Exercise Description Unit No: Exercise Name Specific objectives Duration Material/ro om

No of participant s Description

3 ex. 3 Where do I go?  Learn the different parts of the business model  First contact with the Business Model Canvas 15’  Paper strips containing the Case Study on Zara in different paper colours  Tape  Room with enough floor space 5/6 per group

In the floor, a room-sized business model canvas will be created using tape. Inside each of the canvas’ boxes there will be an empty box. The box will have written the name of the canvas’ box. Participants will be divided in groups; each group will be formed by a person of each country. Each group will be given a series of paper strips with different sentences about a well-known company. Each group will have a different paper color. Participants will have to decide to which box corresponds each of the paper strips. Participants won’t be able to speak to other groups. Once they decide, participants will have to insert each paper strip to the corresponding box. This way, participants will become a part of the BMC process.

Methodolog ical advice

Variations Country specific adaptions Weblinks, Videos, Pictures, further material

At the end, the trainer will review the responses. The groups who have put the correct paper strip in each box will have to explain to the rest of the groups why it corresponds to that box. If you want to make the exercise more difficult, you can omit the name of the boxes. This way, participants will also have to find out what is each box. But bear in mind, this would also require more time to complete the exercise Also, if you believe someone will not know Zara, you can give a presentation on the company first. Not applicable Not applicable

SPRINT 1, Unit 3, ex. 3 - 1.MOV: https://www.youtube.com/watch?v=9v8O6XVFvRo&list=UUDDkzClLzhhoj_ WGEt073JA&index=11 SPRINT 1, Unit 3, ex. 3 - 2.MOV: https://www.youtube.com/watch?v=Bz3mbjPOpk&list=UUDDkzClLzhhoj_WGEt073JA&index=3


SPRINT 1, Unit 3, ex. 3 - 3.MOV: https://www.youtube.com/watch?v=4b9r5WtnSP4&list=UUDDkzClLzhhoj_ WGEt073JA&index=3 SPRINT 1, Unit 3, ex. 3 - 4.MOV: https://www.youtube.com/watch?v=lDMY1hs3KKk&list=UUDDkzClLzhhoj_ WGEt073JA&index=22 SPRINT 1, Unit 3, ex. 3 - 5.MOV: https://www.youtube.com/watch?v=JGLAQNEFg4I&index=21&list=UUDDk zClLzhhoj_WGEt073JA Annex – Unit 3 ex.3 SPRINT 1 (ZARA CASE STUDY)


Unit 4: Practice Drawing a Familiar Enterprise Model


A Family Business Model Canvas Exercise Description Unit No:

4 ex. 1

Exercise Name Specific objectives

A Family Business Model Canvas

Duration Material/ro om

60’

No of participants Description

   

Understand completely the BMC Understand how BMC works for a family business Learn how to complete boxes from the BMC Learn the interactions between BMC

   

Business model canvas in the floor Case study Characters Signs for the business model canvas

This exercise is based on an exercise produced by Bre Przestrzelski, PhD student and John DesJardins, Associate Professor from Clemson University (original exercise available online at the following link). The main idea is to turn the business model canvas into a 3D model, encouraging participants to live the process and become part of it. The BMC is a set of questions, so the idea of the activity is to actually ask someone those questions. A big Business Model Canvas should be created in the floor using tape. In each of the boxes, put a sign with the segment name. Also, it will be necessary to create a case study emulating a company that is typically familiar (such as hairdressing saloon, coffee shop…). This company will be facing a challenge, and it is important for the case study to be as complete as possible. The case study should also include characters. Each participant will have a character assigned. Explain the exercise, providing a brief explanation of the case they are going to deal with. Explain them the challenge they are going to face and given them their characters. Participants will have a few minutes to get familiar with the challenge they are facing and their own character. After this, participants will start to walk around the room, introducing themselves, and asking one another how they interacted with the company from the case study. It is very important that each person thinks and behaves as the character they are; for example, someone showing as a little girl will not have a lot of direct impact in the shops, but someone acting as the bank director may have a lot of impact. Once everyone is located somewhere, each group can talk to one


another and introduce why they think they belong there, and how they felt about the business studied in the Case Study. After everyone has introduced one another, they will have to walk and stay in the box they believe their character belongs inside the BMC. Also, they will explain how they interacted with the company, trying to find a common bond in the box. The trainers will act as the company. Once all boxes are ready, they will go asking one by one their opinion. They should ask concrete questions, such as, for example “Through which channels do our customer segments want to be reached?� to the people included in Channels. As the exercise goes, it should be seen whether the different parts of the business model agree or not in what they are saying, and if they are asking similar or opposite things to the company. For example, people from revenues may be asking to reduce the price to increase sales, while costs may be asking to increase the price to cover the costs. Each of the box should always state their opinion on the company. This means, there should be concrete questions to all boxes, such as: Value proposition: what are we trying to solve or satisfy? Customer relationships: how do we communicate and maintain relations with clients? Channels: how do we get to the clients? Customer segments: to which segments do we work Key partners: do we have relation with other companies? Key activities: what activities do we do to provide our value? Key resources: what do we need to provide our value? Cost structure: what do we expend? Revenue streams: what do we win?

Methodolog ical advice

Variations Country specific adaptions Weblinks, Videos, Pictures, further material

At the end of the exercise, there should be a consensus on the product they are going to provide and how they are going to create this product. Finally, the trainers should ask customers whether they would buy the product or not. For this exercise, interaction is essential. Make sure that all participants integrate/ participate, encourage them to speak up in the group and ensure that all groups reach an agreement through debate and are satisfied with what they will finally propose. Not applicable When doing it locally, a different case study can be used if there are other types of businesses better known by the locals. SPRINT 1, Unit 4, ex.1 ES-1.MOV: https://www.youtube.com/watch?v=3Lv6COsdUTg&list=UUDDkzClLzhhoj_W GEt073JA&index=10 SPRINT 1, Unit 4, ex.1 ES-2.MOV: https://www.youtube.com/watch?v=QwKPKVYuGjU&list=UUDDkzClLzhhoj_W GEt073JA&index=11 -

Case study


Original idea: http://epicenter.stanford.edu/resource/activity-guide-living-inthe-business-model-canvas.html


Unit 5 Enterprise, Team, & Personal Models Canvas


Draw your SMART Idea Exercise Description Unit No:

5 ex. 1

Exercise Name Specific objectives

Draw your SMART Idea

Duration

90’

Material/ro om

 Business model canvas template  SMART business idea  Small post-its of different colors  Pens  Participants should be able to sit down and write down Around 5/6 per trainer

No of participants Description

 Ensure all concepts from previous parts have been understood  Learn how to draw a business idea into a business model  Properly understand the different parts of the model and being able to work on all of them  Learn how to provide feedback to other participants  Learn how to collect feedback and use it to benefit a final work

The final activity of the SPRINT will require all the information learnt during the previous activities. First of all, participants should recover the business idea they created on the first chapter, during the SMART goals. Using it as base, they will have to build their own Business Model Canvas, making sure they put at least one thing in each of the boxes. They will have 30 minutes to create it. Once the 30 minutes have passed, participants will put their Business Model canvas in the wall with their business idea on top of it and they will start looking at the rest of the canvases. Using post-its, participants will add anything they consider interesting to the canvases of their partners. Since the business idea will be next to the BMC, it will be possible for them to get an idea of what each person was thinking when producing the canvas. After 30 minutes of looking around and helping other people’s canvases, participants will collect their own BMC and they will have 15 minutes to look at all the feedback they have received and add anything they may want to their BMC.

Methodolog ical advice Variations

Finally, 15 minutes could be left in case they have any question(s) regarding the feedback they received or anything else in their BMC. Give participants as much freedom as possible, to let them interact among them and realize how much they know/can help the others. Not applicable


Country specific adaptions Weblinks, Videos, Pictures, further material

Not applicable

SPRINT 1, Unit 5, ex.1 ES-1.MOV: https://www.youtube.com/watch?v=SJEFTlwC7qg&list=UUDDkzClLzhhoj_WG Et073JA&index=28 SPRINT 1, Unit 5, ex.1 ES-2.MOV: https://www.youtube.com/watch?v=zXMI1iOrQqI&list=UUDDkzClLzhhoj_WG Et073JA&index=26 SPRINT 1, Unit 5, ex.1 ES-3.MOV: https://www.youtube.com/watch?v=Vo80ODDlZ7o&list=UUDDkzClLzhhoj_W GEt073JA&index=25 Business Model Canvas template


SPRINT 1 – ANNEXES


SPRINT 1 – ANNEX 1 TEMPLATES OF ROLES Version 1: easy Roles are exactly the business model canvas boxes

Value proposition

Customer relationships

Channels

Customer segments

Key partners

Key activities

Key resources

Cost structure

Revenue streams


Version 2: medium Roles are a possible character inside the Business Model Canvas; the role is also included in the card. In this case, they refer to a fictional website. Important: when using this version, it is possible that the roles offered do not entirely fit your purposes. You can use this as inspiration and create your own roles if you think it is going to be more fitting for the exercise! Various levels of product luxury available (Value proposition)

Feedback questionnaire after sale (Customer relationships)

Website (Channels)

Client interested in the product (Customer segments)

Material suppliers (Key partners)

Teaching (Key activities)

Importance of our brand (Key resources)

Employee payroll (Cost structure)

Other brands want to advertise in our website (Revenue streams)


Version 3: complex Roles are a possible character inside the Business Model Canvas. In this case, they refer to a fictional website. Important: when using this version, it is possible that the roles offered do not entirely fit your purposes. You can use this as inspiration and create your own roles if you think it is going to be more fitting for the exercise!

Various levels of product luxury available

Feedback questionnaire after sale

Website

Client interested in the product

Material suppliers

Teaching

Importance of our brand

Employee payroll

Other brands want to advertise in our website


SPRINT 1 – ANNEX 2 ZARA CASE STUDY Zara is a Spanish fashion clothing manufacturer and retailer (7) owned by Inditex Group (8) and formed in the 1970’s. The company has a strong entrepreneurial culture (6) and employs lots of young talent (6). Zara mainly targets young and urban female customers (1) and offers acceptable prices (2). There are always new products in Zara stores (2). In this sense, Zara’s collaborative relationship with suppliers (8) allows the company to complete the development and shipment of a new product to its stores in just two weeks (2) ,which outweighs the average of fashion industry of six months. Usually, Zara stores are spacious but the stock is displayed in limited quantity. This kind of strategy gives customers a sense of originality and exclusivity (2) and creates an artificial scarcity and a culture of “buy it now or you may lose it” (4). Besides its well-located stores (usually close to luxury brands) (6), Zara uses a wide variety of channels to sell its products and to keep in touch with its customers like its online store or Zara App (3). Finally, Zara’s clothes and accessories are a product of the designers’ interaction with potential customers from competitors’ stores, clubs, fashion shows, university campuses and any other events or venues related to the lifestyles of the target customers (7). Source: https://www.mbaknol.com/management-case-studies/case-study-zaras-supply-chainsuccess-story/ 1. Customer segments: Groups of customers that the company tries to serve based on their different needs or attributes. 2. Value proposition: The collection of products and services a business offers to meet the needs of its customers. What distinguishes a company from its competitors. 3. Channels: Means through which companies reach, interact and provide value to its customers. 4. Customer relationships: How a company interacts with its clients, he kind of relationship it has with customers. 5. Revenue streams: Sources of cash and revenues. 6. Key resources: The most important assets an organization needs to deliver their value proposition. 7. Key activities: Activities that are key to producing the company’s value proposition. 8. Key partners: Strategic alliances for the company. 9. Cost structure: All of the costs the organization will incur


Innovative training PRogramme

BRAVE TRAINING SPRINT 2 “DRAW” Project number: 2017-1-RO01-KA204-037257 The Project is funded by the European Commission in the framework of Erasmus+ programme – KA2 Strategic Partnerships in the field of Adult education.

