Facilitator guide for Entrepreneurial skills refresh their memories by giving an overview of the...

Facilitator guide forEntrepreneurial skills

2© ReadytoWork 2015

Table of contents

An introduction to ReadytoWork 3

Facilitating face-to-face ReadytoWork sessions 4

Tips for facilitators 6

Overview: Module 4 – Entrepreneurial skills 9

Topic 1. Considering self-employment 10

Topic 2. Key things new business owners should know about the marketplace 14

Topic 3. Setting up your business 18


An introduction to ReadytoWork

Thank you for your willingness to facilitate the ReadytoWork programme. We appreciate your expertise and the time you will be taking to help upskill young people.

ReadytoWork provides a valuable bridge between the worlds of school, college or university and that of work. This job preparation initiative enables school leavers and college or university graduates to explore and develop the skills required for a successful transition into employment or self-employment.

ReadytoWork is uniquely African. With stories and examples from an array of young people in Africa as well as learning material that is tailored to the needs of a vibrant, young and ambitious African market, this curriculum is written by Africans for Africans.

With learning modules that address work, people, money and entrepreneurial skills, young people will be able to broaden their employability skill set. In each module there are learning topics written in the form of articles that have been designed to speak to young people – the information is bite-sized, the learning is short and to the point and the material is young, trendy and engaging.


Facilitating face-to-face ReadytoWork sessions

Face-to-face sessions give facilitators the opportunity to engage and interact with young people by sharing stories, introducing activities or encouraging discussions. Using the learning topic as a supportive learning tool, the facilitator can expand on and enrich the learning material.

These workshops are intended for young people to:

• Meet others who are in similar circumstances as their own• Share ideas with peers• Be inspired by insight from the facilitator • Receive guidance and support• Ask questions and clarify understanding

Facilitating a face-to-face ReadytoWork session requires preparation.

When you are standing in front of a room full of young people to facilitate a topic, you are seen as a representative of ReadytoWork. A broad understanding of the ReadytoWork initiative, its objectives and the learning material design approach will enable facilitators to conduct effective sessions, drawing further interest from young people.

The following preparation steps are key:

Preparation step 1: Read through the ReadytoWork background information, facilitation tips and other information contained in the facilitator guide well in advance of the sessions.

Each topic has its own facilitator guide, which is broken up into two main parts.

Part 1 provides an overview of the topic and learning objectives, as well as the resources required to facilitate the session effectively.

Part 2 provides practical facilitation guidelines and suggested activities.

Preparation step 2: Where possible, ensure that young people have access to the learning topic in advance and are encouraged to read through it before the face-to-face ReadytoWork session.

Preparation step 3: Work through the learning topic(s) you will be facilitating very carefully, taking care to highlight key learning areas or important points. Reading through other related learning topics and visiting the ReadytoWork website is also encouraged, to ensure a contextual understanding of the skills being imparted.


Learning design approach

In order to facilitate the material effectively, it is helpful to understand the approach used in developing it. The ReadytoWork learning topics are designed to engage and inspire young people. The way in which the learning information is crafted into the topic articles is different to traditional learning material, but it follows a clear, simple and effective format.

Use a learning topic to identify this format.

Remember: Young people who are attending a face-to-face ReadytoWork session should read the learning topics on their own, prior to attending the workshop. However, you may take a few moments at the beginning of your workshop to create context and refresh their memories by giving an overview of the main points.

Format guideline Explanation What you may see in the topic

Youth mentor personalisation

A youth mentor or young person who is knowledgeable and experienced in this matter, shares his/her views.

There is a youthful African narrator who is more experienced and tells the story.

Discovering the topic

Participants are allowed to discover this topic, look at how it could influence them, why it is important, and what could happen.

Real-life exploration of each topic opens the topic and explains why it is important and relevant.

Learning Some basic learning points are presented.

Learning points, definitions and steps to follow are shared.

ApplicationUsing the discovery and learning to the advantage of the participant.

There are always activities and ways in which the participant can apply or use the information that has been provided.

Captivating theme

A story or theme that underscores the learning and is repeated or referred to during the article.

Written and visual referral to the theme of the article, creating interest with the young audience.


Follow these handy facilitation tips:

• Set ground rules upfront• Remember participants’ names; it is easy if you have a sketch of the room

setup. As individuals introduce themselves, add their names to your sketch• Begin to use participants’ names as soon as they introduce themselves.

