TABLE OF CONTENTS
INTRODUCTION: ............................................................................................................................................................................. 2
SESSIONS: ......................................................................................................................................................................................... 6
WELCOME .......................................................................................................................................................................................................... 7
MOTIVATIONAL TALK ...................................................................................................................................................................................... 9
CREATIVITY AND TEAMWORK 1 ...................................................................................................................................................................11
MARKET RESEARCH REFRESHER ..................................................................................................................................................................14
NETWORKING ..................................................................................................................................................................................................18
INTRODUCTION TO SOCIAL ENTREPRENEURSHIP .....................................................................................................................................25
SOCIAL ENTREPRENEURSHIP FAIR ..............................................................................................................................................................28
FINANCIAL ANALYSIS 1: FINANCIAL STATEMENTS...................................................................................................................................30
HOW TO BE A CHANGE AGENT.....................................................................................................................................................................33
FINANCIAL ANALYSIS 2: FINANCIAL RATIOS .............................................................................................................................................37
CREATIVITY AND TEAM BUILDING 2 ...........................................................................................................................................................39
MIND MAPPING ...............................................................................................................................................................................................43
PASSION VOTING .............................................................................................................................................................................................45
OPEN SPACE (HOW MIGHT WE) .................................................................................................................................................................47
BRAINSTORMING .............................................................................................................................................................................................49
BUSINESS MODELS..........................................................................................................................................................................................51
COMMERCIALIZE YOUR IDEA .........................................................................................................................................................................54
ME TIME ...........................................................................................................................................................................................................57
REALITY CHECK ..............................................................................................................................................................................................58
DESCRIBE YOUR VALUE CHAIN ......................................................................................................................................................................60
INTERNET RESEARCH.....................................................................................................................................................................................63
PROTOTYPES ....................................................................................................................................................................................................68
FORMAL PRESENTATIONS .............................................................................................................................................................................70
INTRODUCTION TO THE DARE TO INNOVATE MENTOR PROGRAM ........................................................................................................71
FOSTERING A COMMUNITY (TECHNOLOGY RESOURCES) ........................................................................................................................74
