CEBO Facilitators Manual

Creativity for Employment & Business Opportunity (CEBO): Workshop Facilitation Manual

© Copyright Caribbean Community Secretariat, 2014

ISBN: 978-976-600-363-0

Cover photo and all images and icons are © copyrights to their respective owners.

This document has been produced by the Youth Development Programme of the Caribbean Community (CARICOM) Secretariat with the support of The Government of Japan – Second Chance Two Project; The United States Agency for International Development (USAID) - Caribbean Basin Security Initiative (CBSI); and The United Nations Development Programme (UNDP) Office for Barbados and the Eastern Caribbean/ Government of Italy (GoI) Youth Innovation (Youth In) Project; The UNDP Citizen’s Security Project; The Government of Spain through the “CARICOM/ SPAIN Citizen Support Security Project- Support for Youth Empowerment and Resilience”.

This publication may be reproduced in whole or in part in any form for educational or non- profit services, with permission from the copyright holder, and provided acknowledgement of the source is made. The CARICOM Secretariat would appreciate receiving a copy of any publication, in any form, that uses this publication as a source.

This publication may not be used for resale or any other commercial purpose without prior permission in writing from the CARICOM Secretariat.

Disclaimer:The views expressed in this publication do not necessarily reflect the official views or opinions of the CARICOM Secretariat and its development partners.

Caribbean Community (CARICOM) SecretariatTurkeyen, Greater Georgetown, Guyana,+592 222 0001www.caricom.org

FOREWORD 03

ACKNOWLEDGEMENTS 04

ABBREVIATIONS AND ACRONYMS 05

EXECUTIVE SUMMARY 06

CHAPTER 1 07 - 10

INTRODUCTION TO CEBO WORKSHOP FACILITATION MANUAL 071.1 Facilitation vs. Teaching 071.2 Rationale and Purpose 071.3 Objectives 071.4 Expected Outputs of Training in CEBO WFM 081.5 WFM Beneficiaries 081.6 Theoretical Base of the WFM 081.7 Core Facilitation Skills and Competencies 10

CHAPTER 2 11 - 18

CREATIVITY FOR EMPLOYMENT AND BUSINESS OPPORTUNITY PURPOSE, STRUCTURE AND CONTENT 112.1 Introduction to the Creativity for Employment and Business Opportunity (CEBO) Tool Kit 112.2 Outline of the CEBO Youth Training Manual 12

2.2.1 Objectives 122.2.2 CEBO Target Group 122.2.3 Expected Outputs 142.2.4 Design and Implementation Strategy 142.2.5 CEBO Beneficiaries 152.2.6 Testing Draft CEBO Manuals - Partner Roles and Responsibilities 15

2.3 Recruiting CEBO Facilitators and Mentors 162.4 CEBO Log Frame: Results At A Glance 16

CHAPTER 3 19 - 20

CEBO WORKSHOP DESIGN, DELIVERY AND EVALUATION 193.1 Strategic Workshop Facilitation Framework 193.2 Designing the CEBO Workshop 193.3 Monitoring and Evaluation 19

3.3.1 At the National Level 193.3.2 At the Regional Level 20

CHAPTER 4 21 - 37

CEBO REGIONAL STRATEGIC WORKSHOP FACILITATION FRAMEWORK (SWFF) 21

TABLE OF CONTENTS

APPENDICES

APPENDIX I SUMMARY LOG FRAME FOR THE CEBO INITIATIVE- RESULTS AT A GLANCE 38APPENDIX II CEBO TRAINING WORKSHOP APPLICATION FORM 39APPENDIX III SUPPLEMENTARY ICE BREAKERS AND EXPERIENTIAL EXERCISES 42APPENDIX IV BASIC BUSINESS PLAN OUTLINE 51APPENDIX V BANK OF CEBO: BUSINESS LOAN APPLICATION FORM 55APPENDIX VI PROVISIONAL ANNOTATED WORK PLAN 57APPENDIX VII (A) CEBO TRAINING WORKSHOP EVALUATION FORM (A) 60APPENDIX VII (B) CEBO TRAINING WORKSHOP EVALUATION FORM (B) 61APPENDIX VIII END OF CEBO WORKSHOP STANDARD REPORT FORM 62APPENDIX IX CERTIFICATE OF PARTICIPATION 66

i | CEBO WORKSHOP FACILITATION MANUAL

Table 1: Summary of modules and topics for Chapter 1 22


Table 3: Training day 1- Summary time allocation guide : Chapters 1 & 2 26




Table 7: Training day 2- Summary time allocation guide: - Chapters 3, 4 & 5 31



Table 10: Training day 3- Summary time allocation guide- Chapters 6,7 34


Table 12: Summary time allocation guide – Chapter 8 36

Table 13: Training day 5: Summary time allocation guide - Company simulation 36


Table 15: Summary time allocation guide -Review, Reflection & Future Planning 37

TABLE OF CONTENTSi | CEBO WORKSHOP FACILITATION MANUAL

FOREWORD3 | CEBO WORKSHOP FACILITATION MANUAL

On behalf of the Caribbean Community (CARICOM), I wish to congratulate the members of the Regional Technical Working Group, the Youth Department,

CARICOM Secretariat and CEBO evaluation Consultant on a dynamic and non-traditional “Creativity for Employment and Business Opportunity” (CEBO) Training Manual. The manual simplifies regional integration and the CARICOM Single Market and Economy (CSME).

The impact of globalisation, trade liberalisation and global economic crisis on CARICOM states has adversely affected economic performance and increased levels of poverty, unemployment and social inequities. Unemployment is highest among the youth, and is among the causes of homelessness, substance abuse, illiteracy, teen pregnancy, crime and violence and other personal, social and economic ills. Unemployment also deprives young people of steady income and hope for the future, robs society of creative potential and energies and causes investments needed for community and national development to be redirected to security and health. In short, youth employment threatens to undermine the goals of personal, national and regional development.

The CSME aims to achieve sustained economic development through, among other things, enhanced productivity and competitiveness, and requires a creative, competitive, healthy and productive work force for success and sustainability. Sixty-four per cent (64%) of the Region’s population is under the age of thirty (30), and the report of the CARICOM Commission on Youth Development (CCYD) makes it clear that they are ALL at unprecedented risk of social dislocation. With decent employment, young people will lose hope and migrate to another country/Region where they perceive the chances of fulfilling their dreams and aspirations to be greater.

The Community’s Five-Year Strategic Plan identifies Youth Development as a key element of Social Resilience, one of the eight Integrated Strategic Priorities. This is in keeping with the Declaration of Paramaribo on the Future of Youth in the Community (2010) which identified young people as valued (but under-utilised) resource for development; and youth entrepreneurship development as a priority for countering youth unemployment, migrating drug abuse, crime and violence and fostering economic resilience. Entrepreneurship will not solve the problem of unemployment but is a viable alternative that will propel the Community closer to the goal of Economic Development.

The CEBO initiative is a model of good practice in engaging, inspiring and motivating entrepreneurship interest and action. I look forward to more success stories emanating from CEBO.

With best wishes

IRWIN LAROCQUESECRETARY-GENERAL

Amb. Irwin LaRocqueSecretary-General

Caribbean Community

ACKNOWLEDGEMENTS4 | CEBO WORKSHOP FACILITATION MANUAL

The Caribbean Community (CARICOM) Secretariat in 2011 appointed a regional Technical Working Group

(TWG) to develop a holistic training manual to engage, inspire and create entrepreneurial interest and action

among males and females in and out of school between the ages of sixteen to twenty-nine (15–29). The companion

Workshop Facilitation Manual (WFM) and PowerPoint content outline was developed by a Sub-Committee of the

TWG in 2012; and informed by:

i. regional and international materials, in particular the CARICOM Youth Ambassador Facilitation Manual (2006)

developed for the Pan Caribbean Partnership Against HIV and AIDS Mini Grant Programme in 2006;

ii. adult learning theory and principles;

iii. the outputs of the August 2012 CARICOM sub-regional CEBO Trainer of Trainers Workshop.

The CARICOM Secretariat wishes to acknowledge and thank the sub-committee members below for their

contribution to the WFM:

% Dr. Marcia Brandon, Executive Director, Barbados Youth Business Trust (BYBT)

% Mr. John Roach, Former Coordinator, Dominica Youth Business Trust (DYBT)

% Mr. Dwayne Gutzmer, Former CARICOM Youth Ambassador, Jamaica

% Miss Kerry Chen, Former CARICOM Youth Ambassador, Jamaica

% Dr. Heather Johnson, Former Deputy Programme Manager, Youth and Community Development, CARICOM Secretariat

The Secretariat also wishes to acknowledge and thank the following International Development Partners (IDPs)

for their financial support:

* The Government of Japan – Second Chance Two Project;

* The United States Agency for International Development (USAID) - Caribbean Basin Security Initiative

(CBSI); and

* The UNDP Office for Barbados and the Eastern Caribbean/Government of Italy Youth Innovations (Youth

In) Project.

ABBREVIATIONS AND ACRONYMS5 | CEBO WORKSHOP FACILITATION MANUAL

BYBT Barbados Youth Business Trust

CARICOM Caribbean Community

CCYD CARICOM Commission on Youth Development

CEBO Creativity for Employment and Business Opportunity

CSME CARICOM Single Market and Economy

CYA CARICOM Youth Ambassador

CYAP CARICOM Youth Ambassador Programme

ICT Information and Communication Technologies

IDPs International Development Partners

SWFF Strategic Workshop Facilitation Framework

UN United Nations

UNDP United Nations Development Programme

WFM Workshop Facilitation Manual

8

WORKSHOP FACILIATION MANUAL

EXECUTIVE SUMMARYCREATIVITY FOR EMPLOYMENT AND BUSINESS OPPORTUNITY WORKSHOP FACILITATION MANUAL

Welcome to the regional “Creativity for Employment and Business Opportunity” (CEBO)

Workshop Facilitation Manual (WFM). It is a step by step guide to the organization, design

and delivery of the CEBO Training Manual. Specifically, the WFM builds the capacity of persons

with a business or social entrepreneurship training background to engage, motivate and transfer

knowledge to a wide cross section of young people in interactive, practical, youth friendly and fun

ways; and provides samples of youth friendly and fun methodologies and tools.

The CEBO Training Manual aims to motivate and inspire entrepreneurial interest and action among

young people between the ages of fifteen to twenty-nine (15–29), in and out of school and from

all walks of life. It equips young people with personal, social and entrepreneurial development

knowledge and skills; “demystifies” regional integration and the CARICOM Single Market and

Economy (CSME) in concrete ways; and provides young people with a success experience in

establishing, running and wrapping up simulated businesses.

The CEBO manuals were developed by a regional Technical Working Group in 2012 and fulfill

commitments in the Declaration of Paramaribo on the Future of Youth in the Community. They

also respond to the assessed needs of young people across the Region; and to recommendations

in the reports of the CARICOM Commission on Youth Development (2010) and the Second Chance –

Reducing Risk and Vulnerability Among Youth” Pilot Project (2010) .

