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This house believes that - EnterpriseSkillsUniversityofHull


									Enterprise skills session 6
• What’s your T Shirt say today?
 Review of self study from last session
• Word cloud – review of your clouds
• Your metaphor (construct a metaphor describing you
  when you are working/acting at your most
   – In groups of three review each person’s metaphor. Explore
     their answers to the following questions?

   – How deeply do they/you genuinely believe they can apply
     this metaphor to their life/work?
   – Do they/you foresee any potential situations where it may
     be difficult to apply the metaphor?
   – Congruency how congruent is the metaphor with their
            How many frogs?
• There are five (5) frogs sitting on a log.
• Four (4) decide to jump off.
• How many frogs are left sitting on the log?
             How many frogs?
• The answer is five (5). Or; very occasionally 4.
• There is a huge difference between deciding
  to do something and actually doing it.
• But statistics show that up to 95% of those
  people who say that they’re going to do
  something won’t actually jump off the log.
  They’ll be full of good intentions, but they
  won’t actually do it.
                How many frogs
• As an example, consider a study of people who
  bought “Teach Yourself” language courses - the
  following statistics were reported per 100 courses
• 40 were never taken out of the wrapper
• 50 were listened to no further than track 1 of CD
• 8 listened no further than the first CD
• Only 2 went on to complete the whole course
• Based on material from
• That’s a 2% success rate for all the people in the study
  who bought “Teach Yourself” language courses, and
  this success rate is very similar with most other “How
  to” or “Self Help” products - only 2% of people will
  actually take the step from reading or listening to
  actually doing something.
• But the simple fact is this: only you can choose to act -
  to jump off the log rather than merely “deciding” to.
  Only you can choose how far you are willing to go in
  pursuing your dream of a better life and a different
  future from the masses who remain firmly rooted to
  the log.
•   Based on material from
       Worth – self perception
• You tube clip – How much are you worth?
• How much value do you add?

                      Empowering beliefs ?

• There is always a way
• I can make this happen
• I can be whatever I want to be
• There always opportunities everywhere
• I love the challenge of doing new things
• I believe I can make a contribution to the world
• No matter what the problem I can turn it around
  and get something positive from it
• There is no failure, only feedback
•   Based on material in ‘The streetwise guide to being enterprising’ by David A Gibson 2009
                Empowering beliefs ?
•   Money and opportunity are attracted to me
•   I am lucky, very lucky
•   I can do it
•   I am a winner
•   I believe and succeed
•   I can make a difference
•   I always have more resources than I think I have
•   Based on material in ‘The streetwise guide to being enterprising’ by David A
    Gibson 2009
  The opposite of empowering beliefs
Are Idea Killers:
  – Other people’s negativity
  – Your own negativity
  Useful to have a list of people’s negative reactions to
    enterprising activity so that:
  1. You can be aware when others are killing
     enterprising activity and perhaps have a plan.
  2. You can be aware of when you yourself are,
     perhaps subconsciously, killing enterprising
      Idea KilIers – the opposite of
          empowering beliefs
• Sometimes whole organisations or sections or
  department of an organisation can regularly
  use idea killers.
• Sometimes known as ‘excuses’ or “the way we
  do things are around here” or “that’s the way
  its always been done”.
        Idea KilIers – the opposite of
            empowering beliefs
•   We tried it last year and it didn’t work
•   It would take too long
•   It’s not my job to…
•   You may be right, but...
•   Our organisation is too big
•   Our organisation is too small
•   We don’t do it that way
•   We have always done it this way
      Idea KilIers – the opposite of
          empowering beliefs
• It sounds ok I theory, but.... In practice
•  It would cost too much
•  Something that cheap obviously won’t work
•  That company down the road tried it and they
  wasted a lot of time and money and scrapped it
  in the end
• It’s impossible
• It’s too simple
• It’s too complex
        Idea KilIers – the opposite of
            empowering beliefs
•   It’s obviously not going to work
•   We need more time to research the implications
•   We need more time…
•   Why should I bother
•   My staff are too busy
•   We are all suffering from stress
•   Our budget has been cut
•   Our team has its own way of working
•   Maybe next year we’ll consider it
•   We don’t have time
      Idea KilIers – the opposite of
          empowering beliefs
• We need more ………. before we can implement it
• It seems like a good idea; but…..
• I need more information before I can make a
• I need others to make a decision before I can
  make a decision
• We need head office to make a decision
• I can appreciate that there is a problem, but…
• I can’t; because….
 The idea killers can be turned around
• For example:
• We don’t have time – turned around.
  – We don’t have the time not to do this.
  – Or We don’t have the time to ignore it.
  – Or When exactly will we have the time?
  – Or What do we need to stop doing so that we
    have the time to do this?
  – Or Let’s make some time by doing something
 The idea killers can be turned around
• Another example:
• Why should I bother & My staff are too busy &
  We are all suffering from stress – turned around.
  – Because other organisations ARE bothering and if we
    don’t they will overtake us.
  – Because we will have plenty of time when we are out
    of work if the company goes bankrupt
  – A small amount of stress is healthy, this new initiative
    will involve short term stress but long term benefit
    and stress reduction
    Exercise – turning the idea killers
   Step 1, individually
• Identify and list idea killers that apply to you/your
  organisation, then categorise them as:
   – Applying regularly
   – Applying occasionally