MONITORING AND EVALUATION ..................................................................................................................................................................77
ACTION PLAN ..................................................................................................................................................................................................81
ENVISIONING THE FUTURE AND CLOSING ..................................................................................................................................................85
ANNEX: ........................................................................................................................................................................................... 87
BUSINESS PLAN ...............................................................................................................................................................................................87
FEEDBACK FORMS ..........................................................................................................................................................................................89
1
INTRODUCTION:
“The pessimist sees difficulty in every opportunity. The optimist sees the opportunity in every difficulty.” -Winston
Churchill
Dare to Innovate gives youth the lens to see the entrepreneurial opportunity present in each of the many challenges
that Guinea faces. It charges youth to become actors in their economy while fighting social issues. It is informative
and inspiring. This handbook is the first step in creating a Dare to Innovate Movement in your community.
The program is conceived in four parts. The first is a training program that introduces youth to social
entrepreneurship, generates ideas for businesses and pushes them to innovate. In your hands is the manual for this
part of the program. It is a step-by-step guide that allows you to train any youth with a foundation in
entrepreneurship to be a social entrepreneur and a leader in their community.
The second phase is community research. After completing the training program, the young social innovators must
go out into the communities where they will launch their products to do in-depth research. For our program, we
have paired them with Guinean mentors and Peace Corps Volunteer Trainers to guide them through the process.
The third phase is funding. We have structured Dare to Innovate as a competition. After the research and
development period, our young entrepreneurs will return to the training center to pitch their idea to a panel of
judges. The most feasible ideas with the highest potential for impact will receive their start-up funds, but all
participants will gain the competencies necessary to receive credit from a microfinance or other funding institution.
The fourth phase is the launching of a movement. We hope that out facilitators, mentors, and participants will
become disciples of the Dare to Innovate movement, using the brand to promote “doing well by doing good”,
corporate social responsibility, financial sustainability, and social enterprises in general. For the movement in
Guinea, we have created an online resource, OsezInnover.com, and are building a Center for Excellence in Social
Entrepreneurship to serve as an incubator and training center.
You are taking the first steps by reading through this manual. The program is yours to adapt to the realities of your
economy, the education level of your target populations, and the extent to which social entrepreneurship is already
practiced in your community. Blaze your own trail, but if your compass loses true north (or you are just looking for a
seasoned trail guide) feel free to reach out to the Dare to Innovate team at osezinnover@gmail.com.
Social entrepreneurship creates employment, forms responsible leaders, and stimulates the economy all while
combatting social problems that the community deems most pressing to alleviate. We believe it is the key to
unlocking the potential of youth and creating a world where everyone has access to opportunity.
Meghan McCormick
Coordinator, Dare to Innovate
CONTEXT:
Small enterprise development is cited as a priority in the Government of Guinea’s Five-Year Socio-Economic
Development Plan (2011-2015) in an economy where 90% of businesses are classified as small or medium. A lack of
technical support is cited as one factor impeding small and medium enterprise (SME) growth. 1
Formalizing informal sector activities in order to fuel economic development and combat unemployment remains a
priority for the Guinean government. The informal sector is estimated to employ 86% of the working population 2
and constitutes nearly 50% of Gross Domestic Product (GDP). 3
Youth employment, professional development, entrepreneurship and civic engagement remain national priorities as
defined by the Guinean Ministry of Youth and Youth Employment, with 74% of the population classified as youth (15-
1Ministère
du Plan, Plan Quinquennal de Développement Socio-économique (2011-2015), December 2011.
2Ibid.
3African
Development Fund, Republic of Guinea Results-Based Country Strategy Paper (2005-2009), June 2005.
2
35 years old, as defined by the Guinean Government) and 55% under the age of 20. 4
Education, training and decent employment remain central priorities for the Guinean Government, with an