The CARICOM Secretariat, in partnership with the Caribbean Group of Youth Business Trusts, tested

both manuals as potential models of good practice between September 2012 and January 2013 in

Belize, Jamaica, The Bahamas, Dominica and St. Kitts and Nevis. The outputs of this pilot phase

will contribute to the goals of the “Second Chance Two - Reducing the Vulnerability of Unattached

Young People in Volatile Communities” project. Lessons learnt and best practices have been used

to finalize the draft manuals.

CHAPTER 1

9


INTRODUCTION TO CEBO WORKSHOP FACILITATION MANUAL

1.1 Facilitation vs. Teaching

Facilitation strategies are those which engage and motivate the learner and foster greater integration of knowledge, in-formation and experience. Facilitation approaches are problem-based and collaborative, and emphasise equality be-tween the teacher and learner. The term “facilitator” is often used interchangeably with “trainer”.

The active role of the adult learner can be contrasted with the passive role often assigned to young children considered to be “empty vessels” into which knowledge is “poured”. “Teaching” in this instance tends to be more structured, with less room for exploration and learning from mistakes.

1.2 Rationale and Purpose

The Creativity for Employment and Business Opportunity (CEBO) training manual, elaborated in Chapter Two, is a tool to build the capacity of public, private and civil society agencies to engage, inspire and create entrepreneurial interest and action among young people in and out of school and from all walks of life. The CEBO Workshop Facilitation Manual (WFM) is a step-by-step guide to the effective design, delivery and evaluation of the CEBO Youth Training Manual, and is part of a CEBO tool kit that includes:

✓ A participant training manual for young people aged 15-29;

✓ A Powerpoint content outline for facilitators/trainers which also provides a visual element for participants;

✓ A video highlighting best practice in youth entrepreneurship across the Region (pending); and

✓ A compendium of youth friendly ice breakers, energisers and experiential exercises.

CARICOM Heads of Government have established youth entrepreneurship development as a regional priority for counter-ing youth unemployment, mitigating drug abuse, crime and violence and fostering economic resilience1. Over the past three decades a plethora of youth skills training, employment and micro-enterprise initiatives has been implemented in the Region. Many of these, however, fail to achieve their intended impact2.

The rationale for the WFM can be found in gaps discerned in the training and facilitation skills of persons delivering interpersonal and entrepreneurship development initiatives across the region, including practitioners contributing to the CARICOM Secretariat’s Second Chance – Reducing Risk and Vulnerability Among Youth” Pilot Project (2010)3.

1.3 Objectives

The WFM is intended to equip individuals with a business or social entrepreneurship background with the knowledge, skills, values and tools to:

i. Engage, motivate and transfer knowledge to a wide range of young men and women in interactive, practical, youth friendly and fun ways;

1 Declaration of Paramaribo on the Future of Youth in the Community, 20102 Report of the CARICOM Commission on Youth Development (2010)

10


ii. Adapt the content of the CEBO training manual to national culture and priorities;

iii. Design, deliver and evaluate CEBO work plans that reflect participants’ expectations and needs; and

iv. Develop creative innovative facilitation techniques, strategies and tools.

1.4 Expected Outputs of Training in CEBO WFM

i. national and regional networks of CEBO trainers established;

ii. effective design, delivery and evaluation of the CEBO training manual;

iii. sustainable delivery of CEBO training workshops; and

iv. strengthened delivery of existing youth entrepreneurship training manuals.

1.5 WFM Beneficiaries

Key beneficiaries of the CEBO WFM appear below.

i. public, private and civil society agencies training young entrepreneurs will benefit from the formation of national and regional networks of trainers and, by extension, enhanced sustainability and impact of youth entrepreneurship training initiatives;

ii. youth leaders and practitioners with a business or social entrepreneurship background will benefit from strengthened capacity to design customised youth entrepreneurship development work plans and to effectively transfer learning to young people through interactive, hands on, youth friendly and fun methodologies;

iii. The Caribbean Community will move one step closer to the goals of economic resilience through an expanded regional pool of young nationals from all walks of life better equipped to benefit from and contribute to the goals of regional integration and the CSME.

1.6 Theoretical Base of the WFM

The CEBO Workshop facilitation manual builds on the theory and principles of adult learning as summarized in the box below.

3The Second Chance project was piloted in the Bahamas, Jamaica and St. Kitts and Nevis.

11


BOX 1 PRINCIPLES OF ADULT LEARNING

I. Adults are internally motivated and self-directed they resist learning when they feel that others are imposing information, ideas or actions on them.

II. Adults bring life experiences and knowledge to learning experiences -

a. Find out about your students’ interests and past experiences;

b. Assist them to draw on those experiences when problem-solving;

c. Facilitate reflective learning as a means of examining existing biases or habits and moving toward a new understanding of information presented.

IV. Adults are goal oriented – they experience a need to learn knowledge or skills which help them to cope with real-life tasks or problems:

a. Link theory and concepts to personal and future life goals;

b. Provide real practical situations as a learning platform;

c. Ask questions that motivate reflection, inquiry and further research.

IV. Adults are relevancy oriented - they want to know the relevance of what they are learning to their goals and interests -

a. Ask them to state their expectations prior to the learning experience, what has been learnt at the end of the experience, and how they might apply what has been learnt to their future goals;

b. Provide options for fieldwork so that learning is more likely to reflect the student’s interests.

III. Adults are practical - they move from classroom and textbook mode to hands-on problem solving through practical fieldwork experiences -

a. Clearly explain your reasoning when making decisions and choices;

b. Be explicit about the usefulness of what the student is learning;

c. Promote active participation by allowing students to try things rather than observe; and develop skill, confidence and competence through plenty of practice opportunity with ample repetition.

IV. Adult learners like to be respected - Respect can be demonstrated by:

a. Taking interest and acknowledging the wealth of experiences that your students bring to the table;

b. Regarding them as equals in life experience;

c. Encouraging them to express ideas, reasoning and feedback at every opportunity.

12


1.7 Core Facilitation Skills and Competencies

Core facilitation competencies and skills include those listed below:

i. meditation, conflict resolution, decision-making and problem solving; encouraging all to contribute, building self-confidence and self-esteem; organising, analysing and managing time; active listening, use of humor and stories/examples to explain the significance of activities, paying attention to verbal and non-verbal clues and engaging those who appear to be uncomfortable, inattentive or uninterested;

ii. networking; leading the student toward inquiry before supplying too many facts; reviewing goals and acknowledging goal completion; assessing the learning styles of students;

iii. defusing unexpected situations - focus on the situation, issue or behavior, not the person; use a problem-solving approach; let the group help; meet with persons who are disruptive or seem to be behind outside of class time;

iv. handling over participation - refer to ground rules, ask the group for other opinions, summarise and move on;

v. giving and receiving constructive and specific feedback (positive and negative) by listening actively, maintaining eye contact, seeking clarification, remaining non-defensive, taking notes, allowing the speaker to finish and expressing interest through body language;

vi. encouraging the use of library, internet and other learning resources; Setting projects or tasks during the learning experience that reflect students’ interests.


CREATIVITY FOR EMPLOYMENT AND BUSINESS OPPORTUNITY PURPOSE, STRUCTURE AND CONTENT

CHAPTER 2

13


2.1 Introduction to the Creativity for Employment and Business Opportunity (CEBO) Tool Kit

BOX 2 REGIONAL YOUTH VISION OF THE IDEAL CARIBBEAN COMMUNITY

■ a productive, knowledge-based and diverse society that is united, strong, stable, recognised and respected by First World countries;

■ is sensitive to the problems of other countries in the Caribbean, assists each other, is conscious that what concerns one concerns all;

■ exploits a unique niche, is self sufficient, fair, open-minded, friendly, caring;

■ is safe, secure and free from discrimination, corruption, drugs and HIV and AIDS;

■ provides all nationals a good quality of life and reasonable cost of living; affordable inter-island travel

with no restrictions; quality education and decent employment for all;

■ protects the interests of smaller states and affords all the same rights, privileges and benefits;

■ recognizes, appreciates and keeps the power of culture alive.

CARICOM Commission on Youth Development, 2010

The Regional Creativity for Employment and Business Opportunity (CEBO) youth Training Manual is a tool to engage, inspire and create entrepreneurial interest and action among young people in and out of school and from all walks of life. The Manual is:

i. Success oriented, demonstrating that young people CAN and do succeed in business;

14


ii. Regionally grounded, making the links between the dreams and aspirations of young people and the goals of entrepreneurial development, regional integration and the CSME;

iii. Broad in scope, covering psychological, social and entrepreneurial development knowledge and skills in greater depth than can be adequately accommodated in a five-day period;

iv. Flexible – the scope of the content. Facilitation methodologies and learning pathways can be adapted to suit local culture and participants’ needs;

v. A resource for further learning - participants receive a copy of the training manual on completion of the Workshop.

2.2 Outline of the CEBO Youth Training Manual

2.2.1 Objectives

The objectives of the CEBO Training Manual are to equip participants with the knowledge, skills, values and tools to:

i. Assess personal and entrepreneurial characteristics, values and attitudes as a basis for behaviour change;

ii. Create and run successful businesses that contribute to the goals of national and regional development whilst generating income;

iii. Better appreciate and understand the Caribbean Community (CARICOM) as the setting in which they can realise their dreams and aspirations;

iv. Access leisure and business development opportunities under the CARICOM Single Market and Economy (CSME).

2.2.2 CEBO Target Group

The CEBO Training Manual is intended for use with young people aged fifteen to twenty-nine (15-29) from all walks of life. Youth is not a homogeneous group and the characteristics of each target group must be assessed and the implications for workshop design and delivery ascertained. Figure I overleaf summarizes popular stakeholder perspectives of at/risk/unattached youth (as one target group) and highlights the implications for training.


15


FIGURE I: AT-RISK/UNATTACHED YOUTH – PERCEIVED CHARACTERISTICS AND TRAINING IMPLICATIONS

Characteristics Challenges/Risks Implications for Training

▶ unemployed/underemployed, living in impoverished and dysfunctional communities, labeled, stigmatised, marginalised;

▶ restricted movement within/across communities;

▶ facilitators must assess participants’ characteristics and needs and tailor the work plan and methodology accordingly;

▶ school drop out/failure, high school/ post secondary qualifications, functionally illiterate, learning disabled, easily distracted, low self-esteem/ concept;

▶ security issues within the community;

▶ to the extent possible, identify venues in the targeted community although they may not be ideal

▶ dysfunctional home, main breadwinner, teen/single parent, pressure from immediate family members, abused, exploited;

▶ extra/conflicting responsibilities during training, e.g. work, court appointments;

▶ partner with community leaders/gate keepers/ community police to recruit and select participants and to ensure overall safety and security during the workshop;

▶ creative, full of potential, passionate if engaged, disruptive anti-social behaviors e.g. delinquency, defiance, opposing authority, in conflict with the law, involved in gangs, sense of entitlement, impatient

▶ Transportation not readily available, affordable.

