__MAIN_TEXT__

Page 1

Innovative training PRogramme

BRAVE Phase_1: Personal Empowerment for Adults in Job Transition 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.


INDEX Objectives overview of the training course: EMPOWERMENT • • •

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 programme

TRAINING MODULE I KNOW YOURSELVES! • UNITS: General overview • 3 UNITS: Description

10 Exercises’ Description

TRAINING MODULE II Discover your personal potential for a new Business Model YOU! • UNITS: General overview • 4 Units description • 6 Exercises’ Description

TRAINING MODULE III

TRAINING MODULE IV •

My Contribution to social good!

UNITS: General overview!

UNITS: Description

6 Exercises’ Description

First Portfolio of prototyped idea! • UNITS: General overview • 1 UNIT : Description • 2 Exercises’ Description


Objectives & Content overview of the training:

0.1

Objectives overview of the training course: EMPOWERMENT

EMPOWERMENT

0.2

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

0.3 Sofia (GR)

Content overview of the training course Time-plan of the 5-days training programme activity


0.1

Objectives overview of the training course: EMPOWERMENT

The BRAVE innovative training programme PHASE 1 for the unemployed adults’ personal empowerment has been conceived in order to be implemented in a blended mobility both through concrete physical mobility events (transnational training) and through virtual mobility training (online training).

transnational training event addressing 30 unemployed people (5 representatives of each country group).

Promoting empowerment means supporting awareness of oneself, offering tools, increasing awareness, control and control’s perception of a person about the own life and choices.

In particular, this training program is about personal achievement and personal feelings. It fits the emotional intelligence to overcome the fears, since a person in the adult age can be dissatisfied and in a personal crisis, first of all because of personal, intimate disease. Maybe, he/she doesn’t feel adequate to the modern society and to the contemporary job market, maybe there is a lack of motivation, of personal vision of who we are and where we would like to go, a lack of self-confidence.

PHASE 1, is aimed at empowering unemployed adults living in a difficult situation because they don’t feel flexible enough and adaptable as young people and then they feel unprepared to re-enter the labour market and to be competitive. Clearly, this inadequacy condition generates on the one hand an economic difficulty and on the other hand a kind of personal difficulty as it undermines the individual self-confidence. For this reason, the training program started from here, with the aim of giving new confidence and assurance to the people involved so that the individuals have all the motivational and professional tools for continuing their working career or to start a new one. BRAVE identified and actively engaged about 60 unemployed people in 6 Countries (Italy, Spain, Cyprus, Greece, Romania, Lithuania) as testers of the training process, benefiting from the training both at local and transnational level. Three preparatory workshops were organised by the partners to align their competences and approaches, pre-test the programme with local groups in Spain, Romania and Italy, in addition to local meetings and workshops with the participants in each country. Finally, the programme of Phase 1 was tested in a 5-day

BRAVE consortium has realized this video in order to share the BRAVE target group: https:// www.youtube.com/watch?v=MpSg33SkchE

For this reason, in this training path we start from working on the individual feelings and competences to re-empower them through a JOURNEY that will allow the individual to create his/her business model, develop his business plan and finally to position him/herself in the job market again by providing him/her with all the tools needed. In this way, the unemployed adults will develop their ideas for a sustainable way of working identifying the new skills they need to acquire to prototype the Business Model You, becoming employable again. INNOVATION relies in: • Using innovative tools and methodologies to engage the individuals in knowing themselves and bringing out their potentials as well as building a new vision; • The training path is focused on the social good which each person can contribute to, so it is not only related to the personal benefit, but it is based on the idea that the


personal satisfaction substantially contributes to the social good/welfare and to the wider world; The training path will cork not only on the professional side of the person, but also in the emotive side: what does the individual really want? What would make him/her happy and satisfied? How does he/ she feel? Why does he/she feel inadequate to this society? Which is the positive contribution each individual can give to the wider world?

EXPECTED IMPACT: The empowering process in this PHASE 1 regarding the individuals personal sphere, will surely have a relevant impact on the adults who will be guided getting in contact again with their desires, expectations, plans for life. Through the implementation of this first phase of the training path, the unemployed adults will be rescued: • They will know themselves and their expectations • They will be empowered thanks to the blended training (traditional and distance

learning) and to the support of the Mentors’ ring at local level After being empowered, they will be able to apply what they learnt and to go on with the further steps of the project, in order to develop new projects idea so their ideas can become real

Indeed, at the end we will get at least 30 business models prototyped that will be tested and iterated.

Andrei (RO)

Petrica (RO)

Oana (RO) Daniela (RO) Marius (RO)


0.2

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

Previous to the LTTA, the Brave project has to develop a training session plan – also called a learning path – which is an organised description of the activities and resources we will use to guide a group towards a specific learning objective. Working on the programme definition, preliminary testing: Teaching strategies were identified based on the different available learning methods to enable us to develop the right strategy to deal with the target group identified in the LTTA. 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 large groups. They can be used to stimulate interest, explain concepts, provide core knowledge, and direct empowering learning. The learning content and goals are structured and explained in the Intellectual Output modules. 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 modules 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. That includes the following: •

What personal profile is the most indicated to achieve the defined goal of the module.

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: •

What are we going to work in the modules?

What is storytelling?

How to make fit the different modules in a coherent and meaningful way?

4. The content of the modules 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 analyse how the potential changes may affect the initial goal. 6. The documenting of the activities to analyse the progress made by the participants in the local groups. Compare the three previous activities implemented before with the results of the LTTA. 7. D e fi n e t h e e v a l u a t i o n m o d e t o b e 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. Teaching and Training activity

The BRAVE innovative training programme PHASE 1 includes 4 main subjects:

1. Know yourselves All subjects above are related to the personal empowerment of the unemployed adults that first of all need to regain confidence in themselves, their aspirations and desires for the future. These objectives are to be achieved through the BRAVE innovative training programme (PHASE Then, the BRAVE innovative training programme (PHASE 2) will be aimed at transferring all the tools and knowledge for making an idea concrete or having one’s new professional profile

2. Discover your personal potential for a new Business Model YOU 3. First Portfolio of prototyped ideas delivered including Pitch-Storytelling 4. My contribution to the social good – ICARE values

Brave partners meeting


Training Modules MOD Nº

NAME OF THE MODULE

OBJECTIVES

UNITS

The aims of the module are the following:

1

Know yourselves

To make the individual feel comfortable and confident in sharing stories about her/himself

To make her/him identify her/his superpowers

To make her/him reflect on values

To create a team and focus on individual potentialities clustering information

a) Listen and observe b) Who you are c) Your values

At the end of the module the individual will know her/himself better from different angles and be able to cluster information about her/himself also based on her/his positive experiences and superpowers The aims of this module are: •

2

Discover your personal potential for a new Business Model YOU

• • •

To analyse the key elements of business model canvas and a) Fundamentals of business business model you modelling To reflect on how to use the model for positioning a new b) Business model professional profile or a new business you To put oneself in the other's shoes so as to analyse case c) Reflect and studies working in teams and reflect review To favour the emerging of one’s own personality, d) REFLECT Methodology professional approach, competences and skills

The aim of this module is: • 3

First Portfolio of prototyped ideas

To invite people reflect and identify their main objectives visualising their journey as a call for adventure and change. (This can be on a personal or professional base, or on a business idea).

a) Hero’s journey

The aims of this module are the following: • 4

My contribution to the social good

To make individual identify and set her/his goals – personal and professional

To increase positiveness in terms of wellbeing

To make people reflect on their impact on the wider world

To raise awareness on the social impact of any job within the company itself and towards the external world

a) Happiness and Wellbeing, Setting goals b) X-FACTOR


Time-plan of the 5-days training programme DAY

1

NAME OF THE MODULE

Know yourselves

UNITS

Nº EXERCISES

Listen and observe (120’)

5

Who you are (120’)

3

Your Values (120’)

2

TOTAL DURATION

6 HOURS

BUSINESS MODEL CANVAS

2

Discover your personal potential for a new Business Model YOU

PHASE 1 – FUNDAMENTALS OF BUSINESS MODELING ON ENTERPRISE LEVEL (60’) BUSINESS MODEL CANVAS PHASE 2 – BUSINESS MODEL YOU (165’) BUSINESS MODEL YOU PHASE 3 – Reflect And Review (60’)

1

3

6 HOURS 45’

1

REFLECT Methodology – Role Playing (120’)

1

3

First Portfolio of prototyped ideas

Hero’s Journey (300’)

1

5 HOURS

4

My contribution to the social good

Happiness and Wellbeing, Setting goals (420’)

5

7 HOURS

5

My contribution to the social good

X-FACTOR (240’)

1

4 HOURS

Catherina (IT) Vita (LT)

Sofia (GR)

Daniela (RO)

Eva (ES)


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

Marcella (IT) Catherina (IT)


TRAINING MODULE 1 “KNOW YOURSELVES” This Module is about: • UNITS: General overview • 3 UNITS: Description! .. • 10 Exercises: Description ..