overarching aim to assist youth in becoming responsible, engaged and well-rounded citizens in order to participate
in national development and regional integration. 5
Unemployment affects 15% of those with a secondary-level education, 42% of those completing technical schooling
and 61% of those with a university degree. Additionally, 70% of those under 25 years old (regardless of educational
level) are unemployed. Unemployment and under-employment are explained by a disconnect between the Guinean
economy's needs and the training and education offered to youth, and further reinforced by a limited number of
employment opportunities in the private and public sectors. 6
Many of Guinea’s small business operators are considered “necessity entrepreneurs” due to a lack of other suitable
work options. Despite the fact that these informal business activities drive the Guinean economy at a household
level, there exists minimal training and support to promote entrepreneurial development. In Guinean formal
education, entrepreneurship is not offered until the university level; however, in order to be effective,
entrepreneurial spirit and skills would ideally be cultivated from a much younger age.
THE PROCESS OF DEVELOPING ENTREPRENEURIAL IDEAS:
The Dare to Innovate program is a process. It takes participants through a series of activities that will lead them to
discover social entrepreneurial ideas, while providing them support and competencies needed to be a successful
entrepreneur through the supporting lessons.
It starts with a discussion of the Guinean economy and important past events. You cannot start a business without
knowing the context in which you are working and we cannot discuss the future without taking the past into
account.
Next, we come to the Mind Map. Using this tool, we will talk about trends and “truths” playing out in Guinea right
now. These trends are the opportunities that our entrepreneurs will exploit and highlight the social issues that they
will try to ameliorate with their products/services. We will then to Passion Voting to pool our points of view and
see what trends present the biggest opportunities and what social issues we are motivated to combat.
The most relevant trends (as revealed by the vote) will become the topics for an Open Space meeting. Participants
will generate concrete examples of the way a certain trend is affecting Guinean life. They will frame their
discussion in the form of writing “Dreams and Gripes”. They will write sentences in the forms, “I really wish…” and
“It frustrates me that…”. They will end this session by reframing these dreams and gripes into “How Might We
Statements” which transforms them into possible design challenges. These “How Might We” statements will get
posted on the wall on flip chart papers. During the Brainstorm session, participants will come up with as many
answers as they can to the “How Might We” questions. They will write them on post-it notes. At the end of the
session, they will post them on the flip chart in clusters of similar solutions. By then end of the day, they will have
picked 3 solutions they think are feasible business ideas.
They will then learn about Business Models and figure out how to commercialize their ideas. The flip charts full of
solutions will remain on the walls for people to pick from if they need a new idea. During Commercializing Your
Idea, they will pick a business model and define the operations of their businesses. Using the business model canvas
to concretize their ideas, they will informally present their ideas and receive peer feedback allowing the
entrepreneur to further develop their idea. They will then have Me Time to reflect about their idea. Do they think
it is feasible? Are they ready to dedicate themselves to making it a reality? Do they want to work on a team?
They will then get a Reality Check. They will define their target market, see if they can actually make a profit, find
out what competencies they are missing and if they can get them, and if necessary change their idea. The last
session of the day is Sketch and Refine Your Idea. They will put their idea down on paper. They will answer the
question, “What is the core of your idea? What gets you excited about it? What is the most important value for your
audience? What real need is it addressing?” They will make a list of their constraints, challenges and barriers and
4Ministère
5Ministère
6
de la Jeunesse et l’Emploi des Jeunes, Plan Stratégique de Développement de la Jeunesse et du Sport, September 2011.
du Plan, Plan Quinquennal de Développement Socio-économique (2011-2015), December 2011.
Ibid.
3
gain an understanding of how to leverage the value chain to add value. They will brainstorm ways of getting past
the constraints without giving up the core values of the project. They will re-sketch their idea.
At this point in the process, entrepreneurs will all be at different stages. Some of them will be confident in their
ideas, while others will be back at square one. To respect their different paces of working, we will give them time
for Independent Work and in the evening will learn about prototyping and complete Prototyping activities. First
thing on Saturday morning, they will Present their “final” idea; the one that they will research during the R&D