   Step 2, In groups
   Choose 3 regular ones and 1 occasional one, think of
     specific situations where/when they apply. Think of
     strategies to turn them around.
    Exercise – turning the idea killers
• You may want to consider repeating the
  previous exercise in your own time for your
  own personal idea killers as part of a personal
  enterprising self development plan?
           Toyota organisation
• “Work is a place where we learn and grow”

• Staff formally encouraged to be innovative
  and enterprising and generate new ideas.
• Creativity training is provided for almost all
  staff and at all levels in the organisation
 The difference between what we say
            and what we do
• Research by C. Arygris and N. Schon identified
  that theories of practice may be:
• ‘espoused’     i.e. what we say we do, or
• ‘in-use’       i.e. the way we actually act.

• There is usually a gap between what we say
  we do and what we actually do.
• How can we turn this around positively?
 The difference between what we say and what
 we do – identification and positive turnaround
• Self reflection – what do you think are the 5 or
  6 most obvious gaps between what you say
  and what you do? Be honest with yourself.
•     Remember the 5 frogs on a log...
• What plans can you make to turn this around
  and minimise the gap or even reverse it
 The difference between what we say and what
 we do – identification and positive turnaround
• After today ask your
  husband/wife/partner/good friend/work
  colleague the same question.
• What do they think are your 5 or 6 most
  obvious gaps between what you say and what
  you do?

• Likely different people will have different
  answers for you?
 The difference between what we say and what
 we do – identification and positive turnaround
• Then compare the lists
• Differences are likely

