SESAME - Training Social Enterprise including tools by Supreme-mentoring

Training Course Social Enterprise Equipping VET learners with social entrepreneurial skills and role models

Training Course

© Bridging to the Future | Mentorprogramma Friesland, Friesland College, ROC Friese Poort, Stenden & NHL University | Inqubator Leeuwarden | Servei Solidari |BURSA Provincial Directorate of National Education | Kaunas vocational training centre of social services and construction business specialists | Salpaus Further Education Authors: Duncan Chamberlain, Daniel Zastawny, Szilvia Simon, Betty Bijvoets, Paula Bijvoets, Hendrik Jan Hoekstra, Erna van der Werff, Marie Jetske Lettinga, Inma Martin, Mireia Sanchez, Veli Cihad Elyak ,Yasin Keskin, Nilay Piliçoğlu , Tomas Vilcinskas, Agnė Morkeliūnaitė, Sirkku Ulla Elina Laurıla, Susanna Salmi, Pırkko Lakkonen This manual has been developed under the project SESAME project code 2014-1-NL1-KA200-000707- in the period September 1st 2015 – September 30st 2018 and has been funded with support from the European Commission through the Strategic Partnerships of the Erasmus+ programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Leeuwarden, NL – 31/8/2017 © Bridging to the Future | Mentorprogramma Friesland, Friesland College, ROC Friese Poort, Stenden & NHL University | Inqubator Leeuwarden | Servei Solidari |BURSA Provincial Directorate of National Education | Kaunas vocational training centre of social services and construction business specialists | Salpaus Further Education Authors: Duncan Chamberlain, Daniel Zastawny, Szilvia Simon, Betty Bijvoets, Paula Bijvoets, Hendrik Jan Hoekstra, Erna van der Werff, Marie Jetske Lettinga, Inma Martin, Mireia Sanchez, Veli Cihad Elyak ,Yasin Keskin, Nilay Piliçoğlu , Tomas Vilcinskas, Agnė Morkeliūnaitė, Sirkku Ulla Elina Laurıla, Susanna Salmi, Pırkko Lakkonen This manual has been developed under the project SESAME project code 2014-1-NL1-KA200-000707- in the period September 1st 2015 – September 30st 2018 and has been funded with support from the European Commission through the Strategic Partnerships of the Erasmus+ programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Birmingham, UK – 09/06/2015 © Bridging to the Future | Mentorprogramma Friesland, Friesland College, ROC Friese Poort, Stenden & NHL University | Inqubator Leeuwarden | Servei Solidari |BURSA Provincial Directorate of National Education | Kaunas vocational training centre of social services and construction business specialists | Salpaus Further Education Authors: Duncan Chamberlain, Daniel Zastawny, Szilvia Simon, Betty Bijvoets, Paula Bijvoets, Hendrik Jan Hoekstra, Erna van der Werff, Marie Jetske Lettinga, Inma Martin, Mireia Sanchez, Veli Cihad Elyak ,Yasin Keskin, Nilay Piliçoğlu , Tomas Vilcinskas, Agnė Morkeliūnaitė, Sirkku Ulla Elina Laurıla, Susanna Salmi, Pırkko Lakkonen This manual has been developed under the project SESAME project code 2014-1-NL1-KA200-000707- in the period September 1st 2015 – September 30st 2018 and has been funded with support from the European Commission through the Strategic Partnerships of the Erasmus+ programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Birmingham, UK – 09/06/2015

Training Course Social Enterprise © Bridging to the Future | Mentorprogramma Friesland, Friesland College, ROC Friese Poort, Stenden & NHL University | Inqubator Leeuwarden | Servei Solidari |BURSA Provincial Directorate of National Education | Kaunas vocational training centre of social services and construction business specialists | Salpaus Further Education Authors: Duncan Chamberlain, Daniel Zastawny, Szilvia Simon, Betty Bijvoets, Paula Bijvoets, Hendrik Jan Hoekstra, Erna van der Werff, Marie Jetske Lettinga, Inma Martin, Mireia Sanchez, Veli Cihad Elyak ,Yasin Keskin, Nilay Piliçoğlu , Tomas Vilcinskas, Agnė Morkeliūnaitė, Sirkku Ulla Elina Laurıla, Susanna Salmi, Pırkko Lakkonen

This manual has been developed under the project SESAME project code 2014-1-NL1-KA200-000707- in the period September 1st 2015 – September 30st 2018 and has been funded with support from the European Commission through the Strategic Partnerships of the Erasmus+ programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Equipping VET learners with social entrepreneurial skills and role models Birmingham, UK – 09/06/2015 © Bridging to the Future | Mentorprogramma Friesland, Friesland College, ROC Friese Poort, Stenden & NHL University | Inqubator Leeuwarden | Servei Solidari |BURSA Provincial Directorate of National Education | Kaunas vocational training centre of social services and construction business specialists | Salpaus Further Education Authors: Duncan Chamberlain, Daniel Zastawny, Szilvia Simon, Betty Bijvoets, Paula Bijvoets, Hendrik Jan Hoekstra, Erna van der Werff, Marie Jetske Lettinga, Inma Martin, Mireia Sanchez, Veli Cihad Elyak ,Yasin Keskin, Nilay Piliçoğlu , Tomas Vilcinskas, Agnė Morkeliūnaitė, Sirkku Ulla Elina Laurıla, Susanna Salmi, Pırkko Lakkonen

Index

Introduction ....................................................................................................... 6 What is SESAME? ............................................................................................................................................... 7 Why this course?................................................................................................................................................ 7 Guide to this course ........................................................................................................................................... 8

Part I ................................................................................................................ 10 Understanding Business and Social Involvement ............................................. 10 Lesson 1: The World of Business...................................................................................................................... 11 Lesson 2: Social businesses .............................................................................................................................. 15 Lesson 3: Entrepreneurial Qualities, Experiences, Attitudes and Skills ........................................................... 19

Part II ............................................................................................................... 23 Get Inspired ..................................................................................................... 23 Lesson 4: Why start a (social) business? .......................................................................................................... 24 Lesson 5: What makes a successful business (person)? .................................................................................. 28 Lesson 6: Guest speaker / Business visit .......................................................................................................... 31 Lesson 7: Job shadowing .................................................................................................................................. 32 Lesson 8: Me and my mentor .......................................................................................................................... 34 ......................................................................................................................................................................... 36

Part III .............................................................................................................. 36 Invent your own Social Enterprise ................................................................... 36 Lesson 9: What ideas do you have for starting up a social business? ............................................................. 37 Lesson 10: Markets and Marketing.................................................................................................................. 39 Lesson 11: Starting a social business ............................................................................................................... 42 ......................................................................................................................................................................... 47 Lesson 12: Pitching my social business ............................................................................................................ 47

Final reflection ................................................................................................. 49 Tools ................................................................................................................ 51

Index Entrepreneurship competences

By following this course learners will practice a list of competences which is based upon the Entrepreneurship Competence Framework, also known as EntreComp. This framework aims to build consensus around a common understanding of entrepreneurship competence by defining 3 competence areas and a list of 15 competences (see image below). These competences are linked to the lessons in this training course. The only competence that is not addressed in this course is â&#x20AC;&#x2DC;Financial & economic literacyâ&#x20AC;&#x2122;. For a broad description of the competences, please go to the document provided in the footnote on the bottom of this page. The descriptions can be found on page 12 and 13 of the document. The framework builds upon a broad definition of entrepreneurship that hinges on the creation of cultural, social or economic value. It thus embraces different types of entrepreneurship, including intrapreneurship, social entrepreneurship, green entrepreneurship and digital entrepreneurship. EntreComp can be used as a reference for the design of curricula in the formal education and training sector, but it can also be used for activities and programmes in non-formal learning contexts.1 On the next page you will find an overview of each competence together with an indication of the lessons that deal with this specific competence.

http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101581/lfna27939enn.pdf 4

Competence

Related lesson

Competence

Related lesson

7, 8

1, 2, 4

3, 10, 11

4, 5, 12

2, 9

1, 3, 10

1, 3, 10, 12

4, 5, 6, 7, 8

8, 11

2, 7, 8

9, 11

2, 6, 9, 11

Introduction

What is SESAME?

There is a world-wide movement where businesses and individuals aim at changing the world for the better. Attention for innovative enterprises that have a primary social mission is growing. These so-called social enterprises do not aim for financial gain in the first place but for having a meaningful activity; just like young adults who increasingly express the wish to offer an added value to their local society and region. On the other hand, the situation of young adults in Europe asks for further innovation and the development of a supporting network. As proven, intervention policies at the individual level provide a support mechanism that is tailored to young people’s needs which work best. One way of intervention is mentoring which focuses on the personal development of young adults. It binds generations in the activity of sharing experience and knowledge. SESAME, Social Enterprise By Synergy and the Added value of youth Mentoring in Europe, wants to combine social entrepreneurship with mentoring in order to accelerate social inclusion of young adults, and enable them to utilise their full potential on their way to the labour market. SESAME goals are:   

Social inclusion: fasten social and labour market inclusion of young people and help them move forwards fulfilling their potential Powerful network: Create a powerful network formed by young people, education, businesses and local communities while equipping them with a social entrepreneurial skillset Social entrepreneurship: promote social entrepreneurial innovation among young generations

More information about SESAME at sesameproject.com

Why this course?

This course is developed to teach young people about the topic of social enterprise and social entrepreneurial behaviour. The aim of the course is to let young people gain (social) entrepreneurial skills that are needed now and later on the labour market. By participating in the training, they improve their future employability. The course gives them insight into the various practical applications of (social) entrepreneurial topics. Therefore the training lessons are characterised by hands-on, active and practical learning including examples from practice. They also learn to think about their own passion, ambitions and interests and how they can use these to bring added value to the region and community. Eventually this may lead to the establishment of a social business. In this process of personal and professional development it is important to learn from others. Role models, in other words mentors, are essential in this process. Mentoring is a globally well-known tool for schools, business and organisations to guide people to their success. It is a form of coaching and networking and makes an essential contribution to the growth and success of an individual. In this course learners are encouraged to look for inspirational role models who can support them in the realisation of their career ambitions and life aspirations. By following this course young people will understand the concept of social entrepreneurship and see the added value of role models and mentoring in their lives. The course can be used by different organisations and institutions, such as VET’s, universities of applied sciences, incubators and other organisations that offer teaching and training activities for youth. 7

Guide to this course

This course consists of 3 main parts: 1. 2. 3.

Understanding business and social involvement Get inspired Invent your own social enterprise

Each part consists of several lessons. There are a total of 12 lessons included in this course. It can be taught over approximately 40 hours, though some trainers and learners might prefer a longer timeframe to cover the lessons which is absolutely possible. The course contains a constructive structure including a logical sequence of lessons. Therefore it is recommended to not change the sequence of the lessons. However, the trainer and learner can decide to omit a specific lesson or activity or to extend another of the lessons. And, for example, if there is not sufficient time to complete the whole course, it is also possible to apply the pick and choose approach. This course is written so that anybody can give the training: teachers, mentors, coaches, students, etc. In this way it enables peer education. This means that for example students can deliver the course to other students. All of the lessons include practical activities for the learners. These activities and tasks might be a problem solving activity, a presentation, some research, a team work activity, etc. The activities are closely related to practice and the real world. In this way the course encourages practical learning. Learners should be encouraged to ask questions, as many questions as they can think of and use the expertise of the trainer. The lessons are an integrated programme to help young people become more aware of the global movement of social business and social enterprises. Aim of the course is to let young people gain skills that are needed now and later on the labour market. By following this course, they improve their future employability. Course structure Every lesson commences with an overview of the content of the lesson enabling trainers to swiftly overlook the lessons content and its connection to their learnersâ&#x20AC;&#x2122; needs. The following icons show the course content at a glance.

