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  1. Enterprise skills session 6

  2. What’s your T Shirt say today?

  3. Review of self study from last session • Word cloud – review of your clouds • Your metaphor (construct a metaphor describing you when you are working/acting at your most enterprising). • In groups of three review each person’s metaphor. Explore their answers to the following questions? • How deeply do they/you genuinely believe they can apply this metaphor to their life/work? • Do they/you foresee any potential situations where it may be difficult to apply the metaphor? • Congruency how congruent is the metaphor with their work/life?

  4. How many frogs? • There are five (5) frogs sitting on a log. • Four (4) decide to jump off. • How many frogs are left sitting on the log?

  5. How many frogs? • The answer is five (5). Or; very occasionally 4. • There is a huge difference between deciding to do something and actually doing it. • But statistics show that up to 95% of those people who say that they’re going to do something won’t actually jump off the log. They’ll be full of good intentions, but they won’t actually do it.

  6. How many frogs • As an example, consider a study of people who bought “Teach Yourself” language courses - the following statistics were reported per 100 courses sold: • 40 were never taken out of the wrapper • 50 were listened to no further than track 1 of CD 1 • 8 listened no further than the first CD • Only 2 went on to complete the whole course • Based on material from http://championsclubcommunity.com/

  7. That’s a 2% success rate for all the people in the study who bought “Teach Yourself” language courses, and this success rate is very similar with most other “How to” or “Self Help” products - only 2% of people will actually take the step from reading or listening to actually doing something. • But the simple fact is this: only you can choose to act - to jump off the log rather than merely “deciding” to. Only you can choose how far you are willing to go in pursuing your dream of a better life and a different future from the masses who remain firmly rooted to the log. • Based on material from http://championsclubcommunity.com/

  8. Worth – self perception • You tube clip – How much are you worth? • How much value do you add? • http://www.thebossbuster.com/vidcast4

  9. Empowering beliefs ? • There is always a way • I can make this happen • I can be whatever I want to be • There always opportunities everywhere • I love the challenge of doing new things • I believe I can make a contribution to world • No matter what the problem I can turn it around and get something positive from it • There is no failure, only feedback • Based on material in ‘The streetwise guide to being enterprising’ by David A Gibson 2009

  10. Empowering beliefs ? • Money and opportunity are attracted to me • I am lucky, very lucky • I can do it • I am a winner • I believe and succeed • I can make a difference • I always have more resources than I think I have • Based on material in ‘The streetwise guide to being enterprising’ by David A Gibson 2009

  11. The opposite of empowering beliefs Are Idea Killers: • Other people’s negativity • Your own negativity Useful to have a list of people’s negative reactions to enterprising activity so that: • You can be aware when others are killing enterprising activity and perhaps have a plan. • You can be aware of when you yourself are, perhaps subconsciously, killing enterprising activity.

  12. Idea KilIers – the opposite of empowering beliefs • Sometimes whole organisations or sections or department of an organisation can regularly use idea killers. • Sometimes known as ‘excuses’ or “the way we do things are around here” or “that’s the way its always been done”.

  13. Idea KilIers – the opposite of empowering beliefs •  We tried it last year and it didn’t work •  It would take too long •  It’s not my job to… •  You may be right, but... •  Our organisation is too big •  Our organisation is too small •  We don’t do it that way •  We have always done it this way

  14. Idea KilIers – the opposite of empowering beliefs • It sounds ok I theory, but.... In practice •  It would cost too much •  Something that cheap obviously won’t work •  That company down the road tried it and they wasted a lot of time and money and scrapped it in the end •  It’s impossible •  It’s too simple •  It’s too complex

  15. Idea KilIers – the opposite of empowering beliefs • It’s obviously not going to work • We need more time to research the implications • We need more time… • Why should I bother • My staff are too busy • We are all suffering from stress • Our budget has been cut • Our team has its own way of working • Maybe next year we’ll consider it • We don’t have time

  16. Idea KilIers – the opposite of empowering beliefs • We need more ………. before we can implement it •  It seems like a good idea; but….. •  I need more information before I can make a decision •  I need others to make a decision before I can make a decision • We need head office to make a decision •  I can appreciate that there is a problem, but… •  I can’t; because….

  17. The idea killers can be turned around • For example: • We don’t have time – turned around. • We don’t have the time not to do this. • Or We don’t have the time to ignore it. • Or When exactly will we have the time? • Or What do we need to stop doing so that we have the time to do this? • Or Let’s make some time by doing something differently.

  18. The idea killers can be turned around • Another example: • Why should I bother & My staff are too busy & We are all suffering from stress – turned around. • Because other organisations ARE bothering and if we don’t they will overtake us. • Because we will have plenty of time when we are out of work if the company goes bankrupt • A small amount of stress is healthy, this new initiative will involve short term stress but long term benefit and stress reduction

  19. Exercise – turning the idea killers around Step 1, individually • Identify and list idea killers that apply to you/your organisation, then categorise them as: • Applying regularly • Applying occasionally Step 2, In groups Choose 3 regular ones and 1 occasional one, think of specific situations where/when they apply. Think of strategies to turn them around.