It helps participants to feel welcome and helps you to remember their names• Tell participants that this is their learning room and that you want it to be

comfortable for them (temperature, lighting, noise, distractions and so forth)• Set a goal that everyone will speak at least once during the session• Act upbeat, even if you are not up to par on the day• Never underestimate the power of enthusiasm;

it is infectious. Humour adds to an enthusiastic atmosphere• Facilitation requires good communication skills: attending,

observing, listening and questioning• Be aware of your non-verbal behaviour• When participants share stories or problems, take note

and remember to use them as examples later on in the session

Add fun to function during large group discussions:

• Encourage repeated audience responses, such as cheers • Get participants involved to demonstrate your point • Ask for a show of hands in response to questions • Ask for people to sit or stand in response to questions • Use a humorous anecdote or read a cartoon that brings your point across • Tell a story, recite a poem, or quote someone important

Follow these questioning techniques to enhance your facilitation:

When facilitating, it is useful to use questioning to involve participants in the learning process. One-sided learning, where people are just listening and nodding, is less effective than an interactive, discussion-rich learning experience.

When we ask questions and give participants the opportunity to reflect and discuss, the following benefits are experienced:

• Participants learn as you involve them on mental, sensory and emotional levels• A group discussion gets participants to collaborate and share• Participants have the opportunity to listen to each other’s insights • Meaningful, interesting discussions take place

Tips for facilitators


Below are the types of questions you can use to facilitate learning – remember them by using the acronym ORID:

• Objective questions• Reflective questions• Interpretative questions• Decision questions Objective questions: Facts, data and senses

Objective questions are used to draw out the facts and data about a particular situation or event. These types of questions teach participants about the different perspectives of reality relating to the senses. Examples of objective questions are:

• What do you remember about the scenario?• Which people or ideas stuck with you?• What caught your attention and why?

Reflective questions: Head, heart and hands

Reflective questions relate to the emotional domain – the affective responses. Examples of reflective questions include the following:

• What effect did this have on you?• Were you worried at any time?• Were you shocked at any time?• How did the group react to this situation?

Interpretative questions: Critical thinking

The participants are invited to consider the worth, significance or meaning of an event for them. Examples of questions that allow them to do this include:

• What was your key thought?• What is the most meaningful part of this activity?• What can you take away from this experience?• What have you learnt from this activity?• How does this relate to your workplace/current reality?

Decision questions: Now what?

This type of questioning can be used where individuals and groups have to make decisions about outcomes and determine future resolutions and/or actions. Examples of such questions include:

• What will you change about your behaviour as a result of this experience?• Has this experience changed your thinking?• What was the importance of this experience in your life?• How will you apply what you have learnt in future?

Through using the ORID questions you can encourage participant discussion, involve them on multiple levels and keep sessions interesting, involved and fun.


Overview: Module 4 – Entrepreneurial skillsReadytoWork Module 4 provides young people with the skills they need to venture out on their own as an entrepreneur. By starting, setting up and growing their own businesses, they can enhance their chances of self-employment and prosperity.

Before young people set out to open their own businesses, it is important that they consider whether they are suitable, both personally and professionally, to be an entrepreneur. By identifying suitability gaps and setting out into the entrepreneurial world with realistic expectations, they can apply the skills needed to grow into capable business owners who can fund their own income.

The Entrepreneurial skills module addresses these and other learning needs, helping young people to apply entrepreneurial skills to the creation of business opportunities.

Entrepreneurial skills consists of three learning topics, namely:

• Considering self-employment• Key things new business owners should know about the marketplace• Setting up your business

Consider these tips about the size of the group:

For effective facilitation of a topic, there should ideally be no more than 15 people in a group. However, if there are more than 15 people, consider using the following facilitation techniques:

• With larger groups, small errors are overstated. Therefore, if you are not adequately prepared, you could be setting yourself up for failure. Ensure that you have prepared an agenda for yourself and follow the instructions for managing each activity meticulously

• You may have more than one facilitator present. Sharing the workload and the group interaction may be helpful and should encourage participation

• Walk around the room, ensure that participants understand the directions and are not getting side-tracked, and determine how much more time they need to complete a specific task

• Create opportunities for participants to discover knowledge by themselves• Debrief all activities; consider using the “what?”, “so what?”

and “now what?” model.