Aim of the lesson Competences that are covered in the lesson Average duration of the lesson Activities of the lesson (all activities are marked in yellow) Resources necessary to execute the lesson and its activities Hint for the trainer Tools that can be used in the lesson. Available in the annexes to this course manual. Reflection

What learners will do Many of the activities will ask the learners to discuss ideas, listen to the views of others and adapt their thinking as a consequence. Sometimes, they will be asked to research answers to questions and share their knowledge. In other situations they will be asked to think creatively and to respond to situations which they have not faced before. The learners may attempt something and fail, or be not sure if they are correct – some risk, learning from mistakes and inventing new solutions. All these actions are very important aspects of business. Learners will:  Develop (social) entrepreneurial qualities, experiences, attitudes and skills to become more employable  Develop their qualities, experiences, attitudes and skills so they invent their own social business idea  Reflect on their qualities, experiences, attitudes and skills  Practically learn about social businesses and social enterprises  Develop their employability and business ideas  Become part of a global community of social business people and social entrepreneurs

What trainers will do Trainers will:  Teach the key ideas and knowledge about business, work life, social business and entrepreneurship  Encourage learners to find role models who will help them to develop personally and professionally Learners self-assessment & final reflection After finishing the course, learners will be asked to complete a final reflection form by ranking themselves with regards to the several competences that are dealt with in this course. On a scale of 1 to 5 (1 = very bad, 5 = excellent) they have to indicate how they think they score on the entrepreneurial competences. In this context it is important to let learners do this before starting the course. In this way trainers and learners can see if progress is made after finalisation of the course. According to themselves, how do they score on the entrepreneurial competences? On a scale of 1 to 5? (1 = very bad, 5 = excellent). Taking initiative

Planning & Management

Coping with ambiguity, uncertainty & risk

Working with others

Learning through experience

Ethical & sustainable thinking

Valuing ideas

Vision

Creativity

Spotting opportunities

Self-awareness & self-efficacy

Motivation & perseverance

Mobilising resources

Mobilising others

5 9

Part I Understanding Business and Social Involvement Not every region and country is as much familiar with the phenomenon social entrepreneurship as other regions and countries. In some countries the phenomenon is not very well known, neither well understood. There are countries in which it barely exists or where it actually does exist but where it lacks recognition. On the other hand there are countries which have developed initiatives, legal entities and legislation for social entrepreneurship. Therefore, this training course starts with an understanding of social entrepreneurship and the differences between regular businesses and social businesses. This first part of the training course consists of 3 lessons. Lesson 1 is about the world of business. This lesson explains business in general and treats different business types and business structures. The aim of this lesson is to get a good understanding of what business is. Lesson 2 gives a description of what a social business is and explains why it is different from a regular business. Lesson 3 is about developing entrepreneurial QEAS (Qualities, Experiences, Attitudes and Skills) that are required in work life. This lesson includes hands-on activities with exercises that include time management, team work, reading instructions, problem solving, creativity, delegation, initiative and innovation.

Lesson 1: The World of Business

This lesson is about business in general. It starts with some well-known global, national and regional brands and then moves learners through different ways of classifying business in for example in size, type of organisation, type of jobs etc. The lesson finishes with some discussion and research about legal forms in the country.

In this lesson learners first learn what a business is, what types of business there are and which legal forms exist. The aim of this lesson is to get a good understanding of what business in general is. When they have a good understanding of what a regular business is, they will better see in what way it differs from a social business.

1 - 3 hours

Activity 1 â&#x20AC;&#x201C; Recognising businesses Activity 2 â&#x20AC;&#x201C; Research on legal forms

This manual & tools, classroom, access to internet (computers, tablets, own mobile devices), business magazines, (news) papers

Tool 1 â&#x20AC;&#x201C; PowerPoint with company logos

Clarification of definitions is important for the lesson, so it is recommended that the trainer is very clear on basic definitions e.g. what business is, examples of business and the difference between a micro business and a multinational business. It is very important that the trainer emphasises that this course is a journey for the learners so that they either become more employable, develop an entrepreneurial mind-set or feel empowered to invent their own social business. If ever they wonder why they are doing a specific activity, it is recommended that the trainer always returns to these key aims.

Activity 1 – Recognising businesses Show 12 company and organisation logos to the learners using Tool 1 ‘PowerPoint with company logos’ and ask if they can name the organisations and explain what they do. Use the logos in the image below as a starting point and replace them with logos of national / regional companies as you feel fit. Learners should be able to recognise them. Get the discussion in the classroom going by posing questions. What kind of businesses are these? How do they make money? Do you know any of the companies from the media?

Examples are important in order to understand business. Examples are best used when drawn from different scales e.g. local, national and international; micro, SME and large etc.

Starbucks

………

Shell

Apple

Primark

Ben & Jerry’s

……..

Chanel

H&M

……..

………

Each of the logos of the former activities represented a business. But what is a business? A business, also known as an enterprise or a firm, is an organisation involved in the trade of goods, services or both, to consumers. The goal is for sales to be more than expenditures resulting in a profit.

The lists below are best drawn from the learners’ own knowledge and can be based on a group discussion or small group work.

Businesses are very varied in their size, organisation and main activity: Size: -

Organisation: Micro SME Large Multinational

Single location Multi location Single function Multi-function Generalist Differentiation of function

Main activity: -

Café Clothes shop Mobile phone Manufacturer Lawyer Accountant etc.

Companies offer jobs to people. What jobs are available in businesses? What types of people work at businesses? What do they get paid? Jobs: -

Types of people: Cleaner Sales person Accountant etc.

Extrovert people Introvert people Do-ers Leaders Followers etc.

Salaries / Wages: -

€10 per hour €50.000 euro monthly etc.

Many jobs are similar even if the products produced or services delivered vary. For example Rolls Royce and Deutsche Bank will both employ cleaners, sales people, accountants etc. even though they have very different businesses. A relatively small number of jobs are specialists e.g. mechanical engineer, doctor, teacher, managing director or even owner. Concerning types of people that work for businesses? All types! Businesses also differ in legal forms. There are many legal structures of businesses and these vary from country to country. The good news is that you will have many choices. Also, residents of EU countries are allowed to open a business in any other EU country, so you have a choice of type, choice of location and choice of country. Having a choice of business is very important – it means that you are able to work in the best way for you and your business. There are many types of business and these vary from country to country. However, broadly there are 6 types: 1. Companies who make profit and pay the owner and shareholders from the profit 2. Companies who make a profit and re-invest their profit into the company or to pay for charitable or community wellbeing 3. Companies who receive money from the state and spend it on social or care activities 4. Charitable companies who organise donations, fund raising and income in order to deliver their charitable purpose 5. Sole trader which is when you work on your own and for yourself 6. Partnerships when you work in a legal partnership with other people

This is an excellent opportunity for the learners to investigate the different types of businesses which operate in their country. It is a useful extension for them to review the types of businesses that are available in other countries if they are different to the national picture.

Case study - Types of business from the UK Sole trader: a sole trader, is owned by one person and operates for their benefit. The owner may operate the business alone or with other people. A sole proprietor has unlimited liability for all obligations incurred by the business, whether from operating costs or judgements against the business. All assets of the business belong to the sole trader, including, for example, computer infrastructure, any inventory, manufacturing equipment and/or retail fixtures, as well as any real property owned by the business. Partnership: a partnership is a business owned by two or more people. In most forms of partnerships, each partner has unlimited liability for the debts incurred by the business. The three most prevalent types of for-profit partnerships are general partnerships, limited partnerships, and limited liability partnerships. Corporation (companies): The owners of a corporation have limited liability and the business has a separate legal personality from its owners. Corporations can be either government-owned or privately owned. They can organize either for profit or as not-for-profit organizations. A privately owned, for-profit corporation is owned by its shareholders, who elect a board of directors to direct the corporation and hire its managerial staff. A privately owned, for-profit corporation can be either privately held by a small group of individuals, or publicly held, with publicly traded shares listed on a stock exchange. Cooperative: Often referred to as a "co-op", a cooperative is a limited liability business that can organize for-profit or not-for-profit. A cooperative differs from a corporation in that it has members, not shareholders, and they share decision-making authority. Cooperatives are typically classified as either consumer cooperatives or worker cooperatives. Cooperatives are fundamental to the ideology of economic democracy.

Activity 2 â&#x20AC;&#x201C; Research on legal forms Let the learners form groups. Each group will research a particular legal form in their country. Let them choose a legal form of a company which they are enthusiastic about. Learners are asked to explain and present the legal structure in a video. Afterwards they present the video to the class. There will be voted for the best video.

Group discussion with learners for reflection. What is the most important thing they learned in this lesson? Do they understand what business is? What did they think about the activities? What did they like best about this lesson? What did they like least about this lesson? Did they get a clear picture of the different business types and sizes? How did this learning help them to become more employable or to start their own company?

Lesson 2: Social businesses

Across the world the type of business which is most quickly expanding is social business. Social entrepreneurship is an increasingly popular way of operating a business. This lesson is specifically about social business. The lesson starts with a bit of theory explaining what a social enterprise is. This is followed by 2 activities. The first one contains a research activity on social businesses in the country and in the region. The second activity is a memory game that supports the understanding of the differences between normal businesses, social business, charities and businesses that implement corporate social responsibility.

The aim of this lesson is to get a good understanding of what a social business is and in what it differs from other businesses and organisations.

1 - 3 hours

Activity 1 – Research Social Businesses Activity 2 – Memory game

This manual & tools, classroom, access to internet (computers, tablets, own mobile devices), business magazines, (news) papers

Tool 2 – Format for business case Tool 3 – Memory game

Clarification of the difference between normal businesses, charities, corporate social responsibility and social businesses is essential in this lesson. So it is recommended that the trainer is very clear on the differences between these various business types, in particular social businesses. It is very important that the trainer emphasises that this course is journey for the learners so that they either become more employable, develop an entrepreneurial mind-set or feel empowered to invent their own social business. If ever they wonder why they are doing a specific activity, it is recommended that the trainer always returns to these key aims.

Across the world the type of business which is the most quickly expanding one is social business. Social entrepreneurship is an increasingly popular way of operating a business. But what does it mean? Social enterprises combine societal goals with entrepreneurial spirit. These organisations focus on achieving wider, social, environmental or community objectives. A social enterprise is an operator in the social economy whose main objective is to have a social impact rather than make a profit for their owners or shareholders. It operates by providing goods and services for the market in an entrepreneurial and innovative fashion and uses its profit primarily to achieve social objectives. It is managed in an open and responsible manner and, in particular, involves employees, consumers and stakeholders affected by its commercial activities. In Europe the term ‘social enterprise’ is used to cover the following types of business:  Those for who the social or societal objective is of common good and is the reason for the commercial activity, often in the form of a high level of social innovation  Those where profits are mainly reinvested with a view to achieving this social objective  Those where the method of organisation or ownership system reflects the enterprise’s mission, using democratic or participatory principles or focusing on social justice Definition from: http://ec.europa.eu/growth/sectors/social-economy/enterprises_en

Image 1 – The three dimensions of a social enterprise

A social enterprise is founded because it wants to create social impact. In this it differs from a normal business. Profit is not the main goal, social impact is. A social enterprise also differs from foundations and non-profit organisations because its profit / income comes from commercial activity, not from donations and grants. To go a bit deeper into the philosophy of social entrepreneurship it is important to know that a social enterprise is invented as a result of a certain passion or interest in combination with the recognition of a certain problem or shortcoming in the region (or world). People experience that some products and / or services in the region are for example of poor quality and / or not properly provided. Often this goes hand in hand with a certain personal passion or interest. Social entrepreneurs start an enterprise because they want to change and/or improve something in the region or world for the better.