▶ facilitators should examine their own values and perceptions and be comfortable going into disadvantaged/volatile communities and relating to residents

▶ lack of exposure, poor money management, expenditure on nonessentials.

16


2.2.3 Expected Outputs

The technical responsibility for ensuring that workshop outputs are achieved rests with the facilitator. By the end of the CEBO Training Workshop, participants will have:

i. Better understood the national and CARICOM context for youth entrepreneurship development;

ii. Practiced effective communication, decision-making and conflict resolution skills;

iii. Developed short- to medium-term self improvement plans;

iv. Structured a simulated company, assigned personnel and developed a basic business plan;

v. Created, marketed and sold an excellent product or service and shared profits;

vi. Shared leisure and business information with their peers in another CARICOM Member State;

vii. Evaluated the training experience and received information and guidance on their future plans.

2.2.4 Design and Implementation Strategy

The CEBO Training Manual establishes regional integration and the CSME as the over arching context for youth entrepreneurship development; and promotes creativity, teamwork, networking and learning by doing.

The CEBO Work Plan is intensive, moving from more to less structure and theory, from less to more doing and responsibility and from more to less direct supervision. Participants establish and staff simulated companies which develop, execute and evaluate basic business plans and establish, run and wrap up simulated businesses within a period of five days. They spend increasingly less time in the classroom and more on practical field activities and evening assignments.

The CEBO Workshop methodology is creative; facilitators build on participants’ knowledge and experience; engage them through a variety of visual aids and fun ice breakers/energisers; transfer much of the learning through experiential exercises and practical, hands on, interactive and fun methodologies; and motivated them by providing a success experience. Individuals or groups desirous of establishing or growing businesses are referred to local agencies based on their specific needs.

The Community Based Workshop is non-traditional - each simulated company receives seed capital to create/outsource, market and sell feasible products and services within the period of the workshop, capitalising on each others’ talents and skills; prepares a profit and loss statement at the end of the workshop; analyses mistakes and successes; and shares profits/applies contingencies.

A closing and awards ceremony provides participants the opportunity to showcase their business plans, expense statements and product/services portfolios.


17


2.2.5 CEBO Beneficiaries

Key CEBO beneficiaries are identified below:

i. Males and females aged fifteen to twenty nine (15-29), in particular at/risk/unattached youth, will access knowledge, skills, values, attitudes and resources that increase entrepreneurial interest and action, inspire self-confidence and provide a viable alternatives to unemployment. Additionally, their potential to mitigate risk and vulnerability and to create wealth and new jobs will be enhanced.

ii. Departments responsible for Youth Affairs, Youth Business Trusts and other members of the youth entrepreneurship delivery network will benefit from increased access to resources to either train a wide cross section of young people or to strengthen existing materials and tools. Additional they will benefit from an expanded network of trained facilitators and expanded opportunities for agency, community and youth partnership and participation.

iii. CARICOM Youth Ambassadors, National Youth Councils and other Youth Organisations/NGOs will partner with adults in the design, development, implementation and follow-up to community based CEBO workshops; and will enhance their leadership capacity through participation, mentoring and observation learning opportunities.

iv. The Caribbean Community will move one step closer to the goals of economic resilience through an expanded regional pool of young nationals from all walks of life better equipped to benefit from and contribute to the goals of regional integration and the CSME.

2.2.6 Testing Draft CEBO Manuals - Partner Roles and Responsibilities

The CARICOM Secretariat, in partnership with the Caribbean Group of Youth Business Trusts, tested the draft CEBO Training and Workshop Facilitation manuals in Belize, Jamaica, The Bahamas, Dominica and St. Kitts and Nevis as potential models of good practice. The pilot phase lasted from September 2012 to January 2013, and the outputs contributed to the goals of the “Second Chance Two - Reducing the Vulnerability of Unattached Young People in Volatile Communities” project. Lessons learnt and best practices have been assessed and used to finalise the draft manuals. Key stakeholders appear below:

i. The Ministry Responsible for Youth Affairs is the focal point for the CEBO pilot programme, coordinating and providing logistical and administrative support for at least one community based workshop. In this regard the Ministry will:

a. form strategic alliances and partnerships with youth, communities, and public-private-civil society agencies interested in or implementing similar initiatives in order to mobilise supplementary human, financial and other resources;

b. identify a target group (e.g. secondary/post-secondary, at risk, unattached youth) based on national/agency priorities;

c. select a community in which to mount the workshop and get the buy in, commitment and support of community leaders for activities below;

• pre-register participants using the application form shown at Appendix II to this Report; undertake a community walk about to sensitise young people to CEBO opportunities and gather their aspirations, concerns and perspectives; and engage Community leaders in a rap session/focus group on Community issues, structure and needs;

• provide a venue in the community with adequate space for group work and role play, coffee breaks and lunch and other workshop resources/supplies;

18


ii. Community leaders participate in CEBO decision-making, evaluation and follow up processes; and are critical to gaining access to the community and its resources; mobilising, selecting and, pre-registering participants; and facilitating the release of participants from work/school. The Community is also an excellent source of business mentors and resource persons;

iii. CARICOM Youth Ambassadors, National Youth Councils and other Youth Organisations/NGOs are role models and experts in youth culture and peer to peer facilitation; potential resource persons, mentors and facilitators; They are involved in CEBO decision-making, evaluation and follow-up processes;

iv. The CARICOM Secretariat regionally coordinates, oversees, monitors and evaluates the regional Second Chance Programme; and provides participating countries with technical assistance and support as follows:

a. train trainers to design, deliver and evaluate a community based CEBO workshop;

b. facilitate the travel of a facilitator from one CEBO country to another as capacity development support;

c. monitor and provide technical oversight of the al implementation process;

2.3 Recruiting CEBO Facilitators and Mentors

Figure II below is a useful guide in recruiting CEBO facilitators and mentors.

Figure III depicts the arrangements necessary to deliver the CEBO training manual and achieve the expected outputs.

2.4 CEBO Log Frame: Results at a Glance

A summary log frame for CEBO is shown in Appendix I to this manual.


19


FIGURE II: GUIDELINES FOR SELECTING FACILITATORS AND BUSINESS MENTORS

Characteristics Facilitator Mentor

Technical Competence

▶ at least five (5) years business experience; x

▶ proven social or business entrepreneurship skills; strong networking contacts; knowl-edgeable of the local business environment and key stakeholders;

x x

Strategic Base

▶ attached to an organisation with a busi-ness or social entrepreneurship training mandate or strong sense of corporate responsibility;

x

Cultural Sensitivity

▶ knowledge of the community and local context for youth entrepreneurship development;

x x

Youth Friendliness

▶ relates well to youth from different backgrounds, believes in their potential; x x

Personal characteristics

▶ fair, non-Judgmental, confident, enthusiastic, energetic; dynamic; proactive, respectful, dependable, understanding, open, strong sense of integrity; entrepreneurial attitude, honest, compassionate; generous, sociable, tolerant, patient, humble, approachable;

x x

Leadership ability

▶ leadership – resilient, Resourceful ,inspirational, non-Judgemental, empathetic, firm yet gentle, orderly and efficient, willing to serve;

x x

Training Expertise

▶ balances flexibility, spontaneity, professionalism and responsibility, is creative, observant, well grounded, and able to transfer knowledge and adapt training materials.

x

20


FIGURE III: CEBO YOUTH WORKSHOP PLANNING AND DELIVERY ECO SYSTEM

CEBO WORKSHOP DESIGN, DELIVERY AND EVALUATION

CHAPTER 3

21


3.1 Strategic Workshop Facilitation Framework

The Strategic Workshop Facilitation Framework (SWFF) is a step by step guide to the design and delivery of an effective CEBO work plan. The SWFF elaborated in Chapter 4, makes the connection between the content and participant outputs of the CEBO training manual and the facilitator’s training objectives; defines flexible learning pathways; and contains examples of good facilitation practice, ice breakers, experiential exercises and other methodologies.

3.2 Designing the CEBO Workshop

The following resources required to develop the CEBO Work plan and Agenda: CEBO training and facilitation manuals; profiles of participants and target communities; and the provisional annotated agenda at Appendix VI to this document. The process requires the facilitator to:

i. adopt the objectives and outputs of the CEBO manual and the training objectives in the SWFF;

ii. distill the profile of participants from the completed application forms at Appendix II to this document; and of the community from the structures, issues and needs determined from the focus group/rap session with community leaders;

iii. adopt/adapt the scope of the content (training manual) and the learning pathways and strategies (SWFF) to local culture and priorities and the profiles of participants and the community;

iv. also adopt/adapt the provisional annotated agenda. visualising potential problems and pitfalls and building in sufficient time for ice breakers, energisers, practical activities and fieldwork;

v. determine and advise the Ministry of the number of resource persons and business mentors needed (which day, time and session); and assist in orienting them to their roles and responsibilities;

vi. develop lots of fun energisers, icebreakers, practical exercises, fieldwork and appealing handouts.

3.3 Monitoring and Evaluation

Monitoring and Evaluation of the CEBO Pilot Phase will take place as outlined below:

3.3.1 At the National Level

• continuously evaluate the progress of the workshop and endeavour to meet individual and group needs;

• administer a participant evaluation at the end-of-the workshop using the template at Appendix VII;

• prepare a final workshop report for the CARICOM Secretariat and the Ministry responsible for youth within one (1) week of training to include the end of workshop standard report form, according the template shown in Appendix VIII.

22


3.3.2 At the Regional Level

• travel to Member States and monitor the preparation and execution of national workshops;

• prepare a regional report informed by national submissions;

• mount a regional evaluation workshop to assess lessons learnt.


CEBO REGIONAL STRATEGIC WORKSHOP FACILITATION FRAMEWORK (SWFF)

CHAPTER 4

23


CHAPTER I: GETTING TO KNOW YOU

ANTICIPATED OUTPUTS

At the end of Chapter 1 participants will have:

■ Established a sense of camaraderie among themselves

■ Clarified the purpose, scope, nature and expected outcomes of the workshop

■ Understood entrepreneurship benefits, opportunities and risks

■ Better understood and appreciated the CARICOM role, function and context for entrepreneurship development

■ Enhanced their knowledge and appreciation of CSME benefits, opportunities and risks.

■ Identified opportunities for establishing a business or service under the CSME free movement of skills policy

■ Created a profile of a successful entrepreneur

■ Developed short- to medium-term self improvement plans.

TRAINING OBJECTIVES

▶ Promote entrepreneurship as a tool for personal and national development

▶ Establish CARICOM as the context for success through unity of purpose

▶ Foster a sense of regional awareness and appreciation

▶ Sensitize participants to CSME benefits and risk

▶ Explore concrete opportunities for leisure, establishing businesses and providing services within the context of the CSME

▶ Build participants’ confidence and self-esteem to try entrepreneurial ventures

▶ Guide participants in assessing their own knowledge, motives, attitudes and values

▶ Facilitate the development of short- to medium-term self improvement plans.

