HansaVET
Train-the-trainer seminar
TRANSFER OF INNOVATION, MULTILATERAL PROJECTS, LEONARDO DA VINCI
LIFELONG LEARNING PROGRAMME (2007-2013)
AGREEMENT No. 2011-1-LV1-LEO05-02221
Content
0. Background
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1. Target groups
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2. Content of the seminar
- Defining a business project
- Match making with host companies abroad
- Preparing the students for going abroad
- Coaching the business process
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3. Manuals
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4. Draft programme
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0. Background
The HansaVET project is built on the experiences from the Baltic Training
Programme (BTP), a flagship project within the EU Strategy for the Baltic Sea
Region (EUSBSR). The BTP addressed the need of boosting internationalisation and
entrepreneurship within vocational education and training (VET). Graduates from
VET are also untapped resources when strengthening the regional competitiveness in
the Baltic Sea region.
Within the Lifelong Learning Programme (LLP) mobility among VET students has
been supported for decades. Despite that, mobilities are seldom integrated in the study
curricula; nor do mobilities lead to building of relations for future employments or
businesses development. However, there is a process going on within EU where VET
providers are encouraged to build lasting relations with partners abroad, enable
students to take parts of their educations abroad and to get them acknowledged when
returning back home. This model is called ECVET and both BTP and HansaVET
should be looked upon as tools supporting this process towards a structured
international component in VET.
Traditionally, much of the VET knowledge was learnt in the form of journeyman
travelling. Carpenters, shoemakers, blacksmiths and many others learned their
professions from masters in several cities before they became masters themselves. In
today’s VET we have lost this international dimension and most VET students study
near their homes with the aim to work locally or sometimes regionally.
Furthermore, VET students are seldom encouraged to develop their entrepreneurial
skills. Basic training in economy is often included in curricula but in BTP mobility
has been introduced as a tool for training entrepreneurship and business development
in reality.
In HansaVET the experiences and methods developed within BTP will be transferred
to VET providers in Estonia, Latvia, Lithuania and Sweden. In total, 330 trainers or
administrative personal with VET providers will be able to acquire competences for
supporting VET students – namely, preparing viable business projects, matching those
projects with host-companies abroad and finally, coaching both parties, students and
companies, when they together develop a joint business project.
1. Target group
Organisation of international mobilities, support in finding companies for internships
as well as training in economy and entrepreneurship is done differently in the four
countries. The responsibilities are often carried out by more than one person.
However, the target group for this training is trainers in economy and/or
entrepreneurship with VET providers, both on the upper secondary as well as the
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post-secondary levels. In order to integrate mobilities with training in
entrepreneurship, it is important to embed the relevant competences into the work of
one person, the trainer.
2. Content of the seminar
2.1 Defining a business project
Learning outcome
After this first module the trainers will be able to help their students with formulating
business projects. The applied method will mainly be coaching but the basic
knowledge on project theory will be given as theoretical training.
Content
Initially, when starting the training we ask the students to elaborate on dreams they
have today or have had about their future. What would they like to achieve in their
professional life? The start point for defining a business project is often dreams,
something the students thought of during their studies but never had time nor support
to develop. Our role is to unleash the potential of entrepreneurship in the students.
In order to be able to develop a dream into reality one needs a structure, a project.
Understanding of projects is important. How do we define projects? Why do we
organise activities in projects? What parts does a project consist of? What
characterises a business project? These are questions we answer in the beginning of
the training, a theoretical part with some practical training.
Project coaching is the method used in BTP for supporting the students at three
development stages - the project design, in developing a common cooperation project
with the host company, and finally when presenting the ready project and further
steps. It is likely that the majority of students will need support already when
designing their projects.
It is desirable that the students when starting this training already know how to write a
business plan. It will then be easier to transfer that knowledge into defining a business
project. The component to be added is internationalisation, answering the question
how do I go international with my business idea?
To summarise, this module consists of
- from dream to business project,
- project theory,
- coaching as a method.
2.2 Match making with host companies abroad
Learning outcome
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After this second module the trainers will be able to perform match making with
companies abroad. With base in the students’ business projects, they will learn how to
formulate selling arguments and discuss business opportunities that the project can
give to potential host companies. The trainers will also learn how to identify suitable
host-companies within the Baltic Sea Region, using available business intelligence.
Finally, the trainers will learn how to communicate with companies abroad including
some basics of telemarketing.
Content
The most important prerequisite for a successful match making with a host company
abroad is a well-defined business project. In this module we will start with elaborating
on selling arguments. Answering the question - what makes companies decide on
taking interns with business projects? The trainer will be like a salesman, offering
interesting business opportunities to companies.
When one is prepared with the selling arguments one need to find suitable companies,
matching the business ideas. What are the sources of information about companies?