  20. Exercise – turning the idea killers around • You may want to consider repeating the previous exercise in your own time for your own personal idea killers as part of a personal enterprising self development plan?

  21. Toyota organisation • “Work is a place where we learn and grow” • Staff formally encouraged to be innovative and enterprising and generate new ideas. • Creativity training is provided for almost all staff and at all levels in the organisation

  22. The difference between what we say and what we do • Research by C. Arygris and N. Schon identified that theories of practice may be: • ‘espoused’ i.e. what we say we do, or • ‘in-use’ i.e. the way we actually act. • There is usually a gap between what we say we do and what we actually do. • How can we turn this around positively?

  23. The difference between what we say and what we do – identification and positive turnaround • Self reflection – what do you think are the 5 or 6 most obvious gaps between what you say and what you do? Be honest with yourself. • Remember the 5 frogs on a log... • What plans can you make to turn this around and minimise the gap or even reverse it completely?

  24. The difference between what we say and what we do – identification and positive turnaround • After today ask your husband/wife/partner/good friend/work colleague the same question. • What do they think are your 5 or 6 most obvious gaps between what you say and what you do? • Likely different people will have different answers for you?

  25. The difference between what we say and what we do – identification and positive turnaround • Then compare the lists • Differences are likely • What areas do you need to work on in order to change? • Make a SMART action plan? • Are you happy with the proposed plan? If not then you will not do it. Don’t ‘decide’ but then do nothing. • Commit to your plan, sign and date it, tell others? • Make a decision not to stay on the log? If you really, definitely, want to, If not don’t. No need to change unless you want to and are prepared to make effort.

  26. Metaphors exercise • Think back to the metaphors exercise we did last session. • Are there any people you know who use idea killers as their main, or one of their main, metaphors whilst at work? • Perhaps you (inadvertently?) use one?

  27. Short break?

  28. Use of Debate • Why ? - Values, Attitudes, Behaviours: • Strategic thinking • Negotiation capacity • Selling and persuasion • Imagination • Need for achievement • Belief that you can make things happen • Motivation to succeed • Motivation to make a difference • Ability to cope with doing something different to others

  29. Use of Debate • Debate is used to provide a forum for delivery of argument for and against an issue. It provides a platform for exploring all relevant issues. It also is a vehicle for practicing delivery skills and ‘thinking on one’s feet’ and delivering something in a flexible perhaps innovative manner. • It also has to have audience appeal as the aim is to win their vote i.e. Convince them but also involve them.

  30. Debating Exercise • The Motion: ‘This house believes that charisma can be defined and learnt” or “This house believes that the government should give substantial tax breaks to new business ventures” or “ this house believes that being enterprising is a state of mind” • Group 1 Proposer of the motion • Group 2 Opposer to the motion • Group 3 Seconder to Proposer • Group 4 Seconder to Opposer • Group 5 Summariser for motion • Group 6 Summariser against motion • Each group will discuss the anticipated arguments and the key points. They will appoint and brief a spokesperson • I will act as Chair Introducing the motion and the teams. Keep control, call for votes for and against, manage time.

  31. Debating Exercise – your roles • Proposer sets out the main arguments for the motion • Opposer sets out main arguments against the motion – anticipating arguments for • Seconder For – anticipates opposer’s points and refutes them and supports the proposer • Seconder Against, anticipates proposer and seconder for arguments, listens and refutes them • Summariser For – listens to the floor debate and summarises and concludes with appeal • Summariser Against – listens to debate and summarises against with appeal

  32. The speakers - your guide • Minimal or no reading from notes! • Amusing and engaging & persuasive • Make major points – not too many • Seconders take up live points raised • All of you should participate in the debate. • Summarisers should appeal to the floor giving them reasons why to support or oppose

  33. The floor – your guide • Listens to the debate • Makes points rather than asking questions • Take up points from others on the floor • Every one of you must speak at some point • VOTE FOR THE BEST SPEAKER • When you vote it is for the group that has put forwards and argued the best case, NOT what you as an individual or what your group thinks about the motion. You are voting on the best, most coherently presented and convincing argument.

  34. The Debate • See the briefing sheet • Split into 4 or 6 groups • A circle of chairs for the debate ?

  35. Debate – the sequence • My chairperson’s Introduction of the Motion, Speakers and any rules TIMING actual debate • First Speaker for the Motion G1 up to 6 minutes • First Speaker against the Motion G2 up to 6 minutes • Group thinking/discussion time up to 5 minutes • Seconder for the Motion G3 up to 5 minutes • Seconder against the Motion G4 up to 5 minutes • Floor opened to the audience All of you up to 30 min • Group thinking/discussion time G1&3=G5, G2&4=G6 up to 20 min • Final Summary for the motion G5 up to 3 minutes • Final Summary against G6 up to 3 minutes • Vote by all of you

  36. The motions – choose 1 • ‘This house believes that charisma can be defined and learnt” • or “This house believes that the government should give substantial tax breaks to new business ventures” • or “This house believes that being enterprising is a state of mind”

  37. Reflections? • What was most important? • The argument itself? • The way it was presented? • Both equally important? • Comments and thoughts • Individually after today – your learning log, what would you do differently next time? What did you think but not say?