Unit 1

Unit 2

Unit 3

Listen and observe

Who You are

Your Values

Five Exercises

Three Exercises

Two Exercises

1. Listening and observation

1. Build the dog

2. Rock, Paper, Scissor game 3. Play the duck

2. The good experience

1. What is your superpower

4. Build a model of the things

3. Who you are

you don't like to happen in a meeting 5. Deep observation

2. Values (at personal and team levels)


Yuri(IT) Maria(CY) RESPONSIBLE OF THE MODULE: STICHING PRIME (NL)

1.1 1.2 1.3 1.4

Training Module 1 “Know Yourselves”

UNITS General overview

UNITS Description

Description of the exercises


1.1

Abstract: Training Module 1 “Know Yourself”

The module is focused on the idea that only when you operate on a combination of your strengths and self-knowledge, you can achieve understanding of your fit for purpose in life. In this module, an empathy map of participants will be created in order to reflect on what a person sees, feels, gains, and needs. a) What are my strengths (superpowers)? b) How do I work?

d) Where I do belong? e) What should I contribute to? The theoretical framing is based on practical results of multiple LEGO® workshops and Design Thinking. It is based on the LEGO® SERIOUS PLAY® methodology and it is focused on a personal journey that combines all these methodologies in a very practical way through a series of exercises.

c) What are my values?

Learning Objectives •

Personal achievement and understanding personal feelings. Boosting emotional intelligence to overcome the fears and difficulties that individuals face, in a situations of personal and family crisis due to a substantial change of life and perspectives.

Gaining motivation, the key to success

Developing entrepreneurial skills based on inner strength and values

Boosting creativity and using to innovate and bringing out their potentials and build a new life vision


1.2 Nr

Duration

Name

1

2 hours

Listen and observe

2

2 hours

Who you are

3

2 hours

Your values

1.3 Nr

UNITS: General overview

Duration

UNITS: Description

Name and description

Exercise name/Method Exercise about listening Rock, Paper, Scissor game

1

2 hours

Listen and observe

Play the duck Build a model of the things you don't like to happen in a meeting Deep observation Build the dog

2

2 hours

Who you are

The good experience Who you are

What is your superpower 3

2 hours

Your values Values (at personal and team levels)


Rock, Paper, Scissor game

Listenning Deep Observation

Play The Duck

Build a model of the things you don't like to happen in a meeting

Unit 1 Listenning and observe


Andrea (CY)

Jenny (IT)

Listenning

Exercise´s Description Unit Nr

1

Exercise Name

Exercise about listening

Specific objectives

To improve the listening capacity of individuals To make people respectful of time limits, time distribution and balance To make people select info on themselves and practice storytelling

Duration

15’

Material/room

None

Nr of participants

30

Description

People are organised in pairs, given a few minutes to present themselves briefly to the other, by choosing what is important to say in order to tell his/her story in a short time. The time available (2 minutes) is for reciprocal presentations in pairs. Then each person has to share the other person’s story with the rest of participants. Everybody is invited to speak. If some of the participants did not use the available time properly (using all the time available preventing the other person to speak), you need to repeat the exercise, and make them practice.

Methodological It is important to give the time and to make clear that each one has to advice tell his/her own story and listen to all the other people’s stories. Variations

None

Country specific adaptions

None


Petrica(RO)

Rock, Paper, Scissor game

Marius(RO)

Exercise’s Description Unit Nr

1

Exercise Name

Rock, Paper, Scissor game

Specific objectives

To warm up and have a direct contact with the other people of the group To learn how to follow a game rule: you win then you play with another winner

Duration

15’

Material/room

None

Nr of participants

30

Description

All the persons have to play in couples the Rock, Paper, Scissors game: it is an old game that we used to play when we were children and in this case it has to be played in the same way and with the same rules. Each winner has to play with other winners until only one final winner is left at the end of the game. It is important for participants to follow the game operation from the very beginning to the end and take time to celebrate the final winner.

Methodological advice

It is important to invite all participants to support the others that are still playing and celebrate the running winners and finalists.

Variations

None

Country specific adaptions

None

Weblinks, Videos, Pictures, further material

Photos: Rock scissor paper.jpg


The Ducks

Play The Duck Exercise’s Description Unit Nr:

1

Exercise Name

Play the duck

Specific objectives

To open people’s minds: a common concept can be represented in different ways To understand what innovation can be To learn how to cluster information

Duration

30’

Material/room

6 pieces of Lego that are the same for each participant

Nr of participants

30

Description

Each person is asked to build a duck with the same 6 pieces of Lego that are distributed to each participant. We all know what a duck is and how it looks like but at the end of the game, each participant builds a model of a duck that is different from all the others. There is no “right” and “wrong” but only personal and subjective interpretation based on individual experience. Then, after building the model, all the participants put the models on the table and the facilitator shows the differences and similarities and comments upon them.

Methodological advice

To make it clear with the participants that they have to represent the duck not necessarily in the realistic way, but in they way they feel it.

Variations

The facilitator can ask the participants to cluster the ducks on the table, on the basis of their own criteria and principles.

Country specific adaptions

None

Weblinks, Videos, Pictures, further material

https://vimeo.com/channels/bravellta/277324627 https://vimeo.com/channels/bravellta/277324647 Foto: the ducks


Daniel(NL)

Barbara (IT) Daniel (NL)

Exercise’s Description Unit Nr:

Build a model of the things you don't like to happen in a meeting 1

Exercise Name

Build a model of the things you don't like to happen in a meeting

Specific objectives

To set the rules of the training session and of the relations among participants, by telling what they don’t like

Duration

30’

Material/room

Lego pieces

Nr of participants

30

Description

The participants in the room are split into 5 groups of 6 people each. Each person in the group is asked to use the Lego pieces they find on the table for building the model of what they don’t like to happen in a meeting. Then, after building the model, at least one representative per table shows and explains his/her model to all the participants in the room.

Methodological advice

While the people describe their model, a facilitator takes notes on post-its about what people don’t like to happen in a meeting and puts the post-its on a wall. The wall with all the post-its represents the set of rules that are applied during the training session. The post-its are stuck on the wall for the whole duration of the training, to remind everyone which are the shared rules of the training session. During the whole training more rules can be expressed, then added with new post-its on the wall.

Variations

The facilitator can ask participants to write directly on the post-its instead of using the Lego pieces.

Country specific None adaptions Weblinks, Videos, Pictures, further material

https://vimeo.com/channels/bravellta/277324804 https://vimeo.com/channels/bravellta/277324921 https://vimeo.com/channels/bravellta/277326017 https://vimeo.com/channels/bravellta/277326066 https://vimeo.com/channels/bravellta/277326107


Deep Observation Exercise´s Description Unit Nr:

1

Exercise Name

Deep observation

Specific objectives

To learn how to observe deeply To catch the details in a certain situation even if we don’t know what we are looking for

Duration

30’

Material/room

Video

Nr of participants

30

Description

A video is shown to the participants and the facilitator tells them that it is aimed at investigating how observers they are. At the end of the video, the facilitator asks the participants to think and tell the question that she/he is going to place. They write the possible questions on post-its, stick them on the wall and read them. The facilitator asks if they noticed any change during the video. Then, the facilitator lets them see the video again and tells them that there are 21 details changing during the film and let them watch the video again where changes are evident

Methodological advice

None

Variations

The facilitator can choose to skip the questions on the post-its

Country specific adaptions

None

Weblinks, Videos, Pictures, further material

https://vimeo.com/280442699


Build the dog

The good experience

Who you are

Unit 2 Who You Are


Exercise’s Description The three exercises are connected. Building the dog enables people to develop storytelling easily. Most of the time people project their own experiences or values in the model. The dog can be constructed in multiples ways, and their individual stories allow us to create metastories. Building a good experience is directly connected to the limbic system. The two previous models facilitate the third one which is about themselves. The information provided by each of them proves to be very useful for team building.