Here the focus area is the Baltic Sea region and primarily Estonia, Latvia, Lithuania
and Sweden.
When approaching companies it is recommended to start with a telephone call - a first
contact when the relevant contact person is identified. This will be followed by an email where the VET provider, the presumptive trainee and the business project
including the selling arguments are presented. However, e-mails seldom “close the
deal”, and usually a second telephone call is needed. Now it is important to be well
prepared with the selling arguments, ready to lead the telephone call to a deal. This
technique is referred to as telemarketing and will be trained in practice.
To summarise, this module consists of
- formulating selling arguments,
- business intelligence, how to find companies within the BSR,
- contacting the company, in writing and by phone (telemarketing).
2.3 Preparing the students for going abroad
Learning outcome
After this third module trainers will know how to prepare their students for going
abroad. They will learn some tools on how to teach history, international business
development, cultural awareness and business intelligence – all with focus on the
Baltic Sea Region. The suggested methods will be a mixture of traditional training
and role games.
Content
Often VET students have not considered going abroad for training, work or business
activities. Some students have had an internship abroad and most of them have been
tourists but what we will offer them is in most cases something totally unknown.
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Hence we need to prepare them, giving them a tool box with skills in order to
optimize their in-company training and hopefully the successful start of a business
activity.
In BTP we have identified five important areas of competences needed for a
successful implementation of a business project with a partner and/or host-company
abroad. These are;
- history, understanding of the differences and similarities in our history of the
Baltic Sea Region,
- cultural awareness in order to understand and work with people from other
cultures,
- project theory and project management (already discussed in the first module),
- business development and internationalisation,
- business intelligence.
Most probably there could be other areas of competence to be added but our
experiences are that these are the most important one and often not trained at present
in VET.
2.4 Coaching the business process
Learning outcome
After this fourth and final module the trainers will know how to coach both the trainee
and the host company during the in-company training. Both parties may need help to
understand each other, not just with regards to language. Furthermore, projects might
need to be adjusted when the parties have meet and started to get to know each other.
Finally it is important to help, mainly the student to stay focused on the development
of the project.
Content
Already in the first module we have discussed coaching and how coaching is
performed. In this module we will concentrate on the situation when the student, the
trainee, is with the host company. What support might be needed and how can we
guide the parties to successful in-company training, valuable to both parties. It is easy
to take the position that now our task is accomplished, but our experiences are that if
something goes wrong, and there is no support, it can jeopardise the whole
“investment” and risk the relationship with a valuable host company.
It is recommended to prepare the host company, to make sure the contact person, the
one in daily contact with the trainee, is well aware of the aim and objectives of the
project. Often host-companies, at least big ones, have a special programme for
trainees giving little room to adjust to individual projects. That is why it is important
to make sure that the person in the host company actually involved in the in-company
training is well informed about the content of the agreement between the VET
provider and the host company.
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The trainee will also need support. It is recommended to keep e-mail or Skype contact
with the trainee once a week in order to be able to spot problems at an early stage. At
the end of the internship the trainee is supposed to prepare a presentation, reporting on
the progress of the project and the next step. The trainee will most likely need more
support of the trainer when preparing this presentation.
3. Manuals
At the end of the train-the-trainer seminar the participants will be given manuals on
the following topics;
- Defining a business project
- Match making with host companies abroad
- Preparing the students for going abroad
- Coaching the business process
4. Draft programme for the train-the-trainer seminar
Wednesday, October, 17, 2012
09.00 – 09.45
Introduction to the Programme and BTP
09.45 – 10.30
The participants introduce themselves and their relevant experiences as well as their
expectations on this training
10.30 – 10.45
Coffee break
10.45 – 12.15
Defining a business project
12.15 – 13.00
Lunch
13.00 – 15.00
Defining a business project
15.00 – 15.30
Coffee break
15.30 – 18.00
Defining a business project
19.00
Dinner
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Thursday, October, 18, 2012
09.00 – 10.30
Match making with host companies abroad
10.30 – 10.45
Coffee break
10.45 – 12.15
Match making with host companies abroad
12.15 – 13.00
Lunch
13.00 – 15.00
Preparing the students for going abroad
15.00 – 15.30
Coffee break
15.30 – 18.00
Preparing the students for going abroad
19.00
Dinner
Friday, October, 19, 2012
09.00 – 10.30
Preparing the students for going abroad
10.30 – 10.45
Coffee break
10.45 – 12.15
Coaching the business process
12.15 – 13.00
Lunch
13.00 – 15.00
Coaching the business process
15.00 – 16.00
Closing session:
How to optimise trainers’ and administrative resources of the VET providers for the
optimal functioning of the model
15.30 – 16.00
Coffee and sandwiches
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