Topic 1: Considering self-employment

Part 1: Prepare

Topic summary

While the option to be your own boss, work independently and not have to answer to anyone may be a favourable one, the amount of work it takes to successfully execute a business idea is often underestimated by graduates and school leavers. Entrepreneurship should be encouraged, but the realities involved in the decision to start your own business must be understood before embarking on the journey.

This topic outlines important things to consider when contemplating self-employment and provides young people with the opportunity to reflect on the suitability of self-employment as an option.

Learning objective

By the end of this topic, young people should be able to identify whether self-employment is suitable as a career path.

Key learning points

• What is self-employment?• Golden rules of self-employment• Self-discipline• Business knowledge

Practical facilitation guidelines

Time required It will take approximately 55 minutes to facilitate this topic, allowing for activities, discussions, group work and sharing of examples.

Resources required

• Printed or electronic version of ReadytoWork learning topic 1. Considering self-employment, made available to all young people for reading well before the face-to-face session

• Information, pictures or reference material to support the facilitator• Paper cups and beans for young people to complete the icebreaker

and activity

Preparation required

• Prepare for the session by reviewing the topic and steps suggested in this facilitator guide

• Research the concept of the entrepreneurial mindset and the qualities that make successful entrepreneurs

Application or assessment overview

• At the end of this topic, learning is applied through an activity• This activity requires reflection and asks young people to think

about what needs to be taken into account when considering becoming self-employed

1


Step 1: Break the ice with idea 1 or 2 5 Min

Icebreaker idea 1:

List the following items on a whiteboard: stapler, watch, wool and knitting needles, pen, coat, cellular phone charger, yoga mat, music CD, hair brush, scissors, mouse pad, bicycle.

Ask the participants to divide into groups and select any three items from the list. In their groups they must identify ways in which they could make repeat business with these items, i.e. they cannot simply sell the items as they would not have a business after the sale.

Learning lesson: Encourage participants to get creative. It does not matter how crazy the business solution is – the idea is to encourage creative thinking, entrepreneurial thinking and to change participants’ perspectives of the way in which they view things.

Icebreaker idea 2:

Give the participants two paper cups each, one filled with beans and one empty. When two participants meet, they introduce themselves and share something unique about themselves – the more unique, the better and the more impressive. If the participants were impressed with one another’s story, they have to put a bean in the other’s empty cup.

Learning lesson: Encourage the participants to learn to sell skills and build confidence.

Step 2: Introduce yourself and provide a brief overview of the topic 5 Min

Introduction

Introduce yourself to the participants by sharing the following:

• Your name and surname• Your current position and what it entails• The reasons why you volunteered to facilitate a ReadytoWork session• Your personal reflection – how your entrepreneurial skills have grown

Overview

Provide a brief overview of the learning topic by touching on the following:

• As part of the Entrepreneurial skills Module of ReadytoWork, this learning topic will assist young people in considering self-employment• In particular, this topic will help young people to understand what is involved in entrepreneurship

Step 3: Discover and explore the topic 10 Min

Topic opening

Describe the topic opening theme

• The learning topic opens with the story of Ryan Markson, and how his mother taught him invaluable lessons about entrepreneurship at a young age• He describes how his mother’s hard work taught him motivation, determination and the will to make things happen against all odds

Part 2: Facilitate2

Topic 1:



Facilitator opening

Pick up on the topic opening theme by using one or more of these ideas:

• Discuss why motivation and determination are important characteristics of successful entrepreneurs• Share an experience of your earliest lesson learnt with regard to entrepreneurship• Ask young people to share their ideas of self-employment and what they think it will be like

Ensure that the topic discovery is completed by discussing the following:

• Self-employment should be carefully considered – while there are many benefits, there are also many realities that need to be understood• Anyone has the ability to become an entrepreneur, provided they have a suitable product or service and the characteristics required to be successful

Step 4: Facilitate learning 20 Min

Facilitate key learning point 1:

What is self-employment?