Ramona (IT) Natalia (LT) Carmen (ES)

Build the dog

Exercise´s Description Unit Nr:

2

Exercise Name

Build the dog

Specific objectives

To practice storytelling of personal experiences as individuals

Duration

30’

Material/room

Lego pieces

Nr of participants

30

Description

The people in the room are split into 5 groups consisting of 6 people. Each person in the group is asked to use the Lego pieces they find on the table for building the model of their dog. It doesn’t matter if it is an existing or imaginary dog, it is a personal choice. Then, after building the model, at least one representative per table shows and explains his/her model to all the participants in the room. At group level, each participant tells his/her story on the dog she/he has built. Everybody shares.

Methodological advice

In some cases, we can see that by modelling a dog, people tell their personal stories and thus they represent themselves through it. They define their life values in the model allowing to create a meta story of all values and motivators in life represented by the dog model.

Variations

The facilitator can ask the participants to cluster the dogs on the table, on the basis of their own criteria and principles.

Country specific adaptions

None

Weblinks, Videos, Pictures, further material

https://vimeo.com/channels/bravellta/277326210 https://vimeo.com/channels/bravellta/277326296 https://vimeo.com/channels/bravellta/277326356 https://vimeo.com/channels/bravellta/277326441 https://vimeo.com/channels/bravellta/277326499 https://vimeo.com/channels/bravellta/277326534


Silvia (IT)

Yuri (IT)

Ramona (IT)

The good experience Exercise´s Description Unit Nr:

2

Exercise Name

The good experience

Specific objectives

To think positively and represent the positive things and events happened in their own life.

Duration

30’

Material/room

Lego pieces

Nr of participants

30

Description

The participants in the room are split into 5 groups consisting of 6 people. Each person in the group is asked to use the Lego pieces they find on the table for building the model of a positive experience that happened in their lives. Then, after building the model, at least one representative per table shows and explains his/her model to all the participants in the room. At group level, each participant tells his/ her story on the model she/he has built. Everybody shares.

Methodological advice

None

Variations

The facilitator can ask the participants to cluster the models on the table, on the basis of their own criteria and principles.

Country specific adaptions

None

Weblinks, Videos, Pictures, further material

https://vimeo.com/channels/bravellta/277326870 https://vimeo.com/channels/bravellta/277326997 https://vimeo.com/channels/bravellta/277327071 https://vimeo.com/channels/bravellta/277327122 https://vimeo.com/channels/bravellta/277327173


Sandra (IT)

Who you are Exercise´s Description Unit Nr:

2

Exercise Name

Who you are

Specific objectives

To be able to represent oneself by collecting all aspects that identify one’s personality, characters and/or professional aspects. To favour team building and reciprocal knowledge.

Duration

60’

Material/room

Lego pieces

Nr of participants

30

Description

The participants in the room are split into 5 groups consisting of 6 people. Each person in the group is asked to use the Lego pieces they find on the table for building the model of who they are. They can represent an event with a single or more features, as they see themselves. Then, after building the model, at least one representative per table shows and explains his/her model to all the participants in the room. At group level, each participant tells his/her story on the model she/he has built. Everybody shares.

Methodological advice

The participants should be invited to think about the best version of themselves. Then while they tell the story of the model to all the others, a facilitator takes notes on the post-its about the words said while they describe themselves and stick the post-its on the wall.

Variations

The facilitator can ask the participants to cluster the models on the table, on the basis of their own criteria and principles. This allows peoples to know each other best and find similarities, differences, feel and express emotions

Country specific adaptions

None

Weblinks, Videos, Pictures, further material

https://vimeo.com/channels/bravellta/277327896 https://vimeo.com/channels/bravellta/277327966 https://vimeo.com/channels/bravellta/277328056


Motivators

What is your superpower

Values

Unit 3 Your Values


What is your superpower ACCEPTANCE

CURIOSITY

The people around me approve of what I do and who I am

I have plenty of things to investigate and to think about

STATUS

GOAL

www.management30.com/moving-motivators

FREEDOM

2

1

3

I am independent of others with my own work and responsibilities

My position is good, and recognized by the people who work with me

My purpose in life is reflected in the work that I do

HONOR

MASTERY

ORDER

I feel proud that my personal values are reflected in how I work

My work challenges my competence but it is still within my abilities

There are enough rules and policies for a stable environment

POWER

RELATEDNESS MOVING MOTIVATORS

These cards are part of the Management 3.0 materials. They represent the 10 intrinsic motivators of the people in an organization. You can find a description of their use at www.management30.com/moving-motivators

There’s enough room for me to influence what happens around me

I have good social contacts with the people in and around my work


What is your superpower

Exercise´s Description Unit Nr:

3

Exercise Name

What is your superpower

Specific objectives

To be focused on one’s positive aspects, on what she/he is good at, on her/his best skills and capacities that can be used both in the personal and professional life. To increase one’s self-esteem and improve one’s potential.

Duration

60’

Material/room

Lego pieces

Nr of participants

30

Description

The participants in the room are split into 5 groups made of 6 people. Each person in the group is asked to use the Lego pieces they find on the table for building the model of their superpowers. They should represent their best skill or capacity. Then, after building the model, at least one representative per table shows and explain his/her model to all the participants in the room. At group level, each participant tells his/her story on the model she/he has built. Everybody shares.

While the participants tell the story of the model to all the others, a Methodological advice facilitator takes notes on the post-its about the words said while they describe their superpowers and stick the post-its on the wall. Variations

The facilitator can ask the participants to cluster the models on the table, on the basis of their own criteria and principles and collect feedbacks in connection also to the “who you are” results.

Country specific adaptions

None

Weblinks, Videos, Pictures, further material

https://vimeo.com/channels/bravellta/277328130 https://vimeo.com/channels/bravellta/277328342 https://vimeo.com/channels/bravellta/277328411 https://vimeo.com/channels/bravellta/277328496 https://vimeo.com/channels/bravellta/277328554


Motivators/Values at personal and team level

Exercise´s Description Unit Nr:

3

Exercise Name

Values/Motivators (at personal and team levels)

Specific objectives

To support people in identifying and ranking their personal and professional values and to reflect on their relevance for future scenarios.

Duration

60’

Material/room

10 cards with Values/Motivators per person

Nr of participants

30

Description

The participants in the room are split into 5 groups consisting of 6 people. Each person is given 10 cards representing 10 values and is asked to order them from the most to the least relevant in their life. Then they discuss the order inside the groups. Following that, each group is asked to think as if they were a company and they had to put the values in order from the most to the least relevant considering the position of the company and its values to be successful. Thus, the people in the group have to negotiate, simulating a real situation that could happen in a company. Then each group presents the company’s values to the other groups and facilitators highlight the differences with the previous choices made at the personal level.

Methodological advice

None

Variations

The facilitators can make a connection with the post-its stuck on the wall with the words describing who you are, the superpowers etc. in order to check if there is coherence among them. Any additional values that may arise and are to be written on post-it and stuck on the wall. People are stimulated to think again on what they like, what motivates them personally and professionally, which values they identify and follow to set their objectives.

Country specific adaptions

None


TRAINING MODULE 2 Discover your personal potential for a new Business Model YOU This Module is about: • • •

UNITS – General overview! 4 UNITS – Description 6 Exercises’ Description..