• What areas do you need to work on in order to change?
• Make a SMART action plan?
• Are you happy with the proposed plan? If not then you will
  not do it. Don’t ‘decide’ but then do nothing.
• Commit to your plan, sign and date it, tell others?
• Make a decision not to stay on the log? If you really,
  definitely, want to, If not don’t. No need to change unless
  you want to and are prepared to make effort.
          Metaphors exercise
• Think back to the metaphors exercise we did
  last session/this session.
• Are there any people you know who use idea
  killers as their main, or one of their main,
  metaphors whilst at work?
• Perhaps you (inadvertently?) use one?
• Short break?
                   Use of Debate
•   Why ? - Values, Attitudes, Behaviours:
•   Strategic thinking
•   Negotiation capacity
•   Selling and persuasion
•   Imagination
•   Need for achievement
•   Belief that you can make things happen
•   Motivation to succeed
•   Motivation to make a difference
•   Ability to cope with doing something different to
                Use of Debate
• Debate is used to provide a forum for delivery of
  argument for and against an issue. It provides a
  platform for exploring all relevant issues. It also is
  a vehicle for practicing delivery skills and
  ‘thinking on one’s feet’ and delivering something
  in a flexible perhaps innovative manner.
• It also has to have audience appeal as the aim is
  to win their vote i.e. Convince them but also
  involve them.
                 Debating Exercise
• The Motion: ‘This house believes that charisma can be defined and
  learnt” or “This house believes that the government should give
  substantial tax breaks to new business ventures” or “ this house
  believes that being enterprising is a state of mind”
• Group 1 Proposer of the motion
• Group 2 Opposer to the motion
• Group 3 Seconder to Proposer
• Group 4 Seconder to Opposer
• Group 5 Summariser for motion
• Group 6 Summariser against motion
• Each group will discuss the anticipated arguments and the key
  points. They will appoint and brief a spokesperson
• I will act as Chair Introducing the motion and the teams. Keep
  control, call for votes for and against, manage time.
    Debating Exercise – your roles
• Proposer sets out the main arguments for the motion
• Opposer sets out main arguments against the motion –
  anticipating arguments for
• Seconder For – anticipates opposer’s points and refutes
  them and supports the proposer
• Seconder Against, anticipates proposer and seconder
  for arguments, listens and refutes them
• Summariser For – listens to the floor debate and
  summarises and concludes with appeal
• Summariser Against – listens to debate and
  summarises against with appeal
         The speakers - your guide
•   Minimal or no reading from notes!
•   Amusing and engaging & persuasive
•   Make major points – not too many
•   Seconders take up live points raised
•   All of you should participate in the debate.
•   Summarisers should appeal to the floor giving
    them reasons why to support or oppose
           The floor – your guide
•   Listens to the debate
•   Makes points rather than asking questions
•   Take up points from others on the floor
•   Every one of you must speak at some point
•   When you vote it is for the group that has put
    forwards and argued the best case, NOT what you
    as an individual or what your group thinks about
    the motion. You are voting on the best, most
    coherently presented and convincing argument.
                 The Debate
• See the briefing sheet
• Split into 4 or 6 groups

• A circle of chairs for the debate ?
           Debate – the sequence
• My chairperson’s Introduction of the Motion, Speakers and any
                                         TIMING actual debate
• First Speaker for the Motion         G1 up to 6 minutes
• First Speaker against the Motion      G2 up to 6 minutes
• Group thinking/discussion time        up to 5 minutes
• Seconder for the Motion               G3 up to 5 minutes
• Seconder against the Motion           G4 up to 5 minutes
• Floor opened to the audience           All of you up to 30 min
• Group thinking/discussion time G1&3=G5, G2&4=G6 up to 20 min
• Final Summary for the motion           G5 up to 3 minutes
• Final Summary against                  G6 up to 3 minutes
• Vote by all of you
        The motions – choose 1
• ‘This house believes that charisma can be
  defined and learnt”
• or “This house believes that the government
  should give substantial tax breaks to new
  business ventures”
• or “This house believes that being enterprising
  is a state of mind”
• What was most important?
  – The argument itself?
  – The way it was presented?
  – Both equally important?

  – Comments and thoughts
  – Individually after today – your learning log, what
    would you do differently next time? What did you
    think but not say?
Uncle Pedro’s llamas Exercise
        Uncle Pedro’s llamas Exercise
       Being creative for £ $ generation
• Whilst doing this exercise be aware of any idea killers people use.
• Exercise is about being creative – coming up with ideas under pressure,
  could use with SCAMPER or brainstorm it?
• The scenario is this – that a distant relative Mexican Uncle Pedro has died
  and left you 12 llamas in his will. The llamas are being shipped over to you
  and will arrive in six weeks time. Uncle Pedro’s will stated you should use
  the 12 llamas wisely.
• Unfortunately the message has arrived six weeks late and the llamas will
  arrive tomorrow morning.
• What ideas can you come up with in a group for using the llamas to
  generate income?
• Remember - SCAMPER, Substitute, Combine, Adapt, Modify. Put to other uses, Eliminate,
  Rearrange DIFA, Demand, Innovation, Feasibility, Attraction
• NAF New, Appealing, Feasible
• You could then pitch the idea? An elevator pitch?
Another exercise? – Speed Networking
• This is about initiative, communication, thinking
  on your feet, being flexible, working under
  pressure, being proactive.
• You have to network and make as many contacts
  as possible with other people in the room, you
  have to do a pitch of your business to the other
  people. You have only 6 minutes to do this
• Then review see how many different contacts
  people managed to network with. Show of hands
  – who got the most names?
Speed Networking – Part 2 the £100K pitch
• Now you have to form a group with 2, 3, or 4 with the aim
  of setting up a new venture company.
• You have 6 minutes for this!
• Then be ready for 1 of you to make pitch (elevator pitch) on
  behalf of your group for 90 seconds to a venture capitalist
  (me!) for a cheque for £100k. one person has to do the
  pitch or two of them for a cheque for £100K pitch an idea.
• This means that you have to meet with people you have
  already met and/or meet with new people and come up
  with some I’m kind of idea for a company very, very quickly.
• You must look at possible synergies, opportunities
  connections between your business and the other ones.
 Speed Networking – Part 3 the recession

