1. The title of the tool | Survival of the fittest (To be or not to be) |
2. The learning objective of the tool | To make participants analyse their own problem solving behaviour To compare individual and group stra-tegies To know the elements of productive problem solution develop appropriate strategies for problem solving |
3. Target Group | People in NEET |
4. Duration of the Tool | 1 hour and 20 min |
5. Preparation (Preparation before the implementation, needed materials etc.) | 1.Materials: For the trainers Table tennis balls of 3 different col-ours easy to be distinguished (for a group of 24 people, you need 16 balls of colour a, 16 balls of colour b, and 16 balls of colour c 1 lollipop per participant plus some ad-ditional lollipops and sweets lying down on a table with the ”Mother Nature” chart fixed in front 1. optional: 2 tables for the second round with lollipops and sweets on them (the second chart should say ”Father Na-ture”) For the participants 2 table tennis balls of one single colour for each participant (sweets of 3 different colours are distributed among the participants) 2.Preparation Introduction – to motivate participants introduce the exercise as an opportunity to practise entrepreneurial qualities Explanation of Rules – explanation of the task, rules and conditions for survival (obtaining a lollipop) – Clarify the task only if asked. Announce that execution time will be short, but don’t mention the exact time Distribution of resources – Preparation for Round 1 – Distribute the balls as fol-lows, each participant receives 2 balls in one single colour. 1/3 of the group re-ceives balls in colour A, 1/3 receives balls in colour B and 1/3 receives balls in colour C Make sure that nobody but the receiv-ing participant notices the colour of the balls. Ensure that none of the partici-pants will not show their resources to the others. |
6. Instructions to implement the tool | Round 1. The participants start their mission. Their goal is to survive and the only way to survive is to get a lollipop. They can get a lollipop only if they collect three tennis table balls in different colours one assistant acts as ”Mother Nature” and changes sweets for lollipops and vice versa the trainer observes action and behav-iour of participants Participants convince others to change and/or give balls Participants are changing balls for lollipops at the assistant’s table The trainer observes the performance and stop the exercise before all participants have ”survived”. Round 2. Preparation In the second round the participants should develop of a strategy in a situation of competition The trainer forms 2 groups and controls the time The two groups start discussing and establishing a group strategy The trainer observes groups and listens to their discussion Round 2 – Action The resources are distributed The competition between the two groups start The trainer observes the behaviour and the performance of the two groups One or two assistants change the balls for lollipops and vice versa. The groups are applying their strategies. Estimated time for the second round is 3 minutes |
7. Skills – SDGs – Key Competences Chart | SDG 4 – Quality education SDG 8 – Decent work and economic growth SDG 9 – Industry, Innovation and infrastructure SDG 10 –Reduced inequalities |
8. Sum Up / Debriefing / Reflection at the end of the implementation | How did you interpret the task? On what basis did you develop your strategy? For what reasons could the problem be resolved or not be resolved? How did the winning group develop the strategy? What were the reasons for success? What made the losing group different? For what reasons did they fail? What would you have done in a third round? What do an entrepreneur need to re-solve problems without wasting time and resources? finally, explain the elements of the |
9. Any tips / suggestions to the trainers for the further implementations | Fix a sample of sweets and lollipops on the in-struction chart. Some groups tend to focus processing only on co-operation (with a good co-operation all will work) and to underestimate the need to devel-op an effective strategy bearing in mind availa-ble resources etc. Some groups do have difficulties in understand-ing all steps and elements of the problem solv-ing cycle. A practical example, e.g. production has lowered, can help to understand the cycle. |
10. Resources / References | Problem solving cycle |
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.) |
Problem solving | SDG 4 – Quality education | Learning to learn |
Developing strategy | SDG 8 – Decent work and economic growth | Sense of Initiative and Entrepreneurship |
Team work | SDG 9 – Industry, Innovation and infrastructure | Social and Civic Competences |