MODULES & TOPICS

Table 1 below shows a summary of modules and sub-topics covered in Chapter 1.

24


LEARNING PATHWAYS

i. Familiarize participants with the workshop’s purpose, objectives, design, methodology and expected outputs, highlighting in particular its practical, hands on, intensive and fun nature; the focus on teamwork; and the provision of seed capital to implement a basic business plan.

ii. Have participants voice their perspectives and feelings about entrepreneurship and explore the underlying reasons. Use their knowledge as a platform of highlight national issues, benefits, risks and opportunities.

iii. Elicit and clarify participants’ knowledge and perceptions of CARICOM’s role, function, opportunities and risks as a platform for understanding the regional context for youth entrepreneurship development.

iv. Participants should develop a vision of where they would wish to be (values, attitudes and characteristics of a successful entrepreneur) and assess themselves against that vision.

GOOD FACILITATION STRATEGIES

General

■ The facilitators will set the tone for the workshop

■ At all times, facilitators must bear in mind participants’ educational background, attention span and other characteristics

■ Create a safe, respectful and welcoming learning environment for all

■ Clarify the scope, nature and expected outcomes of the workshop

■ Use lots of short, quick, competitive and sometimes physical small/large group ice breakers and energizers to relax persons and create an atmosphere of fun without intimidation. Some examples of ice breakers are shown in Appendix III.

Topic Page

MODULE 1.1: THE CARIBBEAN COMMUNITY (CARICOM) - UNITED WE STAND 11

1.1.1 CARICOM Role, Structure and Membership 11

1.1.2 Regional Youth Vision of the Ideal Caribbean Community 13

1.1.3 Creating the CARICOM Single Market and Economy: Towards further regional integration 14

1.1.4 Free Movement of People, Goods, Services and Capital 15

1.1.5 Youth knowledge and perceptions of the CSME 16

1.1.6 Challenges to the process of regional Integration 16

MODULE 1.2: ENTREPRENEURSHIP AND ME - DEFINITIONS AND OPPORTUNITIES 17

MODULE 1.3: UNDERSTAND YOURSELF – YOU CAN DO IT! 18

TABLE 1: SUMMARY OF TOPICS FOR CHAPTER 1

25


Introductions and workshop orientation

■ Introduce yourself, state your role as facilitator or resource person and summarize personal expectations.

■ Have participants introduce themselves and state their expectations of the workshop. For participant introductions you may ask them to

i. Give a positive adjective (begins with the same letter as their first name) or statement to describe themselves.

ii. State their name; describe “who” they are and say why they chose that description.

■ Ask participants to develop ground rules for the workshop, e.g. all cell phones off, no two persons speaking at once; and to suggest penalties for those who break the rules.

■ Have small groups discuss and agree on three entrepreneurship benefits and opportunities and three risks/ challenges. Each group makes one concrete recommendation to reduce each risk. Groups report in plenary.

Regional Integration Sensitization and Awareness

■ Begin with an interactive large group discussion to identify CARICOM countries and elicit (positive) comments about the people and countries

■ Form teams and find and label CARICOM States on a blank map of the region

■ Play a 5-minute video on CARICOM role, function, benefits, risks and opportunities; plenary discussion follows to clarify knowledge and perceptions.

■ Small groups complete a short True/False quiz on CARICOM facts and issues. Discuss results in plenary, highlighting challenges and opportunities.

■ Have participants develop role play scenarios highlighting CARICOM issues, benefits and challenges for presentation to the larger group. Invite comments from the other groups.

Proposed methods:

■ Role play: Explain to an aggressive immigration officer that you have a skills certificate, its implications and the free movement category in which you fall.

■ Panel discussion: Invite CSME focal point and resource persons from, e.g. Local export associations and investment/promotion agencies discuss opportunities, priorities and risks of cross border trade in services and goods.

■ Group work: Participants in small groups identify concrete every day aspects of CSME. e.g. transport of fresh vegetables from Dominica to other countries via boat, LIAT transporting passengers etc. Teams for simulated companies research and present the requirements for moving to another CARICOM country under the free movement policy. Plenary presentation and discussion.

26


Profile of Successful entrepreneur

■ Ask participants to brainstorm the profile of the successful entrepreneur;

■ Use videos, personal presentations, role play to enhance awareness.

Personality Feasibility Study

a. Do you like to make your own decisions?

b. Do you enjoy competition?

c. Do you plan ahead?

d. Do you get things done?

e. Can you take advice?

f. What are your values?

g. Do you have will power and discipline?

h. Are you flexible, able to accept and work in changing conditions?

Self assessment

■ Ask participants to carefully consider and honestly answer questions in a) or b) below:

a. Where do you want to be in 2 (short-term) and 5 (medium-term) years?

b. Where do you think that you are now in relation to your dreams and what are the gaps? What areas do you most want to improve in? What concrete actions can you take to get there?

CHAPTER 2: TOGETHER EACH ACHIEVES MORE (TEAM)

ANTICIPATED OUTPUTS


■ Explored conflict resolution issues and approaches and practiced alternative strategies

■ Enhanced Interpersonal skills

■ Better understood the strengths and values of the other participants

■ Understood the role that they are best suited for as a member of a team.

27


TRAINING OBJECTIVES

■ To build/strengthen interpersonal skills and relationships

■ Equip participants with communication, anger management, decision making and conflict resolution knowledge and skills

■ Sensitize participants to the principles of teamwork and its importance in achieving a common goal.

MODULES & TOPICS


Topic Page

MODULE 2.1: BUILDING MY TEAM 22

2.1.1 Conflict Resolution 23

2.1.2 Effective Communication 23

2.1.3 Anger Management 25

2.1.4 Decision-Making 26

TABLE 2: SUMMARY OF MODULES AND TOPICS FOR CHAPTER 2

LEARNING PATHWAYS

Distribute/have participants create scenarios on conflict resolution issues in the community or in their personal lives; and have them role play traditional ways of resolving them (positive and negative). Demonstrate the use of effective decision making, communication and other teamwork skills and entrepreneurial coping mechanisms; and highlight leadership traits as they become evident in the role play.


General

■ The facilitator will advocate for and foster team building

■ Explain the rationale, objectives and structure of experiential/practical exercises and at the end have participants discuss viewpoints, issues and feelings. You may give your own reaction as an equal, but your role is to clarify issues, synthesize differences and summarize learning outcomes. Be specific, reinforce the positive, and suggest alternatives/options.

28


Team building

■ Distribute/have participants create scenarios highlighting the roles that persons play as members of families, communities and other “teams”, each performing a specific task but all working towards a common goal

■ Teamwork: Large/small group discussion/ role play on the experience of being in a team - How did it function? Was it successful? Why did it succeed or fail? Relate this to the business of entrepreneurship

■ On a flip chart or using sticks write a big ME, then turn the M into W to get we. Discuss in the context of teamwork

■ Give small groups a set of small sticks and ask them to see if they can form the words “me” or “we” - some get more sticks than other. At the end ask groups to share how they worked together, what each one contributed to the task. Highlight the fact that not all entrepreneurs start with the same amount of resources but each has to make do with what they have.

Communication/ Giving and receiving feedback

■ Group activity: Have the group form a circle. The first person whispers a brief message about the business to the next and gives him/her a clean sheet of paper - no repetition or clarification is allowed. The person crumples the paper and passes the message and paper to the last one. The last person in the circles states the message received aloud. Check for consistency with the original message and relate the outcomes to the business cycle, i.e. as soon as communication/service deteriorates the business is doomed.

■ Individual activity: Have participants assess their individual communication style according to the end of module exercise at the end of Chapter 2.

Time allocation

Table 3 below shows a summary of the approximate time allocation for topics covered in chapters 1 and 2, on training day 1.

OPENING CEREMONY 8.30 - 9:30BREAK 9:30 - 10:00CHAPTER I: GETTING TO KNOW YOU 10:00 - 12:00MODULE 1.1: THE CARIBBEAN COMMUNITY (CARICOM) - UNITED WE STAND 1.1.1 CARICOM Role, Structure and Membership

1.1.2 Regional Youth Vision of the Ideal Caribbean Community

1.1.3 Creating the CARICOM Single Market and Economy: Towards further regional integration

1.1.4 Free Movement of People, Goods, Services and Capital

1.1.5 Youth knowledge and perceptions of the CSME

1.1.6 Challenges to the process of regional Integration

LUNCH 12:00 - 1:00

MODULE 1.2: ENTREPRENEURSHIP AND ME - DEFINITIONS AND OPPORTUNITIES 1:00 - 2:00

TABLE 3: TRAINING DAY 1 - CHAPTERS 1& 2SUMMARY TIME ALLOCATION GUIDE

29


MODULE 1.3: UNDERSTAND YOURSELF – YOU CAN DO IT! 2:00 - 3:00CHAPTER 2: TOGETHER EACH ACHIEVES MORE (TEAM) 3:00 - 5:00MODULE 2.1: BUILDING MY TEAM2.1.1 Conflict Resolution 2.1.2 Effective Communication

2.1.3 Anger Management

2.1.4 Decision-Making

TABLE 3: TRAINING DAY 1 - CHAPTERS 1& 2SUMMARY TIME ALLOCATION GUIDE, CTD

CHAPTER 3: STARTING “THE RACE”: GETTING GOOD IDEAS FOR YOUR BUSINESS

ANTICIPATED OUTPUTS


■ Increased awareness of the importance of negotiating and business codes of conduct

■ Formed simulated companies of 5/6 members, identified a creative business concept and appropriate business names.

TRAINING OBJECTIVES

■ Guide participants in forming simulated companies and assigning personnel

■ Practice identifying creative feasible business ideas and names

■ Sensitize participants to the importance of ethics, etiquette and negotiation to business success.

MODULES & TOPICS


Topic Page

MODULE 3.1: SELECTING A VIABLE BUSINESS IDEA AND NAME 29

MODULE 3.2: BUSINESS CODES OF CONDUCT 32

3.2.1 Business Etiquette 32

3.2.2 Business ethics 32


30


LEARNING PATHWAYS

Example of creative youth businesses:


General

■ Mix strong and weak personalities and separate close friends

■ Assign one trained business mentor to each simulated company

■ Stress the need for companies to create feasible business ideas that take into account the skills available in the company, the amount of seed capital that will be provided and the time remaining in the workshop.

Brainstorming business ideas

Ask teams, e.g. to think of what the community needs, to identify creative LEGAL ways to solve old/new problems in the community, to change things that make them mad, to do things they cannot do but wish they could

Ask teams to discuss and write down answers to questions such as: What am I passionate about? What am I good at? How do I stand out from others? What is most needed in my community? What are the features of the best businesses in my community? How can I improve the rest?

Business Ethics

Teams discuss and agree on a response to the following scenario: “You are a CEO of a company that is in a business deal with an international firm. The company wants to do some infrastructural development in the country but in a place that has some environmental issues. You have been offered a substantial gift to grant approval. What do you do?” Lead an interactive session on business codes of conduct.