Unit 1

Unit 2

BUSINESS MODEL CANVAS

BUSINESS MODEL CANVAS

PHASE 1: FUNDAMENTALS OF BUSINESS MODELLING ON ENTERPRISE LEVEL

PHASE 1: BUSINESS MODEL YOU

One Exercise 1. Business Model Canvas Puzzle

Three Exercises 1. Create your Life Line 2. Create your Life Wheel 3. Sketch a Business Model You

Unit 3

Unit 4

BUSINESS MODEL YOU PHASE 3: REFLECT & REVIEW

REFLECT METHODOLOGY - ROLE PLAYING

One Exercise

One Exercise

1. Teamwork to improve the BMYO

1. REFLECT Methodology – role playing


RESPONSIBLE OF THE MODULE: FYG CONSULTORES (ES) And KMOP (GR)

Exercise´s Description UNIT Nr 1 Business Model Canvas Puzzle

UNIT Nr 2 Sketch a Business Model You

UNIT Nr 2 Create your Life Line

UNIT Nr 3 Teamwork to improve the BMYou

UNIT Nr 2 Create your Life Wheel

UNIT Nr 4 REFLECT Role Play


2.1

Abstract

Business Model You and the Lego Serious Play methodology are the beating, engaging and revealing heart of a co-creation experience, helping the trainee to engage in constructive conversations to build together, iteratively, the next user experience, innovating services and products together. Five main questions are posed in this part of the training: 1. What is your value proposition? (VP) 2. Who are your Customers? (CS) 3. Key activities are? (KA) 4. What are your key resources (KR) 5. Channels? (KC) Each person/team explains its life project and the different parts of the CANVAS to the rest.

interaction allows the emergence of new questions and new ideas for the project. That is the main result a mindset change thinking unseen facts. In addition, through this module, participants should also explore their potential and improve themselves in personal interactions through their transformation journey and quest for new projects and collaborations. The critical path of engaging with other peers is essential in achieving personal and professional objectives and the enhancement of emotional intelligence is a way to make the most of inter-personal relations. Through understanding the dynamics of dialogue and understanding the sentiments and the motives of themselves and their peers, the trainees can improve the outcome of all interactions.

Reflecting and discussion among participants and facilitators is the most enriching part. This

Learning Objectives •

• •

• • •

Gather a clear understanding of Business Model Canvas (BMC) and its benefits for companies Understand the relation between BMC and Business Model You (BMY) Understand how personal and professional improvements and main parts are varied and need to be cultivated Understand the 9 boxes composing the BMY Attempt a first contact with BMY Improve the ability to collect and provide feedback to others

• • • • • •

Learn how to improve the own work by feedback received Grasp the dynamics of interpersonal relations Develop clear understanding of motives and emotional undertones of peers Enhance the ability to successfully negotiate and exchange opinions Reduce the stress of conflicting situations Improvement of communication skills


2.2 Nr

UNITS: General overview

Duration

Name

1

60’

BUSINESS MODEL CANVAS PHASE 1 – FUNDAMENTALS OF BUSINESS MODELLING ON ENTERPRISE LEVEL

2

165’

BUSINESS MODEL CANVAS PHASE 2 – BUSINESS MODEL YOU

3

60’

BUSINESS MODEL YOU PHASE 3 – Reflect and review

4

2 hours

REFLECT Methodology – role playing

2.3 Nr

1

2

Duration

UNITS: Description

Name and description

60’

BUSINESS MODEL CANVAS PHASE 1 – FUNDAMENTALS OF BUSINESS MODELLING ON ENTERPRISE LEVEL

165’

BUSINESS MODEL CANVAS PHASE 2 – BUSINESS MODEL YOU

Exercise name/Method

Business Model Canvas Puzzle

Create your Life Line Create your Life Wheel Sketch a Business Model You

3

60’

4

2 hours

BUSINESS MODEL YOU PHASE 3 – Reflect and review

Teamwork to improve the BMY

REFLECT Methodology

Role playing


The Business Model Canvas Key Partners

Key Activities

Designed for:

Designed by:

Value Propositions

Key Resources

Cost Structure

Customer Relationships

Date:

Version:

Customer Segments

Channels

Revenue Streams

This work is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported License. To view a copy of this license, visit: http://creativecommons.org/licenses/by-sa/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.

designed by: Strategyzer AG

strategyzer.com

The makers of Business Model Generation and Strategyzer

Download this template from: https://strategyzer.com/


Unit Nr: Exercise Name

1 Business Model Canvas Puzzle The main objective behind this exercise is to help the user understand how the different parts of the BMC work and correlate, and how some things can even be in two different boxes at the same time, or in places you would normally no put them into.

Specific objectives

Also, this exercise allows the user to realise the complexity behind building a business model for a company, no matter how simple the BMC can look like. Through the exercise, users will as well familiarise with the boxes and will learn how to use them, making easier for them to later on create their Business Model Canvas.

Duration

Material/room

Nr of participants

Description

60’ -!

Business Model Canvas template in A1

-!

Post-it with the answers

-! The A1 BMC should be placed in a table and the whole group should be able to stand around the table and properly look at it. From 2 to 6 participants per group. Gathered in groups, and after understanding the main conceptual theory of the BMC and how each of the 9 boxes works and aims at, participants in the activity will receive a blank Business Model Canvas and a series of post-it in which the main points to include in the BMC of a well-known company. Participants will have to decide where should each post-it be placed inside the BMC.

Methodological advice

Variations

It is recommended not to intervene while the group decides where to put each post-it. In the case there is a term they are not familiar with, try to explain it without giving up the box where it belongs. In case it is preferred to do an easier exercise, it is possible to deliver the Business Model Canvas with all the answers posted in it, but without the name of each box written down. In this case, participants would have to name each of the boxes based on the information contained in them. In case it is preferred to do a more complex exercise, participants can be asked to add more elements to each box that they would have to think by themselves.

Country specific adaptions

The exercise can be adapted by using national companies that users may know better, instead of multinationals. -! Business Model Canvas template

-! Filled Business Model Canvas of several multinational organisations Weblinks, Videos, Pictures, -! Book: Business Model Generation: A Handbook for further material Visionaries, Game Changers, and Challengers (Alexander Osterwalder) -! Pictures:


Ramona (IT)

Dorothy (GR)

Business Model Canvas Puzzle Marga (ES)

Marius (RO) Andrea (CY) Paula (GR)

Agne (LT)

Catherina (IT)


Create your Life Line


Unit Nr: Exercise Name

2 Create your Life Line This exercise aims to provide the user a general vision of the main accomplishments and experiences he/she has achieved through life, both positive and “negative”. It also looks to give the user a certain general objective vision of how these main events have been placed through life, as a way of showing the effect they may have had in how the person was feeling in these stages.

Specific objectives

Also, creating a life line allows the person to realise everything that has happened and how it has built the person’s character and abilities. On other terms, a clear objective of this activity is to help users realise which events on life have had a negative or not so positive impact on them, and whether they should change certain habits in their daily lives to ensure the final graph is positive and not negative.

Duration

Material/room

Nr of participants

40’ •

Lifeline template

Colours, pens

It is necessary to be seated in a comfortable position for writing down in the template

Between 3-6 per group Before gathering in groups, each participant will have to individually complete their own lifeline.

Description

The template includes a line in the middle of the paper, which participants will see as a neutral point. Taking it into account, the user has to write down on the paper all the relevant experiences he/she has lived chronologically. Depending on the importance (positive or negative) they had, they will be written closer or farther from the line. Positive statements will be above the line and negative statements under the line. Once they have written everything down, they can put dots next to each statement and link them. They will then be able to see whether the majority of their line is over or under the neutral line. Then, in groups, each participant will have to present their line and explain what they believe it says about them. After it, the group will provide feedback on whether they believe the conclusions were on point, or if there is anything else they see from the line that is important in judging which parts of the user’s life should be improved or changed.

Methodological advice

It would be better to have a trainer in each of the groups, in order to ensure that all participants explain their own life line and later try to provide feedback to their groupmates.

Variations

If you do not have time to make groups and make them provide feedback, this exercise can be done individually.

Country specific adaptions

Not applicable

Weblinks, Videos, Pictures, further material

MOD2_UNIT2_LIFELINE.png


Create your Life Wheel


Unit Nr: Exercise Name

Specific objectives

2 Create your Life Wheel The life wheel is formed by some of the main parts that are important in life for an individual, and also related to the Business Model You. The specific objective of this activity is to promote the search of each person of the most important points in their life regarding each of the themes composing the Life Wheel. Through this search, it will be possible for them to realise which parts of their life are not being that taken care of, or which parts they should work on improving in order to have a more equilibrated life. Also, another objective of this activity is to force the user to start thinking on points that later on can be directly added to the Business Model You.