period. We will also talk about how this is a process and their idea might change completely as they do their
research.
MISSION, GOALS, AND OBJECTIVES7:
The mission of Dare to Innovate, is to create a community of socially minded individuals and entrepreneurs that
fosters the exchange of ideas, knowledge and resources, catalyzing and promoting the social entrepreneurship
movement in Guinea.
Conference Goal: By the end of the conference, participants will have gained a new perspective to identify
creative, sustainable business solutions to social needs.
Objective 1: Participants will be introduced to at least five successful social businesses through the
entrepreneurship fair and gained an understanding of what it means to be a social entrepreneur.
Objective 2: Participants will have an understanding of the economic and social landscape in Guinea.
Objective 3: Participants will practice creative thinking, teamwork, and problem solving skills.
Objective 4: Participants will have the tools to verify the financial and technical feasibility of their idea.
PARTICIPANT SELECTION:
In 2012, Peace Corps Response Volunteer, Phillip Rush, developed the Youth Entrepreneurship Training Program
(YETP) in partnership with the professional school in Boke. As of February 2013, 700 youth have graduated from the
program and many more are currently participating. The course teaches accounting, marketing, feasibility studies,
business plans, action plans, and creativity at a basic level. The program is evolving and as part of this evolution,
we are creating the conference to serve as an advanced course for outstanding graduates of the YETP.
If your country does not have a basic entrepreneurship training program, we recommend using YETP. Copies of the
program can be accessed at OsezInnover.com. In order to successfully complete the Dare to Innovate program,
students must already have a basic comprehension of entrepreneurship, so it is crucial that they complete the YETP
or a similar program (GERME, an university entrepreneurship class, etc.) before starting with Dare to Innovate.
Our original twenty-one social innovators were selected from among YETP graduates through an application that
tested their critical thinking skills, propensity for action, grasp of YETP topics, and what they see as their role in
Guinea’s future. A copy of the application can also be accessed at OsezInnover.com. Additionally, they must have
finished high school and be serious about starting a business within a year of the conference. We are not targeting
students who have more than one year of future education planned. The goal of this conference is for each
participant to engage in business creation within the year and we believe that current students will not be able to
do this. Participants will be between 18-35 years old and 10% are female. We are striving to empower positive
deviants; they must posses a spirit of creativity.
ACKNOWLEDGEMENTS:
This program was built thanks to the work of many scholars, businesspeople, and changemakers before us. Without
the support of their guidance and the resources they had already developed, this work would not be possible.
The Dare to Innovate team, comprised of Peace Corps Guinea volunteers and host country nationals, must be
acknowledged for their tireless efforts to launch a social enterprise sector in Guinea. They are Emma Schaberg
O’Brien (PR, Marketing and Communications), Chris Austin (Budget, Logistics, and Procurement), Hilary Braseth
(Partner Outreach), Kenny Lawrence (Content Specialist), Abraham Chen (Technology Director), Wiatta Thomas
7The goals and objectives for the Research and Development Period, The Competition, and the Movement are available at
OsezInnover.com
4
(Director of the Mentorship Program), Meghan McCormick (Coordinator), and Amadou “Chico” Cissoko (Director of
the Movement). Special thanks are also due to Allison Grossman, Elhadj Mamadou Diallo, Chelsea Erola, Kristine
Schantz, M. Cellou Bah, Mariama Bah, Maren Lujan, Matt Chalupa, and Yansana Naby.
Financial support for the Dare to Innovate conference and movement was given by The Honorary Consulate of India,
Super Bobo, and VIVO Energy. Funds were also raised through the generous donations of countless friends and family
members through the Peace Corps Partnership Program. In-kind support was received from The Guinean Association
for the Development of Private Enterprise (AGUIDEP), FABIK Farms, Cellcom and the Innovation Unit of the United
States Agency for International Development.
Gulay Ozkan, an entrepreneur, professor, innovator, and founder for the GO program has been mentoring our
content creation since the beginning. Her thoughtful critique and expertise has helped to ground this program in the
realities of an emerging economy and pushed us to include more rigorous business training in the program.
We took many of our activities, including the timeline and the mind map from “Future Search: Getting the Whole
System in the Room for Vision, Commitment, and Action” and its associated training program taught by Marvin
Weisbord and Sandra Janoff. While “Dare to Innovate” takes a large detour from Future Search, our philosophy is
derived from the Future Search principles.
“Design Thinking for Educators Toolkit” was also very informative when creating our methodologies. The lesson on