CHAPTER 4: GETTING ON THE TRACK TO BUSINESS

ANTICIPATED OUTPUTS


■ Structured and staffed the simulated business

■ Understood legal business structures and their roles

■ Gained awareness of customer service.

In Haiti post earthquake, young entrepreneurs harnessed live electricity and offered a service to charge cell phones and computers for sale and offered motorbike taxi rides. Inland Belize entrepreneurs drive to the coast and buy fish to sell at home.

31


TRAINING OBJECTIVES

■ Sensitize participants to the pros and cons of different business structures

■ Guide companies in deciding on business categories and functions

■ Impart an understanding of the importance of customer service.

MODULES & TOPICS


Topic Page

MODULE 4.1: BUSINESS CATEGORIES AND FUNCTIONS 34

MODULE 4.2: LEGAL BUSINESS STRUCTURES 35

MODULE 4.3: CUSTOMER SERVICE 37


LEARNING PATHWAYS

Place increasingly less emphasis on theory and more on learning by doing.

General principles of Learning by doing:

■ Explain the importance of the skill and the behaviors involved

■ Demonstrate the skill

■ Allow practice and provide constructive feedback.


Business Structures

■ Participants review a handout summarizing the advantages and disadvantages of business structures

■ Role play: Groups portray characteristic of/issues associated with the various business structures

■ Organization chart: review basic business roles and responsibilities in plenary and urge companies to consider the strengths of their members in staffing the business

■ Group exercise: select a business category and function; assign personnel their roles and responsibilities; and build consensus on accountability mechanisms and strategies. Invite representatives to talk about their business structures.

32


Customer Service

■ Role play: Groups portray characteristic of/issues associated with customer service for critique and discussion of wider group

CHAPTER 5: THINKING SMART

ANTICIPATED OUTPUTS

At the end of Chapter 5 participants will have developed a basic and SMART business and risk assessment/ management plan - Specific (S), Measurable (M), Attainable (A), Realistic (R) and Time- Bound (T)

TRAINING OBJECTIVES

The facilitator will guide participants in developing a basic and SMART business and assessment/ management plan.

MODULES & TOPICS


Topic Page

MODULE 5.1: DEVELOPING THE BASIC BUSINESS PLAN 40

MODULE 5.2: MANAGING RISK AND CONTINGENCY PLANNING 44


LEARNING PATHWAYS

Explain basic strategic planning concepts and principles and discuss the importance of risk assessment, contingency planning and exit planning. Provide guidance to the simulated companies in elaborating the business idea into a basic business plan which reasonably assesses the relevant risks (practical session). A template for the business plan development is shown in Appendix IV.


Strategic Planning: Support the teams in discussing and writing down answers to the following questions:

a. Where do you want the business to be at the end of the week (broad vision)?

b. What value does it add/serve in the community (mission)?

33


c. What are the values (that customers can connect to)?

d. What specific service/product will the company produce by the end of the week, based on the group’s strength (goals/ objectives)?

e. What inputs do you need to achieve this?

Teams present their plans in plenary, receive constructive feedback.

Time allocation

Table 7 below shows a summary of the approximate time allocation for topics covered in chapters 3, 4 and 5, on training day 2.

TABLE 7: TRAINING DAY 2- CHAPTERS 3, 4 &5SUMMARY TIME ALLOCATION GUIDE

CHAPTER 3: STARTING “THE RACE”: GETTING GOOD IDEAS FOR YOUR BUSINESS 9:00 - 10:30MODULE 3.1: SELECTING A VIABLE BUSINESS IDEA AND NAME MODULE 3.2: BUSINESS CODES OF CONDUCT

3.2.1 Business Etiquette

3.2.2 Business ethics

BREAK 10:30 - 10:45

CHAPTER 4: GETTING ON THE TRACK TO BUSINESS 10:45 - 12:00

MODULE 4.1: BUSINESS CATEGORIES AND FUNCTIONS

MODULE 4.2: LEGAL BUSINESS STRUCTURESMODULE 4.3: CUSTOMER SERVICELUNCH 12:00 - 1:00CHAPTER 5: THINKING SMART 1:00 - 5:00MODULE 5.1: DEVELOPING THE BASIC BUSINESS PLAN

MODULE 5.2: MANAGING RISK AND CONTINGENCY PLANNING

CHAPTER 6: UNDERSTANDING THE MARKET

ANTICIPATED OUTPUTS


■ Developed and administered a marketing research instrument; and collated and analyzed data

■ Developed and distributed promotional business cards and flyers

■ Gained an introduction to branding principles and strategies.

34


TRAINING OBJECTIVES

■ Introduce participants to basic marketing and branding principles and strategies

■ Provide participants with hands on experience in conducting market research; and designing promotional materials.

■ To introduce participants to basic negotiation skills

■ Guide participants in analyzing the marketing survey results and, on that basis, finalizing the selling plan.

MODULES & TOPICS


Topic Page

MODULE 6.1: MARKET RESEARCH AND ANALYSIS 46


LEARNING PATHWAYS

Participants will develop a basic survey instrument and go into the community to administer it and to identify good selling places. As a contingency the facilitator should also identify possible places, appropriate for selling and/or promotion.


Facilitators monitor and support the process of analyzing the marketing survey results and deciding where to sell the products, to whom, to sell to, price, etc.

CHAPTER 7: MONEY MATTERS

ANTICIPATED OUTPUTS


■ Gained practical knowledge and skills in the use of financial tools and materials;

■ Understood the importance of -

i. budgeting in business

ii. separating and managing personal income

35


i. saving (as it relates to contingency planning) and

ii. money management

■ Practiced costing and pricing of inputs for their products and/or services and developed a budget.

TRAINING OBJECTIVES

■ Introduce teams for simulated companies to practical strategies for costing. pricing, budget development and other financial tasks

■ Increase participant awareness of approaches to funding a business and local sources of funding

■ Highlight the importance of savings, budgeting and money management

■ Guide company teams in estimating production costs and preparing a realistic budget.

■ Monitor the preparation of products and services.

MODULES & TOPICS


Topic Page

MODULE 7.1: BUDGETING 49

MODULE 7.2: COSTING AND PRICING 54

MODULE 7.3: FINANCIAL PROJECTIONS/ FORECASTS 58

MODULE 7.4: FUNDING THE BUSINESS 60

MODULE 7.5: PERSONAL MONEY MANAGEMENT 62


LEARNING PATHWAYS

■ Simulated companies agree on and document their respective profit sharing measures and contingencies.

■ Facilitators distribute startup capital. Officers of the company go into the community to source and purchase/ outsource cost effective inputs (They must keep all receipts); and to identify strategic selling and production venues.

■ A template for the CEBO Bank application is shown in Appendix V.

36



Shop game: Instructions: one person is selected as the business owner. He/she takes the bus to a wholesaler to purchase items which he/she will price and sell in the store, e.g. 100lbs of rice, beans, flour etc. Other participants come to the store with fake cash to purchase the items. At the end the owner calculates expenses and takes that money out to re-invest in the business. The rest (profit) is divided into two, salary and saving.

The game can be replayed with a hurricane/flood destroying half the products in the store so the owner would not make enough money to cover the expenses. This shows the importance of savings in order to keep the business running.

Table 10 below shows a summary of the approximate time allocation for topics covered in chapters 6 and 7, on training day 3.

TABLE 10 TRAINING DAY 3- CHAPTERS 6,7SUMMARY TIME ALLOCATION GUIDE

CHAPTER 6: UNDERSTANDING THE MARKET 9:00 - 10:30MODULE 6.1: MARKET RESEARCH AND ANALYSIS BREAK 10:30 - 10:45

CHAPTER 7: MONEY MATTERS 10:45 - 12:00

MODULE 7.1: BUDGETING

LUNCH 12:00 - 1:00MODULE 7.2: COSTING AND PRICING 1:00 - 5:00

MODULE 7.3: FINANCIAL PROJECTIONS/ FORECASTS

MODULE 7.4: FUNDING THE BUSINESS

MODULE 7.5: PERSONAL MONEY MANAGEMENT

CHAPTER 8: SELL, SELL, SELL FOR SUCCESS!!!

ANTICIPATED OUTPUTS


■ Developed and distributed promotional business cards and flyers;

■ Increased knowledge and skills in the use of internet and e- communication tools

■ Sold excellent goods or services.

TRAINING OBJECTIVES

Facilitators will

■ monitor sales of goods and services

■ oversee the preparation of financial statements and the distribution of profits/ application of contingencies

■ introduce participants to the use of fax, copier, printer or other business machines.

37


MODULES & TOPICS


Topic Page

MODULE 8.1: PRODUCT DEVELOPMENT, NEGOTIATIONS AND SALES 66

MODULE 8.2: ADVERTISING / PROMOTION 67

MODULE 8.4: EXPLOITING ICT FOR BUSINESS 70


LEARNING PATHWAYS

■ Participants normally sell their products/services in the community during the morning (or as soon as they are ready).


Promotion

Elevator pitch: participants practice a short, quick and simple summary of their product, service or organization and its proposed value in the time span of an elevator ride (between 30 seconds and 2 minutes)

General discussion: Critique an actual advertisement, looking specifically at the reason for appeal

Group discussion:

a. How will I let people know I am in business?

b. How will I attract them to my business?

c. How will they know my product/service is better than another?

■ Interactive group discussion on the importance of ICT in business, communication and networking

■ Participants are guided in establishing social media sites for a business, preferably in small groups

■ Participants receive their stipends on DAY 4.

Table 12 below shows a summary of the approximate time allocation for topics covered in chapter 8, on training day 4.

38


TABLE 12: TRAINING DAY 4- CHAPTER 8SUMMARY TIME ALLOCATION GUIDE

CHAPTER 8: SELL, SELL, SELL FOR SUCCESS!!!MODULE 8.1: PRODUCT DEVELOPMENT, NEGOTIATIONS AND SALES 9:00 - 10:30MODULE 8.2: ADVERTISING / PROMOTION BREAK 10:30 - 10:45

MODULE 8.4: EXPLOITING ICT FOR BUSINESS

LUNCH 12:00 - 1:00PLANNING AND IMPLEMENTATION OF COMPANY SIMULATION PROJECTS IN GROUPS 1:00 - 5:00

Table 13 below shows a summary of the approach and time allocation to topics covered on training day 5.

TABLE 13: TRAINING DAY 5- COMPANY SIMULATIONSUMMARY TIME ALLOCATION GUIDE

PARTICIPANTS ARE INVOLVED ALL DAY IN THE COMPANY SIMULATIONS, ENGAGING CUSTOMERS, RECORDING SALES AND PRACTICING THE PRINCIPLES LEARNED DURING THE PREVIOUS FOUR DAYS WITH THE SUPPORT OF THE FACILI-TATORS AND RESOURCE TEAMS.