Duration

Material/room

45’ •

Life Wheel template

Colours, pens

It is necessary to be seated in a comfortable position for writing down in the template

Nr of participants Between 3-6 per group Before gathering in groups, each participant will have to individually complete their own life wheel.

Description

The wheel is a circle divided in parts, each one with a theme or question that the user needs to fulfil. Participants should try to write down as many things as they can in each of the wheel parts; they can use different colours or word sizes in order to state the importance they give to each word they write inside the wheel. Then, in groups, each participant will have to present their wheel and explain what they believe it says about them. After it, the group will provide feedback on whether they believe the conclusions were on point, or if there is anything else they see from the wheel that is important in judging which parts of the user’s life should be improved or changed. Also, it will be possible to see which life’s parts are not being as taken care of by each of the participants.

Methodological advice

It would be better to have a trainer in each of the groups, in order to ensure that all participants explain their own life wheel and later try to provide feedback to their groupmates.

Variations

If you do not have time to make groups and make them provide feedback, this exercise can be done individually.

Country specific adaptions

Not applicable

Weblinks, Videos, Pictures, further material

Life Wheel


Agne (LT)

Unit Nr:2 Sketch a Business Model You

Vita (LT)

Yolanta (LT)

Sigita (LT)

Eiman (LT)

Sketch a Business Model YOU


Unit Nr: Exercise Name

2 Sketch a Business Model You This exercise’s main objective is to help participants familiarise with the Business Model You (BMY), its shape and main parts.

Specific objectives

However, this will be a very general exercise since the BMY will be studied in depth in future parts of this project. The main intention is to provide participants with a base and a general knowledge that allows a better understanding of the tool in the future. Also, it has as objective to encourage the participants in creating a first version of Business Model You that they will be able to improve during the whole project. These constant improvements will let them realise how much they are changing and learning.

Duration

60’

Material/room

Template of Business Model You

Nr of participants

It is an individual exercise After receiving a general, introductory explanation of the Business Model You, participants will be encouraged to take their completed lifeline and life wheel and try to make connections between the elements written down in those activities and the different boxes that compose the BMY.

Description

Then, they will have time to fill out their individual BMY. They will look at how the boxes interact with each other, and they will have to try and fill at least 2 things in each box. This will allow them to see which parts of their Business Model You they are already working on, which need more work and which ones they should redirect to improve their personal situation.

Methodological advice

Make sure to remark that this activity is only an introduction to the work; it is OK if participants do not entirely get the activity at first, or if they cannot put a lot of content in all the boxes. This is an activity that will be improved towards time.

Variations

Not applicable

Country specific adaptions

Not applicable

Weblinks, Videos, Pictures, further material

Template of Business Model You

Official website: http://businessmodelyou.com/


Ramona (IT)

Petrica (RO)

Andrei (RO)

Sigita (LT)

Carmen (ES) Koulla (CY)

Teamwork to improve the BMYOU

Marius (RO)

Paola (GR)

Andrea (CY)

Catherina (IT)


Unit Nr: Exercise Name

Specific objectives

3 Teamwork to improve the BMYou The main objective behind this final, reflecting exercise is to encourage participants into giving feedback to the rest of participants. On the one hand, this will let them receive feedback from their partners, who may have different perspectives and experiences that allow them to see things in them they are not realising and could be included and improved in their BMY; on the other hand, it will also make them give feedback, which will encourage them to immerse themselves even more in the concept of BMY and how each box interacts. Finally, by providing feedback to other people, they may realise new things to add to their own BMY, or things to change.

Duration

Material/room

Nr of participants

60’ •

Completed BMY by participants

Enough space for groups to talk to each other

Blank BMY templates in case someone wants to update theirs in a new canvas

Around 5 per group Once all participants have their own BMY, set them in groups in order to provide and receive feedback.

Description

Each participant will have around 5 minutes to explain their BMY. After this, the rest of the group will have 5 minutes to give feedback on what they have heard. This will be done with each person in the group. It would be better to have a trainer in each of the groups, in order to ensure that all participants explain their own life line and later try to provide feedback to their groupmates.

Methodological advice

Also, as in the previous exercise, make sure to remark that this activity is only an introduction to the work; it is OK if participants do not entirely get the activity at first, or if they cannot put a lot of content in all the boxes. This is an activity that will be improved towards time.

Variations

Not applicable

Country specific adaptions

Not applicable

Weblinks, Videos, Pictures, further material

Template of Business Model You

Official website: http://businessmodelyou.com/


REFLECT Role Play

Dorothy (GR)

Sofia (GR)

Maria (GR) Paola (GR)


Unit Nr:

4

Exercise Name

REFLECT Role Play

Specific objectives

Enhance emotional intelligence by grasping the dynamics of interactions participant cannot understand or cannot control and as a result to feel less stress when facing these situations.

Duration

2 hours

Material/room

A spacious room is required where the participants can break up in groups and act out without much distraction from immersing themselves.

Nr of participants

3 groups of 4-5 people The facilitators distribute the “Scenarios” document, then split the group in 3 teams and ask them to act out the scenarios simultaneously. The teams constitute of 3 actors (required by the scenario) plus one or two observers. The facilitators assign the roles according to the participants’ profiles (if they are available beforehand) or according to their preferences. After that, they leave 5’ so that the ‘actors’ read and reflect their assigned role. During the Exercise

Description

The facilitators walk around the teams observing responses and behaviour, but seldom, if at all, intervene. When all three teams have finished the discussion The facilitators call all groups together again. Discussion The three teams come together to discuss the outcome of the roleplaying. Members of the team, starting from the observer(s) start to describe the whole discussion stating details and other issues they noted. De-briefing The facilitators, after all teams have had enough time to present and discuss the development and the outcome of their scenario, continue making overall comments and constructive assumptions about the importance of emotional intelligence in personal life and most importantly the workplace.

Methodological advice

They provide them with enough information to comprehend the purpose, but do not go in deeper analysis on the expected outcomes of the exercise, nor pre-dispose the participants about the emotions or the course of the discussion. The facilitators also instruct the observers to take note of all interactions, paying attention to both verbal and body language during the course of the exercise. The participants should be encouraged to act on impulse and to improvise new details and traits, always based on their characters. During the de-briefing, the facilitators steer the conversation towards productive assumptions and highlight insightful remarks.


Variations

A variation can be the use of alternative scenarios, geared to the interests, need and maturity level of the participants to achieve optimal results.

Country specific adaptions

This exercise should be held in native language, to allow for expression and best use of language. Some of the scenarios can be adapted, omitted or replaced according to the reality of each country. Trainers are encouraged to come up with specific scenarios of common situations in their economic and cultural context. https://vimeo.com/channels/bravellta/278021023 https://vimeo.com/channels/bravellta/278022632

https://www.youtube.com/watch?v=scm7mifs1TY Weblinks, Videos, https://youtu.be/kxo2iWXRzrk Pictures, further material https://drive.google.com/open? id=1J5IK38vIounar1CGMIjWD_j0ZKSMuXcqdofCvHscoFs https://drive.google.com/open? id=1pRq1OjMXQhGcjPDBRAoQpTKci8D7tUqO

REFLECT METHOD Role Playing for Emotional Intelligence Scenario 1 Characters: Employee, Supervisor, Owner The employee has been working for 6 years in a company that trades decorative items and is very good in networking with customers. The company previously had a significant turnover, but during the last years, some wrong choices have brought the owner to a worse financial position. Recently the employee found out that she was pregnant and announced it to her colleagues. The supervisor is worried that her absence due to maternity leave will lead to low performance in the sales department and this fact will be seen as an inability of his/her to manage by the owner of the company. The employee does not


want to lose the position and spoil her relationship with her employer, but at the same time she does not want to risk her health and pregnancy.

Scenario 2 Characters: Employee, Supervisor, Colleague In a telecommunications organisation, the supervisor calls the employee and assigns him/her a work package related to the new Internet products that the company is trying to promote. The employee already has enough at his/her hands and thinks the additional workload will be difficult to cope with. A colleague with less work experience and clearly less workload wants to avoid taking on the additional workload as well, as at the moment he/she is dealing with a serious health issue in the family environment, a fact that he/she wants to remain a secret. The boss calls both at a meeting and wants to resolve the situation.