• The recession lands with a heavy clunk, the
  venture capitalist needs his cash back soon,
  you need to lose 1 member of your company.
• How do you decide?

• Networking is a valuable skill, in USA
  particularly formal networking skills are taught
  to entrepreneurs.
    Your own individual networking
         exercise after today?
• Alternative networking exercise

• Review where your existing networks came
  from: friends, family, school, university,
  business, sports, a hobby, etc where and how
  you got them.
    Your own individual networking
         exercise after today?
• Another alternative networking exercise
• Imagine that you are a website and that other
  people are websites:
  Which other websites are you linked to by one click?
  Which other websites are you linked to by 2 clicks?
• Which other websites would you like to be linked
  to or do you need to linked to?
• Six degrees of separation - concept by Frigyes
  Karinthy or Stanley Milgram or John Guare – that
  any 2 individuals can be connected by at most 5
  (or 6) other individuals.
 Where do we (you) go from here?
• So where do you go from here?
• What are you going to do differently?
• Or are you just going to have the new
  knowledge and ‘skills in your head’ but not do
  anything with it or change?
• It is up to you..........
The Learning outcomes for the course:
• 1. Knowledge and Understanding:
• 1i. Of the key specified values, attributes and characteristics
  of an enterprising person & aspects of successful enterprise
  activity. (You specify what these are, based on NGCE list)
• 2. Intellectual / Thinking Skills:
• 2i. Reflect on own skills, knowledge base, attitudes and values
  and set achievable goals for enhancing and developing these.
  (Skills & Knowledge audits plus learning logs)
• 3. Practical / Professional Skills:
• 3i Develop specific skills for enterprise, as appropriate to the
  individual learner. (Skills & Knowledge audits plus learning
What you need to produce.
• A reflective learning journal summary of key points
  learnt and areas for development Including your: skills,
  knowledge and attitudes, values and characteristics –
  you have 1,500 words for this! Include your Skills
  Audits, Knowledge audits and a plan for you future
  learning and development. Make reference to the
  learning outcomes!
• 500 word summary of your learning journal with brief
  summary of planned future learning and development
        Assessment - alternative
If you find it easier to think of it as an essay (which
   it isn’t) then the question would be something
• For an identified case study review and evaluate
   the learning undertaken in terms of the skills,
   knowledge, values and attitudes developed whilst
   participating in the enterprise skills course.
• Prepare a learning development action plan for
   them for the next 3-6 months.
• Total 2000 words
       Assessment - alternative
At its simplest:
• Write about the learning and development
  you have undertaken whilst on this course,
  making reference to your initial skills and
  knowledge, any changes in your knowledge,
  values, attitudes & behaviours towards being
  enterprising and produce a personal action
  plan for your future enterprising activity.
• Total 2000 words
         Assessed work for credit
• Hand in date ?
• Where to send it: Either email it me or post to CLL, 49
  Salmon Grove, Hull, HU6 7SZ
• Remember to include your name and address so I can
  return it to you after marking it
• Please also complete a course evaluation questionnaire
  available from the wiki site. This is for University quality
  assurance purposes. Don’t worry – your feedback , positive
  or negative will not affect whether or not you pass the
• Please also complete an evaluation report – this is for my
  own research and possibly for University statistics. Will be
  on the wiki site soon and I will email it to you.
        Website with resources

• My email

• The wiki website for the course
• http://enterpriseskillsuniversityofhull.wikispac

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