Action Plans, Brainstorming, Reality Check, Small Group Presentations, and the “How Might We” activity all come
directly from this resource.
We also adapted the Open Space Technology to form the bridge between identified trends and the kernels of
entrepreneurial ideas.
Paul Louis, a seasoned educator of the Outward Bound Program, introduced us to experiential learning and taught us
the “Three Ball” activity used in the introduction and “The Blind Maze” used in the creativity and team building
sessions.
Our activities in the creativity and team building sessions are from either, “The Lightweight Team Kit” or “Raccoon
Circles: A Handbook for Facilitators II”. Both are available for free at Teamworkandteamplay.com.
The Market Research Refresher was adapted to the Guinean contexts from “Biz/ed-Market Research.
The Introduction to social entrepreneurship, and many of the principles behind this conference, were informed by
the work of Ashoka, particularly their book, Social Entrepreneurship: Theory and Practice.
The Harvard Business School Case, “Social Enterprise: Private Initiatives for the Common Good” and “The Process of
Social Entrepreneurship: Creating Opportunities Worthy of Serious Pursuit” out of the Center for the Advancement
of Social Entrepreneurship at the Fuqua School of Business were also integral to our understanding of social
entrepreneurship.
The Business Plan review lesson, is based on the “Business Plan” lesson of the Youth Entrepreneurship Training
program, developed in partnership with the Guinean Association for the Development of Private Enterprise.
How to be a change agent pulled from Bob Dick’s “Educating the Change Agents” specifically the “Intend, Act,
Review” loop is directly presented from his findings.
The sections on business models and commercializing your idea pull from the articles, “Do you Really Want to Be an
Ebay”, “Making Sustainability Profitable” and “Why the Lean Start-Up Changes Everything” from the Harvard
Business Review. The business model canvas is from businessmodelgeneration.com and is reused with permission
from the creative commons.
The prototypes lesson is informed by Eric Ries text, “The Lean Start Up”.
The monitoring and evaluation session incorporates Acumen Fund case studies based on the companies Dlight and
Waterhealth. It also pulls from an article “From Project to Institution: AFD and Credit Rural De Guinee Invest in
Rural Finance for the Long Term” from the Consultive Group to Assist the Poor.
5
The language for the guided meditation is adapted from "Envisioning Your Future: A Guided Meditation" and a blog
post “3 Most Important Questions”.
Dare to Innovate is licensed under Creative Commons Attribution-Noncommercial. Please feel free to copy, remix
and share with credit given to Dare to Innovate (Peace Corps Guinea).
WORKS CITED:
"3 Most Important Questions." Web log post. Embrace Your Changing Self. N.p., 6 Apr. 2013. Web. June 2013.
<http://embraceyourchangingself.blogspot.com/2013/04/3-most-important-questions.html>.
Ashwin, A. "Biz/ed - Market Research - Activity | Biz/ed." Biz/ed - Market Research - Activity | Biz/ed. N.p., 8 Dec.
2003. Web. 07 July 2013.
Blank, Steve. "Why the Lean Start-Up Changes Everything." Harvard Business Review 1 May 2013
Bruskey, Bonnie, and Ruth Goodwin-Groen. "From Project to Institution: AFD and Credit Rural De Guinee Invest in
Rural Finance for the Long Term." Cgap.org. Consultative Group to Assist the Poor, Dec. 2004. Web.
Dees, Gregory; “Social Entreprise: Private Initiatives for the Common Good”. Boston. Harvard Business School
Publishing. 1994.
“Design Thinking for Educators Toolkit”, Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported
license (CC BY-NC-SA 3.0) © 2012 IDEO LLC. All rights reserved. http:// designthinkingforeducators.com/
Dick, Bob. "Educating the Change Agents". Studies in Continuing Education. 13(2), 139-152). 1991.
"Envisioning Your Future: A Guided Meditation" The Leader's Studio, 2013. Web. June 2013.
<http://www.blcaonline.com/wp-content/uploads/2011/07/Envisioning-Your-Future.pdf>.
Guclu, Dees, & Anderson; “The Process of Social Entrepreneurship: Creating Opportunities Worthy of Serious Pursuit”
Center for the Advancement of Social EntrepreneurshipNov. 2002
Haanaes, Knut, David Michael, Jeremy Jurgens, and Subramanian Rangan. "Making Sustainability Profitable." Harvard
Business Review 1 Mar. 2013
Hagiu, Andrei, and Julian Wright. "Do You Really Want to Be an EBay?" Harvard Business Review 1 Mar. 2013
Kennedy, Robert, and Jaqueline Novogratz. "Innovation for the BoP: The Patient-Capital Perspective."
Owen, Harrison. Open Space Technology: A User's Guide. 3rd ed. San Fransisco: Berrett-Koehler, 2008. Print.
Praszkier, Ryszard, and Andrzej Nowak. Social Entrepreneurship: Theory and Practice. Cambridge: Cambridge UP,
2012. Print.
Ries, Eric. The Lean Startup: How Today's Entrepreneurs Use Continuous Innovation to Create Radically Successful
Businesses. New York: Crown Business, 2011. Print.
Weisbord, Marvin, and Sandra Janoff. Future Search: Getting the Whole System in the Room for Vision,
Commitment, and Action. 3rd ed. San Fransisco: Berrett-Koehler, 2010. Print.
SESSIONS:
6
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 1
WELCOME
DURATION: 1 HOUR, 30 MINUTES
OBJECTIVES:

INTRODUCE THE FACILITAROS AND PARTICIPANTS TO EACH OTHER

UNDERSTAND THE GOALS AND OBJECTIVES OF THE CONFERENCE AND THE MISSION AND SPIRIT OF DARE TO INNOVATE
REQUIRED MATERIALS:

THREE SMALL BALLS (OR OTHER NON-FRAGILE OBJECTS)

A STOPWATCH

PREPARED FLIPCHARTS
SESSION PLAN:
WELCOME TO DARE TO INNOVATE (10 MINUTES)
1. Each facilitator will take a minute to introduce themselves. They will say their name, where they live (In
Guinea), their affiliation and why they are interested by social entrepreneurship.
2. The participants will each introduce themselves. They will share their name, where they come from, and
why they are proud to be Guinean.
WARM UP ACTIVITY (20 MINUTES)
Tell the participants that they will now play a game with three balls. To start, we must all form a large circle.
1. Explain that as the leader of the games, you will call the name of someone else and then you will
pass that person the ball. This individual will then say the name of a different person (who is not
next to them, and who has not yet received the ball) and pass the ball to them. We will continue
until everyone has received the ball one time. The last person will throw the ball back to the
leader.
2. After the first round say, “Now that everyone knows who they should pass the ball to (and who they
should receive it from), we are going to do the activity again without saying names. This time, if the
ball drops, we must restart from the beginning.”
3. Repeat the process a third time. This time, after sending the first ball off, add a second ball and
then a third one. As always, if a ball falls, you must restart.
4. After successfully having passed the three balls, so it a fourth time, but this time, tell everyone that
you will be keeping time.
5. After having succeeded one time, ask the participants what they can do so that the next round will
be even faster.
6. Continue the game. Use their ideas until they are all tired of the game or they succeed in passing all
three balls in under one second.
Facilitator’s note: Be flexible. With big groups, it can be nearly impossible to pass the three balls in under
a second. When you are satisfied that they have significantly improved their time and thought in a creative
way, you can end the game.
INTRODUCTION TO DARE TO INNOVATE (10 MINUTES)
7
1. Explain, that just like the game we played, this conference will be interactive. All week, they will
be encouraged to see the world in a new way, even though it may be uncomfortable at times.
Without experimenting with new ways of doing things, you will never learn. Just by being here, you
are demonstrating that you are ready to be open and innovative.
2. Continue to make the connection between the game and our community. “Around you, you have the
community of Dare to Innovate. They will share this great experience with you. As well as forcing
you to think creatively, the game began to introduce you to your new Dare to Innovate family.”
3. Introduce the mission of Dare to Innovate: “The mission of Dare to Innovate is to create a
community of socially minded individuals and entrepreneurs that fosters the exchange of ideas,
knowledge and resources, catalyzing and promoting the social entrepreneurship movement in
Guinea.”
GOALS AND OBJECTIVES OF THE CONFERENCE (10 MINUTES)
Read the following goals and objectives:
Conference Goal: By the end of the conference, participants will have gained a new perspective to
identify creative, sustainable business solutions to social needs.
Objective 1: Participants will be introduced to at least five successful social businesses through the
entrepreneurship fair and gained an understanding of what it means to be a social entrepreneur.
Objective 2: Participants will have an understanding of the economic and social landscape in
Guinea.
Objective 3: Participants will practice creative thinking, teamwork, and problem solving skills.
Objective 4: Participants will have the tools to verify the financial and technical feasibility of their
idea.
Ask if the participants understand the goals and objectives. If they have not well understood, re-explain or ask
another participant, who has understood, to explain. Explain that the project has four parts, each of which has its
own goals and objectives. They will learn all of these other goals and objectives at the appropriate time.
Ask the participants to turn to page 1 in their workbooks and respond to the questions listed there. They are,
“Why are you here? What role do you want to play as a member of the Dare to Innovate community? What are your
individual goals and objectives for this conference? What do you hope to learn this week? What do you want to
accomplish?” After giving them enough time to do the work, facilitate a discussion around what they have written.
Facilitators note: This is a good opportunity to explain that the workbooks are theirs. They should fill it out, not
keep is like a clean present to display at their houses after the conference.
SCHEDULE AND LOGISTICS (10 MINUTES)
Ask the participants to find their schedules in their folders and give them a few minutes to study it. Answer
questions as necessary.
8
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 2
MOTIVATIONAL TALK
DURATION: 1 HOUR, 15 MINUTES
OBJECTIVES:

UNDERSTAND GUINEA’S HISTORY AND THE CURRENT WORK ENVIORNMENT IN GUINEA AS WELL AS THE IMPORTANCE OF
ENTREPRENEURSHIP

DISCOVER THAT ENTREPRENERIAL OPPORTUNITES EXIST AND THAT A CULTURE OF ENTREPRENEURSHIP STARTS BY SEIZING THESE
OPPORTUNITIES

ENVISION THE ROLE OF YOUTH IN CULTURAL CHANGE
REQUIRED MATERIALS:

FLIP CHART PAPER

MARKERS
SESSION PLAN:
GUINEA’S HISTORY AND CURRENT WORK (30 MINUTES)
“There are many statistics that are used to illuminate the economic conditions in Guinea including…”
Prepare a flip chart with the following and read out loud.