• Refer the group to page 2 of the topic• Review what self-employment is• To be self-employed, you would need to make money selling either a product or a service. Key points to keep in mind: • You must make your own money • You must ensure your own job security • You need a head for business • Ask the group to identify an entrepreneur who they admire, someone who seems to have gotten the recipe right and displays successful characteristics• Share a personal experience about someone who you look up to – share their success story and why they decided that self-employment was for them


Golden rules of self-employemnt

• Refer the group to page 3 of the topic• Highlight the four golden rules of self-employment• Ask the group to self-reflect in relation to each of these four rules and identify how suited they are to self-employment. Those who are comfortable can share their ideas• Ask group members to consider the individual whom they identified in the previous section and discuss how they fare in relation to the golden rules of self-employment

Part 2: Facilitate2

Topic 1:




Self-discipline

• Refer the group to page 4 of the topic• Highlight the concept of self-discipline – the importance of motivation, innovation and creativity• Ask participants to think about an entrepreneur that displays a lot of creativity and innovation – this could be any business or individual that they are aware of• Share your experiences on applying innovation and creativity to improve something, as well as the self-discipline required to fulfil the role of both boss and worker


Business knowledge

• Refer the group to page 5 of the topic• Discuss the idea of gaining business knowledge and acquiring relevant skills required for the business world• Ask the participants to consider where and how they can attain the necessary business knowledge• Share your experiences on gaining the knowledge required to make your business a success

Part 2: Facilitate2

Topic 1:


Part 3: Support the application of learning3

15 Min

Topic application

ACTIVITY

The activity at the end of this topic asks young people to think about what needs to be taken into account when considering becoming self-employed.

[Read each of the scenarios and allow the group of young people to discuss each response.]

Ryan explained the four golden rules of self-employment. Read the scenarios below and choose the most suitable responses for a budding entrepreneur.

SCENARIO 1:

A friend of Ryan’s has been sitting at home as he is unemployed. Ryan knows he has great technical skills and is brilliant at fixing cellphones. The friend expresses his frustration and asks Ryan for advice.

How should Ryan respond?

• Spend time with his friend discussing self-employment so that he can create his own opportunity using his technical skills.• Look into the potential opportunity he has to set up a repair business using his technical skills.• Make your own opportunities.

SCENARIO 2:

Ryan’s friend is very excited about the thought of being self-employed and wants to get started the next day.

How should Ryan respond?

• Congratulate him on his enthusiasm but remind him that ‘failing to plan is planning to fail’.• Encourage him to spend time planning; his friend is more likely to make a success of the business.

SCENARIO 3:

Ryan knows that self-employment is not very easy – he knows this from running his own business. Being motivated and having technical skills will not be enough to guarantee his friend’s success.

What questions should Ryan ask him?

• Why do you want to be self-employed?• Why are you looking to be your own boss?• What drives you?

Topic 1:



15 Min

Topic application

SCENARIO 4:

After spending time planning and understanding what drives him, Ryan advises his friend that there are key skills he is going to need when self-employed.

Which skills should Ryan highlight?

• Self-discipline• Innovation • Creativity• Business knowledge• Courage• Commitment• Ambition

Facilitator application

Support the application of learning by:

• Allowing young people to discuss their answers in pairs or small groups• Allowing young people to share their answers and the reasons for these answers with each other• Encouraging the discussion of answers and sharing of learning in the group

Topic 1:


Topic 2: Key things new business owners should know about the marketplace

Part 1: Prepare

Topic summary

When considering self-employment and a new business venture, a significant amount of research into the market should be conducted. A business should always be deemed viable before investing any effort or money into it. This topic introduces the concept of business markets, specifically the clarification of what the market is and the factors of supply and demand.

Learning objective

By the end of this topic, young people should understand how the marketplace works and how to conduct research when considering their business ideas.

Key learning points

• What is a marketplace?• Why do market research?• Why match supply and demand?



Resources required

• Printed or electronic version of ReadytoWork learning topic 2. Key things new business owners should know about the marketplace, made available to all young people for reading well before the face-to-face session

• Information, pictures or reference material to support the facilitator and activity

• Items like eraser, pencil and a piece of fruit to use in the icebreaker• Pens and paper for participants to use during the icebreaker and activity


• Prepare for the session by reviewing the topic and steps suggested in this facilitator guide

• Think back on your own learning journey when starting your business


• At the end of this topic, learning is applied through an activity• This activity asks young people to analyse the marketplace they

live and shop in

1



Icebreaker idea 1

Ask the group to think about the following questions:

• What business did you have as a child? • Did you do chores for money like Obuwe?• If not, what are you currently doing to earn extra money?