Passion / interest

Identified problem

Social Entrepreneurship

NOTE: a social business is not the same as a business that implements corporate social responsibility (CSR). Nowadays almost all businesses adopt a CSR strategy. The difference is that their primary goal is not to make a social change or improvement!

 

  

 

Social enterprises are businesses that trade ethically and morally. Some social enterprises trade to tackle social problems, address regional challenges, improve communities, people’s life chances, or the environment. Whilst other social enterprises use their profits to improve the lives of others. One way of seeing social enterprises is that they make their profit ethically and spend their profit ethically. They make their money from selling goods and services in the open market, but they reinvest their profits back into the business or the local community. And so when they profit, society profits. Social enterprises are in our communities and on our high streets – from coffee shops and cinemas, to pubs and leisure centres, banks and bus companies. A social enterprise is a business that trades for a social and/or environmental purpose. It will have a clear sense of its ‘social mission’: which means it will know what difference it is trying to make, who it aims to help, and how it plans to do it. It will bring in most or all of its income through selling goods or services. And it will also have clear rules about what it does with its profits, reinvesting these to further the ‘social mission’. Social enterprises come in many shapes and sizes from large national and international businesses to small regional and community based enterprises. But they all: o Are businesses that aim to generate their income by selling goods and services, rather than through grants and donations o Are set up to specifically make a difference o Reinvest the profits they make in their social mission

Activity 1 – Research Social Businesses Let the learners research one specific example of a social business in their country and one specific example of a social business in their region. For each of the businesses they have stated, they write a brief case study about their activities and characteristics. They can use tool 2 ‘Format for business case’ to do this activity.

Activity 2 – Memory game Tool 3 ‘Memory game’ is a set of memory cards with the logos of mainstream businesses, charities, social businesses and businesses with strong Corporate Social Responsibility on it. Learners can play memory with the cards. When a person finds 2 similar logos, he or she has to place the logo / business in the right category (normal, normal with Corporate Social Responsibility, social, charity). This activity is intended to get learners thinking about the differences between companies and boost discussion on this topic.

Group discussion with learners for reflection Reflection of this lesson is essential. You need to get them thinking about social entrepreneurship. Do they understand the concept of social entrepreneurship? The idea behind it? What do they think about social entrepreneurship? Have they ever thought of starting a business? Would they start a social business? Also encourage them to think about themselves. What is their passion? What is their future ambition? What do they find important in life? Then let them think about their local area. What isnâ&#x20AC;&#x2122;t available? What is available but is of a low quality? What is available but too expensive? Do they see a great challenge in their environment that they would like to address? What do they want to create in the region and / or community?

Lesson 3: Entrepreneurial Qualities, Experiences, Attitudes and Skills In this lesson learners will participate in two activities which will develop and practice their entrepreneurial Qualities, Experiences, Attitudes and Skills (QEAS) that are essential for the world of business. The activities are very practical and fast paced decision making ones. Learners will form teams that will be in competition with the other teams from the class. In the first activity they are asked to respond to a series of questions in a short span of time. They have to work as a team and create solutions and answers in as quick a time as possible. This is an enjoyable activity – it will reveal a great deal about the QEAS of the learners. The second activity is an activity in which they need to design a method to drop an egg from a window but without the egg breaking. The learners will be given resources and can only use these resources. The idea is that they work together, are able to design a solution and test it. This is a good example of a business process: problem – design – test – review.

The aim of these activities is that the learners develop their competences that are required in the world of business by playing games. With both activities they will experience the need for time management, reading instructions, delegation, team work, creativity, problem solving, initiative and innovation. The second activity also forms a good example of a business process: problem – design – test – review. It is a practical activity, designed originally as training activity for companies.

1-3 hours

Activity 1 – Random Request Activity 2 – Top secret – the mission

This manual & tools, classroom on the first floor or higher, pens and papers, stopwatch, newspaper, string, plastic bags, sellotape, paper clips, paper, eggs

Tool 4 – Random Request Tool 5 – Random Request 2 Tool 6 – Instruction sheet Top Secret - The mission Introduce the lesson / activities clearly and then step back. The role of the trainer is to suggest solutions, encourage team work and delegation, motivate and monitor progress. Also introduce the activities by emphasising the aim (to gain experience of the business process, business QEAS and team work). Some of the tasks requires the learners to report to you when they have completed a task or sometimes to achieve a task. Therefore you should be available and high profile to the learners so they can find you. There is no reason to give much guidance to the learners. The scenario is clear. During the evaluation stage of the activities the learners need to be able to identify key learning points which are related to either running their own business or to being a successful employee. 19

QEAS = Qualities + Experiences + Attitudes + Skills

Whether you own and run a business, or work in a business, there are many challenges which you face each day. This makes work exciting, varied and an opportunity for people to learn and improve. QEAS are a range of characteristics, experiences, learning and use of these characteristics which will make you succeed if you want to work for an organisation or work for your own business. The following activities will teach learners that effective time management, attention to detail and creative approaches to problem solving are all essential skills that they will need as leaders and entrepreneurs. QEAS are also the key to employment and employability. Employers are looking for employees to have some of the following qualities, experiences, attitudes and skills. People that wish to own their own business need the same ones!

TAKING THE INITIATIVE MOBILISING RESOURCES SPOTTING OPPORTUNITIES

MOTIVATION & PERSEVERANCE WORKING WITH OTHERS

VISION

LEARNING THROUGH EXPERIENCE

FINANCE & ECONOMIC LITERACY

CREATIVITY VALUING IDEAS MOBILISING OTHERS

PLANNING & MANAGEMENT

COPING WITH AMBIGUITY, UNCERTAINTY & RISK ETHICAL & SUSTIANABLE THINKING

SELF-AWARENESS & SELF-EFFICACY

Activity 1 – Random Request This activity is called Random Request and will develop the learners’ QEAS. The activity is very practical, will be based on the learners working in small teams. Teams will be in competition with the other teams from the class. The activity will ask them to solve and answer a wide range of questions, puzzles, problems and challenges. They should work as a team and create solutions and answers in as quick a time as possible. Tool 4 ‘Random Request’ can be used as a hand-out to the learners. It gives a detailed description of the following activities: Crown your king (30 points) Nail your colours to the mast (50 points) Cunning questions for clever minds (40 points) There are no words (20 points) Bottle it (30 points. TRAINERS BE AWARE: IS A DECOY ACTIVITY. SO, IT DOES NOT EXIST AND YOU HAVE TO REPLY TO THE LEARNERS THAT THE ACTIVITY IS NOT AVAILABLE.) Winter is coming (40 points) Modern day poets (100 points) We are on tour (20 points) Go green or go home (50 points) The path to enlightenment (100 or minus 30 points) Is he havin’ a laugh (20-100 points) Mama mia! (60 points) The special K Diet (20 points) That’s Magic (30 points) Know your roots (60 points) Ever decreasing circles (30 points) High aspirations (40 points) Language loopy (30 points) The quest ends (30 points) 20

Tool 5 ‘Random Request 2’ gives an impression of how this activity easily can be altered and given a more Social Entrepreneurial flavour. The activity is best executed when the activities are amended to national / regional characteristics and situations. When using tool 5, learners need to form teams and with their team they need to do as many activities as they can in the time given. For each activity learners are awarded points. However... there needs to be proof that learners actually did the activities. They have to make videos and photos and put them into a presentation. When the time is over they have to present their achievements!

Activity 2 - Top secret – the mission Divide the class in small groups and give them the resources. Explain the activity. In this activity, learners need to imagine that they are working for the secret service and have a very important job to do. They are in charge of keeping secret some very important information that is contained within a very fragile container. They must design a method to transport the secret information out of the building and to safety. The only way to save the information is to drop the information out of the window to safety. BUT remember that the secret information is kept safely in a very fragile container, and… the container must not break or crack as the information will leak out. Activity information:  The container is an egg  The egg will be dropped from an upstairs window  The egg cannot crack or break or the secret information will leak out!  Learners have some materials to help them: o newspaper o string o plastic bags o sellotape o paper clips o paper Each group has 15 minutes to develop an idea (and design and draw) an invention that will be able to dropping the egg from the window onto the ground without breaking the egg. They may only use the resources and materials given to them! There are 3 things learners must do:  give their invention a name = 5 marks  discuss in their group the invention they think will work = 5 marks  draw and label a diagram to show their design = 20 marks

After 15 minutes the trainer assesses these tasks when they are completed and feedbacks to the learners. Then learners have 20 minutes to build a method of dropping the egg safely. They must make their idea colourful and secure so the egg does not break. Build your invention so that the egg will not crack  Idea = 10 marks  Team work = 10 marks  Construction = 10 marks  Decoration = 10 marks  Overall = 10 marks After 20 minutes the trainer assesses this task based on the points available and feedbacks to the learners. Then the trainer will test the ideas by dropping the egg out of an upstairs window and seeing if it is saved, or if it splats on the floor.  Success = 30 marks  Some success = 10 marks  Egg is broken = 0 marks Tool 6 ‘Instruction sheet Top secret the mission’ contains the instructions of the game for the learners and a sheet to work-out the idea. Ask them to read the instructions carefully and then work in small groups. The evaluation and review at the end should focus on the business process sequence, the need for team work and innovative design.

Reflection, either in the classroom, in small groups or individually Here it is recommended that you are pro-active in leading the discussion and perhaps this is best done with the learners working in small groups and each group having the support of a mentor or trainer to guide them through the evaluation. It is an important path of the activity that learners are able to make key conclusions such as the importance of planning, working as a team, using skills and talents of different people, being creative etc. Emphasise how the lessons learned in the activity should be applied to real life situations. Focus on the business process sequence, the need for team work and innovative design. Use the following questions as a guideline for evaluation, either with all learners in the classroom, in small groups or individually: -

Did you enjoy Random Request and Top secret – the mission? What did you enjoy? What was not so enjoyable? What skills and attitudes do you think Random Request and Top secret – the mission was trying to develop and test? Have you developed and improved these skills and attitudes? Would you feel able, with some more practice, to teach to other learners so that they can learn from it too? How would you improve the game? How do you think YOU did in the games i.e. just you as an individual? What things did you do well? What things could you have done better? How well did your group do? What things did the group do well? What things could the group have done better? What is the most important thing you learned in this lesson? How will this learning help you become more employable or to start a business?

Part II Get Inspired Understanding business and social business and the difference between them was the first step of this course. Now it is time to dive a bit deeper into the world of business and think about peopleâ&#x20AC;&#x2122;s motivation behind business establishment, about business success and failure, about examples of businesses in the region and about role models. This second part of the course is intended to get inspired. Therefore all lessons are closely related to practice and the real world. This second part of the course starts with a lesson about peopleâ&#x20AC;&#x2122;s drive to start a (social) business. Why do people start a business and what are the steps they took? This will help learners when they are thinking of their own business idea. The second lesson will develop the learnersâ&#x20AC;&#x2122; understanding of why some businesses succeed whilst other businesses fail. A great way for us all to learn is to learn from the experience of others and take on board their advice. This may inspire us to do better, or help us to avoid mistakes. Another great inspiration source are examples from the region. Therefore lesson 6 includes a guest speaker and / or business visit and lesson 7 involves job shadowing. One of the most important aspects of work and business is listening and learning from others. For this reason the final lesson of this part is a lesson about mentoring. It introduces a new approach to mentoring in the world: Youth Initiated Mentoring. Within this approach learners are encouraged to look for a mentor from their own social network. In this context they are asked to think about the following questions: Who is their role model? Can they find someone in their network who inspires them? Someone they can learn from? Someone who can help them to achieve their goals?