Scenario 3 Characters: Partner 1, Partner 2, Employee Two partners that own a coffee-bar, also related as cousins, are preparing to expand by opening a new restaurant in a working district, making a major investment in a pressing economic situation for them. The first is younger and the second is the older. The younger partner is more cautious with the new initiative and tries to persuade his partner to not rush into an investment in a field where they have no experience (opening a restaurant), but on the contrary to expand their existing coffee-bar or open another one. The older partner is very optimistic and insistent on the restaurant. The partners also have a key employee whom they trust. The employee has increased supervisory responsibilities in the existing enterprise and is extremely capable. The employee has no problem to take up new activities, but does not want to openly take the part of one of the two partners, as his job with the two partners is very important for his livelihood.


TRAINING MODULE 3 First Portfolio of prototyped ideas This Module is about: • • •

UNITS – General overview! 1 UNIT – Description! 2 Exercises’ Description

Unit 1 HERO’S JOURNEY Two Exercises 1. Hero’s Journey for transformation 2. Exchanging ideas and getting insights from the other participants


Paola (GR)

Oana (RO)

RESPONSIBLE OF THE MODULE: STICHING PRIME (NL)

Exercise´s Description UNIT Nr 1 Hero’s Journey for transformation

UNIT Nr 1 Exchanging ideas and getting insights from the other participants


3.1

Abstract

The Empowerment process makes people think of changes that can positively affect their lives. They are then invited to think of their new journey, as a transformation process in which they need to identify all elements that can prevent them from moving on, how to overcome them focusing on key motivators. What is the purpose with playing HERO’S JOURNEY and decisions? 1. To gain insights about their system on multiple levels regarding how the Journey reacts to changes from inside out. 2. To use this insight to guide your strategic behaviour.

3. To mentally prepare for making better and faster decisions. HEROS’ Journey is the beating, engaging and revealing heart of a co-creation experience, helping the person to engage in constructive conversations to build together, iteratively, the next user experience, innovating services and products together. Participants will bring to the training their ideas connected to any subject including Entrepreneurship to redesign, life change, improvement of skills to achieve new goals, and new carrier development.

Learning Objectives Understanding what the unconformity is, the call for adventure, the refusal of the call and how to overcome the obstacles. The Hero’s Journey is a personal Journey for transformation based on a template that helps the trainee to map the journey for transformation. It is directly connected to the LEGO® exercises and the Business Model You®. In fact, it could be played simultaneously if needed. The journey for transformation starts with the unconformity of the person and his/her situation. Once identified the unconformity, the call for adventure is analysed followed by the refuse of the call and what implies to leave the comfort zone. The obstacles with the help of the Mentor are identified then to overcome them played as game-defining levels based on the game mechanics and gameplay. The whole training module offers the possibility to make a journey into transformation visualising from different angles with different tools the journey in itself. It helps to understand who you are, what is your value proposition, how to deal with the obstacles to breaking down personal fears.


The HERO’S JOURNEY

WHAT MAKES YOU UNHAPPY in your world WHAT MAKES YOU FACE A CHANGE?

OUTCOME/RESULTS PROBLEM: WHAT IS THE PROBLEM THAT TRIGGERS THE CALL What is missing that you can fill up/want to change in your personal journey, in your profession, in the market

CHANGES: WHAT HAS BEEN CHANGED

REFUSAL: WHAT PREVENTS YOU FROM MAKING A CHANGE? WHAT PREVENTS YOU TO TAKE A DECISION AND FACE A NEW ADVENTURE

ACHIEVEMENTS: WHAT YOU HAVE ACHIEVED –

OBSTACLES: WHICH OBSTACLES WILL YOU MEET: INTRINSIC AND/OR EXTRINSIC OBSTACLES

ACTION PLAN TO OVERCOME OBSTACLES

ACTION PLAN: WHICH ACTION PLAN WILL YOU ACTIVATE TO REACH YOUR OBJECTIVES

RESOURCES : WHICH RESOURCES DO YOU NEED TO OVERCOME THE OBSTACLES THAT PREVENT YOU TO FACE A OUTCOME: WHICH WILL BE EFFECT ON NEW CHALLENGE AND THE YOU? HOW WILL YOU CALL FOR TRANSFORMATION FEEL IN ACHIEVING YOUR OBJECTIVES?

RESOURCES: WHO HELPS ME, EXTERNAL SUPPORT. AND WHICH RESOURCES DO I NEED

OBJECTIVES: WHICH IS YOUR PURPOSE, WHICH ARE YOUR GOALS


3.2

UNITS: General overview

Nr

Duration

Name

1

5 hours

Hero’s Journey for transformation

3.3 Nr

Duration

UNITS: Description Name and description

Exercise name/Method

Hero’s Journey Understanding what the unconformity Hero’s Journey to be filled in is, the call for adventure, the refusal by the participants of the call and how to overcome the obstacles. Template.

1

5 hours

How to find a Mentor to cross the threshold: Mentors play a key role to guide the Journey. The kind of call for adventure for leaving the comfort zone will define the Mentor profile. Exchanging ideas and getting Gamify the obstacles when leaving insights from the other the comfort zone, focus on the participants challenge to identify the game play and game resources. Define the new level to achieve to develop the new personal storytelling: in this part of the Journey the personal faces the challenges and takes the new risks understanding the new skills and resources needed is key.


Daniela (RO)


Unit Nr:

1

Exercise Name

Hero’s Journey for transformation

Specific objectives

How to understand your personal transformation Setting your objectives

Duration

4 hours

Material/room

Template of the Hero’s Journey – one template per person

Nr of participants

30

Description

The participant has to understand how to gamify the journey for transformation, by filling in all the steps of the Hero’s Journey template with the use of post-its. It is a journey for change and the participants has to think about their personal change and how to implement it.

Methodological advice

Make a walk through the concepts and get insights from other participants

Variations

None

Country specific adaptions

None

Weblinks, Videos, Pictures, further material

Pictures and videos can be found here: https://vimeo.com/channels/bravellta/277329755 https://vimeo.com/channels/bravellta/277329875 https://vimeo.com/channels/bravellta/277329913 https://vimeo.com/channels/bravellta/277330028 https://vimeo.com/channels/bravellta/277347690 https://vimeo.com/channels/bravellta/278021680 https://vimeo.com/channels/bravellta/278021829 https://vimeo.com/channels/bravellta/278021956 https://vimeo.com/channels/bravellta/278022066 https://vimeo.com/channels/bravellta/278022114 https://vimeo.com/channels/bravellta/278022429


Angela (CY)

Andrea (CY)

Sofia (GR)

Maria (CY)

Unit Nr:

1

Exercise Name

Exchanging ideas and getting insights from the other participants

Specific objectives

To get insights, feedback and suggestions from the other participants through a peer-to-peer methodology

Duration

1 hour

Material/room

Template of the Hero’s Journey – one template per person and post-its

Nr of participants

30

Description

After completing the personal Hero’s Journey, all the participants will explain it to the others (in small groups of 2 or 3 people). The people who are listening may contribute with questions, suggestions, insights that will help the person to better focus on the journey, with its strengths and weaknesses.

Methodological advice

Make a walk through the concepts and get insights from other participants

Variations

None

Country specific adaptions

None

Weblinks, Videos, Pictures, further material

Pictures and videos can be found here: https://vimeo.com/channels/bravellta/277328679 https://vimeo.com/channels/bravellta/277328913 https://vimeo.com/channels/bravellta/277329060 https://vimeo.com/channels/bravellta/277329197 https://vimeo.com/channels/bravellta/277347018 https://vimeo.com/channels/bravellta/278020379 https://vimeo.com/channels/bravellta/278020601 https://vimeo.com/channels/bravellta/278020855 https://vimeo.com/channels/bravellta/278022567


TRAINING MODULE 4 My contribution to the Social Good This Module is about: • • •

UNITS – General overview! UNITS – Description! 6 Exercises’ Description

Unit 1 HAPPINESS AND WELLBEING, SETTING GOALS Five Exercises 1. Setting objectives: key factors

Unit 2

2. The 5 ways to wellbeing

X-FACTOR

3. What If....

One Exercises

4. Life map for goals setting

1. X-Factor

5. Discover your strenghts


Andrea (CY)

Daniel (NL) Agne (LT) Jenny (IT)

Marga (ES)

Andrei (RO)

RESPONSIBLE OF THE MODULE: INEUROPA (IT) And SIF (LT)

Exercise´s Description UNIT Nr 1 Happiness and Wellbeing, Setting goals

UNIT Nr 2 X-FACTOR


4.