9:00 - 5:00

CHAPTER 9: PLAN FOR SUCCESS

ANTICIPATED OUTPUTS

At the end of Chapter 9 participants will have

■ Refined the sales element in the business plan

■ Developed basic negotiation skills

■ Prepared excellent products or services for sale

■ Distributed profits from sale of goods or applied contingencies

■ Used the internet to exchange leisure and business information with young entrepreneurs in another CARICOM country

■ Completed a workshop evaluation

■ Created an action plan for post workshop activity.

TRAINING OBJECTIVES

The facilitator will:

■ Facilitate an inter-country exchange of business and leisure information using available technology

■ Ensure participants complete a workshop evaluation

■ Assist individual participants in reflecting on lessons learned and creating an action plan for post workshop activity in relation to goals.

39



LEARNING PATHWAYS

■ Companies finalize their expenses statements, share profits and return to the venue in the afternoon to complete unfinished business (such as the workshop evaluation using the template shown at Appendix VII to this document) and Skype exchange), and to begin preparations for the closing and awards ceremony5.

■ A template for the certificate of participation appears as Appendix IX to this document.


Impromptu selling - Participants pull items out of a bag and make a sales pitch to convince their peers to buy.

Table 15 below shows a summary of the approach and time allocation to topics covered on training day 6.

Topic Page

CHAPTER 9: PLAN FOR SUCCESS 73

MODULES & TOPICS

Table 14 below shows the topics covered in chapter 9, on training day 6.

TABLE 15: TRAINING DAY 6- REVIEW, REFLECTION & FUTURE PLANNINGSUMMARY TIME ALLOCATION GUIDE

PARTICIPANTS ARE INVOLVED ALL DAY IN REFLECTION ON LESSONS LEARNED FROM THE EXPERIENCE OF SIMULA-TIONS AND CEBO TRAINING, EVALUATION OF WORKSHOP ACTIVITY AND CREATION OF PLANNING FOR THE FUTURE WITH THE SUPPORT OF THE FACILITATORS AND RESOURCE TEAMS.

9:00 - 5:00

5On days 4 and 5 the facilitator should engage workshop organizers, participants and community leaders in planning for a closing and awards ceremony with optimal community participation (e.g. through sports and culture). Tasks include issuing invitations, engaging the media, signing certificates of participation, selecting a panel of judges and purchasing trophies

40


APPENDIX I SUMMARY LOG FRAME FOR THE CEBO INITIATIVE- RESULTS AT A GLANCE

41


APPENDIX II CEBO TRAINING WORKSHOP APPLICATION FORM

The information provided will be assist Workshop Facilitators to design a work plan that meets your needs; and the organisers to assess workshop’s impact over time.

INSTRUCTIONS: Please read each question carefully and indicate your response by placing a tick (√) in the box provided and filling in the blanks where they appear.

NAME: ___________________________________ COUNTRY: ____________________

GEOGRAPHIC COMMUNITY: ______________________________________

SECTION 1: Demographic (√)

1.1 How old are you? a. 15-18 ☐ b. 19-21 ☐ c. 22-25 ☐ d. 22-25 ☐ e. 25-29 ☐

1.2 What gender are you? a. Male ☐ b. Female ☐

1.3 How many people live in your household? a. 1 ☐ b. 2-4 ☐ c. 5-7 ☐ d. 8 and above ☐

1.4 Are you the head of your household? a. Yes ☐ b. No ☐

1.4.1 If not, who is? a. Mother ☐ b. Father ☐ c. Family Member ☐ d. Friend ☐

e. Other ___________________________________________________________

SECTION 2: Education and Training (√)

2.1 Are you presently enrolled in school? a. Yes ☐ b. No ☐

2.1.1 If yes, indicate the type of school

42



2.1.2 If no, what was the highest level of education that you attained?

a. Primary ☐

b. Secondary ☐

c. University ☐

d. Technical/Vocational ☐

e. Community College ☐

f. Other: _______________________________

Section 3: Employment (√)

3.1 What is your current employment status? (√)

a. Full Time ☐

b. Part Time ☐

c. Unemployed ☐

d. Self employed ☐

3.1.1 If employed, what is your occupation? ____________________________________________________

3.1.2 What is the longest period that you have been employed? 1-3 yrs ☐ 4-5 yrs ☐ more than 5 yrs☐

3.1.3 Have you have ever participated in any of the following attachments:

a. internship ☐ c. summer job ☐

b. volunteer programme ☐

3.2 Given your talents and skills, what do you think of as your ideal/preferred occupation?

__________________________________________________________________________________________________

3.3 Are there opportunities locally for you to pursue this occupation? a. Yes ☐ b. No ☐

3.4 Have you ever participated in a skills training programme? a. Yes ☐ b. No ☐

43



3.4.1 If yes, what skills did you learn?

a. Woodwork ☐

b. Plumbing ☐

c. Music ☐

d. Computer ☐

e. Masonry ☐

f. Carpentry ☐

g. Other _________________

3.5 Indicate on the line below, the skills/talent you would like develop

__________________________________________________________________________________________

__________________________________________________________________________________________

3.6 Have you ever used your skills/talents to make money? a. Yes ☐ b. No ☐

44


APPENDIX III SUPPLEMENTARY ICE BREAKERS AND EXPERIENTIAL EXERCISES

A. Anger Management:

Activity 1: Ask participants to share concrete examples of situations in their relationships and communities that generate anger, how they/others normally manage anger and the consequences. Role play to demonstrate strategies for effective anger management.

Activity 2: (one and a half hours)

Participants form even groups, each presenting two role plays - one that demonstrates what you should not do when you get angry and the possible consequences; and the other what should happen when you become angry and the possible consequences. Plenary discussion on the reality of the role plays and sharing some of personal experience.

B. Conflict resolution:

Activity 1 (45 minutes): Ask participants to identify concrete examples of types and sources of inter-personal disputes/conflict in their relationships and community; how they/others normally deal with conflict and typical consequences. Demonstrate effective conflict resolution strategies through role play.

Activity 2: Participants break into small groups and answer the following questions:

■ Name key sources of conflict in the community;

■ Are they predictable (i.e. do they occur at specific times);

■ How do people respond to these conflicts as they arise?

■ What formal and informal conflict/dispute resolution systems are in place to address conflicts/disputes?

Each Group presents its responses followed by plenary discussion.

Activity 3: Role play (1 hour): Participants break into 3 groups. Instructions appear below:

■ Group Tasks: build consensus on a major problem in the community and two or three related issues;

■ appoint a Calm, Patient, and Respectful mediator to guide the negotiation process by stating his/her understanding of the problem; setting ground rules; indicate how the environment selected is safe; outline his/her perspective of the consequences If they are unable or unwilling to negotiate a meaningful agreement; and giving his/her desired result;

■ The role of the mediator is to manage the session; and to allow each person to clarify their perspective of the situation, state their vested interest and give their perspective of the best, worst and most likely outcomes if there is no negotiated agreement.

45



Some Tips for the Mediator:

o Identify Issues Clearly and Concisely;

o Clarify Feelings and focus on Needs, Interests, and Concerns;

o Generate possible solutions to the problem , While Deferring Judgment;

o Be open to other problem definitions;

o Clarify Criteria for Decision-Making;

o Summarise agreement regarding solutions to each of the problems being negotiated, verbally and in writing.

Activity 4: Small groups agree on one major problem in the community and two or three related issues. A mediator states his/her view of the problem; sets ground rules; affirms the safety of the venue, states the desired result and the consequences of not reaching a solution. Parties involved give their views of the best, worst and most likely outcomes. Peaceful result; discussion and feedback in plenary.

Activity 4: Small/large group discussion on the personal experience of anger/ conflict, viz. how it made them feel, how they dealt with it and the consequences (positive and negative) for them, family, friends and businesses.

Giving and receiving feedback:

Activity 1: Have one participant observe another and provide positive feedback on the person.

Activity 2: Have one group of four persons sit with eyes closed, Another four stand behind, whispering a positive messages about the seated individual – they rotate and whisper similar messages in the ears of the others sitting. The group exchange positions afterwards In plenary, discuss feelings and perceptions and relate to business/personal life.

C. Decision-Making

Activity 1: SODA (one and a half hours). Have Participants separate in even groups. Each group should present a role play demonstrating the techniques in the S.O.D.A. model below:

Stop- Stop and state the problemOptions- Consider the options Decide and choose the best solution Action- Act on your decision

Groups discuss the reality of the role plays and also share some of their personal experience.

46



Activity 2: Place 4 objects each beneath a different overturned container (cup or bowl) without letting participants see where they are. The Group helps 4 volunteers choose a container. The volunteers must explain why they made that decision. Objects are revealed after all choices are made. The facilitator gives an overview on the decisions made and the impact it had on persons.

D. Goal Setting

Activity 1: Today’s vision - tomorrow’s reality (3 hours). Introduce participants to goal setting as a tool for shaping behaviour, inspiring effort and producing excellence; as well as providing a focus and motivation for change. Engage them in structured visioning, values clarification, action planning and other exercises; create long- and short-term personal goals; and develop plans of action to achieve those goals and to track their progress.

E. Team Building

Activity 1: Eight (8) participants with different physical characteristics form pairs:

Each pair turns their backs to each other; interlocks hands and goes down to the floor together same way;

They also come up together same way.

This exercise Illustrates the importance of team work in business. Businesses have the potential to fail but with partnership and team work there are endless opportunities for a rebirth and further growth.

Activity 2: SQUARES GAME

■ Each team comprises 6 players and at least 1 observer who ensures rules are adhered to;

■ Players’ hands must be off the table/desk before they are told to start;

■ Each player will be given 3 pieces of the squares;

■ The team is to complete 6 squares in 5 minutes;

■ Each square must be made up of 3 pieces and must be equal size;

■ Players do not start with the pieces they need to complete their square;

■ Other team members have the pieces they need;

■ Players cannot ask for or take the pieces they need;

■ There must be absolutely no talking in the game;

■ Players are free to give out pieces to other team members but cannot take them back;

■ The team’s goal is to complete 6 squares so when a member has completed his square he may pass his square to a struggling team member, with the hope, that member passes his pieces to him;

■ When the team has completed all 6 squares the observer records the time.

47



When the five (5) minutes are up, all players must get their hands off the table/desk.

The facilitator then leads discussion on the challenges faced by the various team members and how it affected the performance of the team. The facilitator makes notes of participants’ comments and linking them to communication, leadership, team work, strengths and weaknesses, coordination, etc, and how these affect business operations.

G. Personality Assessment

Activity 1: (15-20 minutes) Pig Analysis -

Draw the Pig Personality Test (just for fun; no scientific value)

Materials

■ Paper for each participant;

■ Pens, pencils and colored markers for each participant;

■ Printout of the “Pig Analysis” sheet (at the end of this lesson).

Procedure

Use the following script (or modify to suit your needs):

■ “Let’s start out our time together by getting to know each other.”

■ “We’ll do it in a funny way.”

■ “On the sheet of paper that each of you has, I would like you to each draw a pig.”

■ “Make it as detailed as you like.” (Allow 5 minutes for drawing the pig.)