Lesson 4: Why start a (social) business? In this lesson, learners will research about existing businesses and the motivation why people start a business. They can use the internet, books, newspapers or speak directly to business owners who work in the local area. The aim is for them to build up knowledge and understanding of business operating either in the region, country and internationally. Learners will then present their findings to the other learners in the class so that they can listen and learn from each other.

There are many reasons why people start and operate a business. By researching this, learners will develop an understanding of the motivation for business people to start a business, the steps they took to start the business and the influences on them when thinking about starting a business and then actually starting the business. This will help learners when they are thinking of a business idea.

1-3 hours

Activity 1 – Research social businesses, write a business case and present

This manual & tools, classroom, access to internet (computers, tablets, own mobile devices), books, business magazines, (news) papers etc.

Tool 7 – Format business case (elaborate) Tool 8 – Guidelines for interview

Trainers can illustrate the start of the lesson using images or short videos. This lesson includes some examples of local, national and international companies. It is recommended that also regional examples are included that are familiar to the learners. Explain to them that the key part of this lesson is to learn from other people’s motivation to start a business. It is also important that they can see that local businesses which they can relate to easily are as much a learning resource as famous international companies. At the end of the research time, please ensure that the learners share their learning via a presentation. The presentation is an excellent opportunity for them to craft an innovative presentation, perhaps a video, or a photographic record or presented in the form of top tips or similar. This is a chance for learners to explore all kinds of presentational techniques.

A business might be a taxi driver or a cafĂŠ or a multinational telecoms empire. The primary goal can be making money, a company can have a high sense of corporate social responsibility or can have its focus on social impact. Whatever the business, there was a time when they did not exist and the story of their foundation and growth can give valuable lessons to people starting a business today. These three examples can be used to inspire the learners in their own research: Toms shoes: https://youtu.be/7MV3HWQHl1s

Tony Chocolonely https://youtu.be/GmLqQCAUQ98 (video in Dutch)

TNT: https://youtu.be/tDruG0lz9Go

Many people understand what a multinational company is, and what a charity is, and what a shop or factory is. However across the world the type of business which is the most quickly expanding one is social business. It is important to understand what it is, but it is also interesting. The reason that social businesses and social enterprises are interesting is that these are businesses which are in existence to make profit but they make their profit ethically and spend their profit ethically. A social business can also have a local focus: it can use local labour, spend its money locally and keep profits locally. This is an increasingly popular way of operating a business. Trading enables a social business to achieve social good and therefore social businesses do trade and make money. This means that the social businesses, and their owners, can make improvements to local life and they do this without state / government money and do things what local people really want and benefit from. The UK has the largest social business / social enterprise sector in Europe. Speech made by a British social businessman in 2015. ‘Making a profit ethically and spending it ethically allows good to be done and benefits to be shared’ There is much wrong in life at the moment – locally, where ever we live; nationally; in Europe and globally. Today is about building a way to tackle what is wrong and not allowing cuts, recession, politicians, out of teach bureaucrats or anyone else to keep people divided, unequal, suffering, underachieving, in poverty and unwanted. My passion is to build sustainable solutions to problems – I want the young guy in Wolverhampton to fulfil his talent, not to feel discrimination so he underachieves; I want the elderly grandmother who lives alone to receive the support she deserves; I want the people at the local Cerebal Palsy centre to develop life skills so they can develop some independence and I want the women from Bangladeshi backgrounds who are not educated to be out on a path to work. I don’t believe that the state is the answer to any of these situations – the state can be part of the answer but placing the poor, the elderly, the disabled, the LGBT community, ethnic groups and the young into a situation where they are dependent on the state places them at the mercy of politicians, red tape, recession and whim. I don’t want that. There is an underlying assumption to this conversation – that we all are interested in how to increase equality in society. Increasing equality in society means the global society as well as our local society and means equality in terms of socio-economic life, access to the essentials of life, freedom and perhaps most fundamental of all….equality of opportunity through enablement and empowerment. In this way, we can work practically towards a society where distinction by race, colour, gender, sexuality, religion, background, location and disablement is indistinct, because there is equality. My work focuses on cutting dependency on the state, cutting dependency on grants – not removing the state or grants, but cutting dependency on them. I do believe in enterprise and business – not ‘The Wolf of Wall Street’ type of sickening excess and selfishness, but of trading by delivering what people need and want in an ethical way. Profit is indeed good – if it is used ethically and for a social purpose. More than this, by trading and being free of state dependency, we are able to make our own choices on how to help, how to build a future community and who to develop communities with and also we place at the basis of our work the value of humans – respecting humans for the talents they have, the contributions they can make and potential they possess. I believe in making a difference through social enterprise and in supporting groups and communities in building up their own capacity and resources to tackle their own issues….local solutions, locally resources for local benefit and then sharing this between communities. Looking around not just Birmingham, but also the EU there are stunning examples of ethical businesses – some are well known, such as the Fair Trade movement whilst others are less well known, such as AKEP in Greece. There is nothing about business which is intrinsically inconsistent with ethical behaviour, as we saw centuries ago with the Cadbury family here in Birmingham. There have been many attempts at defining what a social enterprise is…..I must confess that I am not very taken by the debate! It seems clear to me…..let’s get trading, let’s do some good, let’s make a difference and then we can worry about definitions and classifications. 26

Activity 1 – Research social businesses, write a business case and present Learners should choose three social businesses: one from the local area, one from the country and one international business and find out about them. They should be encouraged to investigate using both primary and secondary data, and this might include interviewing local business people, internet research, local newspapers, etc. The learners can undertake the research independently or in groups and then present their findings to the whole training group. The presentation offers an opportunity for them to be innovative and using a variety of media forms. They can use Tool 7 – ‘Format for business case - elaborate’ to summarize the findings and Tool 8 – ‘Format for interview’ as a guideline for interviewing a company.

Group reflection Discuss with the class room: What is the most important thing they learned from this lesson? Did the examples inspire them? What was most inspiring? Did this learning make them more employable or more likely to start up their own business?

Lesson 5: What makes a successful business (person)?

Lesson 5 will develop the learnersâ&#x20AC;&#x2122; understanding of why some businesses succeed whilst other businesses fail. This will be very important information for them as they can learn some very useful advice and tips on what to do and on what to avoid. There is also research to be completed about successful and unsuccessful business people. This task should build up a list of key points for the learners to refer to in the future and to remember when they are developing their own ideas or when they are preparing for employment. This is a way of introducing role models to the learners and for them to learn from others as well as the internet. The learners are best served if they can end the lesson with top tips and an understanding of business success and failure. A great way for us all to learn is to learn from the experience of others and take on board their advice. This may inspire us to do better, or help us to avoid mistakes. One of the most important aspects of work and business is listening and learning from others.

1-3 hours

Activity 1 - What makes a successful business (person)

This manual & tools, classroom, access to internet (computers, tablets, own mobile devices), business magazines, (news) papers White board, marker, post-its

Tool 9 â&#x20AC;&#x201C; Template success and failure stories

The learners may need some advice on where to research this and an approach which combines primary and secondary data collection would be very useful. The learners should exchange the information they have collected so that there can be a summary of the information and a top tips document produced.

There are many reasons why some businesses succeed and other businesses fail and also why some people make successful business people whilst other people fail. You can show the video below to the learners as a starting point. Sometimes things are not what they appear.

Video Famous Failures: https://youtu.be/zLYECIjmnQs

The following video shows that successful companies can arise from the most weird business ideaâ&#x20AC;&#x2122;s. https://youtu.be/gMfRUDFCoqA

Activity 1 – What makes a successful business (person)? So what makes a business or business person successful? Is it only about making money or are other aspects more important? How about contributing to social problems in the region? Having a rewarding and fulfilling live for yourself? Let learners search for successful companies and less successful companies. Why do some companies fail and why do some companies succeed? They can use tool 9 ‘Template success and failure stories’ to report the example of a successful and unsuccessful business (person). They should motivate their choice. To get the learners going, the trainer can give some examples of success and failure stories with a motivation of why they are successful or not (e.g. McDonalds successful in terms of making money, not so successful regarding corporate social responsibility, Toms shoes is a very successful social enterprise, Imtech is a company that went bankrupt as well as V&D, etc.) When all learners are ready, the trainer needs to draw a bar on the white board. At one end of the bar it says SUCCESS, the other end says FAILURE (see example below). SUCCES __________________________________________________________________________ FAILURE Then the trainer hands out post-its to the learners. They need to write the reasons for business success / failure they have reported using Tool 9 ‘Template success and failure stories’ on the post-it. Then they have to rank the failure and success reasons by placing them somewhere on the bar. Finally they have to explain why they made this decision.

Group reflection This is key part of the lesson, when the learners can apply their research to their own interest and ambitions, they should be well versed in key aspects of success / failure so they can use them in their own business and employment journey. Discuss with the class room: What have they learned from this lesson? What lessons can be drawn from this research to help you in the world of business? What did they learn from the ideas of other learners? Did this learning make them more employable or more likely to start up their own business?

Lesson 6: Guest speaker / Business visit It is very important to learn from others experiences. That is why a guest speaker or a business visit will serve as a great inspiration source.

The aim of this is to inspire and excite the learners about the concept of social entrepreneurship by means of a business visit or guest speaker.

1-3 hours

Activity 1 â&#x20AC;&#x201C; Guest speaker and / or business visit

This manual, classroom, guest speaker or business visit, present for social entrepreneur

n/a

Make sure to visit a social business or to invite a social entrepreneur that can appeal to the imagination of the learners. Contact your local / regional incubator, chamber of commerce, mentoring programme or social business network to find an inspirational role model for the learners.

Activity 1 â&#x20AC;&#x201C; Guest speaker and / or Business visit Arrange a business visit or invite a social entrepreneur. In both cases ensure that learners get a clear picture of why and how the business has started. They need to get a clear picture of the social impact the business wants to achieve. Also give the learners the opportunity to ask questions.

Group reflection Reflect on this lesson by asking the learners if they found it inspiring and interesting. What is the most important thing they have learned from it? What was positive? What was negative? Did it inspire them to start-up their own company? 31

Lesson 7: Job shadowing

Another way to get inspired is job shadowing. Practical learning is one of the best ways of learning.

The aim of this is to inspire and excite the learners about the concept of social entrepreneurship through job shadowing.

2-8 hours

Activity 1 â&#x20AC;&#x201C; Job shadowing

This manual, job shadowing

n/a

When learners go for job shadowing, make sure they feel confidential enough for doing this.

Activity 2 – Job Shadowing As the name might suggest, job shadowing is when you follow someone during his or her work. You look and observe what he or she does. Learners can apply for job shadowing with a (social) entrepreneur. When job shadowing, the learner:     

Can see “in real life” what the job entails Can ask him or her all kinds of questions Experiences the bustle and excitement that comes with the job See what the job requires See how they handle the job

The steps the learners need to take for job shadowing are:   

Find someone you want to job shadow, and make him eager to participate. If learners need support with finding someone to job shadow, they can contact the mentoring programme in the region. Discuss the purpose of it Make arrangements

Once the learner has completed the job shadowing experience, it is important to reflect upon the experience. Therefore the learner needs to write a short reflection report using tool 10 ‘Job shadow reflection form’.