Ask volunteers to share their thoughts with the larger group.

Learning lesson: As a young child, Obuwe was able to establish a need in the market and generate an income by fulfilling this need. Entrepreneurship is much the same; it is about establishing a need in the market and fulfilling this need through your business.

Icebreaker idea 2

Divide the group into pairs and give each pair a simple item that they need to sell to the rest of the group. Allow pairs to take turns so that there are enough customers and sellers and a competitive market can be simulated.

Young people need to find innovative uses for the item, or use a good line to sell it, as if they were standing at a busy market trying to attract customers. Items could include a pencil, a piece of fruit, a paperclip or an eraser, for example.

Learning lesson: Interaction in the marketplace, the understanding of market competition and the reasons why market research is important.


Introduction


• Your name and surname• Your current position and what it entails• The reasons why you volunteered to facilitate a ReadytoWork session• Your personal reflection – recent market research that you have had

to conduct and key findings that were discovered

Overview


• As part of the Entrepreneurial skills Module of ReadytoWork, this learning topic will assist young people in developing their entrepreneurial skills• In particular, this topic will help young people to understand business markets• This topic will help young people to understand the amount of market research that is required before making decisions about a business

Part 2: Facilitate2

Topic 2:



Topic opening

Describe the topic opening theme:

• The learning topic opens with the story of Obuwe Ngam • In particular, the storyteller shows how Obuwe considered providing something to a captive business market

Facilitator opening


• Ask the group to think back to the icebreaker activity and consider what they would need to know about the market in order to open and run a profitable business

Ensure that the topic discovery is completed by discussing the following

• Market research should always be conducted before initiating a business idea• The demand and supply factors for a product and/or service must be determined before entering the market



What is a marketplace?

• Refer the group to page 2 of the topic• Ask the group to identify or share their understanding of the marketplace in their community • Share an example of competition in the marketplace in order to A. Establish what the marketplace is, and B. Drive the point that a market will often consist of competitors selling similar or the same products/services


Why do market research?

• Refer the group to page 2 of the topic• Highlight that market research is the planning process for an entrepreneur and that no venture is successful without proper preparation• Ask the groups to discuss ways in which they think market research could be conducted • Share experiences of conducting market research and the tools that could be used in order to do this


Why match supply and demand?

• Refer the group to page 3 of the topic• Ask the group to think about a time when they went to a shop to purchase an item and it was out of stock or sold out• Use one of the examples from the group to demonstrate how the law of supply and demand is at work here

2

Topic 2:

Part 2: Facilitate


15 Min

Topic application

ACTIVITY:

The activity at the end of this topic asks young people to analyse the marketplace by considering a few questions.

[Read each of the scenarios related to supply and demand and allow the group of young people to decide which answer is correct for each question.]

[Use techniques such as ‘thumbs up for correct, thumbs down for incorrect’ as a way for the young people to indicate their choice of answer. ] [The ANSWERS are in bold.]

Match the supply and demand examples:

SCENARIO 1:

It is summer and there is a heat wave in your town. Everyone is complaining about the heat. You decide to start selling ice-lollies from your house.

This is an example of which of the following supply and demand matches?

A. You have matched the customer demographics with the product you are selling.B. You have matched the season with the product you sell.

SCENARIO 2:

You start a tailoring business in a busy part of town near a bus terminus. The clothes you make are mostly suitable for office workers as they use the buses to get to work. You have also made sure that you are not too expensive as your customers are not rich.

This is an example of which of the following supply and demand matches?

A. You have matched your products and services with the businesses you are competing against.B. You have matched the demographics of your customers with the types of products and services you supply.


Topic 2:


15 Min

Topic application

SCENARIO 3:

You enjoy baking and have decided to sell bread from your home. You are surprised that the sales have not been very good as you are so conveniently located in the neighbourhood. You then find out that you are charging more than the local shop.

You have failed to take into account the following match of supply and demand:

A. Customer demographics like age, income level, family status, occupation and location.B. The income level of the customer and price they are willing to pay.

SCENARIO 4:

You have opened a small shop selling hand-made shoes. Before opening your shop, you did your research and found out that while there is one other shoe shop in the area, they sell cheap mass-produced shoes and your customers are more interested in buying a quality product.