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.


This Module contains: • •

General overview 3 UNITS – Description

DESCRIPTION OF THE EXERCISES • SPRINT 2 – ANNEX 1 • SPRINT 2 – ANNEX 2

UNIT 1: ANALYZING TARGET GROUPS, COMPETITORS, EXPERIENCE OF THE PRODUCT Exercises/ Methods: •

TA.COM.E

UNIT 2: GUIDED TOUR OF THE PERSONAL BUSINESS MODEL CANVAS & DRAW YOUR AS-IS MODEL Exercises/ Methods:

9 FULL BOXES – FOR YOU

TRANSFORM THE SYMBOLIC WORDS FROM THE GENERAL MODEL INTO CONTENT VALUES FOR YOUR MODEL

UNIT 3: CONDENSE YOUR AS-IS MODEL Exercises/ Methods:

LEARN WHY CUSTOMERS ARE WILLING TO PAY. VALIDATE YOUR COSTS WITH YOUR CUSTOMERS.

YOUR VALUE TRAIL: TAKE THE PROFESSIONAL PATH, DEVELOP YOUR OCCUPATIONAL PROFILE AND SECURE YOUR CAREER!

YOUR DREAM, TEAM SCENARIO, COMPANY BRAND!


RESPONSIBLE OF THE SPRINT: FDE (RO)

1.1 Training Sprint 2 “DRAW”

1.2 Units: General overview

1.3 Units: Description

1.4 Exercises: Description of the exercises


1.1

Abstract: TRAINING SPRINT NO.2: „DRAW”EMPOWERMENT

In the second SPRINT of this innovative training program, individuals will learn how to plan and develop their career using and practicing the Personal Business Model You (BMY) methodology / approach. The methodology / approach of this personal model – Business Model You – is based on the previous model, the Business Model Canvas (BMC), which was practiced in the first SPRINT and through which the participants learned by practicing the basic concepts and gained the experience to work later on creating their personal model. While the business model refers to how a company/organization creates and offers value to the client, the personal business model refers to how a person creates, manages and offers his/her own value (my value) to an employer, a collaborator, a team or potential clients. Essentially, the personal business model is the way a company/organization plans to generate revenue. It shows how the company creates value for customers who, in turn, bring revenue and profit to the company itself. Personalized according to wishes and aspirations, the personal business model represents the professional path that a person establishes to go through, identifying the most opportune paths through which, in stages, he corrects, develops, diversifies the occupational profile, creating its own value that brings/sustains its trust and satisfaction, ensures personal development and professional careers, as a employee in a certain occupational field or as an entrepreneur.

A business model answers to the following questions:  Who are the clients of the organization?  What do customers perceive as the value they receive?  How can the organization deliver value at a convenient cost?  A personal business model must answer to the following questions:

 Whom do you want to sell/make available the value created by you/your competence?  What do employers, collaborators, team, potential clients perceive as the value they receive, your competence?  How can you provide to your employer/employee, team, potential clients, your value/competence, at a cost convenient to both parties? A personal business model must meet three criteria: be simple, relevant and easy to understand. The emphasis on personal business models is based on the creative way in which individuals:  establish and pass the professional route  identify and exploit the most appropriate paths  activate and relate  evolve through every stage, acquiring occupational or entrepreneurial value (abilities, skills, competencies, trust, enthusiasm, determination, will, money, stability, satisfaction, fulfilment)  are different from the other competitors The idea of the BMY is to help individuals with complex thinking when they want to make changes in their career. It helps to reinvent career paths by showing the best way to find financial support, based on individuals’ talents, goals, needs, desires and the environment. The personal business model includes nine elements: 1. Who helps you – Your personal and business network that helps and supports you for career purposes (e.g. family, friends, bosses, mentors, etc.). 2. What you do – What kind of activities you do daily and what defines your occupation (e.g. designing, teaching, calculating, writing, managing, producing, fabricating, etc.). 3. How you help – What kind of problem do you solve for clients/employers and how you help them achieve their goals (e.g. lower risk, better performance, stronger brand, etc.). 4. How do you interact – What kind of relationship you have with your clients / employers and how do you interact with them


daily (e.g. personal service, online communication, etc.). 5. Who you help – Who are your customers? 6. Who are you and what you have – e.g. your talents, the type of work you want and the resources you have that can help you reach your career goals. 7. How they know you and how do you deliver – How can you find potential clients, how they can hire you, how you provide services and how you make sure your employers are satisfied (e.g. web site, social media, etc) 8. What you get – why you are paid, how much and what other benefits do you enjoy. 9. What you give – Soft costs related to activities such as time, energy, stress, etc. It is important to keep in mind some differences between organizational business model and business model: • In a personal business model, the individual represents the Key Resources: his/her interests, skills, experience, expertise, personality and assets that the individual owns or controls.

In an organizational business model, Key resources often include a wider range of resources, represented by a group of people. A business model takes into account unqualified "soft" costs (such as stress) and "soft" benefits (such as satisfaction). The organizational business model generally only considers monetary costs and benefits.

When designing a personal business model, the individual must take these differences into account when setting the elements that represent each of the nine sections. The canvas is just the first step in creating your personal business model. It‘s important to stay motivated and reflect on who you are, identify your life's purpose, reinvent yourself and, most importantly, decide how to act. Be active, think positive and reinvent your career by choosing the right path!


Learning objectives  Making people aware of the necessity for a new set of tools and approaches to replace business planning and other management principles already out-dated;  Understanding the role of a new approach/innovative methodology to generate the personal business model – Personal Business Model You (BMY);  Understanding and practicing how to transfer market risk, even at the very start of the business launch process;  Understanding the factors that determine the success of a business;  Enabling and understanding the innovative ways that you can generate/create/build, properly and positively, a business or your own value, namely: 

exercise communication with potential employers, collaborators, team, current clients, undertaking everything that allows you to really get into their minds;

exercise simulation of the buying process to ensure that what you create and launch in the market will be sold;

awareness and practice of perseverance and persistence, when necessary;

 Learning, practicing and understanding how to identify and manage the elements that form BMY compared to the core Business Model Canvas;  Learning, practicing and understanding the most impactful ways to collect the information needed to create a personal business model;  Understanding the importance of establishing a series of hypotheses about your business and conducting experiments to validate or reject your assumptions;  Practicing and understanding the ways you need to focus on key business elements to clarify any confusion in the process of creating your personal business model;  Practicing and understanding how to use a new tool called Business Model You (BMY); Awareness of the need to be active, to think positively, to understand how to act to reinvent your career by choosing the right path!


1.2

UNITS: General overview

No

Duration

2

3 hours and 20 minutes 2 hours and 50 minutes

1

1 hour

3

1.3 No

Duration

1

1 hour

2

3 hours and 20 minutes

3

2 hours and 50 minutes

Name

Analyzing Target groups, competitors, experience of the product Guided Tour of the Personal Business Model Canvas & Draw Your As-is Model Condense Your As-is Model

UNITS: Description

Name and description

Analyzing Target groups, competitors, experience of the product Guided Tour of the Personal Business Model Canvas & Draw Your Asis Model Condense Your As-is Model

Exercise name/Method

TA.COM.E

9 full boxes – for you Transform the symbolic words from the general model into content values for your model Learn why customers are willing to pay. Validate your costs with your customers. Your Value Trail: Take the professional path, develop your occupational profile and secure your career! Your Dream, Team Scenario, Company Brand!


Unit 1: Analyzing Target groups, competitors, experience of the product


TA.COM.E Exercise Description Unit No: Exercise Name Specific objectives

Duration Material/roo m

No of participants Description

Methodologi cal advice Variations Country specific adaptions Weblinks, Videos, Pictures, further material

1 ex. 1 TA.COM.E  To understand which are the target groups and the competitors of my business idea  To understand the difference between target groups and competitors  To focus on the development of the experience of the product: why me?  To develop the added value of the experience proposed 1 hour  Poster printed, POST-ITs, markers, pens, white papers, LegoSP, 5 tables, paper scotch tape, patafix.  N. 10 copies A3 of the TA.COM.E (Target Groups, Competitors, Emotions) poster + n. 10 copies A3 of the Product Idea Service poster to be printed (2 of each per table). 6 persons from different countries per group Participants will be divided in 5 transnational groups (6 mixed people per table, 1 per country), boxes of Lego in each table. Participants are invited to think about their idea, by taking in consideration: TARGET GROUPS, COMPETITORS, EXPERIENCE OF THE PRODUCT. They will build 1 model in general or 1 model per each topic. Then they will share in the group and 1 person per table will present his/her work to the whole group of participants and the stories will be connected to the Product Idea Service elements. The added value of the exercise is to share the description of each topic in order to collect insights from the others, so it is important to encourage participants to be open for giving and collecting feedback. If you have time and you consider it necessary, you can ask participants to explain why they believe each letter is appearing in their peer’s goals when giving feedback. None https://vimeo.com/album/5773648/video/318063447 https://vimeo.com/album/5577451/video/302517826 https://vimeo.com/album/5577451/video/302491326 https://vimeo.com/album/5773648/video/318063906 https://vimeo.com/album/5773648/video/318063967 https://vimeo.com/album/5773648/video/318149045 https://vimeo.com/album/5773648/video/318148981


Unit 2 Guided Tour of the Personal Business Model Canvas & Draw Your As-is Model


9 full boxes – for you Exercise Description Unit No: Exercise Name Specific objectives

Duration Material/room

No of participants Description

2 ex. 1 9 full boxes – for you  First contact with Business Model You (BMY);  Learning, practicing and understanding how to identify and manage the elements that form BMY compared to the core Business Model Canvas;  Learning and Understanding the Benefits of Business Model You;  Learning, practicing and understanding the relationship between the sections of BMY;  Exercising to give and receive feedbacks from other participants. 1 hour and 40 minutes Paper sheets with pattern template BMY (A1 format) distributed to each participant; Paper sheets with template for BMY / BMC (format A4) distributed to each participant; Work sheet with information useful for the correct management of the proposed exercise, with questions and details; 9 Sets of paper tapes with adhesive tape in different colours for each element in the BMY structure (approximate dimensions: 160 cm * 190 cm) distributed to each team; Pens and markers; Adhesive tape and glue; Training room, tables and chairs. 6 persons from different countries per group Trainers will display the patterns of BMC and BMY. They will present the participants the structure of the BMY template compared to the BMC template, detailing the structure elements in each template section, their position and order on the template, the role and the interaction with the other elements (about 10 min). This way the participants will have the opportunity to refresh their knowledge of the two models or to see for the first time the cloth with the segments of the BMY pattern. Then the participants will be divided into teams and the teams will be numbered. Participants will be provided with sheets of paper with template of BMY (format A1) and sets of paper tapes with adhesive tape, in different colours, distinctive for each structural element of the BMY template both for the individual work stage and for the stage of giving feedback to other teammates. In the first stage (50 minutes), each team will work separately and will need to:  fill in the answers to the questions on the worksheet, exemplifying if they consider 3it necessary, filling in post-its;  read carefully the information on the BMY structure sheet, completing what it seems necessary, on the post-its;  group and stick post-its in the sections of the BMY template to which they correspond;


 Identify and fill in the post-its, the way and ways of linking the sections that form BMY and how each section contributes to its value proposition, facilitating the sale,  Then, they will have to paste the post-it with the details of the relationship in the sections of the corresponding BMY template. After completing all the sections of the BMY template, each team will stick his template on the sidewalls of the training room, personalizing it with his/her name. In the second stage, after posting all the templates, each group will switch to the other templates and complete the sections with additional elements that they identify as necessary and useful, written in posts-its (about 15 min). After completing this tour, each group will review its template, read and try to understand the role of the additions made by the other groups (about 5 min).

