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ENTRE-YOU Training Kit

ENTRE-YOU Consortium

Erasmus+ Strategic Partnerships for Vocational Education and Training

Project Title: ENTRE-YOU - Entrepreneurial Mindset for Young

Disadvantaged Jobseekers

Project number: 2015-1-RO01-KA202-015052

Project duration: 24 months, 1. September 2015 – 31. August 2017

www.entreyou.euwww.facebook.com/entreyou/

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Contents

Module 1 - Increasing self motivation and confidence

Activity 4: It’s going to be a good course 5

Activity 5: What does work mean to me? 6

Activity 6: My Personal Profile 7

Activity 10: Wishes exercise 8

Activity 11: Personal situation analysis 9

Activity 12: Work-Life-Balance 11

Module 2 - Becoming CEO of your life

Activity 2: The Entrepreneurial Mindset – The Entrepreneurial Self 12

Activity 3: Success stories of young entrepreneurs 13

Activity 4: Risk Taking Game 16

Activity 5: Successful people on Facebook 17

Activity 6: Self-promotion on Facebook 19

Activity 7: Work-Life-Balance 20

Activity 8: Good Tips for Entrepeneurs 21

Module 3 - Building basic social skills

Activity 2: Role play 22

Activity 3: Create your image 24

This document contains the summary of the materials and resources devel-

oped to be used within the ENTRE-YOU training course.

Activity 4: Communication strategies – role play 28

Activity 5: Creating a set of golden rules for handy usage 29

Activity 6: Discussion based on video materials. Role play 30

Activity 7: Going through a series of team tasks, take up different roles 32

Activity 8: Create a CV using EUROPASS 33

Activity 9: Create a competitive professional profile 33

Activity 10: Create a common database 34

Activity 11: Plan a jobsearch by filling out a timetable 34

Activity 12: Basic structure of a presentation 38

Activity 13: Make a presentation 39

Module 4 - Business knowledge for the work place

Activity 1: The tresure and my personal armory 40

Activity 2: Video interview with an Employer 41

Activity 3: Job Description - Pizza Cook / Chef / Maker 41

Activity 5: Exercise: Self organization at work 49

Activity 7: Presentation 50

Activity 8: Presentation 53

Activity 9: To do list - Individual plan for next steps 54

Activity 10: Quiz 55

Activity 11: Knowledge circles - MUST KNOW ABOUT WORK 57

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Module 1 - Increasing self motivation and confidence

Instruction

1. Introduce yourself in your group (name, age and qualification/profession, what is important to know about you: hobbies/favourite music...)

2. Debrief the previous exercise (Phantasy travel) and exchange shortly on the questions: • How was your morning? • How did you look at the course when coming here?

3. Prepare in the group a contribution to design together 2 posters with the titles: • This is going to be a good course, if ... • This is going to be a bad course, if ...

For this, firstly brainstorm on your ideas, wishes and fears. Don’t forget to make notes! Then, come to a group agreement on the three most important issues for a good course and the three most important aspects that make courses bad in your point of view. Finally, please visualise your results on small sheets of paper. Visuali-sation can be in written form, by drawings or symbols or by other creative means! 4. Introduce the members in your group to the others (define who does it before). In parallel prepare name tags. Then present the findings from your group discus-sion on the quality of courses in max. 2 minutes and stick the visualising papers to a common big poster.

ENTRE-YOU Training Kit - Module 1

Activity 4: It’s going to be a good course

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Examples from provoking sentences.

• It is important that my profession is fun!

• I do not need regular working hours.

• I want apprenticeship, and no blank years!

• Anyone who wants to work immediately gets a job that he likes.

• It is very difficult to get a job.

• Unemployed are social parasites.

• It does not matter what profession you learn!

• I do not want to get dirty in my work!

• Women are not allowed to work in a man’s job!

• Better any profession than unemployed as a long time!

• I work just to earn money!

• Work may not be fun!

• I want to live in my youth and I don’t want to work

• Politicians must take care of me - why I elect them


Activity 5: What does work mean to me?

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Instruction: Please try to assess yourself. Rate the character traits listed below on a 5-level scale between two dimensions/extremes.

Balanced Nervous

Controlled Uncontrolled

Cautious Impulsive

Decided Reluctant

Informal Inhibited

Strong-willed Weak

Dependent Independent

Cool Emotionally hot

Original Unimaginative

Objective Subjective

Realistic Dreamy

Straight Cumbersome

Demanding Modest

Aggressive Peaceful

Sensitive Robust

Social Unsocial

Dominant Submissive

Superficial Deep

Optimistic Pessimistic

Closed Open

... ...

... ...

... ...


Activity 6: My Personal Profile

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Instruction: Please think about the following situations and write down what you would wish/do in each of the cases:

• If I would win 1 million Euros in a lottery, I would ...

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• If I would have a whole year “for free” just for myself, and would have enough

money and no requirements, I would...

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• If a fairy would grant me 3 wishes (except health, eternal youth and money), I

would ...

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Activity 10: Wishes exercise

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Instruction: Who has got clearly defined goals, will reach them! Think about and answer the following questions for yourself. It is valuable to make notes.

• My profession/qualification is:

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• How did it come? Why did I choose this profession/qualification:

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• Which activities I like to do a lot? (And can I do these activities in my profes-

sion?)