Abstract

This module works in the area of awareness, setting objectives and having an impact on the social dimension and behaviour change. Each individual will be invited to reflect on the importance of the individual contribution to the social good. In setting their goals they will be take into consideration the ICare values (Integration, Commitment, Attention, Responsibility and Empathy) focusing on having a positive impact either on themselves and on the wider world. These are the values that make the difference and are important to be raised and strengthen for each person, so as to reinforce self-awareness but also to respect the external from oneself, context and relations. The ICare process will affect the individual behaviour as each adult will feel important and ready to qualitatively contribute to his/her own new positioning in relations to others and to the local context.

UNIT 1 – Happiness and Wellbeing, Setting goals The first unit is a new experience aimed at supporting unemployed adults to set and achieve goals that are good for their own wellbeing and also good for the planet. The workshop brings together research on motivation, goal-setting, sustainability and wellbeing to support unemployed adults to define what success means for them, set goals and create plans to achieve them. Values are highlighted and reference elements to set goals. Global wellbeing is dependent on individual wellbeing – When setting goals to increase one’s own wellbeing, motivation growth if we engage in behaviors that are good for the planet as well as ourselves (5 ways to wellbeing). Participants must choose their own goals – The research into goal setting indicates that people are very unlikely to achieve goals that they did not choose themselves. Goal setting is very linked to the person’s values, being personal and/or professional, as a process to identify and achieve one’s own wish/wishes Participants are invited to choose goals that are good for their own wellbeing and the planet. This path is aimed at helping unemployed people set their personal and/or professional goals thinking of what they like, on their wishes and on their values (what counts for them), transforming their attitude and approach into positive actions for the social good, think and act for themselves in a wider context, having a positive impact on the planet.

UNIT 2 – X-FACTOR Referring to one of the ideas of project, the UNIT 2 has been developed: “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 substantially contributes to the social good/welfare”.


As entrepreneurship is always about communicating with people, selling and team working, for the second unit of this module exercise X-Factor has been chosen. It is a method for participants to communicate their ideas with the world. Having in mind that doing business is about creating good for others, the main criteria chosen for the assessment is - “social impact”.

Learning Objectives OVERREACHING AIM UNIT 1: For participants to be inspired to make a change in their life and thus to set objectives that are challenges for themselves; to take actions to achieve a goal that they think to be relevant for their life and personal satisfaction. It is important to make participants reflect on the fact that we are happier when we feel that we are doing something that will generate a benefit not only for ourselves but also for the world/people around us. Participants will: •

Explore what happiness means to them

Learn about factors that research suggests contributing to a happier life

Reflect on their coping mechanisms

Explore their life priorities and time use

Reflect on everyday choices that can impact happiness

Explore effective strategies to impact their own happiness

Reflect on success and failure factors

Identify their strengths and success capacity to overcome obstacles

Explore what they want their future to look like and set long-term goals

Explore how they rate different areas of their life now

Set a 21 to 30-day challenge that helps them move towards their long-term goals

Explore effective strategies to choose the right goals for them

Explore effective strategies to achieve their goals

OVERREACHING AIM UNIT 2: The main idea of UNIT 2 for participants is to understand that doing business is doing something good for others. As well as that social impact might be needed to be evaluated, as they evaluate each team by social impact criteria. Participants will: •

Develop their working in team skills;

Learn how to present their ideas in a creative way.

Understand the importance of social impact in each entrepreneurial idea.

Explore the importance of the team for each member and the importance of each member uniqueness for the team as a unit.

Get to know the feeling of competition as in a real world.

Develop creative thinking.


4.2 4.3 Nr

UNITS: General overview

Nr

Duration

1

7 hours

Happiness and Wellbeing, Setting goals

2

4 hours

X-FACTOR

Duration

Name

UNITS: Description Name and description

Exercise name/Method Setting objectives: key factors The 5 ways to wellbeing

1

7 hours

Happiness and Wellbeing, What … if … Setting goals Life map for goals setting Discover your strengths

2

4 hours

X-FACTOR

X-FACTOR game

Maria (CY)

Yuri (IT)

Veronica (ES)

Setting objectives: key factors Marius (RO)


Unit Nr: Exercise Name

Specific objectives

1 Setting objectives: key factors •

To be inspired to make a change in their life

To reflect on success and failure factors as key motivators

To identify the key elements for succeeding in achieving one’s goals

Duration

45’

Material/room

2 flipchart papers with success factors and failure factors as titles – post its, pc, video-projector, speakers

Nr of participants

30 Participants are invited to work in pairs within the 6 people forming each of the 5 groups.

Description

Each participant will tell the other a story of a time when she/he was successful, and another story of a time when she/he failed. The couple will point out the factors moving their success and the ones moving their failure. They will then be invited to write the factors on post its and stick them on the flip charts. First, every couple will share the results in their group of 6, and then within the whole group when the facilitator comments on the most common factors emerged. Comments and feedbacks from participants will be collected. The facilitator will then show 2 videos about the predictor factors of success: grit and self-control. The facilitator will collect comments from participants, to be motivated and find out their strengths to be able to achieve their objectives, and also to start thinking about the intrinsic obstacles that prevented them from being successful.

Methodological advice

Let participants interact and exchange, speak about their stories and experiences, give them time to share and identify the most of success or unsuccessful factors, as to let them go deeper into themselves and reflect

Variations

None

Country specific adaptions

None

Weblinks, Videos, Pictures, further material

https://www.ted.com/talks angela_lee_duckworth_grit_the_power_of_passion_and_persev erance?language=it#t-2981 https://www.youtube.com/watch?v=QX_oy9614HQ


The 5 ways to wellbeing

Oana (RO)

Veronica (ES)


Unit Nr:

1

Exercise Name

The 5 ways to wellbeing

Specific objectives

To make participants reflect about the fact that we are happier when we feel that we are doing something that will generate a benefit not only for ourselves but also for the world/people around us.

Duration

45’

Material/room

5 flip-chart papers with the 5 ways to wellbeing: CONNECT, GIVE, KEEP LEARNING, OBSERVE, BE ACTIVE

Nr of participants

30 The 5 flip-chart papers (one per each way to wellbeing) are stuck on the wall and the participants are split into 5 groups of 6 persons each. Each group is asked to take post-its and pens and write all the actions they think in relation to that ACTIVITY. They will write the actions on the post-its and will stick them on the poster. Every 5 minutes the group moves to the following poster until every group has filled all the 5 ways to wellbeing.

Description

When the itinerary is completed, the facilitator comments on each poster, clustering actions highlighted on post-its and opening reflections and exchange among participants. Commenting on each 5 ways, the facilitator invites participants to make some additional exercises useful to increase their wellbeing and positive attitude towards the wider world: listing people that count for them, noticing positive things happening every 24 hours in their lives, noticing what counts for them, in their personal and professional life.

Methodological advice

The facilitator stimulates participants to be active and reflect, exchange their views and opinions. This exercise completes the previous one on key factors of success, as it focuses on what counts for each participant and help increase their motivation and think on the importance of setting goals and of having an impact on the external world. In fact, this activity is important for the definition of one’s own objectives, linked to one’s values and wishes, with special attention to positive attitudes and world related impact

Variations

None

Country specific adaptions

None

Weblinks, Videos, Pictures, further material

https://www.onyourmindglos.nhs.uk/five-ways/


What... if… Unit Nr:

1

Exercise Name

What... if… To get out of the scheme of concrete possibilities, those you keep considering the only ones the job can provide.

Specific objectives

To focus on one’s dream and wellbeing. To focus on what would make one happy.

Duration

30’

Material/room

Lego pieces

Nr of participants

30

Description

The participants are split into 5 groups made of 6 people. Each person in the group is asked to use the Lego pieces they find on the table for building a model according to this assumption: “If you had 500,000 euros what would you do in life”. Then, after building the model, at least one representative per table will show and explain his/ her model to all the participants in the room. At group level, each participant will tell his/her story on the model she/he has built. Everybody will have to share. The exercise takes people to imagine to what extent their dream is really feasible and to what extent they consider it a dream only because they have never thought that what they really like can actually be combined with their job.