Methodological advice

In order to facilitate clarifications, participants will be encouraged to ask questions and answer any questions asked by other teammates (about 20 minutes). In this way, each team / participant will practice giving, collecting and using feedback. When explaining the position and role of each section of the template structure, make sure that the differences between the sections of each pattern and the structures of the two templates, BMC and BMY, are correctly and clearly understood. Make sure that the participants understand correctly the theme and purpose of the exercise, understand the structure elements of the BMY and the purpose of the relationship between them, that they use SMART goals to model the business idea or professional route in their minds, actively participate in both stages of the exercise.

Variations Country specific adaptions Weblinks, Videos, Pictures

Encourage participants to be open for receiving and collecting feedback. Not applicable Not applicable

https://vimeo.com/album/5773648/video/318065187 https://vimeo.com/album/5773648/video/318063902 https://vimeo.com/album/5773648/video/318063491


Transform the symbolic words from the general model into content values for your model Exercise Description Unit No: Exercise Name Specific objectives

Duration Material/roo m

No of participants Description

2 ex. 2 Transform the symbolic words from the general model into content values for your model  Learning, practicing and understanding how to identify and manage the elements that form BMY compared to the core Business Model Canvas;  Learning and Understanding the Benefits of Business Model You;  Learning, practicing and understanding the relationship between the sections of BMY;  Exercising to give and receive feedbacks from other participants. 1 hour and 40 minutes Paper sheets with pattern template BMY (A1 format) distributed to each participant; Paper sheets with template for BMY / BMC (format A4) distributed to each participant; Work sheet with information useful for the correct management of the proposed exercise, with questions and details; POST-Its, Pens and markers; Adhesive tape and glue; Training room, tables and chairs. Individual work The first business you need to build – Business Model You (Who you are and what you have to offer). Trainers will make a reminder of the Business Model You tool, a short analysis of the previous exercise and invite all the participants to write their story – what are doing at this time and what are proposing for the future. Trainers will encourage participants to be brave, introspective, and creative, to find the way to express themselves, to identify their uniqueness, value proposition and particular aspects that they bring, or they can bring in every context in which they arrive. This approach suggests looking at you/your profile as a business and clearly defining this "business model" - the way you capitalize on your talents and strengths to grow professionally and personally. (10 min) Participants will work individually, each one on their own BMY. They will complete each part of their BMY with their own values, thoughts, hypothesis, etc. After completing all the sections of the BMY template, each participant


will stick her/his template on the side walls of the training room, personalizing his name BMY template. (45 min) Peer to peer: in the second stage, after posting all the BMY boxes, each participant will switch to the other participants BMYs, ask questions, and make suggestions putting additional elements that they identify as necessary and useful, written in post its. (10 min) After completing this tour, each participant will review its template, read and try to understand the role of the additions made by the other teammates. (about 5 min). Then, in order to make something tangible and potentially commercially viable, they will try to think/write to a story – their story, their way, their BMY. (20 min)

Methodologi cal advice

In order to facilitate clarifications, participants will be encouraged to ask questions and answer any questions asked by other teammates. (about 10 minutes). In this way, each team / participant will practice giving, collecting and using feedback. When explaining the position and role of each section of the template structure, make sure that the differences between the sections of each pattern and the structures of the two templates, BMC and BMY, are correctly and clearly understood. Make sure that the participants understand correctly the theme and purpose of the exercise, understand the structure elements of the BMY and the purpose of the relationship between them, that they use SMART goals to model the business idea or professional route in their minds, actively participate in both stages of the exercise.

Variations Country specific adaptions Weblinks, Videos, Pictures, further material

Encourage participants to be open for receiving and collecting feedback. Not applicable Not applicable

https://vimeo.com/318149540 https://vimeo.com/318149425 https://vimeo.com/318149306 https://vimeo.com/318149235


Unit 3 Condense Your As-is Model Canvas


Learn what customers are willing to pay. Validate your costs with your customers Exercise Description Unit No: Exercise Name Specific objectives

Duration Material/room

No of participants Description

3 ex. 1 Learn what customers are willing to pay. Validate your costs with your customers  Practice the management of a sales offer (product / service / work);  Practicing the ability to establish the right price;  Awareness of the importance of requesting feedback from potential clients, about the ratio between the offered value and the price;  Awareness of the importance of loyalty and familiarity with the „loyalty scale“;  Exercise and management of feedback. 50 minutes 5 distinct sales offers, one for each team, to be distributed to each participant; Role tickets that will be drawn at the level of each team (6 roles: bidder, candidate, potential buyer, buyer, client / promoter, ardent supporter); Sheets with a description of each role that will be distributed to each participant; Work sheets distributed to each team, with a diagram of the loyalty scale and presentation of the structure of this diagram; Pens and markers; Adhesive tape and glue; Training room, tables and chairs. 6 persons from different countries per group The 5 distinct sales offers, one for each team, in 6 copies each, will be distributed to each participant. Then the role tickets will be drawn at the level of each team (6 roles: bidder, candidate, potential buyer, buyer, client / promoter, ardent supporter). The sheets describing each role will be distributed by the trainer to the participants. Participants will know the name of each role, they will know who performs the role of the seller, but will not know who holds the other 4 roles. Each participant will know the role he/she is going to play and will need to identify the role played by the other four teammates during the exercise. Trainers will present the game's rules to the teams (5 min): At the level of each team, the seller/bidder will present and launch their offer (5 min). During the game, the seller will relate to "clients" and will


play the role of improving the offer, as he thinks he has to act on the real market in his own business. Attention, those who have the role of "clients" (candidate, potential buyer, buyer, client / promoter, ardent supporter) should not reveal their position! Then both the seller and his teammates, who have roles of "clients" positioned differently on the loyalty scale, will have to play roles, communicate, ask and answer questions, and behave as they know and understand Everything that happens in the real market, taking into account the following information that they receive on the sheets with the methodological guide of the exercise. In the first stage, after presenting the offer, for 25 minutes, at the level of each team, all the participants enter into role, communicate, ask and answer questions. The seller communicates and updates the offer, if he thinks it fits, in the position of "customer" reactions. Once the communication time is finished, each participant will fill in the loyalty scale sheet that has been assigned to him, with the names he/she has identified as playing each specific role.

Methodological advice

Variations

Country specific adaptions Weblinks, Videos, Pictures, further material

In the second stage, at the level of each team, each participant will support and substantiate the conclusions and then post the scorecard with the loyalty scale (10 min). In order to facilitate clarification, trainers can intervene with additional details if they consider it necessary. The participants will be encouraged to ask questions and answer any questions asked by team colleagues. After completing this exercise, each participant will review its BMY template to update it so as to ensure that the value it proposes through its own business model is at least at the level of customer expectations and needs (5 min). When explaining the exercise guidelines and the roles proposed, make sure they are correctly and clearly understood by each participant. Ensure that participants understand correctly the theme and purpose of the exercise, that they use and exercise all their abilities, and that they participate actively at all stages of the exercise. Encourage participants to be open for communication, giving and collecting feedback. If possible, the exercise can also be done through dialogue with potential clients in the market, in a commercial space, in a restaurant, public entity, etc. Not applicable

https://vimeo.com/325149623 https://vimeo.com/325149589 https://vimeo.com/325148929 https://vimeo.com/325148806 https://vimeo.com/325148773 https://vimeo.com/325148703 ANNEX 1 – METHODOLOGICAL GUIDE / GAME REGULATION


Your Value Itinerary/Route: Take the professional path, develop your occupational profile and your career it’s secured!

Exercise Description Unit No: Exercise Name Specific objectives

Duration Material/room

No of participants Description

3 ex. 2 Your Value Itinerary/Route: Take the professional path, develop your occupational profile and your career it’s secured!  Practice the election of a professional route,  Practicing the way you identify the professional path and the opportunity to step through the professional path;  Exercise the evaluation of the impact of every step you made during your occupational profile journey;  exercise the valuation of the personal value created through the paths of the trained professional path;  Exercise the presentation of a personal professional offer;  Exercising the skills to add value to the offer at least at the level at which you imagine/ are intuited the expectations of the potential employers, collaborators, potential team, potential clients,  Exercise the ability to request and practice a remuneration appropriate to the personal value offered/team value;  Practice the management of feedback received 1 hour  Sheets,  Pens, markers,  Worksheets distributed to each team / person, with the career path diagram and details of the structure of the chart and how to manage it and interpret the information provided  Training Hall, Tables and Chairs. 6 persons from different countries per group At each team level, all participants will receive a career path diagram and instructions on the exercise methodology (5 min). In the first stage, after the presentation of the methodology, for 30 minutes, at the team’s level, each participant activates and begins to draw


up his own career path chart, in line with the structure of his own BMY pattern, made in previous exercises, from the structure of this sprint. In the second stage, at the team’s level, each participant will support and substantiate the conclusions and then post the chart with the career chart of the career (20 min). In order to facilitate clarification, trainers can intervene with additional details if they consider it necessary and the participants will be encouraged to ask questions and answer any questions asked by team colleagues.

Methodological advice

Variations Country specific adaptions Weblinks, Videos, Pictures, further material

Upon completion of this exercise, each participant will review its BMY template to update it to ensure that the value it proposes through its own business model is at least to the level of expectations and real needs of employers, potential customers (5 min). When explaining the proposed experiment, make sure it is correctly and clearly understood by each participant. Ensure that participants understand correctly the theme and purpose of the proposed experiment that they use and exercise all their abilities that they are actively participating in all stages of the experiment. Encourage participants to be open for communication, giving and collecting feedback. If time allows, teams can be dropped and can be done with the whole group. Not applicable

https://vimeo.com/325149100 ANNEX 2 – METHODOLOGICAL GUIDE


Your dream, the team scenario, the company brand!

Exercise Description Unit No: Exercise Name Specific objectives

Duration Material/room

No of participants Description

3 ex. 3 Your dream, the team scenario, the company brand!  Practice the creation of an application file for a certain occupational profile,  Practice description of an occupational profile,  Practice the identification and description of the attributions for an occupation,  Practice the presentation and submission of a candidacy file,  Providing feedback and managing feedback received. 60 minutes  Sheets,  Pens, markers,  Worksheets distributed to each team / person, with the career path diagram and details of the structure of the chart and how to manage it and interpret the information provided  Training Hall, Tables and Chairs. 6 participants on the team At the level of each team, the participants will be divided into 2 groups of 3 people. By drawing lots, the two groups will receive the mission they have to accomplish. The two missions distributed are: 1. Prepare an application file for an expert (confectioner / chef / pastry) who will represent a team in a culinary contest 2. Preparing an application file for an entrepreneur who will represent an association of businessmen at an international fair of agricultural machinery (5 min). Text Methodological Guide for the preparation of application files: The description of the occupational profile in the application file will answer the questions: 1. Who he/she is and what he/she does 2. What are the attributes of the function 3. Where do they work and under what conditions 4. What tools, equipment, materials is using; 5. What resources are they holding, what competencies, experience, expertise, why they succeeded, what value they create, what they recommend


In the first stage, after the presentation of the methodology, for 30 minutes at the team’s level, each group activates itself, communicates, selects, establishes, bases and develops the application file for the drawn lot occupational profile. In the second stage, at the team’s level, each group will support and stand up the value of the application file and then post the occupational profile sheet in a personalized presentation, agreed on the group level (20 min). In the third stage, each group gives feedback to the other and presents their degree of satisfaction, materialized in accepting or declining the application file submitted to them (5 min).