■ “Now that you’ve drawn your pig, I’m going to help you do some analysis to see what your drawing tells us about you.” (Read each of the descriptions on the “Pig Analysis” sheet. Keep it light and fun.)

■ “Take a few minutes, and share your Pig Analysis with your table.”

■ “Tell them if you think it is accurate or not.”

■ “So, what do you think? Does your Pig Analysis match your personality?”

■ “Okay, this was not a scientific instrument, so any truth it contained was probably accidental….or was it?” (You might want to have participants put their names on their pictures and post them around the room.)

Pig Analysis

If the pig is drawn:

Toward the top of the paper – You have a tendency to be positive and optimistic.

Toward the middle – You have a tendency to be a realist.

48



Toward the bottom – You have a tendency to be pessimistic and may be prone to behaving negatively.

Facing left – You have a tendency to believe in tradition and be friendly; you may also be prone to remembering dates well.

Facing Right – You have a tendency to be innovative and active, but may be prone to forgetting dates easily and may not have a strong sense of family.

Facing front – You have a tendency to be direct, and may enjoy playing the role of devil’s advocate; you also are prone to neither fearing nor avoiding confrontational discussions.

With many details – You have a tendency to be analytical, but may also be prone to being cautious to the point that you struggle with trust.

With few details – You have a tendency to be emotional and to focus on the larger picture rather than focusing on details. You also have a tendency to be a great risk taker and may sometimes be prone to reckless and impulsive decisions.

With less than 4 legs showing – May indicate that you are living through a major period of change and as a result you may be prone to struggling with insecurities.

With 4 legs showing – You have a tendency to be secure and to stick to your ideals; however, others may describe you as stubborn.

With large ears – Indicates how good of a listener you are (the bigger, the better).

With a long tail – Indicates how intelligent you are (the longer, the better).

Activity 2: FILL IN THE BLANKS

I need ………………………… to make my life complete. ………………..because ……………………………..

If I had………………………………… I would be the happiest person in the world.

I can explain my life as an animal and that animal is a …………………………………

I like to imagine I’m the cartoon character ………………………………… because …………………………………

A gift I can give others is …………………………………

A gift I would like to receive from others is…………………………………

If I had all the money in the world, I would…………………………………

I will eat anything put in front of me except …………………………………

School for me was (is) …………………………………

If I had to give up a prized possession, it would be …………………………………

Again, make up your own question to best fit the characteristics of your group.

49



Activity 3 - Create a scenario and assign the various roles to participants: Shark: my way or no way, Turtle: There is nothing I can do about this, Fox: I have got an offer for you, you can’t refuse, Bear: Anything you want to do is fine with me, Owl: I feel upset about the problem too and I’d just like to work together to solve it. In plenary discuss the role play from the perspectives of the values and behaviours of the animals and the implications for entrepreneurs.

F. Marketing:

Activity 1: Ask each group to pick a member to present their ideas on one of the following: People, Product, Place, Price or Promotion.

In small groups; have participants think of a product or service that they would like to sell; and how they would answer marketing questions below. 30 minutes

PEOPLE

■ Who are my customers?

■ What do they like?

■ What do they need?

■ How many live in my village/town?

■ Do they have money to spend?

PRODUCT/SERVICE

■ Does it meet the customer’s need?

■ How do I make/get the product? or What services will I offer?

PLACE

■ Where will be placed in the store?

■ Is it convenient for the customer?

PRICE

■ How much will customers pay for my product/service?

■ Will I make enough money to cover my costs?

50



G. Costing and Pricing

Activity One: The Boat Making Exercise

Objective: To equip teams with the resource to utilise their talents to set targets, manufacture products, and calculate profit/loss.

From this study you will understand and know how to utilise your resources and your qualities in achieving products, profit, and achieving target on the basis of suggestions you are given in different circumstances. In this interesting game you will be given one model.

Please tell us how many of that model you can prepare in the circumstances you are given. After giving the numbers that you will make, you are to buy raw materials. See to it you make quality because only good quality stuff will be accepted in this market.

Also, you will have to calculate profit by deducting raw materials cost from the revenue. We will also explain to you how to make the model. Taking into account various determining factors you will have to estimate how many of this particular model you can make within the stipulated time. To make that business decision, you will be given the opportunity to time yourself and see how many seconds you took to make one of this model.

The cost of one of this model will be based on different buying conditions. The selling price of the finished product will be given to you. Later on, you will be asked to put your finished products on the market for sale. Of course, we would like to buy them and we would buy only those that meet the market standards. After the sale, you will have to calculate profit/loss in this operation.

INSTRUCTIONS

A. Average time for making one model is 40 seconds.

B. If you purchase raw material for 1 to 3 boats at a time, the cost per item is XCD10, 000.00

C. If you purchase raw material for 4 to 7 boats at a time, the cost per item is XCD9, 000.00

D. If you purchase raw material for 8 or more boats at a time, the cost per item is XCD8, 000.00

E. Production cost per boat is XCD2, 000.00

51



Quantity Material Cost (XCD) Production Cost (XCD) Investment (XCD)

1 10,000 2,000 12,000

2 20,000 4,000 24,000

3 30,000 6,000 36,000

4 36,000 8,000 44,000

5 45,000 10,000 55,000

6 54,000 12,000 66,000

7 63,000 14,000 77,000

8 64,000 16,000 80,000

9 72,000 18,000 90,000

10 80,000 20,000 100,000

11 88,000 22,000 110,000

12 96,000 24,000 120,000

13 104,000 26,000 130,000

14 112,000 28,000 140,000

15 120,000 30,000 150,000

INVESTMENT COST

52



BOAT MAKING RECORD SHEET

ENTREPRENEUR: ……………………………………………… DATE: …………………….

Achievement Motivation Data Anwers

A. How much time you took in making the boat? (In seconds)

B. How many you estimate you would be able to make within five minutes? (First Estimation)

C. Why do you think you would achieve this target?

D. Taking everything into consideration, how many you really think you can make within five minutes? (Second Estimation).

E. What factors determined your final decision?

F. What would be the investment?

G. Why do you think you would achieve this target?

H. How many did you make?

I. How many did you sell?

J. What is your revenue?

K. Profit/Loss?

Please state the reasons for the profit or loss:

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

53


APPENDIX IVCREATIVITY FOR EMPLOYMENT AND BUSINESS OPPORTUNITY (CEBO)

Basic Business Plan Outline

I. Executive Summary

This section should:

■ Be written last.

■ Provide an enthusiastic snapshot of your company, explaining who you are, what you do and why.

■ Be less than 2 pages in length.

After reviewing this section the reader should:

■ Want to learn more about your business.

■ Have a basic understanding about your company

II. Company Summary Business Description and Vision

This section should include:

■ Mission statement (business purpose).

■ Company vision (statement about company growth).

■ Business goals and objectives.

■ Brief history of the business.

■ List of key company principals.

After reviewing this section the reader should know:

■ Who the business is and what it stands for.

■ Your perception of the company’s growth & potential.

■ Specific goals and objectives of the business.

■ Background information about the company.

■ Company Ownership

■ Start-up Funding

■ Company Location and Facility

54



III. Market Analysis Summary


■ Describe your business industry and outlook. (Industry Analysis, Competition)

■ Define the critical needs of your perceived or existing market.

■ Identify your target market. (Market Segmentation)

■ Provide a general profile of your targeted clients. (Market Needs, Buying Patterns)

■ Describe what share of the market you currently have and/or anticipate.


■ Basic information about the industry you operate in and the customer needs you are fulfilling.

■ The scope and share of your business market, as well as who your target customers are.

IV. Strategy and Implementation Summary


■ Identify and describe your market – who your customers are and what the demand is for your products & services.

■ Describe your channels of distribution.

■ Explain your sales strategy, specific to pricing, promotion, products and place (4Ps).


■ Who your market is and how you will reach it.

■ How your company will apply pricing, promotion, product diversification and channel distribution to sell your products and services competitively.

■ Competitive Edge

■ Marketing Strategy

■ Sales Strategy

■ Strategic Alliances

55



V. Organization and Management Summary


■ Provide a description of how your company is organized as well as an organization chart, if available.

■ Describe the legal structure of your business (proprietorship, partnership, corporation, etc.).

■ Identify necessary or special licenses and/or permits your business operates with.

■ Provide a brief bio description of key managers within the company.


■ The legal form of ownership for your business.

■ Who the leaders are in your business as well as their roles.

■ The general flow of operations within the firm.

■ Management Team

■ Personnel Plan

VI. Description of Products and Services


■ Specifically describe all of your products and services.

■ Explain how your products and services are competitive.

■ If applicable, reference a picture or brochure of your products, which would be included in the plan’s appendix.


■ Why you are in business.

■ What your products and services are and how much they sell for.

■ How and why your products & services are competitive.

56



VII. Financial Management

This section should include:

For a New Business

■ Estimate of start-up costs.

■ Projected balance sheet (1 year forward).

■ Projected income statement (1 year forward).

■ Projected cash flow statement (12 months forward).

After reviewing this section the reader should:

■ Have a good understanding regarding the financial capacity and/or projections for your company

57


APPENDIX VCREATIVITY FOR EMPLOYMENT AND BUSINESS OPPORTUNITY (CEBO)

Bank of CEBO: Business Loan Application Form

INSTRUCTIONS: Please read carefully and answer each question clearly and accurately. Unanswered questions reflect poorly on the applicant and their readiness for business. Background information about the company.

A. Business Details

Name of Business Number of Days in Business

Type of BusinessName of the CEOAddress of Business Telephone NumberEmail AddressWeb Address

Director’s DetailsName Position Telephone Number Email Address

B. Reference DetailsName of Reference 1 Tel #AddressName of Reference 2 Tel #Address

C. Financial DetailsAmount Requested Purpose of LoanApplicant Contribution (must be at least 20% of borrowed amount)Description Value

Total Value

58


APPENDIX VCREATIVITY FOR EMPLOYMENT AND BUSINESS OPPORTUNITY (CEBO)

D. Collateral Details (ownership of all items listed is immediately forfeited to the lender in the event of default in the repayment of loan) Item Owner Value

Total Value

E. Funding Agreement:

I _________________________________ hereby agrees to accept $ ___________________ as product development support for the implementation of Entrepreneurial Activity on behalf of (Name of Business) _____________________________________________________________

Signatures of Business Owners/Partners: (please print, sign and date)

Name: ______________________ Signature _____________________ Date: _________




Loan Officer : ____________________________________

Signature :______________________________________ Date: ___________________

59


APPENDIX VICREATIVITY FOR EMPLOYMENT AND BUSINESS OPPORTUNITY (CEBO)

Provisional Annotated Work Plan

Day Time Activities Resources

Day One

9:00 – 9:30

9:30 – 10:00

10:00 – 10:20

10:20 - 11:00

Opening Ceremony (media coverage) -• welcome • overview of workshop Objectives and expected

outcomes• greetings (e.g. private/public sector agency, CYA,

development partner, entrepreneur)• address highlighting the importance of

entrepreneurship for personal, national and regional development

Participant Introductions and expectations

The facilitator will clarify the scope and nature of the workshop and establish ground rules. Participants will introduce themselves and state their expectations.

