Workshop Title
The learner is expected to enhance and learn from cooperations
The learner is expected to enhance and learn from cooperations
- Duration: 4 hours
The learner should be able to:
- Explain the Failure theory, innovation and creativity (role of failure in promoting thinking skills and creativity)
- Write about the fundamentals of Collaborative approaches for value creation
- Know about the principal Models and tools for impact assessment
- Identify successes, achievements and mistakes
- Valorise failures and success of organization and groups’ experiences
- Critically analyses his own and the other’s achievements and failures
- Maximise own and others’ achievements through group collaboration
- Integrate successfully with the surrounding business ecosystem
This workshop aims to make the student reflect on the value of collaboration in companies to improve the capital of total knowledge and improve their personal position and company abilities to withstand competition in the markets. The VET student will be able to improve his/ her ability to work cooperatively and to move with awareness thinking about the whole team
The workshop aims to make students understand that cooperation and collaboration within organizations can increase the value of decisions. In this way, much more precise data processing is obtained, capable of supporting decision-making processes with greater accuracy. Creating teams also has the advantage of making everyone aware of having common goals and increasing individual motivation to participate proactively in company activities. The marketing exercise is set up in such a way that everyone should contribute to the construction of the definitions.
There are 6 “keys” to making Cooperative Learning successful:
1) The formation of the teams (TEAMS)
2) The creation among students of the will to work together (WILL)
3) Management of the CL class (MANAGEMENT)
4) The enhancement of social skills (SOCIAL SKILLS)
5) The assurance that there is Positive Interdependence, Individual Responsibility, Equal Participation and Simultaneous Interaction (PIES)
6) The structuring of social interaction within groups to maximize the positive outcome (STRUCTURES)
To obtain good results with cooperative learning:
- Never use group grades.
- Inform and make arrangements with parents, principal, administration, and community members before transforming the class.
- Don’t assume social skills come from students; define an accurate structure for their acquisition.
- Do not allow an interaction that goes beyond your method of conducting
- Create a willingness to work together (through team and class building) before tackling the curriculum.
- Start with short and highly structured tasks, start very slowly towards longer and unstructured projects.
- When you start curriculum-related activities, start with tasks that are within the reach of even the poorest.
- Do not allow unstructured interaction until students have acquired both the will and the skills to work together.
- Don’t try to reinvent everything on your own: start with tested and well-structured interactive strategies.
- Take it easy. Simplify things for you and your students. Learn a new strategy well before trying another.
Step by step instructions for the preparation and implementation of the workshop
Step 1: Choose the topic
The teacher chooses a topic, which must be able to be divided into parts, and announces it to the class. Each part must be autonomous and therefore does not require the knowledge of the other parts, in order to be studied on your own. For example, I choose a topic of geography: France. The parts into which I divide it could
be four: the economy, the territory, culture, politics. The time for the complete activity can vary from 60 to 90 minutes.
Step 2: Form heterogeneous groups
The teacher forms work groups, preferably heterogeneous and even casual, made up of four or five members. He arranges them in different places in the classroom, so that they cannot get too disturbed when they work. Why is randomness better? According to the cognitivist psychologist Lev Vygotskji, it is necessary that the “areas of proximal development” of students meet, to activate new learning and reinforce those already achieved and rooted. If the more capable students were always combined with the less skilled ones, this result would not always be achievable and there would be two other consequences: the best students would be convinced that they have nothing to learn and the less skilled ones that they are not capable enough, questioning their self-esteem.
Step 3: Introduce the activity to the students
After having explained the activity, established the times and clarified what the objectives are and how the evaluation will take place, the teacher hands the materials to the students. Each student receives a part of the entire topic, which is assigned within the group. All the materials of the group complete a single topic (Ex. France). The teacher communicates the time you have available to study your part.
Step 4: Individual study
Each student begins to study or explore the assigned material for the allotted time. Time must be enough to understand and understand the assigned topic.
Step 5: Form groups of “experts”
After the time for individual work, the members of the different groups who have read or studied the same part gather in groups of experts (e.g. there will be a group made up of all those who have studied the economy of France, a group with all those who have studied politics …).
Step 6: The groups of “experts” confront each other
The experts will meet to verify that they have understood the topic well, they will clarify the critical points, they could prepare a presentation to explain their topic to their classmates, when they will have to return to the group they belong to. Their explanation will be the only way that will allow others to access their part of the argument, so they have a responsibility to be effective.
Step 7: The “expert” students return to the starting groups
When the time dedicated to the comparison work is over, the experts return to their groups to which they belong. In turn, they will have to communicate to their classmates the topic they have studied. The companions will learn the other parts of the complete topic only from the contribution of the group mates
At the end of preparation
Checklist for teachers:
- Have you read or explored all the material?
- Have you identified the main topic?
- Have you identified what the subtopics might be?
- Are there any words you don’t know the meaning of?
- Are there any names that are difficult to pronounce?
- Did you find the keywords?
- What could be the difficulties in communicating it to companions?
- What sentence will you start your explanation with?
- Would it be advisable to prepare a diagram or a map?
- Could it be useful to prepare a drawing?
Results from exercise 1. Market analysis is carried out by detecting information on demand and competition represented by rival companies. The goal is to estimate the current and future dimensions of the market and to identify competitors, opportunities, strengths and weaknesses. 2. What is a marketing information system? The marketing information system works to support the decisions that the responsible for the marketing function. It is represented by a set of equipment, resources and specific procedures to collect data on the organization, on customers, on the suppliers they are collected in databases and which, properly processed and stored, serve to support decisions business. 3. What are the duties of commercial management? The commercial management that operates in support of the sales and marketing function is represented by a set of procedures and processes for analyzing the demand and its preferences, sales policies, as well as the marketing and distribution of products. 4. What is meant by direct or relationship marketing? Direct marketing has a specific target of users and adopts particular tools that allow measure the response generated by the actions taken; relationship marketing is the evolution of direct marketing and aims to establish an ongoing relationship with customers to meet their needs. Its evolution is called CRM (Customer Relationship Management). 5. What are the characteristics of the company’s positioning? The positioning of the company is the segment to which the company intends to address and for which it has defined its offer differentiating it from the competition. 6. What significance do you attribute to the marketing plan? The marketing plan formalizes the decisions made in terms of marketing actions. It is made up various elements: analysis of the starting situation, identification of tactics and objectives, drafting of the budget and control of the same. |
Resources
LIM, training rooms, pens, paper, flipchart, colorful markers, sticky notes, projector, internet connection and access to internet social channels.
Movie “The Founder”
Youtube Kotler from chap. 1 to chap. 20
