Activities
A1. Framing a social problem at local level |
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Format: (face to face, online, both) | Both face to face and online, groups of 4-6 people |
Learning objectives: | This activity aims to:
– Connect the diverse experiences, perceptions and insights within the group of learners – Enhance the group’s understanding of the social problem – Identify information and data that the group needs to define the problem adequately – Assist learners to frame the problem in a way that promotes collective action |
Description: | Briefly explain the concept of social change, as depicted in Units 1.1 & 1.2.
Ask participants to brainstorm and mutually agree on a social problem that affects their city (or a particular one if learners come from different places when online). The process of framing a social problem can help learners to evaluate the benefits and drawbacks of a potential course of action for a community.
Guide them through the process of framing the chosen social issue through the following steps:
Step 1: Preliminary definition of the problem (10’) – Ask each group: How could you define the problem in your own words? – Ask each member of the groups to write down his/her definition of the problem. – Then invite each learner to share his/her definition and write down comments on board/flip chart/miro board. – After all participants have shared their definitions, let other participants of each group to ask for any additional information, or clarifications – no need to achieve consensus at this point Step 2: Describe why this is a problem (10’) – Ask each group: Why is this a problem? – Follow the same process as in step 1 Step 3: Define what are the causes and consequences of this problem (10’) – Ask each group: What are the causes and consequences of the problem? – Write down all causes and consequences of the problems presented by each group – Ask participants to prioritize causes and consequences, so to rank them Step 4: Find who is affected/involved (10’) – Ask groups a series of questions and give 10 min to each group to discuss and write down their points for each of the following questions: 1) Who is affected by the problem and how are they affected? 2) Who gains from this situation as it is right now? 3) Who is on the losers’ side? 4) Who actually understands that this is a problem? 5) Who is doing something about the problem? What is done so far? Make a table, putting is question in a different column and write down the groups’ answers for the defined problem
Step 5: What you do not know? (10’) – Ask groups identify what information are missing to have a holistic view of the problem – You may go back to review the information of the previous steps. Let participants identify where they can retrieve information (remind sources in Unit 1.1) Step 6: Define the problem in one sentence (10’). – Ask each team to define the problem in one sentence including who are the ones that are affected the most.. – Ask each group to share their problem definitions. – Discuss and Reflect on each definition
Defining problems means focusing on some aspect of the situation that you can take meaningful action to change. |
Notes for the facilitator/trainer: | Don’t forget that identifying and framing a social is a complex process and it is not a “one man act”. Encourage participants to discuss the particular issue and define the problem collectively. |
Debriefing questions: | ● What were we trying to accomplish? Start by restating the objectives you were trying to address.
● Where did we hit (or miss) our objectives? Review your results, and ensure the group is aligned. ● What caused our results? This should go deeper than obvious, first-level answers. ● What should we start, stop, or continue doing? Given the root causes uncovered, what should we do next, now that we know what we know? |
Material/equipment needed (if applicable) | Online: pc, internet connection, camera, Miro board or similar tool, Zoom/Google Meet or another similar platform with screen sharing option
Face to face: flip chart, sticky notes, pens, pencils, markers |
Allocated time: | 60-90 minutes depending on number of groups |
How can this activity be adapted in a different setting (online or face-to-face)? | The activity can be easily delivered in both physical and digital setting given that proper equipment is available. |
A2. Random combination |
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Format: (face to face, online, both) | Face to face |
Learning objectives: | – To boost creativity in order to generate innovative ideas
– To strengthen team building and group work – To stimulate lateral thinking and find unconventional solutions to common social problems |
Description: | This tool can be used in lots of different situations. It is a good activity to boost creativity. It can be used by individuals or by a team. It is a very simple technique. It only requires paper and a pen. Steps:
1. Ask learners to take a sheet of paper and fold it in four columns like a fan 2. Enumerate in one column a list of 10 objects (one noun per row) 3. Give the paper to the person on their right with the list of nouns hidden 4. Write in the second column a list of 10 actions (one verb per row) 5. Give the paper to the person on their right with both lists hidden 6. Write a list of 10 adjectives and give the paper to the person on their right 7. Write a figure with three digits 8. Ask your learners to unfold their sheet and pick from each column the word that corresponds to the relative position of the digits of the figure on the last column of the paper. 9. With the noun, verb and adjective they have found, they now have to create a story. The story can be written, spoken, or drawn and must be related to the challenge they are working on. It can be used either to generate avenues to explore the challenge or to envision possible solutions. |
Notes for the facilitator/trainer: | This technique is a pretty flexible one, and can be adapted in different ways. It is possible to ask learners to write 10 nouns, verbs, and adjectives on small pieces of paper of different colors and to separate each color in a different bag and ask them to pick one piece of paper from each bag and create the story. |
Debriefing questions: | Possible questions:
– Which hints did you find most useful to develop your idea? – How does the sentence that came out apply to your solution?