BREAK

CARICOM – My Backyard

The CARICOM Youth Ambassador/resource person will lead an interactive session on CARICOM role structure and function. Participants will participate in fun exercises highlighting key issues, opportunities and risks.

Note pads, pencils, computer, projector, flip chart, markers.

Lots of fun innovative audio visual materials, hand outs, energisers and ice breakers.

Coffee breaks and lunch.

Voluntary resource persons and business mentors for specific days/ times/sessions

11:00 – 12:30

Looking Inward

Participants will brainstorm the profile of a successful entrepreneur and assess themselves against that profile. Each participant will develop short-mid-term goals to address the gaps and discuss the importance of the exercise in plenary.

12:30 – 1:30 LUNCH

1:45 – 2:45

2:45 – 4:00

TEAM – Together Each Achieves More

Participants will practice conflict resolution, anger management, problem solving and other team building exercises which will enable them to better appreciate the characteristics of the other participants.

GROUP EXERCISE: This is MY Business

The facilitator will guide participants in forming simulated companies and identifying creative realistic business ideas and names. Companies will present their decisions in plenary. and discuss the importance of business codes of conduct.

60





Day Two

9:00 – 1030 GROUP EXERCISE Company Formation

Facilitators will guide companies in structuring the business, assigning personnel and establishing accountability mechanisms.

Note pads, pencils, computer, projector, Flip chart, markers

Lots of fun innova-tive audio visual materials, hand outs, energisers and ice breakers

Coffee breaks and lunch

Voluntary resource persons and business mentors for specific days/times/sessions.

10:30 – 10:45 BREAK10:45 – 12:00 GROUP EXERCISE –Strategic planning

Facilitators provide guidance in developing a basic business and risk management plan. Companies present their plans in plenary and discuss

12:30 – 1:30 LUNCH12:45 – 1:45

1:45 – 1600

Panel Discussion: CSME – My Market

Local experts discuss CSME benefits, risks and opportunities, highlighting opportunities for cross border trade in services and goods

GROUP EXERCISE: Money, Money, Money

Facilitators provide practical exercises in costing and pricing products/ services, estimating production size and preparing a realistic itemised budget

Field work: each company develops profit sharing guidelines and contingencies, goes into the community to cost inputs for their products and services and prepare a realistic budget.

Day Three

9:00 – 10:30 GROUP EXERCISE: Going to market?

Facilitators oversee companies in developing a basic marketing survey.

Note pads, pencils, Flip chart, markers

Internet, computers (1 per company), printer, paper, scissors/cutters Coffee breaks and lunch

Seed capital

10:30 – 10:45 BREAK10:45 – 12:45 Field work: Companies go into the field to administer

market surveys 1:45 – 3:35 Going I-Tech

The resource person will guide participants in creating business cards, flyers and other promotional materials; and in discussing the advantages and risks of e-business and e-commerce In plenary.

Participants will use IT for a structured exchange on business and leisure information with young entrepreneurs in another CARICOM country

3:35 – 4:30 Let’s get started!!!

61





Field Work: Companies receive seed capital and allocate specific responsibilities such as purchasing/outsourcing inputs and distributing promotional materials.

Day Four

9:00 – 10:15 Decisions, decisions!!!!

Companies analyse the results of the market surveys and on that basis finalise their selling plans.

Note pads, pencils, Flip chart, markers,

Coffee breaks

Materials and Venue for producing products and services.

10:15 – 10:30 BREAK10:30 - Field work: Participants prepare/outsource their

products and services

Day Five

Morning and Afternoon

Field Work: Participants sell their products and prepare profit and loss statements.

Tools for calculating profit and loss;

Stipends for participants, honoraria for facilitators

4:30 – 5:30Participants complete the workshop evaluation, calculate profits and prepare their presentations for the closing ceremony.

Day Six Morning and Afternoon

Review, reflection on lessons learned and future planning

62


APPENDIX VII (A)CEBO TRAINING WORKSHOP EVALUATION FORM (A)

Q1 How relevant was the training?

Please take some time and give us your thoughts about the Training.

Circle the one which best describes your view.

Very ☐ Somewhat ☐ Neutral ☐ Not Sure ☐

Q2 CEBO facilitator’s knowledge and

Excellent ☐ Good ☐ Fair ☐

Dissatisfied ☐ Very Dissatisfied ☐ Not Sure ☐

Q3 Three things I really liked about this training

1 2 3

1 2 3Q4 Three changes I think would improve thistraining

professionalism

Very Satisfied

☐

Satisfied☐

Neutral☐

Dissatisfied☐

Very Dissatisfied

☐

Not Sure ☐

Q5 Location and quality of training facilities

Very Satisfied

☐

Satisfied☐

Neutral☐

Dissatisfied☐

Very Dissatisfied

☐

Not Sure ☐

Q6 Time and duration of training sessions

Very Satisfied

☐

Satisfied☐

Neutral☐

Dissatisfied☐

Very Dissatisfied

☐

Not Sure ☐

Q7 The explanation of the workshop objectivesand outputs

Very Satisfied

☐

Satisfied☐

Neutral☐

Dissatisfied☐

Very Dissatisfied

☐

Not Sure ☐

Q8 The handouts andtheir ease of use

63


APPENDIX VII (B)CEBO TRAINING WORKSHOP EVALUATION FORM (B)

1. Please tick periods of evaluation.

☐ Day 1 ☐ Day 2 ☐ Day 3 | Date:

2. How much have you learnt from training?

1. ☐ Great Deal 2. ☐ Significant 3. ☐ Satisfactory 4. ☐ A Little 5. ☐ Learnt Nothing

3. Evaluate the following aspects of the training Excellent Good Satisfactory Poor VeryPoor

Effectiveness of communicating information by the faciliatator

Name of Facilitator: ____________________________________☐ ☐ ☐ ☐ ☐

Name of Facilitator: ____________________________________ ☐ ☐ ☐ ☐ ☐Name of Facilitator: ____________________________________ ☐ ☐ ☐ ☐ ☐Name of Facilitator: ____________________________________ ☐ ☐ ☐ ☐ ☐Name of Facilitator: ____________________________________ ☐ ☐ ☐ ☐ ☐Adequacy of amount of time allocated for lectures/tutorials ☐ ☐ ☐ ☐ ☐Understanding of materials presented ☐ ☐ ☐ ☐ ☐Adequacy of Venue and the Facilities ☐ ☐ ☐ ☐ ☐Adminstrative Support for training ☐ ☐ ☐ ☐ ☐

Other: ☐ ☐ ☐ ☐ ☐

4. General comments and/or explainations of responses above:

___________________________________________________________________________________________________

___________________________________________________________________________________________________

5. Identify the WEAKNESSES of the training:

___________________________________________________________________________________________________

___________________________________________________________________________________________________

6. Identify the STRENGTHS of the training:

___________________________________________________________________________________________________

___________________________________________________________________________________________________

64


APPENDIX VIIIEND OF CEBO WORKSHOP STANDARD REPORT FORM

Country___________________________Venue _________________________ Geographic community _______________

Organising Agency_____________________Facilitator(s)_______________________________Date__________________

1. Target Group (number, socio-economic characteristics, gender, age, etc.)

2. Workshop outputs

Participants, by the end of the workshop Yes No Commend1. Better understood the national and regional

context for youth entrepreneurship development2. Practiced the following skills:

a. communication, b. decision makingc. conflict resolutiond. other – Project Management, Negotiation, Sales, Record Keeping, Accountability

3. Structured a simulated company and assigned personnel.

4. Developed & present a basic business plan5. Products and Services:

a. Created a product or serviceb. marketed a product or servicec. sold a product or serviced. made and shared profitse. made a loss and applied contingencies

6. Shared leisure and business information with their peers in another CARICOM Member State.

7. Received information and guidance on their future plans

Country___________________________Venue _________________________ Geographic community _______________

Organising Agency_____________________Facilitator(s)_______________________________Date__________________

3. Rate the following aspects of the workshop and circle the appropriate number -

(1 =Very well 2 = wel 3= Fair/Less Average 4 = poor 5 = Very Poor)

65


3.1 Planning -

3.1.1 Recruitment and mobilisation 1 2 3 4 53.1.2 Planning and coordination 1 2 3 4 53.1.3 Logistics (e.g. venue, food, workshop materials 1 2 3 4 5

Planning Comment: __________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

3.2 Data Gathering -

3.2.1 pre-registration 1 2 3 4 53.2.2 community walk about 1 2 3 4 53.2.3 Orientation 1 2 3 4 5

Data Gathering Comment: _____________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

3.3 Partnership -

3.3.1 community involvement 1 2 3 4 53.3.2 CYA involvement 1 2 3 4 53.3.3 other partners 1 2 3 4 5

Partnership Comment: ________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

3.4 Workshop Design -

3.4.1 WFM and other resource materials 1 2 3 4 53.4.2 developing a customised work plan 1 2 3 4 5


66



Workshop Design Comment: ___________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

3.5 Workshop Delivery -

3.5.1 executing the work plan/agenda 1 2 3 4 53.5.2 engaging and motivating participants 1 2 3 4 53.5.3 participant attendance 1 2 3 4 53.5.4 participation 1 2 3 4 53.5.5 learning 1 2 3 4 53.5.6 fieldwork assignments - sales 1 2 3 4 53.5.7 resource persons 1 2 3 4 53.5.8 business mentors 1 2 3 4 53.5.9 linking with youth in another CARICOM country 1 2 3 4 5

Workshop Delivery Comment: __________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

3.6 Closing and awards ceremony -

3.6.1 community participation 1 2 3 4 53.6.2 stakeholder participation 1 2 3 4 53.6.3 presentations of business plans 1 2 3 4 53.6.4 product displays and portfolios 1 2 3 4 53.6.5 judging and awards 1 2 3 4 53.6.6 media coverage 1 2 3 4 53.6.7 other 1 2 3 4 5

Closing and awards ceremony Comment: _________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

4. Lesson Learnt: ____________________________________________________________________________________

_________________________________________________________________________________________________

67



5. Good/Best Practice: ________________________________________________________________________________

________________________________________________________________________________________________

6. Conclusions (how would you rate the workshop overall?): _________________________________________________

_________________________________________________________________________________________________

7. Recommendations (What would you do differently next time) ______________________________________________

_________________________________________________________________________________________________

Annexes: Please attach the following documents to your report:

A. Workshop Agenda;

B. Participant list (name, address, contact number/email address);

C. Copies of business plans of each company;

D. Photos, e.g. participant companies in action, goods produced, working sessions, closing sessions;

E. Summary of participants’ evaluation;

F. Receipts for honoraria, stipends, seed capital.

68


APPENDIX IXCERTIFICATE OF PARTICIPATION

CEBO WFM WORKSHOP FACILIATION MANUAL 2014/2014

CEBO Facilitators Manual

Documents

Transcript of CEBO Facilitators Manual