Methodological advice

Variations Country specific adaptions Weblinks, Videos, Pictures, further material

In order to facilitate clarification, trainers can intervene with additional details if they consider it necessary. The participants will be encouraged to ask questions and answer any questions asked by team colleagues. When explaining the proposed experiment, make sure it is correctly and clearly understood by each participant. Ensure that participants understand correctly the theme and purpose of the proposed experiment that they use and exercise all their abilities that they are actively participating in all stages of the experiment. Encourage participants to be open for communication, giving and collecting feedback. If time allows, teams can be dropped and can be done with the whole group. Not applicable

https://vimeo.com/325149774 https://vimeo.com/325149846 https://vimeo.com/325149810


SPRINT 2 – ANNEXES


TEXT METHOLOGICAL GUIDE / GAME REGULATION The value you offer must be at least at the level of your customers' expectations! When you add significantly more value to your business than your competitors, leave some room for maneuver to potential buyers. They will pay you much more than others. Why? Because you added so much value! Also, when a client decides to leave and appeal to a competitor of yours, he says "Your prices / fees are too high." What it really means is that "Your products or services are not worth the price you are doing. They do not receive in return value for money spent! " Focus on adding value and make sure you practice the right price. Build extra value, and you'll be surprised how up your "perfect" price will go up! Loss of buyers has real effects on sales and profits - and, ultimately, on the value of your business. So, what steps do you take? Make sure you treat each client in the best possible way. Make sure you show them all the care, respect and attention you are able to do. It goes beyond limits. Make it almost impossible for buyers to think of buying from elsewhere than from you, regardless of price, location, comfort or any other reason. Make sure you become not only the favourite place to buy, but the only place that buyers and customers take into account. It costs you six times more to convince a prospective customer to buy from you, than it would cost you to sell repeatedly to existing customers! Why should you buy your customers instead of buying from the competition? If you really want your business to achieve its success, to thrive rather than survive, and to maximize the investment you have made, you must continually find ways to offer your customers unique advantages that they cannot get anywhere else. And when you do, you will earn the loyalty of your customers, motivate them to make more transactions with you, keep them more time, and inspire them to tell other friends and business associates about you. In other words, if you can offer customers unique, convincing and profitable reasons to enter into transactions with you, they will not only keep you active on the market, but will ensure your well-being and success through that. Your existing customers or ex-buyers have already had at least one purchase experience from you, so I know you. If you did your job well, and made them feel special, the chances that they will come back to buy from you will grow sensitively.


Trust and credibility have already been established. All you have to do now is to make them an exciting offer. On the other hand, new potential buyers, those who have not had this experience buying from you, require a lot more time, effort and money to bring them to the same level of confidence as your existing customers. First, you need to draw your attention to the potential buyer. You do this through advertisements, sales letters, newsletters, postcards, telemarketing campaigns, and a variety of other promotional tools. Then take care of them, stay in their direction to guide them, step by step through the building of trust, just to bring them to the first level of confidence your current customers were when they started to buy from you. You have to raise them on the Loyalty Stair, from the Buyer Potential, then the Buyer and, finally, the Client, Promoter, to become, in the end, the Furious Supporter. All this takes time and money. But you have to do it, because Companies lose on average 19% of their clientele each year. This means you have to attract 10% more new customers each year just to balance the situation! At each 5% increase in customer care, you can generate a 30% -40% increase in profitability over 12-16 months!


SPRINT 2 – ANNEX 2


TEXT METHODOLOGICAL GUIDE The career path diagram has the vertical path structure that facilitates the achievement of the level of personal and professional development desired: 1. The way of identifying the boxes, with the note that they are divided into two main categories: boxes for the career path of the entrepreneur and boxes for the career path of the employee, 2. The way of selecting the boxes he / she needs to continue the chosen career path, 3. The way of activating the boxes, using their contents, 4. The way of obtaining the obtained results (the stage of the professional path and the level of the occupational profile), 5. The way of monitoring professional mobility and career as an entrepreneur or employee The career path diagram has the structure, horizontally, of the stages of the professional career path, measured over time, that facilitates the monitoring and evaluation of the time needed to ensure the implementation of the personal business / career plan. Choosing a professional route. Professional mobility and career What is your career? Career represents all the professions, professions, occupations, social roles, family, functions, work experiences, leisure, hobbies - is life itself. All the events that happen to us, from birth to the end of our lives, affect our life / career. Building a personal career requires both self-understanding and the society we live in.


Personal care depends on the skills, the needs and the reasons, as well as the attitudes and values of each person. In this sense, the self-knowledge, the self-image and the image that others have of us are of great importance. Identifying your personal vocation involves identifying your interests, values, abilities and skills, as well as the personal experience and skills of each of us. Self-knowledge is a process that develops throughout everyone's life with the accumulated experience. Self-image and respect for one's own person have a determining role in the behavior of each person in society. Currently, career counselling, Vocational Counselling, Vocational Guidance, through the proposed activities, helps beneficiaries to become aware of their own qualifications and personal resources, develop decision making skills, make career choices at any time during their lifetime. Personal choices must be appropriate to the labour market requirements (place of demand and job offer), which are constantly evolving. The skills and attitudes gained help the participants to control their own learning / careers / lives, to learn better, efficiently and consciously, to lead themselves, to integrate easily into their environment. Career is the activity that provides a source of income, but also different degrees of professional satisfaction. Individual work experiences have a significant influence on the general psychological state of the person. Career means awareness of the professional, past, present and future path with horses and directions that have been, are or will be followed or abandoned. It can be said that a person can go through several careers throughout a lifetime. What is your career based on? On sustained work, school years and studies, family, friends, good luck. Professional career is the professional development of a person throughout his or her life. Within the same profession, a person's career may be subject to specializations, training or professional promotions. Career can also be seen in economic, sociological or psychological terms. From an economic point of view, career is a succession of professional positions occupied by a person as a result of his training and professional merits. From a sociological point of view, career represents a succession of roles played by a person, each of which is the basis of the next one. From a psychological point of view, choosing career roles and success in their exercise depends on the person's skills, interests, values, needs, previous experience and aspirations. Stages of the professional route


1) The onset (between 15 and 25 years) is the time the young man finishes his studies, finds his first job and marries. 2) Advancement (25-45 years) is the stage in which career is usually significant, but also where career and family life-time complications can arise. It's the busiest career. Competencies and skills can be fully demonstrated, performance is greatest, and labor market opportunities are the most common. However, there are also first concerns about the aging and the state of health. 3) Stabilization (45-65 years) is the last part of the professional path, when the individual knows the value system, consolidates his family life, has an overview and accepts the limits of his own career. If until this stage the evolution is ascendant for most people, without significant deviations, around the age of 45 there appears a branch from which three possible ways can be traced:  progress in leadership or new professional orientation;  stabilization, capping;  slow or steep decline / precipitated entry in the last stage. 4) Retirement generally begins at the age of 65 and is a period of careers that needs to be prepared with caution because of the high potential for stress involved. For people with a good physical and mental state, the stage can be a new beginning, a continuation of the activity in the family, social, business, small agriculture, etc. Each of the periods described above has its importance, generating both opportunities and threats. Therefore, it is necessary to analyze each particular situation and, especially, to prepare and treat it with all the attention and seriousness, without prejudice and complexity, to maximize the possibilities of self-realization and personal development. Career Plan - The perfect tool for choosing a professional career path to develop your occupational and career profile The Career Plan is a useful tool both for students, students, master students and fresh graduates, as well as for people with professional experience. Its importance is to give clarity and direction to the educational and professional path. The Career Plan contains information about: Skills, values and interests The first step in building a personal career plan is to identify the right field of activity. Skills, values and interests indicate, along with other factors, which profession is appropriate for the person. Type of motivation Motivation is the engine of career development. Identifying motivational factors is essential in the process of self-knowledge from a socio-professional perspective. Personality traits Personality traits have an important role to play in decisions about their own career. For example: a very sociable person will most likely choose a professional context that involves working with people, while a person centered on himself will prefer to work independently of the rest of the team he is part of. The strengths / strengths of the person and the issues to be improved Achieving professional goals involves raising awareness of the strengths and using them in an advantageous manner, but also overcoming boundaries.


Career Opportunities Depending on the field of activity, job opportunities will be explored so that the short and medium-term professional pathway can be developed. The concrete educational and professional goals The setting of objectives will include the educational, professional, but also the desiderata in relation to the socio-professional and financial status. Implementation strategy For the career plan to materialize, it is important to set the appropriate steps and resources. Career planning is also an effective tool for companies that promote / support / invest in the need for employee evolving.


Innovative training PRogram PRogramme

BRAVE TRAINING SPRINT 3 “REFLECT”

Project number: 2017-1-RO01-KA204-037257 The Project is funded by the European Commission in the framework of Erasmus+ programme – KA2 Strategic Partnerships in the field of Adult education.

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.


This Module contains: •

General overview

2 UNITS – Description

DESCRIPTION OF THE EXERCISES

UNIT 1: ANALYZING TARGET GROUPS, COMPETITORS, EXPERIENCE OF THE PRODUCT Exercises/ Methods: •

TA.COM.E

UNIT 3: CONDENSE YOUR AS-IS MODELUNITS: Exercises/ Methods:

Learn why customers are willing to pay. Validate your costs with your customers.

Your Value Trail: Take the professional path, develop your occupational profile and secure your career!

Your Dream, Team Scenario, Company Brand!


RESPONSIBLE OF THE SPRINT: ZENIT (IT)

1.1

TRAINING SPRINT 3: “REFLECT”

1.2 UNITS:

General overview

1.3 UNITS:

Description

1.4

EXERCISES: Description of the exercises


1.1

Abstract: TRAINING SPRINT NO.3:„REFLECT”

Dream jobs are more often created than found, so they’re rarely attainable through conventional searches. Creating one requires strong self-knowledge. “Most job-hunters who fail to find their dream job fail not because they lack information about the job market, but because they lack information about themselves”. The purpose of the Reflect SPRINT is to support self-reflection on personal realization starting from the picture created on SPRINT 2 (Draw) and using some group tools (Visualization and Peer to Peer Review) to better re-shape it on a peer-review approach. 1) Visualization Visualization is the transformation of information into images that you see, either literally with your eyes or figuratively with your mind's eye. Sometimes it's about representing text or numbers or other bits of data with pictures (which are worth a thousand words). Visualization is any technique for creating images, diagrams, or animations to communicate a message through visual imagery considered as an effective way to communicate both abstract and concrete ideas. Visualization makes all the important contributions to the discussion visible for the entire group. These contributions can be recorded and organized, and any relationships between them will emerge. 2) Peer to Peer Review In science, Peer Review is the process of evaluating scientific work by a group of experts in the related field. It is also known as refereeing because the work or project must be critiqued before it is published, funded, or implemented. The work or project may be accepted, considered acceptable with revisions, or rejected altogether. Starting from this approach Peer Review has become generally known as a technique leading to the evaluation of work, projects, assumptions, etc., by one or more people with similar competences as the producer (in that sense peers). Basic principles of such technique are the following:

1. Gathering participants in small groups to have all actively participating (in this sense groups from 6 to 8 people are preferable); 2. Set a clear purpose for the activity (keep then the group focused on the purpose of the activity); 3. Ask one of the participants to start explaining his/her work / idea (paper, project, essay, task, etc.) loudly to the group trying to keep the time at disposal; 4. Ask the other participants to provide comments/ feedback/ remarks on what he/she has perceived of the most relevant elements of the explanation by: a. Having a constructive attitude – your review should ultimately help the speaker to improve the situation, so make sure you offer some constructive feedback, even if your recommendation ends up being to reject; b. Being consistent – structure your comments by numbering them, it makes the speaker’s life a lot easier; c. Write down the comments on sticky notes and provide them to the speaker, it will help him/her to better focus them in the right place; 5. As the participants have done with their comments/feedback to the first speaker move to the second one and then to the third one, and so on; 6. The activity ends up as all the participants have received a peer review/ feedback from the group and they have collected enough hints.