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• Which activities I like not at all, but I am good in?

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Activity 11: Personal situation analysis

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• How much do I want to earn in my profession?

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• Where do I want to work (at home, in an office, in a factory, in a big company, in

a family company, ..., in my home town, abroad...)

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• What are the products and services that I would like to work with?

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• If I could choose (again), which profession/qualification would I choose:

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Aim: The aim of this exercise is to think about your actual situation and wishes, as you have described in the previous exercise. On this basis, try to formulate concrete personal professional goals.

Before starting, think about the power of thoughts: • Thoughts create energy! • Energy is life! • Positive thoughts create positive energy! • Energies develop attraction! • Positive energies attract other positive energy! • I - my mind - determines the direction of my life!

Helpful questions: What are your ideas regarding your professional future? The fol-lowing questions should help you to consider different aspects related to career de-cisions in order to formulate your personal goals as realistic as possible.

• Do I have a clear picture of the profession I would like to do (see your answer to the last question of the previous exercise)? • If not: please search for more information (on the ENTRE-YOU e-learning plat-form you will find some useful links) • Why do I want to do this profession/qualification? Why is it interesting/impor-tant to me? • Do I really want to do it? Or is it rather someone else who wants me to do it? • What do I concern regarding the qualification/profession in question? • What would be the price that I would have to pay in order to realise this goal? • What/which resources would I need in order to reach that goal? • What would be the very first step I would have to take in order to reach that goal?


Activity 12: Work-Life-Balance

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The concept of the „Entrepreneurial Self“ was popularised by German sociologist Ulrich Bröckling in 2007. Bröckling statest that the principle of „Act like an entrepre-neur!“ has become the leading approach towards life nowadays. The Entreprenerial Self is not something you are born with but something you need to develop through-out your life. In order to develop an Entrepreneurial Self, young people are required to act cre-atively, flexibly, self-responsibly, risk-consciously. They need to develop a marked-based view of life, in which they are able to identify customers, suppliers, resources, market requirements etc. The demands the Entrepreneurial Self makes on each individual person become even higher in times of globalisation, economic crisis and high unemployment. This scenario also implies that the demands on young people are continously increasing and that it is becoming harder and harder to be a successful player in the market we call life. This is even more true for disadvantaged young pleople like ESL and NEETs. The premise is that young people need to be equipped with the tools and re-sources in order to be competitve in this scenario. They need to be taught how to develop an entrepreneurial view of life and how to best „market“ their skills. They need to experience what it means to be the „CEO of their lives“ in everyday situa-tions and need to be guided towards viewing the job market as a market in which they are a key player.

In order to facilitate this learning process, there need to be four resources:

1. Learners who are willing to take their life into their own hands.2. Teachers who are willing to provide resources and guidance.3. A catalogue of business related topic the learners need to be taught.4. A set of tools in order to enable the learning process.


Activity 2: The Entrepreneurial Mindset – The Entrepreneurial Self

Module 2 - Becoming CEO of your life

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Activity 3: Success stories of young entrepreneurs

Instruction: Form small groups of 3-4 people. Read carefully and patiently together the 2 success stories of young entrepreneurs. Make notes about what you read, if you wish. Then read the questionnaire and answer the questions. After having it completed, nominate a leader in your group who presents your answers to the other groups. You can find a wide range of success stories here: Suggestions:

Tip: If the level of English of these success stories is high over those of participants’, you can refer to the National Addendum.

Success story

1. Summarize briefly the essence of this “success story” so that the other groups also would know “what it is about”!2. What skills and abilities do you think were necessary for this young person to succeed?3. What was the “great idea”?4. How could this person maintain the competitiveness of his/her company?5. Did this young entrepreneur take any risks? (If yes, what was it? If no, what do you think, why?)

group 1 :

success story 1

success story 2

group 2 :

success story 1

success story 2

group 3 :

success story 1

success story 2

group 4 :

success story 1

success story 2

http://femaleentrepreneurassociation.com/2014/09/be-authentic-be-rad-be-generous/

http://femaleentrepreneurassociation.com/2014/03/helping-young-performers/

http://femaleentrepreneurassociation.com/2014/01/she-wanted-time-with-her-family/

http://femaleentrepreneurassociation.com/2014/07/bootstrapping-doesnt-have-to-be-ugly/

http://femaleentrepreneurassociation.com/2014/04/taking-life-by-the-reins/

http://femaleentrepreneurassociation.com/2014/04/owning-a-wedding-photography-business/

http://femaleentrepreneurassociation.com/2014/02/building-a-perfume-business/

http://femaleentrepreneurassociation.com/2013/12/building-a-personal-development-wellness-business/

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Self Question

Following the 7 different questions you can find at the end of each success story, answer your ones individually on the handed out self-questionnaire. You can hon-estly write down anything you want, there is nothing to be ashamed or afraid of!