  38. Uncle Pedro’s llamas Exercise

  39. Uncle Pedro’s llamas Exercise Being creative for £ $ generation • Whilst doing this exercise be aware of any idea killers people use. • Exercise is about being creative – coming up with ideas under pressure, could use with SCAMPER or brainstorm it? • The scenario is this – that a distant relative Mexican Uncle Pedro has died and left you 12 llamas in his will. The llamas are being shipped over to you and will arrive in six weeks time. Uncle Pedro’s will stated you should use the 12 llamas wisely. • Unfortunately the message has arrived six weeks late and the llamas will arrive tomorrow morning. • What ideas can you come up with in a group for using the llamas to generate income? • Remember - SCAMPER,Substitute, Combine, Adapt, Modify. Put to other uses, Eliminate, RearrangeDIFA, Demand, Innovation, Feasibility, Attraction • NAF New, Appealing, Feasible

  40. Another exercise? – Speed Networking • This is about initiative, communication, thinking on your feet, being flexible, working under pressure, being proactive. • You have to network and make as many contacts as possible with other people in the room, you have to do a pitch of your business to the other people. You have only 6 minutes to do this • Then review see how many different contacts people managed to network with. Show of hands – who got the most names?

  41. Speed Networking – Part 2 the £100K pitch • Now you have to form a group with 2, 3, or 4 with the aim of setting up a new venture company. • You have 6 minutes for this! • Then be ready for 1 of you to make pitch (elevator pitch) on behalf of your group for 90 seconds to a venture capitalist (me!) for a cheque for £100k. one person has to do the pitch or two of them for a cheque for £100K pitch an idea. • This means that you have to meet with people you have already met and/or meet with new people and come up with some I’m kind of idea for a company very, very quickly. • You must look at possible synergies, opportunities connections between your business and the other ones. • BE CREATIVE !

  42. Speed Networking – Part 3 the recession • The recession lands with a heavy clunk, the venture capitalist needs his cash back soon, you need to lose 1 member of your company. • How do you decide? • Networking is a valuable skill, in USA particularly formal networking skills are taught to entrepreneurs.

  43. Your own individual networking exercise after today? • Alternative networking exercise • Review where your existing networks came from: friends, family, school, university, business, sports, hobbies,etc where and how you got them.

  44. Your own individual networking exercise after today? • Another alternative networking exercise • Imagine that you are a website and that other people are websites: Which other websites are you linked to by one click? Which other websites are you linked to by 2 clicks? • Which other websites would you like to be linked to or do you need to linked to? • Six degrees of separation - concept by FrigyesKarinthy or Stanley Milgram or John Guare – that any 2 individuals can be connected by at most 5 other individuals.

  45. Where do we (you) go from here? • So where do you go from here? • What are you going to do differently? • Or are you just going to have the new knowledge and ‘skills in your head’ but not do anything with it or change? • It is up to you..........

  46. Assessment The Learning outcomes for the course: • 1. Knowledge and Understanding: • 1i. Of the key specified values, attributes and characteristics of an enterprising person & aspects of successful enterprise activity. (You specify what these are, based on NGCE list) • 2. Intellectual / Thinking Skills: • 2i. Reflect on own skills, knowledge base, attitudes and values and set achievable goals for enhancing and developing these. (Skills & Knowledge audits plus learning logs) • 3. Practical / Professional Skills: • 3i Develop specific skills for enterprise, as appropriate to the individual learner. (Skills & Knowledge audits plus learning logs).

  47. Assessment What you need to produce. • A reflective learning journal summary of key points learnt and areas for development Including your: skills, knowledge and attitudes, values and characteristics – you have 3,500 words for this! Include your Skills Audits, Knowledge audits and a plan for you future learning and development. Make reference to the learning outcomes! • 500 word summary of your learning journal with brief summary of planned future learning and development

  48. Assessment - alternative If you find it easier to think of it as an essay (which it isn’t) then the question would be something like: • For an identified case study review and evaluate the learning undertaken in terms of the skills, knowledge, values and attitudes developed whilst participating in the enterprise skills course. • Prepare a learning development action plan for them for the next 3-6 months.

  49. Assessment - alternative At its simplest: • Write about the learning and development you have undertaken whilst on this course, making reference to your initial skills and knowledge, any changes in your knowledge, values, attitudes & behaviours towards being enterprising and produce a personal action plan for your future enterprising activity.

  50. Assessed work for credit • Hand in date ? • Where to send it: Either email it me or post to CLL, 49 Salmon Grove, Hull, HU6 7SZ • Remember to include your name and address so I can return it to you after marking it • Please also complete a course evaluation questionnaire available from the wiki site. This is for University quality assurance purposes. Don’t worry – your feedback , positive or negative will not affect whether or not you pass the course. • Please also complete an evaluation report – this is for my own research and possibly for University statistics. Will be on the wiki site soon and I will email it to you.