Learning objectives The learning objectives of Sprint 3 are the following: •

Learn to find new perspectives and rethink your own BCM in a creative way

Learn to recognize the connections between the various boxes of the BMC and how each of them affects the other boxes

Learn to prioritize and evaluate the most problematic aspects of your business idea or your professional profile

Learn how to give and receive feedback.


1.2 No

UNITS: General overview

Duration

Name

1

120’

Visualization: Reframe your canvas per images

2

220’

Peer to Peer to Review

1.3

UNITS: Description

Name and description

1.

20’ 100’

Visualization: Reframe your canvas per images

2.

50’ 90’ 80’

Peer to Peer to Review

Exercise name/Method

Prepare Setting the context and presenting the tools Implement Individual reframing of the canvas per images Prepare Setting the context and presenting the canvases Implement Preparing and presenting feedback Prepare for revision Preparing feedback/ inputs to better start the process of revision (SPRINT 4)


Unit 1: Visualization: Reframe your canvas per images

Prototyped training Agenda run in Modena (IT), Bucharest (RO) and Valencia (ES) previous to the first LTTA )


VISUALIZATION Prepare: Setting the context and presenting the tools Exercise Description Unit No: Exercise Name Specific objectives Duration Material/room No of participants Description

Methodological advice

Variations Country specific adaptions Weblinks, Videos, Pictures

1 ex. 1 VISUALIZATION Prepare: Setting the context and presenting the tools  to understand the rules of the next exercise (Individual reframing of the canvas per images) 20’ Pin board to summarize the rules Plenary session with all the participants The ground idea is to transform the 9 boxes resulting from SPRINT 2 (Draw) into a collection of images / drawings which better describe the text and its deep meaning. Facilitators write the rules of the game on a pin-board and then explain the exercise shortly. The rules of the game are: • Keep it simple. Make your visual representations as simple as possible; • Start from basic concepts and express yourself (or one-self) in a short way • Better using pictures / images rather than drawing. The search for the best picture already brings the brain to re-think the concept; • Tell stories. Use then the image as a background to tell the story behind. Let the participants know that they shouldn’t put limits to their imagination. Images/ pictures/ drawings not necessarily need to have an immediate clear explanation of the deepest concept. In any case, the picture will be orally explained. Not applicable Not applicable

https://vimeo.com/user95690195/review/320734131/9d6e55360e


VISUALIZATION Implement: Individual reframing of the canvas per images Exercise Description Unit No: Exercise Name Specific objectives

Duration Material/roo m

No of participants Description

1 ex. 2 VISUALIZATION Implement: Individual reframing of the canvas per images  To re-think the overall model proposed in the previous Sprints and each single box confirming/ revising/ adding conceptual elements to the initial picture to stimulate the creative part of the brain allowing then a new perspective on the re-design of the model. 100’  Poster presentation of the participants’ canvas (as implemented in the previous SPRINT)  Papers/ post-it to start writing individual notes  Empty BMY Canvas posters on A3 format (at least one per participant)  Magazines with images to be cut  Scissors and glue for the collage  Coloured pens Plenary session with all the participants After the short description of the exercise, participants are invited to spread around the room and start working on their own canvas. Keeping the Poster presentation of the canvas in the background they are asked to remake the same poster (using the empty Canvas posters on A3 format) with images/ pictures/ drawings instead of texts and words.

Methodologi cal advice

Variations Country specific adaptions

In the end each single box will have to contain at least one image (where max up to 3 per box is allowed) which better describe the text and its deep meaning. Let the participants know that they shouldn’t put limits to their imagination. Images/ pictures/ drawings not necessarily need to have an immediate clear explanation of the deepest concept. In any case, the picture will be orally explained. Use a stopwatch to let the participants be bound to the time available. Instead of using images/drawings, we could use Lego and ask participants to make a model of the single canvas sections. Not applicable


Weblinks, Videos, Pictures, further material

https://vimeo.com/user95690195/review/320733431/8cd2b88a3b


Unit 2 Peer to Peer to Review


PEER TO PEER REVIEW Prepare: Setting the context and presenting the canvases Exercise Description Unit No: Exercise Name Specific objectives Duration Material/room

No of participants Description

Methodological advice Variations Country specific adaptions Weblinks, Videos, Pictures, further material

2 ex. 1 PEER TO PEER REVIEW Prepare: Setting the context and presenting the canvases  The purpose is to let all the participants be more confident with their canvas and the purpose of the activity which is testing the sustainability / practicability of others’ canvases. 50’  Poster presentation of the participants’ canvas per images to hang on the wall  Papers / post-it to start writing individual notes 8 maximum per group After having formed group of maximum 8 participants ask each participant to present his/ her canvas per images leaving just 5 minutes each including questions/ answers simply referred to the explanation of the pictures and not the interpretation of the model proposed. Use a stopwatch to let the participants be bound to the time available. Keep Qs&As just related to the comprehension of the explanation and not anticipating any qualitative feedback. Not applicable Not applicable

https://vimeo.com/user95690195/review/320734131/9d6e55360e


PEER TO PEER REVIEW Implement: Preparing and presenting feedback Exercise Description Unit No: Exercise Name Specific objectives Duration Material/room No of participants Description

2 ex. 2 PEER TO PEER REVIEW Implement: Preparing and presenting feedback  to think about the practicability / sustainability of one's own and others' model, identifying its weaknesses and strengths  to learn how to give and receive feedback 90’  Papers / Post-it notes 8 maximum per group After having finished the individual presentations of the image canvas, each participant is asked to provide feedback to each of them on their practicability/ sustainability. When the last presentation is over, each participant is asked to provide at least a couple of notes per each single canvas answering the question: “Which elements are affecting at the most the practicability / sustainability of the model?” Around 20 minutes need to be foreseen for the drafting of the notes.

Methodological advice Variations Country specific adaptions Weblinks, Videos, Pictures

Then each participant is asked to present their feedback per each single canvas by sticking the notes directly into the canvas of reference. In total, each participant has 6 minutes to present all the inputs, including the time for questions & answers from the participant concerned (Qs&As will support feedback/ inputs comprehension purposes) It is important to encourage everyone in your meeting to contribute their ideas and perspectives, while also allowing anyone who wants to participate by simply listening to do so. None None

-


PEER TO PEER REVIEW PEER TO PEER REVIEW Prepare for revision: Prepare feedback/ inputs to better initiate the process of revision (SPRINT 4) Exercise Description Unit No: Exercise Name

Specific objectives Duration Material/room

No of participants Description

Methodological advice Variations Country specific adaptions Weblinks, Videos,

2 ex. 3 PEER TO PEER REVIEW Prepare for revision: Prepare feedback/ inputs to better initiate the process of revision (SPRINT 4)  The purpose is to prepare feedback/ inputs to better initiate the process of revision (SPRINT 4) 80’  Poster presentation of the participants’ canvas to hang on the wall  Papers/ post-it notes resulting from unit 2  New post-it notes for individual feedback 8 maximum per group Stepping in front of her/ his canvas on the wall (which now contains also all the post-it notes presented by the others) each participant has now 4 minutes to ask for feedback with regards to the notes he considers of highest interest. Then with the remaining time (approx. 40 minutes) each one prepares a short list of those comments / feedback with personal remarks and notes for improvement Use a stopwatch to let the participants be bound to the time available Not applicable Not applicable

-


Pictures, further material


Innovative training PRogram PRogramme

BRAVE TRAINING SPRINT 4 “REVISE”

Project number: 2017-1-RO01-KA204-037257 The Project is funded by the European Commission in the framework of Erasmus+ programme – KA2 Strategic Partnerships in the field of Adult education.

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.


This Module contains: • General overview • 3 UNITS – Description • DESCRIPTION OF THE EXERCISES • SPRINT 4 – ANNEX 1 • SPRINT 4 – ANNEX 2

UNIT 1: ANALYZING TARGET GROUPS, COMPETITORS, EXPERIENCE OF THE PRODUCT Exercises/ Methods: •

TA.COM.E

UNIT 2: GUIDED TOUR OF THE PERSONAL BUSINESS MODEL CANVAS & DRAW YOUR AS-IS MODEL Exercises/ Methods:  

UNIT 3: CONDENSE YOUR AS-IS MODEL Exercises/ Methods: •

LEARN WHY CUSTOMERS ARE WILLING TO PAY. VALIDATE YOUR COSTS WITH YOUR CUSTOMERS.

YOUR VALUE TRAIL: TAKE THE PROFESSIONAL PATH, DEVELOP YOUR OCCUPATIONAL PROFILE AND SECURE YOUR

CAREER!

YOUR DREAM, TEAM SCENARIO, COMPANY BRAND!

9 FULL BOXES – FOR YOU TRANSFORM THE SYMBOLIC WORDS FROM THE GENERAL MODEL INTO CONTENT VALUES FOR YOUR MODEL


RESPONSIBLE OF THE SPRINT: KMOP (GR)

1.1

TRAINING SPRINT 4: “REVISE”

1.2

UNITS: General overview

1.3

UNITS: Description

1.4

Exercises: Description of the exercises


1.1

Abstract: TRAINING SPRINT NO.4: „REVISE” EMPOWERMENT

This SPRINT will work mainly on the Business Model Canvas that was presented in the previous SPRINTs. This time the participants have two main tasks: 1. Work again on their Business Model Canvas 2. Learn how to obtain some skills that will enable them to work on their own, even after the training ends The participants will start by looking at their Business Model Canvas only that this time they will go more into depth in what their weaknesses are and how they can approach, limit and learn from them. Moreover, the participants will learn how to rely on themselves through repetition of these exercises and so achieve what we call “meta-coaching”. More specifically, this SPRINT divides into three main areas: - Draw Your New, To-Be Personal Business Model

In this set of exercises, the participants are asked to work on their old Business Model Canvas and identify the things that they feel dissatisfied with. Then they are tasked with asking specific questions aiming to help them reduce said dissatisfaction. They learn how one area affects all the others and finally they get to re-draw a new Business Model Canvas. - Think Out Loud Laboratory 2: Separate Facts & Assumptions In this set of exercises, the participants are presented with the terms of “facts” and “assumptions” and are taught what each one is and how to correctly identify and distinguish them, both in their personal life as well as in their Business Model Canvas. - Debrief | Meta-Coaching / Ask the Author The final set of exercises works mainly on recapping all of the things the participants have learned and going through everything for the last time. Each one presents their “journey” in the Business Model environment and how they have grown. Finally, they learn how to take care of themselves and keep improving their work and business plans, even after the training is over.