Methodological advice

The facilitator needs to point out that these answers are not valid: “I would buy houses, cars, objects....� What is interesting is to get to know how the participant would employ her/his day, to which activities she/he would commit to, which initiatives would she/he take, etc. While they tell their story of the model to all the others, the facilitator will take notes to facilitate the exchange. It will be interesting to notice how people can be very realistic and concrete and realise how many resources they already have, not necessarily thinking only of money.

Variations

The facilitator can ask participants to cluster the models on the table, on the basis of their own criteria and principles, and create connections among participants. Sharing their dreams can help find common points and allow pairs to confront and support each other.

Country specific adaptions

None https://www.youtube.com/watch?v=HPQOmgH-uEw

Weblinks, Videos, Pictures, further material

https://www.youtube.com/watch?v=verkP_tFHYY https://www.youtube.com/watch?v=HmNEXOUqJ4E&t=3s https://www.youtube.com/watch?v=SfT8asqQfN4&t=15s


Unit Nr.1 Life map for goals setting

Life map for goals setting

Unit Nr: Exercise Name

1 Life map for goals setting To be inspired to make a change in their life.

Specific objectives

To learn how to set goals (short-term, mid-term, long-term) and achieve them. To enable participants to take action and achieve a goal relevant for their life and personal satisfaction – 21 to 30 day challenge.

Duration

4 hours

Material/room

Life map printed – one per person; video-projector and pc

Nr of participants

30


The exercise can be split into 2 parts of 2 hours each. The participants are invited and facilitated to think and identify a shortterm objective (being it personal or professional). The method presented is the WOOP, a successful tool useful to help increasing effort and engagement: 1.! Reducing stress 2.! Improving time management 3.! Promoting physical health This method helps people increase their grit and self-control. WOOP stands for: 1.! Wish (the goal we want to achieve)

Description

2.! Outcome (what we really want from achieving this – how it will make us feel) 3.! Obstacle (what are our internal obstacles that get in the way) 4.! Plan (planning for what we can do when these obstacles get in the way) 5.! I will do this and have a positive impact on the planet by... Each participant will be given a Life Map that he/she can fill in following the WOOP methodology for achieving a short/mid-term goal. After filling in the form, participants can share opinions, suggestions and feedbacks in groups. The goal is identified as a short-term challenge on which they have to work for meeting after one week and sharing opinions on how they have applied the method. In the second meeting, people are invited to go deeper identifying a mid/long term objective on which they will need to work in the following weeks (at least 21-30 day challenge)

Methodological advice

It is important to be in touch with the participants from meeting 1 to meeting 2 of this exercise. They need to be motivated and stimulated to work on their objectives, share their obstacles and facilitate their life in achieving the goal. It is important also making them share the objectives with the others as to have reciprocal support and increase their motivation

Variations

According to the group you can increase the number of hours or of meetings with the participants to coach them achieving their goals and take action following the WOOP.

Country specific adaptions

None

Weblinks, Videos, Pictures, further material

Woop form


WOOP – WISH, OUTCOME, OBSTACE, PLAN WOOP is a goal-setting model that research has shown to be extremely effective in helping people achieve their goals. It has been tested in gyms, health facilities and schools and has proven to be effective in helping people to have greater self-control and significantly increase their chances of achieving their goals. Choose something important for you, which is challenging but achievable

CONNECTION Write down a list of the most important people in your life. Write another list of people with whom you have spent more time in the last week. TAKE NOTICE THREE GOOD THINGS THAT HAPPENED IN THE LAST 24 HOURS


WISH – My wish/objective is … (something important for you that is challenging but achievable) Outcome on me: when I will do this, then I will feel…. Obstacles: my biggest inner obstacles could be ...

Plan: when my obstacle(s) will arise, then I wll (my action)….

I will do this and I will have a positive impact on the world around me .. I will do this (WHERE)

I will do this (WHEN)!

It will be easier for me to reach my goal if ...

I will share my objective with….

Who could hinder me ... then ...!


The most important The people with whom I spent more people in my life are‌.. time in the last week are‌.


Discover your strengths Unit Nr: Exercise Name

1 Discover your strengths To focus on story telling.

Specific objectives

To listen to the others (this is linked to the deep listening exercise of module 1). To identify strengths and success factors.

Duration

60’

Material/room

Papers, pens, mobile phones of participants, video projector, pc, internet connection, menti.com

Nr of participants

30 Participants are asked to work in small groups of 3. Each person tells the other two a short story about a time when she/he was working at her/his best. While one person is talking, the other two should listen carefully and pick out the strengths of that person. Then, they should give feedback on what strengths they have heard.

Description

The facilitators will bring the group back and ask them to connect to menti.com with their own mobile phones. Every participant is asked to write down 3 strengths the others have identified about her/him. menti.com shows you a cloud with all answers, the most common appearing in bigger size. This gives an idea on how strong the participants are, and how positive is the group and full of energy to achieve their goals: The facilitators need to stimulate participants to comment on the exercise and give feedback on the strengths identified.

Methodological advice

By strengths we mean the characteristics that seem to come naturally to individuals.

Variations

None

Country specific adaptions

None

Weblinks, Videos, Pictures, further material


Methodological advice

By strengths we mean the characteristics that seem to come naturally to individuals.

Variations

None

Country specific adaptions

None

Weblinks, Videos, Pictures, further material

Unit Nr:

2

Exercise Name

X-Factor

Specific objectives

To understand that doing business is doing something good for others and how to present idea in a creative way through team work. X-FACTOR is an activity of presentation and evaluation of the ideas that challenge the participants to present ideas/projects in the most creative and convincing way. Participants have to present their team, each member uniqueness and business project.

Description

EACH PARTICIPANT is UNIQUE and ADDS VALUE to the TEAM. That is why one of the things the team has to present is its members and their uniqueness. Each team is also a jury and has to evaluate the presentation from the rest of the teams from 1 to 5, using the following criteria: innovation and creativity, social impact, viability and communication and feedback given (positive and encouraging).� Sequence: 1.! The facilitator explains sequence of X-Factor and divides participants in groups


2. In the group, participants have to discuss about each member. (Remembering exercises “who you are” – think about uniqueness, what you add to the team, what you expect from team; remember exercises “What is your superpower” and “Values” as well as exercise “Hero’s journey”. Everything is connected). 3. After that, participants choose a business idea as a team to be presented (referring to BUSINESS MODEL CANVAS) 4. In groups, participants will prepare a presentation as creative as possible. They can use anything they wish as it is a competition. They can bring things that add value to the presentation and makes it impressive. 5. The presentation should be about 3 elements: each member uniqueness, the team in general and the business project. 6. Each team creates a presentation. Description

7. Each team has to evaluate other presentations according to the given criteria (from 1 to 5) and to give positive feedback (remembering “REFLECT Methodology”) 8. Points are calculated. 9. Announcement of team winner. 10.ELEMENTS TO EVALUATE from 1 to 5 for each team: •

INNOVATION AND CREATIVITY: the presented idea/project solves a problem in an original way.

SOCIAL IMPACT: cause-effect that the idea/project has caused or can cause in a positive way in the society or the pursued social challenge.

VIABILITY: the idea/ project has many elements which in a coordinated way give meaning and structure to the different activities, assuring their sustainability.

COMMUNICATION: the idea/ project is transmitted in a clear, attractive way with values connected to entrepreneurs’ core values.

Methodological advice

Atmosphere should encourage creativity

Variations

None

Country specific adaptions

None https://vimeo.com/channels/bravellta/278554954 https://vimeo.com/channels/bravellta/278555065

Weblinks, Videos, Pictures, further material

https://vimeo.com/channels/bravellta/278555159 https://vimeo.com/channels/bravellta/278555065 https://vimeo.com/channels/bravellta/278555159 https://vimeo.com/channels/bravellta/278555276


this page left blank intentionally

Profile for vilma.musankoviene

BRAVE Innovative training program PHASE 1 - Unemployed adults' personal empowerment  

http://www.iliketobebrave.eu/

BRAVE Innovative training program PHASE 1 - Unemployed adults' personal empowerment  

http://www.iliketobebrave.eu/

Advertisement