You did your homework, you matched the following supply and demand:

A. You did research on competitors and customer needs.B. You made sure that you matched the time of year to the product you were selling.



• Allowing young people to participate in the activity as a group• Allowing young people to share their answers and the reasons for these answers with each other• Encouraging the discussion of answers and sharing of learning in the group

3

Topic 2:

Part 3: Support the application of learning


Topic 3: Setting up your business

Part 1: Prepare

Topic summary

Young entrepreneurs may have many brilliant business ideas and be eager to get started on implementation, but it would be wise to take a step back before implementation and consider their business, specifically the business characteristics and target market.

This topic discusses the ways in which to take a step back and consider a business before jumping straight into it.

Learning objective

By the end of this topic, young people should be able to identify business characteristics and analyse a target market.

Key learning points

• What are my business characteristics?• Who is my target market?



Resources required

• Printed or electronic version of ReadytoWork learning topic 3. Setting up your business, made available to all young people for reading well before the face-to-face session


• Prepare for the session by reviewing the topic and steps suggested in this facilitator guide• Think about and research the Four Ps• Think about setting up a new business venture


• At the end of this topic, learning is applied through an activity• This activity is made up of looking at what is important in establishing business characteristics

1



Icebreaker idea 1

Each participant is asked to share two ideas that they have for a new business:

• One that is a little way-out or a dream• Another that is more practical and doable in the near future

Learning lesson: Regardless of the business idea, the business characteristics and target market must be investigated in order to ensure successful execution of a business idea.

Icebreaker idea 2

Select an item that all participants will be familiar with, for example a torch, matches, hair dye. Ask the participants:

• Who would typically use the item?• What price would they pay for it?• Where is the best place to sell it?

Learning lesson: As part of the preparation of a business, not only should market research be conducted in order to establish a need, but the business itself should be carefully considered. A strategy called the Four Ps is very useful in this regard.


Introduction


• Your name and surname• Your current position and what it entails• The reasons why you volunteered to facilitate a ReadytoWork session• Your personal reflection – how you went about considering your business characteristics

Overview


• As part of the Entrepreneurial skills Module of ReadytoWork, this learning topic will assist young people in developing their entrepreneurial skills• In particular, this topic will help young people to analyse business characteristics and target markets• This topic will help young people by providing strategies/tips for conducting these analyses on their businesses

Part 2: Facilitate2

Topic 3:



Topic opening

Describe the topic opening theme

• The learning topic opens with a story about a young man • He shares some of his unrealistic and realistic business ideas and highlights the two important questions that he needs to answer before going ahead with his business

Facilitator opening


• It is never a good idea to jump into business without considering all there is to consider. The planning and preparation phase should be as thorough as possible

Ensure that the topic discovery is completed by discussing the following:

• Conducting an analysis (such as the Four Ps) of your business may result in you learning new things which you may not have realised before



What are my business characteristics?

• Refer the group to page 2 of the topic• Focus on the Four Ps: Product, Place, Price and People and the questions that should be answered in relation to each of these• Share examples of how a business could fail or not get off the ground where these Ps are not considered


Who is my target market?

• Refer the group to page 3 of the topic• Divide participants into smaller groups and ask them to think about a well-known product. They should then consider the target market for this product using the questions highlighted in the topic• Each group can report back to the larger group

2

Topic 3:

Part 2: Facilitate


15 Min

Topic application

ACTIVITY:

The activity at the end of this topic asks young people to recall the 4 Ps that are important in establishing business characteristics

[Read the following scenario to the group]

In order to be able to explain his business to others and ensure that it is most effectively structured and positioned, Obuwe has provided information on the Ps that are important in establishing business characteristics.

[Read the following question to the group]

What are the 4 Ps and what do they mean?

[As correct answers are given, write these on flipchart paper under a pre-prepared heading, ‘The 4 Ps’]

A. Product – what service or product will you provide?B. Place – where are you going to set up your business?C. Price – how much will you charge for your product or service?D. People – who do you need to work for you in the business?



• Allowing young people to participate in the activity as a group• Allowing young people to share their answers and the reasons for these answers with each other• Encouraging the discussion of answers and sharing of learning in the group


Topic 3:

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