The 7 questions are the following:

1. When I face a big challenge I…

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2. My greatest fear is…

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3. The most courageous thing I’ve ever done is…

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4. If I could go back in time to when I was 20 (depend on the age of participants) I

would tell myself…

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5. I believe…

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6. The biggest lesson I have ever learned is…

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7. My favourite quote is…

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Short Description: Students have to throw paper balls in a basket from a distance. The closer the learner is to the basket the lower the score is if they score. The more risk they take, the higher the score. Time estimation for the game (including reflection): 30-90 min

How to play the game: There is a great video on how to play the game, what to prepare and how to instruct the participants (Source: ILO - International Labour Organisation; used following the Standard-YouTube-Licence)

Reflexion questions after the game (suggestions)• How good are we at estimating our skills?• How does one’s decision influence individual success?• How does one’s decision contribute to the success of a team?• Who was responsible for the group performance?• How were success and risk conneted in this game? Can you see a general rule?• How can missing skills in a team be compensated? Can they be compensated?• How did the actions and decisions of the other teams influence your group’s decisions? Did they influence you at all?• What did you do to improve your own performance? What did you do to improve the performance of the team?• What did other teams do to improve their performance?• What is a “good” amount of risk? • How did you see your role as a team leader?• Would you have behaved differently if you had not been part of a team?• How do you feel about (not) winning?


Activity 4: Risk Taking Game

https://www.youtube.com/watch?v=rz1kzGdron0

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Activity 5: Successful people on Facebook

Instruction: Look up the Facebook profiles of two people you think are successful and answer the questions below for each of them.

Person 1: ________________________________

What makes him/her successful?

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How does he/she show that he/she is successful?

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What do you think he/she does NOT show on their Facebook page?

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Would everybody consider this person successful? Why? Why not?

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Person 2: _______________________________

What makes him/her successful?

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How does he/she show that he/she is successful?

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What do you think he/she does NOT show on their Facebook page?

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Would everybody consider this person successful? Why? Why not?

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Activity 6: Self-promotion on Facebook

Instruction: Take the worksheet “Successful People on Facebook” and the notes you made there. Then open your own Facebook profile and compare it to the profiles of the successful people you chose.

Now answer the following questions for yourself:

What ideas could you use in order to appear more successful on your Facebook

page?

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Which of their strategies do you think could work for you? Which not? Why not?

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Instruction: Use the Internet to come up with a good definition of “Work-Life-Bal-ance”.

• How would you explain this concept in 3-5 sentences? • How would you explain it to your younger brother/sister? • Suitable resources (ideas): Wikipedia, Youtube

Your Solution:

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Activity 7: Work-Life-Balance

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Activity 8: Good Tips for Entrepeneurs

Instruction: Now that you know about “Work-Life-Balance”, what 5 concrete tips would you give successful entrepreneurs to improve their work-life-balance?

• What suggestions do you have for them to reduce stress in their lifes? • Do you think a successful entrepreneur would want to stop working altogether if he had enough money?

Your Tips:

Tip 1: _____________________________________________________________

Tip 2: _____________________________________________________________

Tip 3: _____________________________________________________________

Tip 4: _____________________________________________________________

Tip 5: _____________________________________________________________

Bonus Question

• Do you think a successful entrepreneur would want to stop working altogether if he had enough money? • Would you like to wokr even if you had enough money?

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Instructions: You are executives searching for a new employee. There are several candidates programmed to be interviewed and you are making pre-interview re-search. You only have the pictures of the candidates and are trying to make a first impression. Watch the presentation and make notes about each candidate you see.

Would you hire this person?

Why yes? Why not?

What position can you see him/her

in?

What schould he/she change?

Person 1

Person 2

Person 3

Person 4

Person 5

Person 6


Activity 2: Role play

Module 3 - Building basic social skills

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PERSON 1Source: www.flickr.com

Author: Pete FoleyLicence: Creative Commons

PERSON 2Source: www.flickr.comAuthor: Lionel Rieder

Licence: Creative Commons

PERSON 4Source: www.flickr.comAuthor: Oleg Kovalenko


PERSON 3Source: www.flickr.comAuthor: Antoine Robiez


PERSON 5Source: www.flickr.com

Author: Cyril LookinLicence: Creative Commons

PERSON 6Source: www.flickr.comAuthor: Lynford Morton


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Instruction: Discuss briefly the basic aspects of the communication:

Goals for communication: WHY? - What is my goal for communication? • draw attention • persuade • solve a problem

Message: WHAT? - What is the message I would like to send about myself? • I’m reliable • I can work hard • I like to party

Target: TO WHOM? - Who do I want to send the message? Who is my target? • possible employers • friends • family • collegues

Forms to express messages: HOW DO I SAY IT? - Which is the best form to express my message? • Written (text, e-mail, letter, note) • Spoken (phone call, personal conversation, presentation) • Non-verbal (signs, gestures, mimic)

Capturing the attention of my audience: HOW TO MAKE THEM LISTEN? - How do I capture the attention of my audience? • Question • Shock/surprize • Story


Activity 3: Create your image

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Channels: HOW DO I DELIVER MY MESSAGE? - Which channel I use? • Phone • Internet • Paper • Air

Style: WHICH IS MY ATTITUDE/STYLE? • emotional • direct • assertive • proactive • agressive • avoidant • formal/informal

Instruction: Choose a message card and a target card, then formulate a message respecting the style, form and attitude.

WHY? WHAT? TO WHOM?

HOW DO I SAY IT?

HOW TO MAKE THEM

LISTEN?

HOW DO I DELIVER MY MES-SAGE?

WHICH IS MY AT-TITUDE/STYLE?