Learning objectives The aims of the Sprint are: - To learn how to critically evaluate their Business Model Canvas - To learn how to diagnose potential issues that exist in their Business Models - To learn how to overcome difficulties and readjust their issues - To distinguish the facts from the assumptions they make - To be able to work on their own and continuously evolve their Business Model


1.2 No

Duration

1 2 3

120’ 90’ 150’

1.3 No

Duration

UNITS: General overview

Name

Draw Your New, To-Be Personal Business Model Think Out Loud Laboratory 2: Separate Facts & Assumptions Debrief | Meta-Coaching / Ask the Author

UNITS: Description

Name and description

1

30’ 20’ 20’ 20’ 30’

Draw Your New, To-Be Personal Business Model

2

25’ 25’ 40’

Think Out Loud Laboratory 2: Separate Facts & Assumptions

3

60’ 90’

Debrief | Meta-Coaching / Ask the Author

Exercise name/Method

Draw your personal Business Model as it stands today Identify Pain Points Ask diagnosis questions Modify building blocks and evaluate effects Redraw your model What is a fact? What is an assumption? Thinking Out Loud: Circle of Sharing Separating Facts & Assumptions in the Business Model Debrief Meta-Coaching / Ask the author


Unit 1 Draw Your New, To-Be Personal Business Model Prototyped training Agenda run in Modena (IT), Bucharest (RO) and Valencia (ES) previous to the first LTTA )


Draw your personal Business Model as it stands today Exercise Description Unit No: Exercise Name Specific objectives Duration Material/roo m No of participants Description

Methodologi cal advice

Variations Country specific adaptions Weblinks, Videos, Pictures, further material

1 ex. 1 Draw your personal Business Model as it stands today  Revisit the old Business Model Canvas  See if and what has changed since then  Understand that it is not static and learn how to adjust to new parameters/factors/data/variables 30’  The old Personal Business Model  Pen  Post-it Notes 5/6 per group The first exercise will act as a link between the old Business Model and the new one. Participants need to bring the Business Models that were created in the past with them. Participants can start by writing down any additions to the old Business Model on them and sticking them to the respective box, or they could start drafting from a blank template. When all participants are done adjusting their new Business Model, they briefly present what has changed from the old one and the reasons of why the changes were applied. You should make sure that participants understand that the Business Models are not set on stone and that they can change over time. That is what this exercise is all about after all. If a participant thinks that there are no changes to be made, you could invite the group to ask about his/her Business Model and propose changes and/or additions. By the end of the exercise all participants should have made at least one new addition and/or change to their old Business Models. None None

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Identify Pain Points Exercise Description Unit No: Exercise Name Specific objectives Duration Material/roo m No of participants Description

Methodologi cal advice

Variations Country specific adaptions Weblinks, Videos, Pictures, further material

1 ex. 2 Identify Pain Points  Recognize weaknesses in each one’s Business Model 20’  The new Business Model  Pen 5/6 per group Each participant is asked to take 3-5 minutes to go through her/ his Business Model individually. They are requested to look at all the boxes they have filled and circle the one(s) that they feel dissatisfied with. When the 3-5 minutes are over, they are asked to explain to the whole group the reasoning behind their choices. There may be participants who do not feel like they are dissatisfied with something, and in most cases that may be true. You are tasked with making them understand that ‘dissatisfaction’ could also mean ‘area/ space for improvement’ in this context. If someone has difficulty in choosing one, ask them what they would like to improve and circle that. In case a person has circled many of the boxes, maybe she/ he needs to redraw the Business Model. None None

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Ask diagnosis questions Exercise Description Unit No: Exercise Name Specific objectives Duration Material/roo m No of participants Description

Methodologi cal advice Variations Country specific adaptions Weblinks, Videos, Pictures, further material

1 ex. 3 Ask diagnosis questions  Find ways to overcome the Pain Points from the previous exercises 20’  The new Business Model  A whiteboard/ flipchart 5/6 per group Here the mediator is asked to introduce several Diagnosis Questions (that can be found in Annex 1). Those questions can be written on a whiteboard/flipchart so that the whole group can look at them at any given time. Depending on the box(es) that each participant had circled in the previous exercise, the mediator asks a relevant question from the list. It is better for the mediator to ask the questions and let the other participants do interpretations/ offer suggestions to the person replying each time. The mediator could also hand out cards/ A4 papers cut in half for the participants to write their answers down and take them home, so that they can later reflect on them. None

ANNEX 1 – DIAGNOSIS QUESTIONS


Modify building blocks and evaluate effects Exercise Description Unit No: Exercise Name Specific objectives Duration Material/roo m No of participants Description

Methodologi cal advice

Variations Country specific adaptions Weblinks, Videos, Pictures, further material

1 ex. 4 Modify building blocks and evaluate effects  Make participants understand that one block on the Building Blocks sheet affects another and that they need to think of all the parameters before they act 20’  The new Business Model  The answers to the Diagnosis Questions  Printed copies of the “Building Blocks”  Pen 5/6 per group Each participant gets one printed copy of the “Building Blocks” sheet (can be found in Annex 2). Looking back at their new Business Models, the Pain Points and the answers to the Diagnosis Questions, they now fill in the sheet accordingly. First, they pick a block from the first column and then they choose if they want to add something more to it, take away something from it and how it will help something else grow or be reduced. It is easier for everyone if the mediator gives a couple of examples in the beginning. Moreover, it is very important for the mediator to explain to the participants that each time they write something in one box, another box is in one way or another influenced and must change accordingly. None None

ANNEX 2 – BUILDING BLOCKS


Redraw your model Exercise Description Unit No: Exercise Name Specific objectives Duration Material/roo m No of participants Description

Methodologi cal advice

Variations Country specific adaptions Weblinks, Videos, Pictures, further material

1 ex. 5 Redraw your model  Make participants understand that the Business Model is an ongoing procedure that needs to be done over and over again in the course of time 15’  The new Business Model  Pen  Paper 5/6 per group Each participant is asked to re-draw his or her personal canvas one last time, after making all the necessary adjustments that resulted from the previous exercises. The mediator needs to make the participants understand that the purpose of re-drawing the canvas lies in the notion that the model itself is an active procedure that changes every time new feedback comes in. They need to do all of the steps on their own as many times as needed over a long period of time to minimize the Pain Points to as few as possible None None

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Unit 2 Think Out Loud Laboratory 2: Separate Facts & Assumptions


What is a fact? What is an assumption? Exercise Description Unit No: Exercise Name Specific objectives Duration Material/room

No of participants Description Methodological advice Variations Country specific adaptions Weblinks, Videos, Pictures

2 ex. 1 What is a fact? What is an assumption?  Learn the differences between a fact and an assumption 25’  A projector  A laptop/PC  Speakers 5/6 per group All participants sit in a circle and watch the video provided below. After it ends, each one provides some feedback on the video and what they learned. It is better for the mediator to steer the conversation so that they discuss only the differences between facts and assumptions, and not start talking about each one’s beliefs (this is the next exercise) Not applicable Not applicable

https://www.youtube.com/watch?v=g5OlT1bvCRE


Thinking Out Loud: Circle of Sharing

Exercise Description Unit No: Exercise Name Specific objectives Duration Material/roo m No of participants Description

Methodologi cal advice

Variations Country specific adaptions Weblinks, Videos, Pictures, further material

2 ex. 2 Thinking Out Loud: Circle of Sharing  Put in practice what they have learned from the video  Discuss personal facts and assumptions 25’ 5/6 per group Participants are now asked to share their personal stories, personal assumptions and facts that either confirm or contradict them. The mediator asks questions, provoking them to see what they think about their assumptions and what they can do in order to ensure that in the future they will rely more on facts rather than assumptions. In this exercise there are no limitations as to what the assumptions and facts are about; they do not have to be about the Business Model. The purpose of the exercise is to make the participants understand even better the differences between the two and open up about their personal assumptions. Coming face to face with the realization that they are flawed, sometimes without knowing it consciously, will help them in their further development. They can record their comments and main assumptions on post its and stick them on the wall as well, as to have a velar picture of the process. Not applicable

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Separating Facts & Assumptions in the Business Model

Exercise Description Unit No: Exercise Name Specific objectives Duration Material/roo m No of participants Description

Methodologi cal advice

Variations Country specific adaptions Weblinks, Videos, Pictures, further material

2 ex. 3 Separating Facts & Assumptions in the Business Model  Apply their knowledge in the context of the Business Model  Separate facts and assumptions and re-evaluate past decisions 40’  The new Business Model  Pen  Papers 5/6 per group Participants are given 10’ to study their Business Models individually and write down in a separate piece of paper all those things they have written down that were influenced by assumptions and not facts. Then each one, in turns, explains how he or she plans to change it, even if it means changing their Business Model all over. It is best to give an example at the beginning. One example could be that someone could have chosen a specific product to sell because he or she has the assumption that a specific target group in a specific area will need it. Even if it is true, as long as he or she has no solid evidence for it, it is still an assumption with all the risks that come with it. The mediator needs to encourage the participants to take matters into their own hands and try to minimize risks as much as possible by reducing the amount of assumptions they make and basing their choices on facts. None None

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Unit 3 Debrief | MetaCoaching / Ask the Author


Debrief

Exercise Description Unit No: Exercise Name Specific objectives Duration Material/room No of participants Description

Methodological advice Variations Country specific adaptions Weblinks, Videos, Pictures, further material

3 ex. 1 Debrief  Summarize this sprint’s results and what each participant learned from it  Realize the next steps that need to be taken 60’ 5/6 per group In the hour that is dedicated to the debriefing, the mediator starts by going through all the material that was presented, all the steps that were taken and all the things that were discussed. Following that, each participant takes approximately 15’ minutes to go through each exercise one by one. They start by showing their old Business Model canvas, point out the Pain Points, the Diagnosis Questions, the Building Blocks all the way through their new Business Model. They summarize the assumptions they have made in developing their Business Models and finally what they plan to do to replace them with facts and minimize the former. None In the beginning the mediator could ask some/all of the participants to summarize the work that had been done in the previous exercises. None

-


Meta-Coaching / Ask the Author

Exercise Description Unit No: Exercise Name Specific objectives

Duration Material/room

No of participants Description

Methodological advice

3 ex. 2 Meta-Coaching / Ask the Author  Make participants work their individual skills in deep listening and providing guidance  Learn how to depend on themselves and not on others  Learn how to take calculated risks 90’  The new Business Model  Pen  Paper Groups of 2 people This exercise will bring everything back to the big picture: Meta-Coaching/ Ask the Author will enable participants to focus on process and structure more than content of their quest, transforming themselves in the process. The participants themselves have to seek sources to question, expand, and verify their design of the business plan and/or life plan. It is based on past experience and the way each individual has processed it utilizing logical and emotional intelligence to empower themselves and their peer (alternating between the roles of coach and ‘Interviewee’). The goal is to make themselves better not only as an object but as a subject of coaching, improving in a holistic level and enabling them to make breakthroughs through this interaction. Participants are asked to seek out a partner. They have to seat across each other and for 30 minutes and conduct the ‘session’, discussing on the business plan and elaborating in their life plans. As a Coach: - Refrain from making unconstructive criticism or judgment - Inquire further to anything unspecific and try to clarify by seeking elaboration and example - Always trying to go one level deeper in the discussed issue, asking about obstacles and how to overcome them and trying to make the interviewee to consider alternatives. For example, if asking ‘What do you want to do?’ and the trainee presents a task perceived difficult to achieve, the coach must ask: ‘What is stopping you?’ and then ‘How can you overcome it?’ As a Trainee  Be as specific as you can in your answer, avoid vagueness  Avoid generalization and absolutes (never/always, nobody/all, anything/everything, etc.).


