Entrepreneurship Course work
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Guidanceseminar10.docxDeveloping an Enterprising Mindset - 4GN501
Tutor Guidance 2020-21 – Week 10
Every group is different, and the pace of learning varies; the timings of the activities are guides and are not intended to be prescriptive. You may decide to spend more time on an activity if the group discussion is rich or if students need more guidance.
The aim is to ensure students are making progress on CW2, that they know what to include in the infographic and ppt, and that they collate evidence for CW3.
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Objective |
Activity |
Useful resources |
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1. Explain presentation of CW2
30 mins |
How to present the infographic – show students examples eg. Using canva or an alternative of your choice.
Explanation of what to include in the infographic and what to include in the ppt.
Student led. Complete the chart. Remind the students that the infographic is one side of A4 minimum font size of 12.
Feedback and discussion – share slide with recommendations – this is not prescriptive. |
https://www.canva.com/infographics/templates/
Supplementary assessment guidance on what to include in the infographic and ppt on course resources
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2. Reflective journal and completing the PDP2
60 mins
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CW3 – reflection journal entries and PDP2.
Recap what they should have done so far: Week 8 – Using Gibbs model of reflection to capture networking skills. Reminder: there is another networking event on April 14th – Network of Entrepreneurs that they could register for and then reflect on.
Week 9 – Reflection on group activities and identification of skill(s) used.
Check: entries should be reflective and not just descriptive. Recommend they use: what, so what, now what or Gibbs model.
This week’s seminar: Make a journal entry in relation to one of the skills that you have listed on your Personal Development Plan for CW3 that you use during today’s seminar.
Introduce the CMI professional standards to help them decide on what skill to develop if they have not already done so.
Demonstrate use to identify suitable skills for CW3 for their current level.
Demonstrate how to find development opportunities suitable for stage 1 unless the student is currently working in a management position alongside their studies. Refer to slide 18 for ideas.
How to measure performance – checklist slide 19. Solicit ideas from students and encourage social learning.
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Pebble Pad or Word document and then transpose to PP
Professional Standards - CMI (managers.org.uk)
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Comfort break at tutor’s discretion (10-15 mins) |
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Application of tools for SDG focus for CW2 Group work/121s for CW3
75 mins
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The rest of the session should be devoted to group work. If anyone is not in a group, the module leader will allocate them. Avoid allowing students to work on their own unless there are exceptional circumstances.
If students have not already done so, run through the pointers from KPMG on how to identify a suitable SDG for the case study organization Milspeed. All groups MUST select an SDG by the end of the session.
Encourage the students to map the selected SDG to the value chain as shown on slide 21 and use the logic model on slide 22. This can be used as evidence to include in their ppt as the basis for their selection of the chosen SDG.
The remainder of the time students should continue working in their groups in break out groups. Tutors should check on group progress and conduct 121s on CW3 – this is essentially to check to ensure all students have logged on to Pebble Pad and started their reflections. |
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