Final version of the message:

_________________________________________________________________

__________________________________________________________________

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Message cards: What do I want to say?

I am looking for a job. I am hungry.

I like to watch movies. I plan to start a family before I turn 28.

I can’t work on Friday, I have a family obligation.

I would like to learn how to play a guitar.

I would like to work in a business environment. I would like to work outdoors.

I would like to take an early lunch break.

I feel ill, I would like to stay home today.


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Target cards: To whom do I want to say it?

My best friend My employer

My mother My trainer

My boyfriend/girlfriend My coworker

My aquaintance The HR person interviewing me for a job

My neighbor The mayor

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Instruction: Discuss the main aspects of oral communication. Then play the roles according to the instructions of the role play scenario.

Useful tips when introducing yourself: • maintain permanent eye contact; • pay attention when shaking hands (grip not too strong, not too light); • have presentable body language (shoulders back, head held straight, light stride); • smile; • be engaged and interested; • respect the other person’s space. • topics to be expressed and asked: greetings, name, position/job, period of em-ployment, department, expressing pleasure in meeting the other person.

Useful strategies for oral communication: • be aware of the volume and tone of your voice (not too soft or too loud); • don’t speak with chewing gum or full mouth while eating; • be friendly and social, but not overwhelming; • dont’t express strong emotions; • don’t use excessive gestures; • listen actively: listen to the speaking partner without interference, without getting distracted, reacting on what has been said.• when starting a conversation: speak about something general, not overly per-sonal. Appropriate topics: the weather, a current event, recent news, a compliment, an observation.• when you extend conversations you can aproach more personal topics: family, employment. Avoid saying too little or too much. Use open-ended questions (“How,” “Why,” and “What,”). Avoid following topics: religion, politics, race and sexual ori-entation.• when you finish a conversation: use transitions, such as expressing regret to hav-ing to leave, offering positive feedback on the conversation.


Activity 4: Communication strategies – role play

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Role play scenario: You are on your first day on the job and meet your new col-leagues. The other participants stand in a small circle, facing each other. You have the task to approach them and introduce yourself. After you introduced yourself, engage in a conversation. Imagine that you are cow-orkers, one of you being new on the job.

Activity 5: Creating a set of golden rules for handy usage

Instruction: Search for a short video material displaying inappropriate usage of cell phones, then point out aspects you consider innapropriate. Then formulate rules - an etiquette - you consider beneficial to be taken in consideration when using a cell phone on the workplace.

Useful tips for using a cell phone: The following aspects should be taken in consid-eration when using a mobile phone:

• The volume of the voice should be understandable, but not too loud.

• Interruptions: when talking to somebody or being engaged in a common activity, mobile phones should be turned off or not answered. Use a silent ring and moving away to talk if necessary.

• Public places: personal topics should be avoided, the language appropriate.

• Places where no phone conversations should be made (theaters, churches, bath-rooms, elevators, hospitals, waiting rooms, restaurants, public transportation, li-braries, museums, schools, performances, cinema, funerals, weddings)• While driving a car there should be no texting or talking on the phone

• Texting is not appropriate during meetings, conferences, classes, conversations, walking; texting private or confidential information, messages with sexual or threat-ening content is not recommended.

• Use of a speaker is not recommended when not in a private place or alone.

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Instruction: In order to demonstrate how body language works, choose feelings cards and try to express those feelings using only body language, while the other participants try to guess which feeling is being demonstrated.

bored excited

nervous worried

unsecure agressive

happy sad

angry confident

Activity 6: Discussion based on video materials. Role play

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Instruction: Search for a short video material exposing how body language can de-liver messages. Then start a discussion on how to act/behave in order to be taken seriously on the job, highlighting the most vital aspects of body language.

Useful tips for a professional attitude - how you would be taken seriously:(After: Allan and Barbara Pease: The Definitive Book of Body Language, Bantam, 2006)

• Make sure you have a confident body language; shoulders back, eye contact, smile, moderate gestures, clear speech, moderate voice tone

• Be aware of the eye contact: if it is direct it suggests honesty; avoiding eye contact tells the other people you have something to hide

• When you shake hands: it is a domineering gesture if you turn your palm down; a submitting gesture if you turn your palm up; go for equality, comfort keep your hands vertical. If the gripis too strong it can translate in agressivity; if it is too weak it can suggest lack of commitment.

• Pay attention to what your gestures might suggest: shrugging shoulders - not understanding each other; hands before the mouth - telling a lie; palms up - open-ness, not threatening; palms down - authority, domination; hands in a pocket - not wanting to participate in a conversation; fingertips touch - thoughtful, focused; arms crossed - distance, insecurity; self-hugging - lack of self confidence; rubbing palms together - expectations; clenched hands - frustration; chin stroking - decision being made;

• When you are in a sitting position: closed legs, crossed arms give away a defen-sive stance; leaning forward expresses interest, engagement;

• School your facial expressions: try to have a natural, friendly smile


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Instruction: Form pairs. Proceed to the building games, working in pairs or groups. The goal is to maintain focus, cooperate and develop a strategy to win the game, experiencing working in a team.

