The title of the tool | Dart |
• The learning objective of the tool | -experience certain personal entrepreneurial qualities such as risk taking, commitment to work contract, opportunity seeking, goal setting, system planning and self-confidence; -elaborate individual and group strategies and adjust them to changing conditions; -use feed back to the maximum |
• Target Group | Potential and existing entrepreneurs and managers |
• Duration of the Tool | 2-4 hours |
• Preparation (Preparation before the implementation, needed materials etc.) | Didactic aids to prepare: Dart Board Score Chart (annex 1) Distance Multiplier Chart (annex 2) Companies’ Scoring Chart (annex 3) Materials for the trainers: Coins (small change) Money box for every company to put in its investment 1 dartboard (preferably fixed on a wooden base) 3 light darts 3 heavy darts (new technology) Mashing tape Metaplan cards Soft boards and flip charts Large sheets of paper (to be fixed on the soft boards) Measuring tape (metric) Marker pens Materials for the participants: Real money Paper Pens, pencil Metaplan cards 1 marker pen per group 1 small box to keep the collected money |
• Instructions to implement the tool | The companies act for the second round, one after another. The trainer announces the score of each shot and transfers the results of each player to the Companies’ Scoring Chart (annex 3). 5 min Announcement of the overall results of round 2. Giving the award (i.e. money collected as entrance fee and penalty) to the winning group **The trainer explains the new rules for round 3 as follows: Double entrance fees. Use of heavy darts as an option to be chosen by companies. Individual trial shots against a moderate payment of a specified training fee for the use of the new technology. Retention of the penalty rule. Encouraging side–betting on individual throwers as well as on the companies’ performance. Companies may declare bankruptcy against payment of an equivalent of half the entrance fees (to avoid further losses). 25 min Announcement of the scores of each shot. Co-trainer transferring the results to the scoring table (annex 3). Announcement of the result of the 3rd round and the overall results. Award of the money collected as entrance fees and penalty to the winning group. 30 min The exercise is then processed and the learning points generalised considering the specific environment of the participants and the country. Key questions concerning the groups’ strategies under changing conditions: How did your company decide about name, active and silent members as well as the distances to be taken (individual decisions or group consensus)? How did you reconcile minimising risk and maximising opportunity? Why did you decide like you did on the distances (basis for decision)? How did the penalty affect your strategy? Ask all groups for interpretation if changes of active members and distances during the various rounds took place. Refer to the Scoring Sheet! Why? Why did the losing companies not meet their goals? Ask the respective groups for clarification if anything unusual happened (bankruptcy, quarrelling, payment of penalty, …). Ask why some groups or individual members did not use the opportunity to test the heavier darts. Which entrepreneurial qualities did you experience? Write on metaplan cards! Discuss individual cards and ask the other participants to comment on it. Which business lessons did you learn from this exercise? Lead over to the strategies applied by the different companies. Show their respective performance with the help of the Scoring Chart. Inquire from them how they changed (or not) their strategy. Ask them to classify these strategies according to the three main ones previously mentioned during the training. Which company decided to use an adapting strategy, i.e., through practice, method of throwing, changing distance, or the usual case to adapt to the new situation (rules) with the same personnel or same darts? Which company tried to change the situation, e.g. by influencing the trainers to introduce other rules or not to introduce those rules played during the game because it feared losses? Who tried to influence members of others companies (disturbance during their shots, “psychological war”)? Which company gave a personal loan to another company (which was short of cash)? Which strategy was the most effective? Do not only look at the results and the money gained! Poor (throwing) qualities of one company may have barred its way to win the money. |
Skills – SDGs – Key Competences Chart | Significantly increase the number of young people and adults who have appropriate skills, including technical and professional skills, for employment, decent jobs and entrepreneurship |
Sum Up / Debriefing / Reflection at the end of the implementation | The participants internalise the importance of personal entrepreneurial qualities as risk taking, commitment to work contract, opportunity seeking, goal seeking, systematic planning, building self-confidence and developing strategies. |
• Any tips / suggestions to the trainers for the further implementations | Entrepreneurial strategies, qualities and characteristics Situational change management Simulation of business start-up |
• Resources / References | CEFE metodology |
Chart of the Section 7:
• Reinforced skills (Empathy, Communication etc.) | • SDGs targeted (SDG4 – Quality in Education etc.) | • Erasmus+ Key Competences (Learning to Learn, Social Competences etc.) |
Communication | 4quality education | Team work |
Making decision | ||
taking risks |