Variations Country specific adaptions Weblinks, Videos, Pictures, further material

 Try to open up and be as sincere and possible in your answers, as to goal is to get help Not applicable Not applicable

https://www.neurosemantics.com/meta-coaching-faq/


SPRINT 4 – ANNEXES


SPRINT 4 – ANNEX 1

DIAGNOSIS QUESTIONS Who You Are and What You Have What You Do Questions Are you interested in your work?

Are you underutilizing or not using an important ability or skill?

Do your personality tendencies match your workplace? (Remember, “workplace” is largely defined by the people you work with.) Do your personality tendencies match your own activities?

Solutions Starting Points If so, great! If not, there’s probably a fundamental mismatch between Key Resources (Who You Are) and Key Activities (What You Do). You also may want to reconsider your Purpose. A missing or underused ability or skill incurs Costs in the form of stress dissatisfaction. Can you add that ability or skill to your Key Activities to support or improve your Value Provided? If so, terrific! If not, consider acquiring new Customers (or Key Partners) with more compatible personality tendencies. Customers are linked to Value Provided so check Value Provided diagnosis questions.

Who You Help Questions Do you enjoy your Customers?

Who is your most important Customer?

What is the true job the Customer is trying to get done? Does the Customer have a “bigger picture” reason or motivation for engaging your services? For example, is your immediate Customer serving another, larger Customer who has a bigger job-to-be-done? Is serving the Customer too expensive? Is serving the Customer driving you crazy?

Solutions Starting Points If so, great! If not, imagine the qualities a “dream” Customer would have. Can you find such clients in the sector you’re now working in? If not, consider revisiting your model. Define why this Customer is so important. Is it hard benefits? Soft benefits? A comination of both? Does this Customer justify a new or distinct Value Provided? Can you reconceive, reposition, or modify your Value Provided to help the Customer succeed with a bigger job?

Are Costs, including Soft Costs, too high to justify serving this Customer? Is Revenue (or Benefits) too low? Can you afford to fire the


Is the Customer equating Key Activities with the job-to-be-done? Are you? Do you need new customers?

Customer? Can you afford not to fire the Customer? Work through Value Provided, Costs, and Revenue and Benefits diagnosis questions. Sometimes Customers themselves havent clearly defined Jobs-to-be-done. Can you help them define it? Can you redefine or modify Key Activities to boost Value Provided? If so, consider changing your Customer Relationships focus from retention to acquisition. Do you need to do more selling or marketing? Improve or develop your skills in this área? Find Key Partners who can help you acquire new Customers?

How You Help Questions What elements of your services are truly valued by the Customer?

Solutions Starting Points Ask the Customer this question – the answer may surprise you. Work through Customer diagnosis questions. Does your Value Provided address the biggest, Do you understand the true job-to-be-done, or most important elements of the Customer’s are you guessing at what it is? Can you job-to-be-done? reconceive/reposition or modify your Key Activities to focus more on crucial Value Provided elements? Could you deliver your Value Provided through Does your Customer prefer the current a different Channel? Channel? Could you adapt Value Provided for alternative Delivery Channels? Could you change your Value Provided from a service into a product, thereby creating a scalable business model? Do you enjoy delivering your Value Provided to If so, Great! If not, revisit Key Resources and Customers? consider overhauling your model. How They Know You and How You Deliver Channels Questions How do Customers find out about you? How do Customers evaluate your Services or Products? Do you enable Customers to buy in the way(s) they prefer? How do you deliver your Service/Product? How do you pursue post-purchase satisfaction?

How You Interact Solutions Starting Points Have you clearly defined how you help so you ccan communicate how you help? In what new ways could you créate awareness or encourage evaluation (social media, online presentations, etc.). Are you enabling purchase and delivery in ways the Customers prefer? Can you offer different purchase options? Can you deliver through a new or different medium (DVD, podcast, video, in-person)?


Through which Channel(s)do you now créate awareness and deliver Value Provided? Do you deliver directly to Customers? Customer Relationship Questions What kind of relationship does the Customer expect you to establish and maintain?

Which is the primary goal of your Customer Relationships: retention or acquisition?

Would establishing or joining a user community improve communication with your Customer? Could you co-create a service or product with your Customer?

Could a Key Partner build awareness or deliver on your behalf? Have you asked Customers how satisfied they are with your service or product? Is it posible to convert your service into a product, thereby making possible delivery to many more Customers? (This is key to creating a scalable business model, see Value Provided diagnosis questions) Solution Starting Points Are you communicating with Customers in ways they prefer – or in ways you prefer? Consider adding, removing, growing, or reducing one (or more) communication method. If your primary goal is retention, does your Key Activities gauge Customer satisfaction? (If satisfaction is low, see Value Provided diagnosis questions.) If your goa lis acquisition, do you need to add or grow selling or marketing-related Key Activities? Could you Customers help each other – or could you automate Customer Relationships to some extent – through a user community?(See Channels.) Consider modifying or creating an entirely new Value Provided together with your Customer.

Who Helps you Questions Who are your Key Partners?

If you lacka Key Partner, should you consider finding one?

What You Get

Solution Starting Points Could a Key Partner take on a Key Activity of yours, or vice versa? Could you lower Costs by deepening your Key Partners relationship, or by making the relationship more strategic? Could you modify or create an altogether new Value Provided by allying with a key partner? Could you obtain an important Key Resource at a lower cost or with better efficiency/quality by acquiring it from a Key Partner rather tan seeking it internally? Could you convert/reposition a colleague or someone else as a Key Partner? Alternatively, should you eliminate an existing Key Partner?

What You Give


Revenue and Benefits Questions Revenue and Benefits are generated by successfully Providing Value to Customers. Is Revenue adequate?

Are you accepting low Revenue or Benefits because you underestimate your Value Provided?

Would current Revenue received be adequate if hard or soft Costs could be reduced? Is Revenue paid in the manner the Customer prefers, or in the manner you prefer?

Costs Questions What are the main Costs you incur operating under your current model?

Which Key Activities generate the highest soft Costs within your model?

Solution Starting Points If not, you may need to replace or acquire new Customers by adding marketing activities. Does the Customer’s interpretation of Value Provided match your own? If so, consider negotiating a price increase or Cost reduction. If not, work through the Value Provided diagnosis questions. Check whether you (or the Customer) are equating Key Activities with Value Provided, or misinterpreting the job-to-be-done. For what Jobs are Customers truly willing to pay? Work through Customer and Value Provided diagnosis questions to see if you can boost the worth of Value Provided. If so, can you reduce/modify Key Activities needed to serve the Customer? If not, consider finding a new/additional Customer or revising your model. Could you switch from an employee model to a subscription model? Or vice-versa? Could you change your service into a product that could be sold, leased, licenced, or subscribed to? Could you receive payment in kind? Could you negotiate receiving Benefits that cost the Customer little but are valuable to you? Solution Starting Points Consider Soft Costs (stress, dissatisfaction) as well as Hard Costs (time, energy, money): Can you reduce or eliminate any Costs by modifying a Key Activity or sharing it with a Key Partner? Could any Key Activities be reduced or eliminated without adversely affecting Value Provided? Could you significantly increase Value Provided by investing more in a Key Partner or in Key Resources? Key Activities that generate excessively high soft costs suggest a missmatch between Key Resources and Key Activities.


SPRINT 4 – ANNEX 2

BUILDING BLOCKS Building Block Who You Are and What You Have What You Do Who You Help How You Help How They Know You and How You Deliver How You Interact Who Helps You What You Get What You Give

Add

Remove

Grow

Reduce


Innovative training PRogram PRogramme

BRAVE TRAINING SPRINT 5 “ACT”

Project number: 2017-1-RO01-KA204-037257 The Project is funded by the European Commission in the framework of Erasmus+ programme – KA2 Strategic Partnerships in the field of Adult education.

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.


This Module contains: •

General overview

5 UNITS – Description

DESCRIPTION OF THE EXERCISES

UNIT 1: TEST YOUR NEW MODEL UNITS: Exercises/ Methods: •

Presentation-testing of Business model you

The picture of my first client

UNIT 2: SHARE WITH COLLEAGUES Exercises/ Methods: •

Learn how to prepare your Elevator Pitch (elevator speech)

UNIT 3: ROLE PLAY

Exercises/ Methods: •

“My team”

“Looking for potential investors”

UNIT 4: SUMMARY AND EVALUATION Exercises/ Methods: •

Evaluation “Reflection”

UNIT 5: SOCIAL HOUR / NETWORKING Exercises/ Methods:

Mind Mapping of your Network


RESPONSIBLE OF THE SPRINT: SIF (LIT)

1.1 TRAINING SPRINT 5: “ACT”

1.2 UNITS: General overview

1.3 UNITS: Description

1.4 Exercises: Description of the exercises


1.1

Abstract: TRAINING SPRINT NO.5:„ACT”

In this SPRINT, named “ACT” participants will test their Business Model You (BMY), testing the practical aspects for the implementation of the ideas developed. That means they will use the Business Model Canvas, which they developed in previous SPRINTs, revised and corrected. In this step they will prepare to practically implement their ideas. The participants will learn how to present their business ideas in a short and efficient way to potential investors. The role play exercises will give the possibility to participants to test the business models they have developed and advertise them to the potential clients and get their feedback about the attractiveness of their ideas. Moreover, the roleplay exercise will give the possibility to think about the potential team members and the competences needed in order to put the business ideas to practice. At the

same time they will learn how to attract them, so that they can work together. The participants will be invited to think about their potential clients and their characteristics, while creating a potential network of stakeholders.

Last but not least, at the end participants will be invited to review all the training/ learning processes that they have gone through and evaluate the results achieved. The final sprint of the IO2 overall process will lead to the complexion of the BRAVE Intellectual Output 3 “Crowdsourcing Platform”, a virtual environment in which the participants’ actions will be hosted, where every person will have her/ his own space to present his/her new job profile or business project and collect feedbacks globally.


Learning objectives The learning objectives of the “ACT” Sprint are the following: • To test your Personal Business Model • To learn how to share your thoughts to an audience • To learn how to make your product/business/idea seem more attractive • To learn how to present your competences • To learn how to network


1.2 No

UNITS: General overview

Duration

1 2 3 4 5

Name

210’ 60’ 120’ 30’ 60’

Test Your New Model Share with Colleagues Role Play: “My team”; “Looking for potential investors” Summary and Evaluation Social Hour / Networking

1.3 No

Duration

UNITS: Description

Name and description

Exercise name/Method

1

150’ 60’

Test Your New Model

Presentation-testing of Business model you The picture of my first client

2

60’

Share with Colleagues

Learn how to prepare your Elevator Pitch (elevator speech)

3

60’ 60’

Role Play

“My team” “Looking for potential investors”

4

30’

Evaluation “Reflection”

5

60’

Summary and Evaluation Social Hour / Networking

Mind Mapping of your Network


Unit 1 Unit Test1Your New CModel t t i Test Your

Content overview of the training course

New Model The BRAVE innovative training program PHASE 2 includes 5 main subjects:

Theobjective BRAVE innovative trainingare to The main of all 5 subjects program PHASE 5 will help users build up a road2byincludes which they subjects: gain all main required knowledge and confidence to produce their business model idea. Through the training, it is expected that the user will create his/her own personal business model.