Recommended building tasks/games

Tied - after Miller, Brian Cole, Quick team building activities for busy managers : 50 exercises that get results in just 15 minutes, AMACOM, 2004, page 89 The trainer sets a start and a finish line. The group is lined up behind the starting line. On signal, they are to proceed to the finish line. They must all cross the finish line at exactly the same time. If they are not all together, they need to go back to the starting line and try again. They need to keep trying until they succeed. Star power - after Miller, Brian Cole, Quick teambuilding activities for busy manag-ers: 50 exercises that get results in just 15 minutes, AMACOM, 2004, page 87An activity in which participants form a star shape with a long piece of rope (10-15 m). All participants pick up the rope. They can move their hands along the rope, but they cannot change places with each other. They must form a five-pointed star with the rope in 10 minutes with no rope left over at either end. Spaghetti Tower - after Team Builders and Icebreakers - an e-publication of Uni-versity of Central Missouri, page 50 (https://www.ucmo.edu/osa/leadership/docu-ments/Ice_Breakers_and_Team_Builders_Packet.pdf)Materials: 20 sticks of uncooked spaghetti, 1 roll of masking tape, 1 meter of string, and 1 marshmallow for every team.Each team has to build tower using these materials. The highest tower wins, but the towers have to be stable enough to stand without support and hold a marshmallow on their top for at least 5 seconds. Minefield game - after http://www.nyy.org.uk/The participants form pairs. The trainer sets up a set of obstacles in the room using chairs, boxes, etc. and appoints the start and the finish line. One of the partners is blindfolded, the other is giving verbal instructions, guiding him/her from the start to the finish line without setting off the “mines”. Once a mine is set off, they have to start from the beginning. Several pairs can be on the course at the same time, challenging the hearing and communication between partners.

Activity 7: Going through a series of team tasks, take up different roles

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Traffic jam - after Various Authors: Games and Exercises, a Manual for Facilitators and Trainers Involved in Participatory Group Events, UNICEF, 1998The trainer forms a walkway (ex: by putting sheets of paper on the floor). Groups should be of no more than four to six persons. One group stands up on one end of the plank and the other group on the other end. They should imagine, they are on the eighty-sixth floor of the Twin Towers in New York City. Half of them are trapped in one of the towers and there is a fire raging behind them. The other half are fire-fighters and have to save the first group and then make it to the other side to fight the fire. The two groups must attempt to switch sides at the same time without fall-ing off of the plank. If anyone falls off they have to start the game over by going back to the side of the plank where they began.


Activity 8: Create a CV using EUROPASS

Instruction: Visit the Europass platform: https://europass.cedefop.europa.eu/edi-tors/en/cv/compose Start to compose your CV. Choose the desired language, than proceed to fill out the individual fields. On the right side of the screen you can see important tips and de-scriptions of the information that should be included. Work individually.

Activity 9: Create a competitive professional profile

Instruction: Create a profile on a social network (Facebook, LinkedIn). If you al-ready have one, analyze the information contained within and update it to reflect the professional image you want to create for yourself.

Useful tips: • Take a look at the content of your social media page - such as photos, posts, shared links - and think about how you would feel about them if your boss would surf your social media page in front of you. What is the content you would want him/her to see, what not. • Scan the comments and tags too and select everything inappropriate. Inappropri-ate content does not necessarily have to be removed, the privacy settings can be adjusted accordingly.• Make contact with peers working/interested in the same field you are; search for companies from the field and subscribe to them, follow them, like them.

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Instruction: Find online places to look for a job. Gather the links of the places you found in the given common database.

Useful tips: • look for websites from your own country, • be aware that the advertising boards of higher education institutes offer jobs for graduates, the big companies require a few years of experience

Activity 10: Create a common database

Instruction: Think about everything you learned so far in this module (ex: personal hygene, business fashion, communication - both verbal and nonverbal, self-intro-duction, CV, networking, jobmarkets).

Answer the questions from the Handout Jobsearch Plan and think about the follow-ing additional aspects:

• What is your goal for this week?• What are the steps you need to make to achieve your goal?• Do you see any barriers? What is the cause of the problem?• Can you do everything by yourself? If not, whom can you ask to help you?• What can you achieve in one day? How much time do you think you need for each activity?• What can you reward yourself with when you complete your daily schedule?

Activity 11: Plan a jobsearch by filling out a timetable

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Instruction: Answer the questions

What job would I like to do?

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What companies do I prefer?

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How are these companies present (websites, social media)?

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Who is working there from my aquaintances?

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Who has a job I like?

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How can I get in touch with him/her?

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What offline job searching places do I want to search/place an ad on?

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What online job searching places do I want to search/place an ad on?

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What should my ad look like?

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Instruction: Fill out the timetable in the Jobsearch Schedule. Schedule your activi-ties to work every day some more in order to achieve your goals.

Monday Tuesday Wednesday Thursday Friday

(*People to be contacted

:Companies (subscribe, follow, like)

?Jobsearch ads to be placed

CWhat I do for

myself

JMy reward

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Instruction: Watch the video than fill out the grid from the handout. Try to identify the question each paragraph aswers to.

Recommended media: A video material about the Erasmus+ programe https://www.youtube.com/watch?v=KrgFPqQ7AyA. Also, another short video material in the language of the participants that contains a presentation can be choosen and a transcription of the text offered.