Group reflection Let the learners who did the job shadowing activity discuss their experiences with each other. This enables them to learn from each other. The reflection report can be used as a guideline for the discussion.

Lesson 8: Me and my mentor

A very good way to get inspired is to look for a role model, in other words, a mentor. If learners lack a positive role model and personal attention in their existing private network, a mentor can help with dilemmas in the field of personal leadership, education or career development. Mentoring is an instrument with a broad variety of implementations in the society. This lesson introduces a new approach to mentoring in the world which is called Youth Initiated Mentoring2. This is an approach to mentoring in which youth select mentors from the community of adults who are already part of their social networks.

The aim of this lesson is to support learners in the recruitment of their own mentor. Mentors affect the development of 21st century skills, such as an entrepreneurial mind set, critical thinking and social skills. As many researches show, these skills are essential for students during their (school) career and for lifelong learning. Mentors are essential to the development of these skills, especially for young people who lack support and confidence in their personal and professional development. In that case students can apply for a mentor through the mentor programme in their region.

2 hours

Activity 1 â&#x20AC;&#x201C; Youth Initiated Mentoring: Find your mentor!

This manual, regional mentor programme

N/A

If a learner wants to explore the possibilities of mentoring, please make sure you can help him or her with this. It is recommended to be familiar with the concept of mentoring and to have some information about mentoring programmes in the region.

http://www.nationalmentoringresourcecenter.org/index.php/what-works-in-mentoring/reviews-ofmentoring-practices.html?id=45 34

Mentoring is a globally well-known tool for schools, business and organisations to guide people to their success. It is a form of coaching and networking and makes an essential contribution to the growth and success of an individual. It brings an additional encouragement for participating youth to realise their career ambitions and life aspirations. Mentoring is an instrument with a broad variety of implementations in the society. Youth Initiated Mentoring is a new approach used by mentoring programs where youth recruit their own mentors from their personal networks than have a mentor assigned through the agency. Mentoring programs can utilise this approach by inviting their mentees to explore mentor options beyond the mentoring site. Mentees can suggest people from their own social networks (such as coaches, teachers, family, friends, etc.) to become their mentors, and from close relationships with people with whom they already have an interpersonal connection. The program would then connect with the mentor candidate and work with him or her to form a close match. Research has pointed out that Youth Initiated Mentoring results in a greater sustainability of mentoring matches. Why is a mentor important?     

You meet a strong role model You gain ideas about your future and your choices You learn to see things from a different perspective You learn to communicate and listen You learn to formulate goals and take steps

Activity 1 – Youth Initiated Mentoring: Find your mentor! ‘Recruit your own role models, move forward by learning from the experiences of others.’ When the learners want to look for a mentor, these are the first steps to do this: Step 1. Consider first what your goals are and what you are looking for in a mentor. Step 2. Is there someone in your surroundings that can fulfil that role? Someone you find inspiring and you can trust? Someone with whom you have a connection? Someone who recognises your choices and encourages you to move forward? Ask that person to become your mentor! Step 3. Introduce your mentor to the mentoring programme in your region. Ask for the supporting instruments and tools that are available to you and your mentor. Step 4. Make sure that you meet regularly, for example every two / three weeks. Agree on who initiates the next appointment. Step 5. Prepare your mentor meetings with topics of your recent experiences, so you can brainstorm together. In this way you gain new insights. Step 6. Keep a logbook of the conversations so that you can record this activity and include it in your portfolio. In that way you have proof of your personal and professional development.

Group reflection Make sure learners share their experiences in the process of finding and having a mentor.

Part III Invent your own Social Enterprise Now they are completely familiar with the concept social entrepreneurship and fully inspired by social entrepreneurs, role models and businesses in their region, itâ&#x20AC;&#x2122;s time to invent their own social idea. By means of different activities learners will work on their own social idea. In the first lesson learners will think about their own passion, talents, ambitions and interests on one hand and on the other hand they will detect regional challenges and problems. The activity in this lesson is to make matches between the two and see if some social business ideas can be invented. In the second lesson learners learn about markets and marketing. Markets and marketing are essential to (social) businesses. No market no business. Therefore they will learn what markets and marketing is, they will research marketing campaigns and set up a marketing campaign themselves. The third and fourth lesson focus on the actual own idea. Lesson 11 asks learners to invent their own social idea based upon different business models, including the 3Q model and the Social Lean Canvas. In the final lesson of this course learners have to pitch their social idea they have invented to stakeholders.

Lesson 9: What ideas do you have for starting up a social business? This lesson is about exploring social business ideas of the learners. They should use as a starting point their own passions, interests and talents and then move on to exploring local needs and local gaps in the market. This will be done by a speed date activity: Matching supply with demand. The key focus is on starting simple and building up e.g. if a learners is talented at music, are there potential music businesses they could develop? Can the learner identify gaps in the market locally which they might be able to serve? This is a lesson where the focus is on the talents, interests and passions of learners within the context of new business ideas and local gaps in the market. Therefore the role of the trainer is to facilitate the process rather than teach it.

Understanding our own abilities, talents, skills, interests and ideas is very important and also understanding what other people think about them too can help us identify areas for personal development. Our own ideas and interests can also be the foundation of business ideas and businesses â&#x20AC;&#x201C; the most successful businesses start and are sustained by passion, drive and commitment and this lesson will help identify areas of potential for the learner.

1-2 hours

Activity 1 â&#x20AC;&#x201C; Speed date: matching supply with demand

This manual & tools, classroom with table set up for speed-dating, bel or gong

Tool 11 â&#x20AC;&#x201C; Speed date: matching supply and demand

You may wish to guide the learners. Some learners may not appreciate that some of their achievements and talents are valuable enough to record. Or they lack confidence about their own talents or in thinking they can develop ideas and therefore it is important that they are supported and encouraged by the trainer. Please encourage them not to self-edit.

Activity 1 – Speed date: Matching supply with demand Divide the classroom into two groups and hand out the two separate parts of tool 11 ‘Speed date: matching supply with demand’ to the two separate groups. The learners will work individual on their tool. Give the learners of group 2 also the ‘SOLD’ cards of tool 11. Group 1 - Supply The first group of learners will think of their own interests, passion and ideas by answering the following 3 questions:  What are your interests, hobbies and talents?  Do you think that a business might be based on your interests, hobbies and talents?  Can you think of any services in the town which could be delivered by a social business? Think of what is not been provided or what is being provided that is of poor quality or is too expensive, as an example. The learners get 20 minutes to record their ideas using part 1 of tool 11. Group 2 - Demand Let the other group think about your local community, town or area. What are problems or social issues that the community or area is facing? Are there circumstances that cry for change? What situations could be made better, simpler, happier or more sustainable? The learners get 20 minutes to record their ideas using part 2 of tool 11. Speed date Make sure the table setting is suitable for speed dating, i.e. one long row of tables with chairs on both sides, allowing one-to-one conversations. The learners of group 1 take place on one side, the learners of group 2 take place on the other side. When the trainer rings the bel, learners of group 2 get 2 minutes to present the identified community problem. After two minutes the trainer rings the bel another time which means that the learners of group 1 can pitch their business idea to their table partner. If the ‘learner with demand’ is interested in the product or service of the ‘learner with supply’ they can give away a SOLD-card. After two minutes the learners of group 1 change seats. This repeats until all learners of supply have pitched their business idea to the learners of demand.

Group reflection Discuss the speed-date session with the learners. Which learner of group 1 has gained the most SOLD-cards? Which learners of group 2 has given away the most SOLD-cards? How come? What were the best ideas? Which were the most pressing community problems? Which matches were made? Is there a match that could really become a company?

Lesson 10: Markets and Marketing

Markets and marketing is fundamental to (social) businesses. This lesson is focused on markets and marketing because without customers a business cannot succeed. The lesson includes several activities covering various aspects of markets and marketing. The first activity has a theoretical character and involves a group discussion on markets and marketing led by several questions. The second activity includes research on marketing campaigns and the final activity is called Spoon Stuff. The activity Spoon Stuff is a deceptively simple activity which asks the learners to sell spoons to the trainer (or perhaps to a guest to the class). The learners need to design a live advert which they will perform in front of the class and the trainer and / or judge.

This lesson will teach learners about markets and marketing. Many people have great ideas, but their business fails because the person with the idea has not connected well enough with their potential customers. Markets and marketing are vital to business success. Before the launch of a business, the business must have consulted potential customers to find out what they want, how much they will pay and how often they will buy the product or service. One aspect to consider with the learners is that they should never be afraid of what a customer or potential customer says – all information is valuable. There is much to learn in the activities of this lesson – a common theme is listening and understanding other people.

1-3 hours

Activity 1 – Group discussion ‘Getting to know the market’ Activity 2 – Research on marketing campaigns Activity 3 – Spoon stuff This manual & tools, classroom, access to internet (computers, tablets, own mobile devices), business magazines, (news) papers Computer, Spoons, A3 papers for Spoon Stuff advertisements, A4 papers for notes

Tool 12 – Template analysis marketing campaign Tool 13 – Template Spoon Stuff

For the activity Spoon Stuff: please work in small teams of no larger than 4 people.

Markets and marketing are a much misunderstood part of learning about business. Markets are, in simple terms, customers. Customers vary with what they want, when they want it, how much they can and will pay for a product or service and how often they will want it. Markets change over time and the very best business people can change an existing market or create a new market. Marketing is the whole process of customers finding a product or service, understanding it, buying and then buying again.

Activity 1 – Group discussion ‘Getting to know the market’ Start a group discussion about markets and marketing posing the following questions. Get the discussion going by giving away some of the answers (in parentheses).  How can we identify demand for a service or product? (e.g. listening to potential customers, researching the market, understanding the current supply, understanding costs and prices, understanding different markets, different fashions and different purchasing capacities.)  Important lesson: the Ikea-Apple-Lays-bread dynamic. Think what is distinctive about Ikea, Apple and Lays as brands and as suppliers of products – why are they so clever and successful? Then think of bread and how it has been marketed and why it is marketed and sold in the ways that it is. (Apple crafted a new market, one that had not previously existed and made people want something that they did not know they wanted. The IKEA concept starts with the idea of providing a range of home furnishing products that are affordable to the many people, not just the few. It is achieved by combining function, quality, design and value – always with sustainability in mind. Lays have reinvented the same products many times e.g. different sizes, different flavours etc. Bread is offered in a huge diversity of types, sizes, process, durability even though it is a staple product).  Successful entrepreneurs do this: listen and look. Why do successful business people do this and what do they learn? (Because they will understand the market and be able to modify their product and services or their costs, durability, availability, fashionability, etc. according to what customers say and want. This is also the way to see what is missing in the market i.e. the gap that can be filled.)  What is a market? (Where goods and services are sold and bought. Today this is on the internet, in shops, in cafes, via trade magazines, etc. In the past it was at physical market squares.)  What is market shaping? (Listening to what the market is looking for/wanting before the launch of a product. It is different to market research which studies existing products).  What is marketing? (The action or business of promoting and selling products or services, including market research and advertising.)