These objectives were achieved through the BRAVE innovative training program (PHASE 1). Then, the BRAVE innovative training program (PHASE 2) aims at transferring all the tools and knowledge for making an idea concrete or having one’s new professional profile

Prototyped training Agenda run in Modena (IT), Bucharest (RO) and Valencia (ES) previous to the first LTTA )

Brave partners meeting


Presentation-testing of Business Model You Exercise Description Unit No: Exercise Name Specific objectives Duration Material/roo m No of participants Description

1 ex. 1 Presentation-testing of Business Model You  To test the Business Model Canvas, developed, revised and corrected by the participants in the previous SPRINTs  To learn how to present the ideas to the group 15-20 minutes for each participant (~150’ overall)  The previously developed Business Models are needed.  Space for the presentations All Participants are invited to present their Business Models You which were developed previously in the previous SPRINTs. The questions that the participants are asked to provide an answer are presented below: I. How do you think it might work in practice? II. How do you think it might work in your country? Other participants are invited to give feedback. The questions for the group members to which the modes are presented may be the following: III. Have you ever heard of similar ideas? IV. Have you ever seen similar ideas implemented into practice? V. What positive aspects do you see in your model? VI. What positive aspects do you see in other people’s models? VII. Would you use the service suggested?/ Would you buy this product? VIII. What would you suggest to the author? Final conclusions of the author: IX. What will your first step be? X. What funds /costs would be needed for the implementation of your idea? XI. Where/how are you planning to advertise your product/service?

Methodologi cal advice Variations Country specific adaptions Weblinks, Videos, Pictures, further material

Invite participants to concentrate on the positive aspects. Might be questions adapted to the situation None

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The picture of my first client Exercise Description Unit No:

1 ex. 2

Exercise Name Specific objectives

The picture of my first client

Duration Material/roo m No of participants Description

60’

Methodologi cal advice Variations Country specific adaptions Weblinks, Videos,

 Learn how to make your product/business/idea more attractive /or to present your competences by understanding the needs of the possible clients/or requirements for the job position in order to test the Business Model You and to prepare to put the ideas into practice  Paper  Pencil Individual work It is very important to analyse your potential market and consumers of your products or customers of your services or competences in order to be successful as an entrepreneur or “new” worker. For that reason, in this exercise, it is proposed to analyse and describe (or draw) the participants’ first client. While doing so, participants are invited to think about these characteristics:  Age of the client;  Gender (if appropriate and important);  Income;  Interests/hobbies;  Where she/ he lives;  What other similar products/services do he/she uses?  Why would your product/services be more superior – why he/she should use your product/services?  Other important characteristics/aspects. Questions for a person who will not be an entrepreneur or self-employee but intends revise his/her professional profile and will have companies as clients/potential work providers:  What is the company that you would like to work in?  What is your motivation to work there?  Why company should hire you?  What important competences do you have?  What are you suggesting to the company? Presentation in the group and feedback from other participants Participants are suggested to draw and to make written description of their first client. None None -


Pictures, further material


Unit 2 Share with Colleagues


Learn how to prepare your Elevator Pitch (elevator speech) Exercise Description Unit No:

2 ex. 1

Exercise Name Specific objectives

Learn   

Duration Material/room

60’

No of participants Description

how to prepare your Elevator Pitch (elevator speech) To learn what is Elevator Pitch (elevator speech) To understand the benefits of it To learn how to present your business idea (your Business Model You) in a short and effective way  To learn how to make your product/business/idea more attractive/learn how to present your professional profile

 Paper  Pen  Videos In pairs This exercise is aimed to introduce the participants to the short and effective way of presenting and ‘selling’ their business idea or their competences to others. In this way participants will practice how to share their thoughts with an audience and learn how to make your product/business/idea more attractive/learn how to present your professional profile. Moreover the participants will prepare for the practical implementation of their ideas, developed during the previous SPRINTs. For those reasons the participants will be introduced with the concept of the Elevator pitch as a way to share their model. 15 minutes: Introduce to the participants what is Elevator Pitch (elevator speech), give tips and provide examples. “I have a decade's worth of experience in accounting, working primarily with small and midsize firms. If your company is ever in need of an extra set of hands, I'd be thrilled to consult. “My name is Bob, and after years of working at other dentists' offices, I'm taking the plunge and opening my own office. If you know anyone who's looking for a new dentist, I hope you'll send them my way!” “I create illustrations for websites and brands. My passion is coming up with creative ways to express a message, and drawing illustrations that people share on social media.”


An elevator speech is called this way because a person should be able to present himself/ herself during a brief elevator ride. Done right, this short speech helps the person to introduce himself/herself to career connections in a compelling way. “This speech is all about you: Who are you? What do you do? And what do you want to do?”. What's In an Elevator Pitch? The elevator pitch is a way to share a person’s expertise and competences quickly and effectively with other people. An elevator speech is a great way for the person to gain confidence in introducing himself/ herself or his/her business idea to hiring managers and company representatives, potential investors or clients. An elevator speech can also be used at networking events. If a person is attending professional events, or any other type of gathering, he/ she should have the pitch ready to share with those he/she meets. The guidelines on what to include in the speech may be the following:  Introduce yourself  Mention your goals  Share what you offer  Know your audience and speak to them.  Be persuasive!  Have a business card ready.  Practice! Give participants 15 minutes to prepare their elevator speech – write it on the paper. It should be: 1. Simple 2. Brief 3. Easy to remember 4. Easy to repeat Then ask the participants to present their speeches in pairs to each other in 1 minute. All participants have to do this with the rest. Each participant should then rate in a 10 points scale their willingness to ‘buy’ the presented product/use the offered service.

Methodological advice Variations Country specific adaptions Weblinks, Videos, Pictures

Give another 20 minutes to the participants to share feedback between each other in a big group moderated by the trainer. None None None

https://youtu.be/Jj_KO2NlLKY https://www.youtube.com/watch?v=uyxfERV5ttY&feature=youtu.be https://www.youtube.com/watch?v=LDpe9StfGTA https://youtu.be/JH0Thez9gvA


https://www.thebalancecareers.com/elevator-speech-examples-andwriting-tips-2061976

Unit 3 Role Play


Role Play - “My team” Exercise Description Unit No: Exercise Name Specific objectives Duration Material/room No of participants Description

Methodological advice Variations Country specific adaptions Weblinks, Videos, Pictures,

3 ex. 1 Role Play - “My team”  To test “Business Model You”  To learn how to present something to a group 60 minutes  Paper  Pencils 6-10 l – two subgroups Preparation: The group of participants are divided into two subgroups and first subgroup is invited to think about the potential employees they would need for the practical implementation of their Business Model You. They should describe the main competences needed for the work. Participants in the other subgroup should prepare to present their profiles/competences to potential employers. Act: there might be 2 scenarios: The role play 1: Participants from first subgroup should present the job description and the competences required for the potential employees in his/her enterprise to other participants and then invite them to apply for the presented positions. Moreover he/she should describe/list down the benefits foreseen for the potential employees. The role play 2: Participants from second subgroup should present themselves to potential employers – to apply for the positions announced. The participants apply for the job and conversation takes place. Before that a short preparation for the potential employees is needed. The candidate should demonstrate his/her motivation and how he/she would be beneficial for the company. At the end: The entrepreneur invites some participants to join his/her team, as he/she considers that they are suitable for the job offered. He/she motivates his/her choice. Before the role play, the participants may be invited to watch some videos on the job interview and prepare to present themselves. According the situation The videos should be selected in national language.

https://www.youtube.com/watch?v=VDxZPKR_OLE


further material


Role Play - “Looking for potential investors” Exercise Description Unit No: Exercise Name Specific objectives Duration Material/room No of participants Description

3 ex. 2 Role Play - “Looking for potential investors”  To test the “Business Model You”  To learn how to do presentation to a group 60 minutes  Paper  Pencils 6-10 Preparation: All participants are given the roles: some should act as entrepreneurs, willing to find potential investors for their business; others - as potential investors. Act: Step1: The learners, having the roles of the entrepreneurs, should shortly present their business ideas, concentrating on the aspects mentioned below: - What would be the benefits to the potential investors? - What profit would this business bring? - What social value does it create? - What consumer needs would it meet? - Why is this idea attractive? - When would it pay off? - What is the expected profit?

Methodological advice Variations Country specific adaptions Weblinks, Videos, Pictures, further material

Step2: After all the entrepreneurs present their ideas, the investors choose the business they would like to invest in. They are invited to shortly comment on their decisions. None None None

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Unit 4 Summary and Evaluation


Evaluation “Reflection” Exercise Description Unit No: Exercise Name Specific objectives Duration Material/room No of participants Description

Methodological advice Variations Country specific adaptions Weblinks, Videos, Pictures, further material

4 ex. 1 Evaluation “Reflection”  To evaluate the whole training and the progress of the participants 20 minutes Pieces of paper Small posters All  For the evaluation of the whole process of learning, all participants are invited to reflect on their experience, feelings and knowledge gained. For that they are invited to answer the following questions: - How do you feel? - What was mostly important to you during these trainings? - What have you learned? Participants are invited to write these answers on separate lists, then to share it with the group. All participants are invited to share their answers with others and for that the time should be adjusted. Evaluation may happen by answering the suggested questions only. None

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Unit 5 Social Hour / Networking


Mind Mapping of your Network Exercise Description Unit No: Exercise Name Specific objectives

Duration Material/room No of participants Description

5 ex. 1 Mind Mapping of your Network  In this exercise the participants will be suggested to use the mind mapping method to visualize their network. The aim here is to think about possible useful connections for participants to present themselves and their developed Business Model You;  The participants will learn how to present their ideas to an audience; The participants will also learn how to network. 90 min.  Big paper sheets,  Coloured pencils Individual work, presentation in group The method and the usefulness of the mind maps are presented to the group shortly. A mind map is a visual (graphical) way to represent ideas and concepts. It is a visual thinking tool that helps structuring information, to better analyse and comprehend it. Mind maps could be used for note taking, brainstorming, problem solving, planning, presenting information. It also boosts a person’s creativity. i After that, the participants are given the task to draw the mind map of their potential network. Starting in the middle of a page, participants are invited to write or draw the title or symbol of their potential network. Then they should identify the relevant stakeholders (institutions, persons/clients/partners or potential employers) of their potential network and draw/ name these around the central symbol, connecting each of them to the centre with a line. If needed, the same process is repeated for the stakeholders, generating lower-level subtopics, connecting each of those to the corresponding subtopic. The process is repeated as many times as needed.

Methodological advice Variations

After the process is finalised, each participant presents his/ her results to the whole group. You can show video to present the method to the participants. None


Country specific adaptions Weblinks, Videos, Pictures, further material

i

None

https://imindmap.com/how-to-mind-map/ https://litemind.com/what-is-mind-mapping/ https://www.youtube.com/watch?v=fROm4gjSd_c

https://litemind.com/what-is-mind-mapping/

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PHASE 2 - Business model prototyping  

PHASE 2 - Business model prototyping  

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