Question Paragraph

Hello, I’d like to tell you about Erasmus+, the new European Union funding pro-gramme for education, training, youth and sports.

Erasmus+ builds on the success of Erasmus, the hugely popular EU student ex-change program, but it’s bigger and better. With a budget of nearly 15 billion euro, that’s 40% more than now, Erasmus+ will offer more international opportunities than ever before.

Over the next seven years more than 4 million people, most under the age of 35 will receive Erasmus+ grants to study, work, train or volunteer abroad. You can be a part of Erasmus+ if you are a student, teacher, apprentice, volunteer, youth leader or if you’re involved in grants for sport.

With this programe there will also be more international exchange opportunities for non-EU students and teachers.

In these difficult times it will boost your employability by improving your language skills, adaptability and self confidence. It’s a chance to meet people from different cultures and to discover new ideas and new ways of thinking and living. And belive me, the memories of this experience and the friends you will make will stay with you forever.

Regardless of your age or background, Erasmus+ will challenge you to reach your full educational and professional potential. So, what are you waiting for? Visit the Erasmus+ website to see how it works and what grands are available in your coun-try.

And get ready for an unforgettable journey!

Activity 12: Basic structure of a presentation

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Instruction: Work individually or form groups of 2-3. Think about what you learned today. Plan a short presentation (Ex: What to do to increase my chances on the job-market?; How to become a better professional?) with the help of the grid. Film the presentation (several times if needed) and upload it to the common group. You can watch and comment the presentations of the other participants.

Think about following aspects:

• Who is your target audience?• What do you want to achieve (give advice, convince, etc)?• What is the essence of what you want to say?• How do you want to say it?• How long should your presentation be?

Question Paragraph

About what?(topic)

What is it?

How does it work?

What is new/special about it?

Why choose it?

What are the benefits?

GO!

Activity 13: Make a presentation

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Instructions: Use the sticky notes and place them into different sectors of the Laby-rinth to reach the Goal!


Activity 1: The tresure and my personal armory

Module 4 - Business knowledge for the work place

What business knowledge do I need at work?

What personal skills will I improve?

What personal attitude will drive me to succeed?

What social skills will help me at work and life?

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Instruction: Watch the national material or video episode: What do employers ex-pect from employees – https://www.youtube.com/watch?v=24zp5OPzxPE video

The video or the Interview focuses on the important rules and regulations at work, including:

• Work hours, • Ethical relations with other staff and the Management, • Complience with Healthy and safety work instructions, • Keeping the requirements for the dress code, • Being loyal to the Employer.

Activity 2: Video interview with an Employer

Job duties

Job duties include:1. Prepare toppings and condiments2. Make pizzas to fill orders3. Assist with food production service4. Provide excellent customer service! Food preparation skills and knowledge

• Prepare specialty foods such as pizzas, bread sticks, sandwiches, following specific methods that usually require short preparation time. • Verify that prepared food meets requirements for quality and quantity. • Wash, cut, and prepare foods designated for cooking. • Prepare dough, following recipe.

Activity 3: Job Description - Pizza Cook / Chef / Maker

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• Measure ingredients required for specific food items being prepared.• Cooks, Short Order - Prepare and cook to order a variety of foods that require only a short preparation time. • May take orders from customers and serve patrons at counters or tables. • Maintain sanitation, health, and safety standards in work areas. • Keep clean food preparation areas, cooking surfaces, and utensils.

Working with cooking equipment• Operate large-volume cooking equipment such as grills, deep-fat fryers, or griddles.

Working with customers• Take food and drink orders and receive payment from customers. • Read food order slips or receive verbal instructions as to food required by patron, and prepare and cook food according to instructions. • Cook the exact number of items ordered by each customer, working on several different orders simultaneously. Serve orders to customers at windows, counters, or tables.

Reporting and coordinating work with managers• Schedule activities and equipment use with managers, using information about daily menus to help coordinate cooking times. • Prepare and serve beverages such as coffee and fountain drinks. • Works with other people in the staff and maintains good work communication and mutual support and help.

Working with suppliers• Stock, and restock workstations and display cases. Order and take delivery of sup-plies.


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LABOUR CONTRACT – main structure

Instruction: Discuss the nationally approved structure of a Labour contract which is compliant with the National Labour Law.

Sections in the contract, according to the Bulgarian Labour Law1. The contract is signed between the Employer and the Employee and carries per-sonal signature of both parties.

2. The contract includes full personal data about the employee which includes the Name, forename and family name, birth date, personal ID card number and the cur-rent personal address.

3. The contract specifies the labour conditions a. Work address b. Labour hours and week days c. The title of the job occupied d. The salary total per month or the fixed part of the salary and conditions for a variable part e. Number of days off

4. Special requirements about work clothes

5. Requirements about education, qualifications, past experience for the position

6. Conditions about discontinuance of the labour contract a. Mutual agreement between the Employer and the Employee, b. Initiated by the Employee, c. Initiated by the Employer or d. Caused by other conditions.