Almost all organisations have to sell something: a school needs students so sells its teaching and facilities to attract pupils who might go to another school; a doctor needs patients and therefore is selling his/her reputation as a diagnostic expert and professional approach or patients may go to another doctor; a shop needs customers and therefore needs a reputation for good service, high quality products and value prices. In addition, all organisations have budgets and normally there are many more demands on the budget than the budget can afford so senior managers in an organisation need to prioritise their spending. The following two activities will help learners with both of the core areas of business.

Activity 2 – Analysis of marketing campaigns Divide the class into smaller groups and let them analyse marketing campaigns. One of the campaigns should be local and one of the campaigns should be global. Why are the campaigns successful? How do you know they are successful? What is the strategy behind it? It might be useful to show the learners some examples of successful marketing campaigns e.g. ‘Nike’s Just Do It’ and then ask the learners to find some other examples of campaigns. They can use tool 12 ‘Template analysis marketing campaign’ to report their analysis of the marketing campaign.

Activity 3 – Spoon stuff In this activity learners will learn how to sell a product or service. Divide the learners in small groups. Hand out Tool 13 ‘Template Spoon Stuff’. The groups will pretend to be the marketing department of a British based multinational company that manufactures spoons. The learners need to develop an advert within a marketing strategy to increase sales of spoons to the European Union market. Learners must  plan the advert (15 marks)  state how it plays a part in an overall strategy for increasing sales (10 marks)  perform the advert (15 marks) The trainer will assess these tasks before the learners start preparing their presentation. Time Learners get 15 mins for planning; 5 mins for the presentation on how the advert plays a part in an overall strategy for increasing sales of spoons and 2 minutes for the performance of the advert. The trainer will stop the learners after this time has elapsed for each section.

Group reflection What was the most important thing they learned from this lesson? What steps would they take to market their own business successfully? Which activity did they like the most? Which one was the most difficult? How did their team cooperate in the Spoon stuff activity?

Lesson 11: Starting a social business In this lesson learners will be able to use their knowledge of social businesses and enterprises, of the characteristics of successful business operation, of markets and marketing and their experience from the different activities to develop a practical plan for their own social enterprise. The activities in this lesson will bring together many of the lessons they have studied. The activities include different approaches and business models to let learners think about a service or product which addresses a regional challenge or problem and which they can offer to customers who will pay them. Learners can work on their own or in small teams. The timing is open and the trainer will need to decide on this. The activities can take place inside formal lesson time and outside. The timing will depend on the business ideas. Encourage the learners to think innovatively as well realistically.

Aim of the lesson is to put all knowledge gained in the previous lessons in practise by actually inventing a social business idea based upon different business models.

2-5 hours

Activity 1 – 3Q business model Activity 2 – The € 10 social business challenge Activity 3 – Social Lean Canvas Activity 4 – Plan your own business This manual & tools, classroom €10,- per group for activity 2 Access to internet (computers, tablets, own mobile devices) Tool 14 – Template 3Q model Tool 15 – Template €10 social business challenge Tool 16 – Explanation Business Model Canvas Tool 17 – Explanation Social Lean Canvas Tool 18 – Social Lean Canvas template Tool 19 – Plan your own business

For the €10,- social business challenge, an innovative approach will be if some of the groups join together to combine their €10,-. This is allowed if the trainer is willing to approve it.

There are many ways to plan and prepare for a business, and many textbooks will make this very detailed and complicated. 3Q makes the task much simpler and more practical. The 3Q Model asks you to answer three questions (3Q) and the answers to the three questions are the basis of your business plan.

The tree questions are : 1. 2. 3.

WHAT are you selling? TO WHOM are you selling it? FOR HOW MUCH are you selling it?

All business people make plans. The 3Q Model is a way of planning a business and planning the growth of a business. It is very practical and is especially designed for start-up businesses and new business people. Though the questions seem basic, the answers to them should be detailed enough to be the foundation of a business. “By failing to prepare, you are preparing to fail.” – this is a much used business phrase, first used by American President Benjamin Franklin. Planning is essential to work and business, but too often plans are too detailed, too theoretical and too impractical. The 3Q Model offers a very different approach and by following it you will be able to plan events, activities, enterprises and businesses. This next activity focuses on the 3Q Model. The learners will use the 3Q Model as a basis for understanding two businesses of their choice. This use of the 3Q Model will enable learners to better plan a business, especially in the light of their experience with the €10 Social Business Challenge (activity 2).

Activity 1 – 3Q business model

Introduce the concept of the 3Q Model and explain that it is a fundamentally important business tool to help plan a business. Divide the learners in small groups and ask them to select a well-known business. Learners will research and analyse this business using the research questions of the 3Q model of Tool 14 ‘Template 3Q model’. This will be done either through internet research or primary data collection with local / national businesses or a combination of both. It would be useful for the learners to feedback to each other and for the trainer to draw together the key importance of planning and consideration of the questions in the model. After they completed the 3Q model for the existing business, they will fill out the model again, but now for their own social business idea.

Make sure to stress the following:  WHAT: besides the product itself this would include quality, trust, reliability, sustainability, relationship.  WHOM: customers want a specific service or product at a price they are willing to pay and at a quality that satisfies them to the extent that they will repeat buy. Learners can learn what customers want by asking people and conducting interviews and surveys. This is market shaping.

Learners will think of their own social business idea. Remember that this might be a great idea that they have already had, or they can see a gap in the market or they think the current supply of a product or service is not very good or too expensive and they think that they can do better.

Activity 2 – The € 10 social business challenge Learners will work in a group of 2 or 3 people and will be given €10,-. With this €10,- they will be asked to create a small business activity which they will do. As a minimum they must receive an income of €10,- so they can pay back the investment to their college / school. With the €10,- they can buy resources or time so that they can sell a product or a service for which you charge. They will need to plan the idea and explain it to their trainer and then actually do it in reality. Business is about providing a service or product that other people want or need for a price they will pay and with a supply that gives people what they want, when they want it. Learners will practice this in the activity using real money. It will test them to be creative, to listen to customers, to think of ways of saving money and to optimise their activities so they optimise their income. Guide the learners to invent their own social business and setting it up by posing the following questions: Think of an idea which could be a social business, either in your own town or another location. To help you: think of ideas related to what you are talented at, what you enjoy, any gaps in provision of services and products, if some existing products or services are too expensive or of the wrong quality. If learners have identified their product or service, they can use tool 15 ‘Template €10 social business challenge’ to plan for their product or service.

Another tool to develop a business idea is the Business Model Canvas (BMC). The BMC gives you the structure of a business plan. It is a visual chart with elements describing a firm’s or product’s value proposition, infrastructure, customers and finances. It is simple, innovative and easy to use making it ideal for working openly and collaboratively. The BMC consists of nine building blocks: 1. Key partners 2. Key activities 3. Value proposition 4. Customer relationship 5. Customer segments 6. Key resources 7. Channels 8. Costs 9. Revenue streams Watch this video for a clear explanation on the BMC: https://www.youtube.com/watch?v=QoAOzMTLP5s

Example Business Model Canvas – Apple with Ipod

A variant of the BMC is the Social Lean Canvas which is a tool designed to help social entrepreneurs understand and build great business models. This variant includes the key components that are required to make a social enterprise business model make sense. Go to http://socialleancanvas.com/ to read more about the Social Lean Canvas.

Activity 3 – Social Lean Canvas Explain the Business Model Canvas and Social Lean Canvas to the learners, using Tool 16 ‘Explanation Business Model Canvas’ and 17 ‘Explanation Social Lean Canvas’. After you explained the models to the learners, let them work out their own social business idea (perhaps the idea already invented in activity 1 or 2) by filling out the Social Lean Canvas. Print the blank template of Social Lean Canvas (Tool 18) on A3. Make sure the learners work out the model by using post-its (just like in the example of Apple).

Activity 4 – Plan your own business Now it’s time to take the steps to launching the learners idea / product / service. This activity will offer learners the time and coaching to support them. For this activity they will need to have decided upon a business idea which has the potential to become a real social business. Then they will plan all of the steps to make this business actually happen. They can use Tool 19 ‘Plan your own business’ to organise the launch of their product or service – so they can make a successful business, pay themselves and deliver social good.

Group reflection Discuss in the classroom: What social ideas have they invented? What regional problems or challenges are addressed by the social business ideas? Did they encounter any difficulties? What did they like best about this lesson? What did they like least about this lesson? What did they find the best tool to draft their business model? What was the most important thing they learned from this lesson? How will this learning help them become more employable or to start a business?

Lesson 12: Pitching my social business This final lesson is about the learners distilling their idea into easy to understand forms and words so that other people understand it, believe in it and buy it / invest in it. The other people might be investors, supporters, customers or potential customers. This lesson is designed to be practical and realistic and so should be based on the learnersâ&#x20AC;&#x2122; idea for a social business.

Learn how to make a pitch and pitch your idea

2 hours

Activity 1 â&#x20AC;&#x201C; Pitch

This manual & tools, classroom, computers, access to internet (computers, tablets, own mobile devices)

n/a

This is a very important concept, the inventors of services or products believe in their invention, but how do they convince other people? They need to speak intelligently but also with passion and in simple terms. The role or the trainer is to motivate, encourage and support the learner.

A very important part of starting a business is either presenting your idea and plans to potential investors or presenting your idea and idea to a mentor or a business coach who will help you develop your idea. This lesson will teach the learners how to make a pitch (i.e. a presentation). During your business life it is likely that you will need to try to convince another person or people that your ideas are very good and worthy of them either paying for your idea (i.e. they are a customer) or your idea is very good and worthy of investment into your idea (i.e. to help start to grow your business). This lesson is focused on how you convince other people to take your business seriously. These people might be potential customers, or supporters, or investors. A key factor in developing a business is that people trust you and trust in what you are trying to do. Therefore this lesson is about how you present your idea and how you will convince other people that they should buy from you or invest in you.

Activity 1 – Pitch First, get learners thinking about the following question and make sure they can answer this question in a proper way, before they start working on pitching their own business idea. How will you convince people to support your idea for a social business? The ‘people’ might include potential customers, supporters, investors, friends and stakeholders. There are 3 options to pitch their own social idea:  Do an ‘elevator pitch’. Tell someone what their business idea is in 30 seconds.  Design and create a one minute presentation to persuade a business coach to support them and their idea.  Design and create a one minute presentation to persuade customers to buy their product or service. Let learners decide who they are going to pitch to and then give them 30 minutes to prepare their pitch by answering the following questions:  What is your idea for a social enterprise?  What is the name of the business?  What will you sell?  To whom will you sell it?  For how much will you sell it? Learners pitch their idea to the rest of the class. The audience takes on the role of the target group of the pitcher (potential customers, supporters, investors, friends and stakeholders) and ask questions.

Group reflection Discuss in the classroom: How do they think the pitches were performed? What did they like best about this lesson? What did they like least about this lesson? What was the most important thing they learned from this lesson? How will this learning help them become more employable or to start a business?

Final reflection When (partially) having completed the course, learners have to give careful thoughts about their own abilities and beliefs. They have to reflect on both the course and themselves. What did they learn? What have they learned about themselves? What about their skills and competences? Did they improve those? What do they still need to work on? What about their future ambitions? Where do they want to go now? It is very important to think about these questions. In this process of personal and professional development a mentor can be very helpful!