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Material/equipment needed (if applicable) | Face to face: Paper sheets, pens/pencils and/or a bag
Online: pc, internet connection and an online note sheet, Zoom/Google Meet or similar platforms with screen sharing option |
Allocated time: | 45 minutes |
How can this activity be adapted in a different setting (online or face-to-face)? | The activity can be easily adapted to online version. In this case, participants should write their own list of noun/verbs/adjectives and keep it hidden until everyone has completed the list and then showing it through screen sharing. |
A3. SWOT analysis |
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Format: (face to face, online, both) | Both |
Learning objectives: | – To have a clear vision of crucial elements of a business idea that can ease or hinder its successful result
– To improve self-assessment and analytical skills |
Description: | A SWOT analysis can be applied to an individual with career change in mind, but it is especially used for projects, organisations or even sectors. Filling in a SWOT matrix involves identifying and mapping the internal and external factors that are assisting or hindering the individual/project/organisation/sector in achieving their goal.
By listing, analysing and reflecting upon Strengths, Weaknesses, Opportunities and Threats learners obtain a richer understanding of what they can offer, the issues they need to solve, and where they may need assistance to overcome difficulties. The SWOT analysis can be started as an individual assignment, but it is essential to involve all team members. Some issues detected as weaknesses may be opportunities for another team member. Encourage learners to combine the different quadrants to define strategies that enrich your project: Strengths and Opportunities, Strengths and Threats. After explaining its ratio and the methodology for its accomplishment, facilitator should leave space to trainees to reflect on how this matrix apply to their business idea and let them develop the analysis. |
Notes for the facilitator/trainer: | It is important to guide trainees during the exercise in finding key elements belonging to one of the four SWOT slots. Facilitators should help students to find original and tangible factors. |
Debriefing questions: | Possible questions:
● What can guarantee the success of your project? ● What can hinder it? ● Which external factors can help you in achieving your goals? ● Which external elements can represent an obstacle? |
Material/equipment needed (if applicable) | Face to face: Paper sheet, Markers, Whiteboard or wall to stick notes on, working sheets, pens/pencils
Online: pc, internet connection and camera, Zoom/Google Meet or similar platforms with screen sharing option |
Allocated time: | 1 hour |
How can this activity be adapted in a different setting (online or face-to-face)? | This activity does not require much equipment or arrangements. For this reason, it can be easily switchable to an online exercise. |
A4. Pitch your idea to bring social change! |
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Format: (face to face, online, both) | Both face to face and online, groups of 2-4 people |
Learning objectives: | This tool will help participants to formulate a clear and concise explanation of why their project will create a positive social impact. |
Description: | Participants should work in pairs or groups of 4 for formulating an ‘elevator pitch’ for their social entrepreneurial idea. Each group should agree to work on a specific social problem.
Ask participants to come up with a snappy one-liner describing the work they are doing and the problem they are solving. The elevator pitch is a way to articulate what’s valuable to beneficiaries/society about the product or service, in contrast to anything else that might be on offer. Share with them the pitch template: “For [TARGET GROUP] who [NEED], [NAME OF PRODUCT / SERVICE] is a product/service that [KEY BENEFIT]”
Within “key benefit”, make participants consider what measurable value they deliver to beneficiaries and the wider community. Note that each group should present its pitch within max 1 minute.
The social business model canvas can be used to support learners for putting their ideas into context and develop them further. One can download the tool here: https://thecanvasrevolution.com/product/the-social-business-model-canvas
Take turns and have each team member (or group) to deliver their pitch. After each presentation give some time to other participants to give constructive feedback for the ideas presented.
At the end, ask participants to identify to whom it would be beneficial to present their pitch? (community members, local authorities, private investors etc.) |
Notes for the facilitator/trainer: | If participants are struggling to reach consensus, ask them to consider:
● What would happen if your product/service/project didn’t exist? What do you do that others don’t? ● What would we lose without this product/service/project? ● Who would suffer or be affected? Who are your beneficiaries? ● Apart from “what” your team is doing, answer the “who” (who is your beneficiary?) and the “why” (why does your team or project should exist?). |
Debriefing questions: | ● Why should you convey your message in a clear and concise way?
● What components should be included in the short presentation (pitch) of your idea for social change? ● Why do we need this one liner to present our idea? |
Material/equipment needed (if applicable) | Face to face: Sticky notes, Markers, Whiteboard or wall to stick notes on, working sheets, pens/pencils
Online: pc, internet connection, camera, Miro board or similar tool, Zoom/Google Meet or another similar platform with screen sharing option |
Allocated time: | 45 – 60 minutes |
How can this activity be adapted in a different setting (online or face-to-face)? | The activity can be easily delivered in both physical and digital setting given that proper equipment is available. |