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PIZZA GAME

The game is developed based on the idea of Kanban Pizza game, freely available for specific Kanban training applications. http://www.agile42.com/en/training/kanban-pizza-game/ For this training the game has been simplified and the Round 2 activi-ties have been further developed:

Block 01 – Round 01Block 02 – Round 2Covered topics

Round 01• What employers expect • Understanding the Job description • Relationships at work – with customers, colleagues from own team, from different teams – suppliers

Round 02• Planning tasks and priorities • Professional communications at work • Professional communication by phone After the Game – Self reflectionCircles of personal perceptions “What to know – How to behave – How to become better”

PIZZA GAME - Round 01

Round 01 checks the ability of participants to participate in a business process.

Roles • Pizza Master,


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• teams with pizza makers, • suppliers, • quality check experts.

List of Materials1. Post-Its in three colors: yellow (pineapple), pink (ham*) and green (rucola i.e. rocket salad) 2. Printer paper to cut pizza bottoms from (A4/Letter works fine but you can also use other sizes) 3. Red markers as tomato sauce 4. Glue or transparent tape (to make the Post-Its stick better) 5. Masking tape (aka. painter’s tape) 6. Scissors (one small + one large per team) 7. Stopwatch 8. Order cards from Customers - one set per team 9. Oven plate - one per team 10. Rule Sheets


Work in teams: Each team gets paper of different colors, scissors and other materials (the full list of materials is at the bottom of this section). They will cut, shape and tape these together to form pizza slices according to the given recipe.

The Flow of the Game:

1. Introduction of the work process to participants from a PIZZA MASTER

At the start of the game the Master shows 1 piece of pizza and explains the recipe to the teams for preparing pizza slices (Hawaiian).

What goes into the pizza: • a slice of pizza base (paper triangle),

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• tomato sauce (red marker), • three slices of ham (pink Post-Its) and • three slices of pineapple (yellow Post-Its).

The tomato sauce covers the pizza bottom nicely and the toppings are carefully cut and distributed evenly across the pizza. Show the oven plate and explain how it works. There can be a maximum of three pizza slices in the oven at one time. Cooking time is at least 30 seconds. No adding or removing of slices while baking! Then teams decide the arrangement for the process and try to make 2-3 piz-zas (5-7 minutes or so) alone. After the 5 min. for trial process teams stop and the trainer introduces the requirements about cleanness for the work place and quality check rules. The trainer explains how the process will be better if teams distribute different activities to different people. The trainer visualizes the areas for the work process and explains what type of work will be done where. The scoring system is designed to promote idea about quality at work and economic way of work – avoid wasted materials, mini-mize non-finished work. • 10 marks for ready pizza slices with no deffects, • Negative marks for wasted products /part of non-finished pizza slice/pizza base -2, • Pizza base with tomato pasta -4, topping -1.

2. The game starts – Round 01

Part 1 - The goal is to produce 15 pieces for 20 minutesAfter the Round ends, the Quality check person evaluates the ready pizza slices and allocates points to teams – positive and negative depending on the ready products and non-finished pizza slices and cleanness of the work places. Discussions and team decision how to improve the work follow.

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Part 2 The goal is to produce 20 pieces with less defective pieces and less non-finished pieces/20 min.After the second part ends, the Quality check person evaluates the ready products and non-finished or defective products. The winning team receives a prize/box of chocolates, personal “pizza” star, etc.

PIZZA GAME - Round 02 (At the end of Block 2)

Roles • Clients, • Salesman (receives clients orders), • Purchaser (orders food ingredients to suppliers), • Suppliers.

2 scenarios for ordering Pizza for small food stores and cafes: For every scenario the roles are written in cards. Trainees receive their role-cards and have 5-10 minutes to prepare. Each scenario takes about 15 minutes to com-plete.

1. Clients communicate by phone with the Salesman. 2. Salesman prepares the orders list and gives it to the Purchaser. 3. The Purchaser calculates number of different food ingredients for all the orders according to the recipe and orders them to a Supplier by phone.

Debrief after the game - Discussion should follow after the round ends.

• Comment on the roles and difficulties • Share emotions, rules at work, • The process of work • Complete individually the knowledge circles.

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Must know about work

Should do when working with others

The benefit for me joining

Knowledge circles - Individual exercise for self-reflection

Instruction: fill-in a chart with 3 circles

• What do you have to know about work to contribute to good results, • How do you have to behave during a work process to be more productive and help others, • How did you feel during the game – benefits from been involved in a work process.

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Activity 5: Exercise: Self organization at work

Instruction:

1. Split in groups. Discuss in a group the work process in the Pizza game Round 01.2. Prepare a mind map for the cooking process by developing further details in the 4 directions, listed below.3. After completing the diagram, list and order by chronological order the activities as they follow in the cooking process.4. Present your list of activities as a group and answer the questions:

• What is the first priority in the process – quick work, quality of results or the least non-finished materials at the end of the work process? • How to decide how much food products to buy for the cooking?

Available food ingredients for cooking and cooking equipment

Quality check with little or no wasted materials

Organization of effective work process

Successful completion of

orders

Satisfied clients

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Business organizations

WHAT THEY DO AND HOW THEY ARE ORGANIZED

What is Business?A business is any activity that provides goods or services to consumers for the pur-pose of making a profit. When Steve Jobs and Steve Wozniak created the firm Apple Computer, they started a business in the Job’s family garage.

What is the goal of the Business organizations?

For-profit organizations aim to produce and sell products or provide services for more then they cost. They work for PROFIT.