Just as in the beginning of the course, let the learners rank themselves again with regards to the several competences that are dealt with in this course. Compare the results and see if progress is made. Discuss this with the learner. According to themselves, how do they score on the entrepreneurial competences? On a scale of 1 to 5? (1 = very bad, 5 = excellent). Taking initiative

Planning & Management

Coping with ambiguity, uncertainty & risk

Working with others

Learning through experience

Ethical & sustainable thinking

Valuing ideas

Vision

Creativity

Spotting opportunities

Self-awareness & self-efficacy

Motivation & perseverance

Mobilising resources

Mobilising others

After the ranking, make sure they also answers a serie of open questions to reflect both on the course and on themselves. Let them think about the questions and encourage them to involve a mentor in this process.

What was the most important thing you learned from this course?

What did you like best about the course?

What did you like least about the course?

What would you like to learn more about?

What have you learned about yourself?

How has this experience changed you?

What are your dreams? What are your future ambitions? Where do you want to go now?

What are your personal and professional goals after finishing this course?

Tools Tool 1 – PowerPoint with company logo’s Tool 2 – Format for business case Tool 3 – Memory game Tool 4 – Random request Tool 5 – Random request 2 Tool 6 – Instruction sheet Top Secret The Mission Tool 7 – Format for business case - elaborate Tool 8 – Format for interview Tool 9 – Template success and failure stories Tool 10 – Job shadow reflection form Tool 11 – Speed date matching supply and demand Tool 12 – Template analysis marketing campaign Tool 13 – Template spoon stuff Tool 14 – Template 3Q model Tool 15 – The €10,- social business challenge Tool 16 – Explanation Business Model Canvas Tool 17 – Explanation Social Lean Canvas Tool 18 – Social Lean Canvas template Tool 19 – Plan your own business

All tools are downloadable on http://sesameproject.com/training-social-enterprise/

SESAME - project code 2014-1-NL1-KA200-000707. This project has been funded with support from the European Commission through the Strategic Partnerships of the Eras mus+ programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Tool 1 â&#x20AC;&#x201C; PowerPoint with company logos

Starbucks

Primark

Shell

Ben and Jerryâ&#x20AC;&#x2122;s

Apple

Chanel

H&M

Tool 2: Format for business case

Name of the business

………………………………………………………………………………..

Location of the business

………………………………………………………………………………..

Size of the business

…………………………………………………………………………………

Year of establishment

…………………………………………………………………………………

What does the business do?

……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………...

Why did the business start?

Why is this business classed as a social business?

Tool 3: Memory game Print the first 8 pages in duplex on heavy paper and cut out the cards. Print the final page on A3.

Regular businesses

Regular businesses with CSR

Social businesses

Charities

Tool 4: Random Request

Task

Total points

CROWN YOUR KING All successful teams need a kingpin, a leader who inspires them and keeps them motivated during difficult times. In this activity the leader is the only nominated person in your team who can speak to the staff members. Please choose your leader and the chosen leader must then wear, at all times within the game, some form of physical identity to show that they are the leader. Then the leader will need to make themselves known to your teacher.

NAIL YOUR COLOURS TO THE MAST In the challenges of a day’s work it’s important to know who’s on your side and who isn’t. You need to decide a team name and a visibly identifiable way of showing what team you are in…some sort of mark, armband or anything you think….Once you have done this have the leader report back to the teacher.

CUNNING QUESTIONS FOR CLEVER MINDS We can’t all know everything, but there are ways of finding things out for those that know where to look…Each of the questions below are worth 4 points. You can submit your answers to them all at any point during the quest, but can do so only once.

          

An adult human has 206 bones. How many is a baby born with? Who was the 1958 Hong Kong ‘cha cha’ champion? How much did Warner Communications pay for the copyright of the song ‘Happy Birthday’? How much did Warner Communications pay for the copyright of the song ‘Happy Birthday’? At what speed does food travel through the large intestine? A ‘jiffy’ is a proper unit of time. How long is it? What was Marilyn Monroe’s real name? In which country were neck ties first worn? Who invented the scissors? Who is the patron saint of chess-players? What do the following words have in common: race car, level & wow?

THERE ARE NO WORDS We all have those moments in life when we just don’t know what to say or are so astounded that silence is the only response we can muster… Therefore, please mime the following important messages across to the teachers (there must be no talking, writing, drawing or using numbers): Message 1: My dog is sleeping in the lighthouse Message 2: The King rang, he said ‘hello!’ Message 3: If you look under my hat, you will find a small, yellow, boy.

BOTTLE IT You must go and see the teacher in order to play this game; they will explain the rules and then you have only 2 minutes to successfully complete it or miss out on the glorious points forever.

WINTER IS COMING… With such cool temperatures in parts of the year, perhaps it is time to start thinking of Christmas? Sometimes the weather is so miserable that we can all be forgiven for feeling a little cold and our minds drifting to the festive season. To keep your spirits high you must find the teacher 30 minutes after the start of the game and sing to them a Christmas Carol.

MODERN DAY POETS Many people would argue that modern music is the equivalent of poetry in days gone past. To prove this compose a 3 Verse rap or poem about your college or town. You must then perform this to the teacher.

100

WE ARE ON TOUR International links and visits are fun and educational. Please find out what country you would be in if you are landing at the following airports…  Don Muang Airport =  Charles De Gaulle Airport =  Tambo International Airport =  Heathrow Airport =

GO GREEN OR GO HOME An important part of any business is their image; especially today everyone is desperate to look good and show customers they care. This is especially true in modern businesses where the customers are often young, trendy types who care about green issues. To show your commitment to the environment you need to bring, in a natural container, exactly 15 blades of grass, six stones and a very small stick…

THE PATH TO ENLIGHTENMENT Busy people, such as business people, can find themselves stressed by the fast paced and technologically advanced world which they find themselves working. This task will help you find a path to success. By answering the steps below you will help find your way to a better life. But be warned, unless you get all the steps correct in one go you will lose 30 points as failure will return you to your stressed ways…

100 (OR MINUS 30 POINTS)

Path to Enlightenment I: What colour is the Yellow Brick Road in ‘The Wizard of Oz’? Path to Enlightenment II: What city did House music originate in? Path to Enlightenment III: complete the following sequences:  Rio de Janeiro London Beijing Athens …………….  Qatar Russia Brazil South Africa ………………  Victoria Edward George Edward George ……………..  Edgbaston Harborne Quinton ……………

IS HE HAVIN’ A LAUGH? Even in the busy hustle-bustle of life it’s important to remember to laugh! Every team member must prepare a joke, practice them out on each other and then when everyone has a good one go and tell the teach immediately. They will give you points depending on how much you make them laugh…

20 – 100

MAMA MIA! Many high flying business executives and Principals enjoy being wined and dined: it helps them make deals. One local business executive is a connoisseur of Italian food, but one question has been bothering him of late…does spaghetti grow on trees? What evidence do you have for your answer? Present your case to the teacher.

THE SPECIAL K DIET To many people and supermodels the letter K appears to have magical properties; can you and your group show the letter K to the teacher without speaking, writing or miming it?

THAT’S MAGIC Since the retirement of Paul Daniels and his delightful assistant and wife Debbie McGee, magic has gone downhill. To restore this sad situation, develop and perform a magic trick hat you might be able to sell to Paul to entice him out of retirement.

KNOW YOUR ROOTS The real challenge for any aspiring artist is to keep themselves grounded and in touch with the people and places that formed them. With that in mind can you tell your scorer just who was King Edward VI? Further from this can you, as a while team, act out an interesting or famous piece of information about this King?

EVER DECREASING CIRCLES Just for fun….draw a circle with a hat on.

HIGH ASPIRATIONS i)How many steps are there in the Chowen Building to go from the ground floor to the first floor? ii)How many red cars are parked in the car park this morning?

30 18

LANGUAGE LOOPY Please translate the following phrases into English:  Ich habe meinen Schirm vergessen  S'il vous plaît puis-je commander un McDonald?  Спасибо

THE QUEST ENDS After 30 minutes you must make sure the scorer knows all your scores and you must be standing in height order! If you are late or not in order, you will lose points!

330

Tool 5: Random Request 2

Task

Total points

Help an old lady crossing the street

Help someone with cleaning

Get a fair trade product for free and give this to some you donâ&#x20AC;&#x2122;t know

Collect as many as bottles and donate them to a foundation

100

Make someone happy, with a flower, by singing a song, by doing a dance

Help someone packing groceries

Walk someoneâ&#x20AC;&#x2122;s dog

Do the Macarena on the street with at least 10 other people

Offer someone a massage

Offer a flower to a shop assistant to make her or his day

330

Tool 6: Instruction sheet

Top Secret – The mission

Background information Task  In this activity, you need to imagine that you are responsible for the people and environment in your region and you have a very important job to do  You are in charge of keeping secret some very important information that is contained within a very fragile container  You must design a method to transport the secret information out of the building and to safety Information  The only way to save the information is to drop the information out of the window to safety  BUT remember, the secret information is kept safely in a very fragile container, and…  … the container must not break or crack as the information will leak out. If the information leaks out, it will harm the people and environment in your region. Besides that, you will lose all your profit. What you must know  The container is an egg  The egg will be dropped from an upstairs window  The egg cannot crack or break or the secret information will leak out and it will harm the people and environment in your region and you will lose all your profit  You have some materials to help you: o Newspaper o String o Plastic bags o Sellotape o Paper clips o Paper

Activity Here is what you do: DESIGN, DRAW, BUILD, TEST  As a group you have 15 minutes to develop an idea and design and draw an invention that will dropping the egg from the window onto the ground without breaking the egg. You may only use the resources and materials given to you! There are 3 things you must do: o Give your invention a name = 5 points o Discuss in your group the invention you think will work = 5 points o Draw and label a diagram to show your design = 20 points  Then you have 20 minutes to build a method of dropping the egg safely. You must make your idea colourful and secure so the egg does not break. Build your invention so that the egg will not crack o Idea = 10 points o Team work = 10 points o Construction = 10 points o Decoration = 10 points o Overall = 10 points  Then we will test your idea by dropping the egg out of an upstairs window and seeing if it is saved, or if it splats on the floor. o Success = 30 points o Some success = 10 points o Egg is broken = 0 points Good luck!

Tool 7: Format for business caseelaborate

Name of the business

………………………………………………………………………………..

Location of the business

………………………………………………………………………………..

Size of the business

…………………………………………………………………………………

Year of establishment

…………………………………………………………………………………

What does the business do? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………...

Why did the business start? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………...

Why is this business classed as a social business? …………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………...

How is the business structured and organised? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………...

How has the business changed over time? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………...

Has the business faced any difficulties during its history? How did the business respond to the difficulties? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………...

Has the business grown over time? Please explain why. ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………...

What can you learn over time from this business? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………...

Tool 8: Format for interview

Name of the business Size and location of the business Year of establishment

………………………………………………………………………………………………..…… …………………………………………………………………………………………………….. ……………………………………………………………………………………………………..