Non-profit organizations are formed to benefit society in a tangible way. Such are state or local government institutions - schools, hospitals, police, alders care etc.

Types of For-profit business organizations

Production RetailBusiness to Busi-

ness sales Wholesalers

Services

Aim: produce and sell

goods

Aim: buy goods from producers and sell

to customers

Aim: buy goods from producers and sell to other businesses

Aim: deliver services to customers or other

businesses

Activity 7: Presentation

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Non-profit organizations

Community Police Public health care Public schools

Aim: to provide safety and se-

curity to citizens

Aim: to provide health care to

citizens

Aim: to provide access to edu-

cation to citizens

How do the Businesses work?

Production or service delivery

What are the Business processes?

• Purchases: Buying materials, equipment, hiring employees, investing in build-ings and machines • Operations: producing products or delivering services • Marketing and sales: selling products to customers • Planning, budgeting and accounting: collecting revenue from sales planning for future activities

Purchases: GET READY - Preparing raw materials, consumables, equipment, prop-erty, hire and train employees for the Business. Getting ready for operations.

INPUT/RESOURCES:• Materials• Equipment• People• Buildings• Finance

OUTPUT/RESULTS:• Ready products• Delivered services• Revenue from sales• Salaries for employees• Profit for the business

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Operations: Produce - Plan, organize and produce products that are demanded by customers.

Marketing and sales: Selling products to customers • Find the customer’s needs • Make a proposal to meet the customer’s needs • Keep customers satisfied

Planning, budgeting and accounting: collect payments, conclude about results and plan the next period

Organizing the Business Operations

The Boss

CEO who manages the whole business

Purchases Operations Marketing and Sales

Finance and Accounting

HR Personnel Managers

m m m m m m m m m m m m m m Employees

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Corporate social responsibility

THE WORKPLACE ACTIVITIES AND OUTSIDE INITIATIVES

What is corporate social responsibility/CSR?Definition: CSR is the responsibility of any Business to work in a sustainable way which cares about Employees, all affected Stakeholders /customers, suppliers, so-ciety/ and the Nature.

Key issues of CSR 1. Labour rights 2. Win-win approach to Stakeholders 3. Environmental conditions

1. Labour rights• child labour restrictions • right to have a labour council• right to have a labour contract • equal rights to apply for a job• safety and health work environment

2. Win-win approach to Stakeholders• Care for non-employed• Loyal Tax payer• Correct partner with suppliers and partners• Charity actions

3. Be responsible for the Environment• separation of garbage • reduce electricity consumption• reduce emissions

Activity 8: Presentation

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• reduce paper consumption• reuse paper and things• reduce water consumption

Activity 9: To do list - Individual plan for next steps

Instruction:

1. Look for available information for Job offerings – list alternative sources of infor-mation and set a goal for finding at least information about job offers from 5 differ-ent sources.

2. Set priorities to research further found information about job offers which is open for candidates with similar level of education and experience.

3. Read the Job requirement and analyze how relevant is your experience and skills for this specific job requirements.

4. In case the personal skills and experience meet the requirements, read and edit own documents in a form that reflects more closely the requirements for the offered job. Apply for the job position.

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Instruction: Answer the following questions – Circle the correct answer

1. Choose which of the following answers will prevent injury and work incidents a. comply with the work hours b. apply the instructions for safety work c. maintain ethical work relations d. all of the above

2. A small store purchases clothes from a producer and sells them to customers – middle age people. What type of business the store is? a. manufacturer b. service provider c. trader – wholesaler d. trader – retailer e. none of the above

3. What will be my priorities at work when I become employed? a. Come to work on time b. Complete work without wasting time and materials c. Complete work at high quality without wasting materials d. all of the above

4. What will be written in my job description? a. what my work hours are b. what my salary is c. what my tasks requirements are d. all of the above

Activity 10: Quiz

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5. Choose from the examples below the one that shows a firms corporate social re-sponsibility? a. The Employer organizes different places for collecting wasted materials sepa-rately – glass, paper, plastics b. the employers does not control the wasted materials he insists on timely com-pletion of customers orders

Note: The Quiz is available on the address https://docs.google.com/forms/d/e/1FAIpQLScpl4rHumqzEKvJnnkI1muRytz_R1OCYDenpwHIaX_WhB67ag/viewform

The answers are available on the address https://docs.google.com/forms/d/e/1FAIpQLSfdn5l0rzjQ4Bx5osJ16msuJ6qj7n86_igBYHuwxZTBCuG3yw/viewform

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Instruction: At the end of Module 4 fill-in a chart with 3 circles

1. MUST KNOW - What facts about the company do I have to read or find in ad-vance before I apply for the interviews?

2. SHOULD DO WHEN WORKING WITH OTHERS - Make a self-reflection what is the main business process in the company I will apply, what type of relations are expected at work? Consider own attitude about different relationships and the busi-ness behaviour as it was demonstrated in the Role play Pizza game.

3. THE BENEFIT FOR ME WHEN I BECOME EMPLOYED. SHALL I BE HAPPY? - Share your own experience from the game. How did you feel during the game – benefits from being involved in a work process.


Must know about work

Should do when working with others

The benefit for me joininga work process

Activity 11: Knowledge circles - MUST KNOW ABOUT WORK

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Must know about work:

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Should do when working with others:

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The benefit for me

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