1. What does your business do? ………………………………………………………………………………..…………………………………………………………………………….…..……… ……………………………………………………………………..………………………………………………………………………………..…………………… …………………………………………………………..………………………………………………………………………………..……………………………… ………………………………………………..…………………………………………………………………………………………………………………..……… 2. Why did you start the business? ………………………………………………………………………………..…………………………………………………………………………….…..……… ……………………………………………………………………..………………………………………………………………………………..…………………… …………………………………………………………..………………………………………………………………………………..……………………………… ………………………………………………..…………………………………………………………………………………………………………………..……… 3. What makes your business a social business? ………………………………………………………………………………..…………………………………………………………………………….…..……… ………………………………………………………………………..………………………………………………………………………………..………………… ……………………………………………………………..………………………………………………………………………………..…………………………… …………………………………………………..………………………………………………………………………………………………………………..……… 4. How do you make profit? ………………………………………………………………………………..…………………………………………………………………………….…..……… ………………………………………………………………………..………………………………………………………………………………..………………… ……………………………………………………………..………………………………………………………………………………..…………………………… ……………………………………………………………………………………………..…………..………………………………………………………………… 5. Has the business faced any difficulties during its history? If yes, how did the business respond to the difficulties? ………………………………………………………………………………..…………………………………………………………………………….…..……… ………………………………………………………………………..………………………………………………………………………………..………………… ……………………………………………………………..………………………………………………………………………………..…………………………… ………………………………………………………..…………………………………………………..……………………………………………………………… 6. What are your future plans? ………………………………………………………………………………..…………………………………………………………………………….…..……… ………………………………………………………………………..………………………………………………………………………………..………………… ……………………………………………………………..………………………………………………………………………………..…………………………… …………………………………………………………………………………..…………………..…………………………………………………………………… 7. Why are you a social entrepreneur? ………………………………………………………………………………..…………………………………………………………………………….…..……… ………………………………………………………………………..………………………………………………………………………………..………………… ……………………………………………………………..………………………………………………………………………………..…………………………… …………………………………………………………………………………………..…………..…………………………………………………………………… 8. If you could give me an advice as a social entrepreneur, what would this be? ………………………………………………………………………………..…………………………………………………………………………….…..……… ………………………………………………………………………..………………………………………………………………………………..………………… ……………………………………………………………..………………………………………………………………………………..…………………………… ……………………………………………………………………………………………..………..……………………………………………………………………

Tool 9: Template success and failure stories

Success stories: Example

Reasons

Description / explanation

Example

Reasons

Description / explanation

Company

Entrepreneur

Failure stories:

Company

Entrepreneur

Tool 10: Job shadow reflection form

Name learner Job site Dates of Job Shadow Person(s) shadowed

……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………………………………………………………………………………………

1. Why did you want to job shadow? ………………………………………………………………………………..…………………………………………………………………………….…..………. ……………………………………………………………………..………………………………………………………………………………..…………………… …………………………………………………………..………………………………………………………………………………..……………………………… ………………………………………………..………………………………………………………………………………………………………………………….. 2. Describe the work activities and work environment of the profession you shadowed. ………………………………………………………………………………..…………………………………………………………………………….…..………. ……………………………………………………………………..………………………………………………………………………………..…………………… …………………………………………………………..………………………………………………………………………………..……………………………… ………………………………………………..………………………………………………………………………………………………………………………….. 3. What did you like best about your Job Shadowing experience? ………………………………………………………………………………..…………………………………………………………………………….…..………. ……………………………………………………………………..………………………………………………………………………………..…………………… …………………………………………………………..………………………………………………………………………………..……………………………… ………………………………………………..………………………………………………………………………………………………………………………….. 4. What did you like least about your Job Shadowing experience? ………………………………………………………………………………..…………………………………………………………………………….…..………. ……………………………………………………………………..………………………………………………………………………………..…………………… …………………………………………………………..………………………………………………………………………………..……………………………… ………………………………………………..………………………………………………………………………………………………………………………….. 5. What surprised you most about this career area / job work site? ………………………………………………………………………………..…………………………………………………………………………….…..………. ……………………………………………………………………..………………………………………………………………………………..…………………… …………………………………………………………..………………………………………………………………………………..……………………………… ………………………………………………..………………………………………………………………………………………………………………………….. 6. What was the most important thing you learned from your Job Shadowing experience? ………………………………………………………………………………..…………………………………………………………………………….…..………. ……………………………………………………………………..………………………………………………………………………………..…………………… …………………………………………………………..………………………………………………………………………………..……………………………… ………………………………………………..………………………………………………………………………………………………………………………….. 7. Would you consider a career in the type of industry in which you job shadowed? Why or why not? ………………………………………………………………………………..…………………………………………………………………………….…..………. ……………………………………………………………………..………………………………………………………………………………..…………………… …………………………………………………………..………………………………………………………………………………..……………………………… ………………………………………………..………………………………………………………………………………………………………………………….. 8. Did the job shadowing experience influence your career choice / goals? ………………………………………………………………………………..…………………………………………………………………………….…..………. ……………………………………………………………………..………………………………………………………………………………..…………………… …………………………………………………………..………………………………………………………………………………..……………………………… ………………………………………………..…………………………………………………………………………………………………………………………..

Tool 11: Speed date: matching supply and demand

Part 1 - Supply What are your interests, hobbies and abilities? ……………………………………………………………..……………………………………………………………..……………………………………………… ……………………………………………………………………………………………………………………………………………………………..…………… ………………………………………………..……………………………………………………………..…………………………………………………………… ..…………………………………………………………….…………………………………………………………..…………………………………………...... …………………………………………………………….…………………………………………………………….………………………………………………

Do you think that a business might be based on your interests, hobbies and abilities? ……………………………………………………………..……………………………………………………………..……………………………………………… ……………………………………………………………………………………………………………………………………………………………..…………… ………………………………………………..……………………………………………………………..…………………………………………………………… ..…………………………………………………………….…………………………………………………………..…………………………………………...... …………………………………………………………….…………………………………………………………….………………………………………………

Can you think of any services in the town which could be delivered by a social business? Think of what is not been provided or what is being provided that is of poor quality or is too expensive, as an example. ……………………………………………………………..……………………………………………………………..……………………………………………… ……………………………………………………………………………………………………………………………………………………………..…………… ………………………………………………..……………………………………………………………..…………………………………………………………… ..…………………………………………………………….…………………………………………………………..…………………………………………...... …………………………………………………………….…………………………………………………………….………………………………………………

Part 2 - Demand Think about your local community, town or area. What are problems or social issues that the community or area is facing? Are there circumstances that cry for change? What situations could be made better, simpler, happier or more sustainable? …………………………………………………………..……………………………………………………………..………………………………………………… …………………………………………………………………………………………………………………………………………………………..……………… ……………………………………………..……………………………………………………………..……………………………………………………………… ………………………………………………………..……………………………………………………………..…………………………………………………… ………………………………………………………………………………………………………………………………………………………..………………… …………………………………………..……………………………………………………………..………………………………………………………………… ……………………………………………………..……………………………………………………………..……………………………………………………… ……………………………………………………………………………………………………………………………………………………..…………………… ………………………………………..……………………………………………………………..……………………………………………………………

SOLD! SOLD! SOLD! SOLD! SOLD! SOLD! SOLD! SOLD!

Tool 12: Template analysis marketing campaign

What kind of marketing campaign is it? Give a short description …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………

Why is this campaign successful? …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………

How do you know it is successful? …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………

Tool 13: Template answers Spoon Stuff

Background You are a marketing department of a British based multinational company that manufactures spoons. Activity You need to develop an advert within a marketing strategy to increase sales of spoons to the European Union market. You must: 1. plan the advert (15 marks) 2. state how it plays a part in an overall strategy for increasing sales (10 marks) 3. perform the advert (15 marks) Time 15 mins planning; 5 mins presentation on how the advert plays a part in an overall strategy for increasing sales of spoons; 2 minutes for the performance of the advert – you will be stopped after this time has elapsed for each section.

Advert plan: …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… Connection to overall strategy: …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………… Draw the advert on the back of this paper. Good luck!

Tool 14: Template 3Q model

Name of the business Location of the business Size of the business Year of establishment 1.

……………………………………………………………………………….. ……………………………………………………………………………….. ……………………………………………………………………………….. ………………………………………………………………………………..

WHAT are they selling?  What is the overall product theme of the company? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... 

What are the specific products? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...



What is the brand of the company / products? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...



What else is the company selling apart from the specific product or services? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...

To WHOM are they selling it  Who are the customers? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...



What do the customers want? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...



How do they know what the customer wants? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...



How do they keep their customers? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...



How do they get the goods or services to their customers? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...



How do customers know about the products and services? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...



Why do the customers buy products / services from this company? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...

3. For HOW MUCH are they selling it? 

What prices are charged for the products and services? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...



How does the business decide the price that they charge customers? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...



Why can process vary from one city to another or from one country to another? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...



Why do process increase over time? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...



Does the company ever reduce its prices? Why? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………...

Tool 15: The â&#x201A;Ź10 Social Business Challenge Name

What is the idea that you are planning?

What is the aim of the idea / business?

What are the objectives of the project?

1 2 3 4 5

What will your business consist of i.e. what will you be offering?

1 2 3 4 5

Do you have the approval of your teacher and mentor for this idea?

What resources do you need for this activity? How much will they cost?

1 2 3 4 5

What are health and safety issues of these activities?

What will you sell?

To whom will you sell it?

Why will these people buy it?

How much will you sell it for?

Why have you decided this price to sell at?

How much money do you think you will bring in and what is the profit you plan to get?

What do you need to do to make this happen and succeed?

What are the risks of this business i.e. why might it fail? How can you reduce the chance of the risk affecting your social business?

Tool 16 â&#x20AC;&#x201C; Explanation Business Model Canvas

Explanation Business Model Canvas: https://www.youtube.com/watch?v=QoAOzMTLP5s

Tool 17 â&#x20AC;&#x201C; Explanation Social Lean Canvas

For more info: http://socialleancanvas.com/

Tool 18: Social Lean Canvas template

Tool 19: Create your business

PLEASE USE THE FOLLOWING GUIDE TO HELP PLAN YOUR BUSINESS. CONSTRUCT A TIMELINE OF ACTIONS TO ACTUAL START YOUR BUSINESS. THIS SHOULD BE WRITTEN DAY BY DAY, WEEK BY WEEK AND MONTH BY MONTH DEPENDING UPON THE LEAD UP TIME THAT YOU HAVE TO STARTING. WHAT DO YOU NEED TO DO TO START YOUR BUSINESS IN REALITY? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… WHAT RESURCES DO YOU NEED TO ACHIEVE THIS? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………

HOW MUCH TIME DO YOU NEED FOR YOUR SETTING UP ACTIVITY? ………………………………………………………………………………………………………………………………………………………….. WHEN DO YOU WANT TO START? IE AN ACTUAL DATE? DATE OF STARTING…………………………………………………………………………………………………………………………. TODAY’S DATE………………………………………………………………………………………………………………………………… WHAT WILL I NEED TO DO ON THE DAY OF THE LAUNCH? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………

WHAT WILL I NEED TO DO THE DAY BEFORE THE LAUNCH? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… WHAT WILL I NEED TO DO 2 DAYS BEFOE THE LAUNCH? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… WHAT WILL I NEED TO D 3,4,5,6 DAYS BEFORE THE LAUNCH? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………

WHAT WILL I NEED TO DO 7-13 DAYS BEFORE THE LAUNCH? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… WHAT WILL I NEED TO DO 14-20 DAYS BEFORE THE LAUNCH? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………

WHAT WILL I NEED TO DO 21-27 DAYS BEFORE THE LAUNCH? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… WHAT WILL I NEED TO DO 28+ DAYS BEFORE THE LAUNCH? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… WHO WILL YOU GO TO FOR HELP IF YOU NEED IT? …………………………………………………………………………………………………………………………………………………………. DO YOU NEED ANY PERMITS OR OFFICIAL LICENCES FOR YOUR BUSINESS? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… WHAT MIGHT GO WRONG AND WHAT CAN YOU DO TO REDUCE THE RISK OF IT GOING WRONG?

WHAT MIGHT GO WRONG?

HOW IMPORTANT IS THIS TO MY BUSINESS?

WHAT CAN I DO TO MINIMISE THE RISK OF IT GOING WRONG?