70% of people younger than 25 are unemployed

61% of university graduates are unemployed

86% of income generating activities are classified as informal (These same activities account for
around 50% of GDP)
Ask the following questions / statements:
1. “These statistics can be shocking to see, but without analysis, they are simply numbers. In order to
understand our present, we must understand our past. With a partner, take 15 minute to discuss the
history of Guinea—the important events, big changes, and the environment”
2. When the 15 minutes are up, explain the following; “Now that we have discussed the past, we will
now discuss the present. Pull examples from your life and your experiences to discuss the current
economic situation with your partner.” Give them 5 minutes to finish.
3. « Now, with the same partner, pulling from all that you have discussed—the history of Guinea and
the current work environment – try to understand why the statistics are the way they are. How have
these past events influenced the present?” Give them 5 minutes to complete the task.
4. Now that the discussion is finishes, ask the participants to share what they discussed in their small
groups. Facilitate a conversation.
THE IMPORTANTCE OF ENTREPRENEURSHIP (10 MINUTES)
1. Ask the following, “In looking at these statistics and considering the history of Guinea, the truths ad
the surroundings with your partner, do you believe that Guinea needs to address these problems?”
2. To reinforce, follow up with “Among the most pressing priorities on Guinea, is the need to create
employment and formalize the private sector including…” Prepare a flip chart paper and read the
following aloud:
o
Increasing private enterprise
o
More available employment
9
o
A more formal work environment
3. “What Guinea needs is entrepreneurs.”
ARE THERE OPPORTUNITIES? (10 MINUTES)
1. Ask the following: “Do you see or feel frustrations or needs not being addressed? Or niches for
development in Guinea?” Take four or five examples and facilitate a discussion.
2. Follow up with: “It is not a big secret that Guinea is under developed, but the reality is that in
under developed countries there are numerous entrepreneurial opportunities just waiting to be
seized. More specifically, there are many opportunities for social entrepreneurship- that is an
opportunity that comes from a social need, a social frustration or a social problem”
A NEW CULTURE (10 MINUTES)
“These opportunities will not be forever unseized. Inevitably, people will seize them, and this will motivate
others to follow their example, and this will create even more opportunities. The result will be a completely new
culture- a culture of entrepreneurs.”
1. Ask the following; “What will be the role of youth in this change?” Facilitate a conversation.
2. Reinforce that, “It is the youth that will contribute the most towards a cultural change. They will eb
the ones to establish its foundation, its direction and eventually its success.”
“YOU are the youth, and it is YOU who can start this change, who can be the example, and who can
drive this new entrepreneurial culture. These social entrepreneurial opportunities are waiting to be
seized, and with the help of this conference WE will seize them!”
3. Prepare a flip chart and present the following: “Through this conference, in seizing social
entrepreneurial opportunities, we will…”
o
Be change agents
o
Develop our country by addressing a need, a frustration or a problem
o
Improve our economy through the growth and formalization of the private
o
Decrease unemployment by creating jobs
o
Take care or ourselves and our families all while doing work that we love and are passionate
about
SMALL GROUP DISCUSSION (15 MINUTES)
Divide the participants into groups of three and tell them to discuss how they themselves will contribute to this
cultural change.
1. End the session with, “One again, welcome, together lets start the change!”
10
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 3
CREATIVITY AND TEAMWORK 1
DURATION: 1 HOUR, 30 MINUTES
OBJECTIVES:

IDENTIFY HOW TO STRENGTHEN CREATIVITY AND TEAMWORK

INDEPENDENTLY CONCLUDE THE IMPORTANCE OF EACH ACTIVITY AND ITS RELEVANCE TO SOCIAL ENTREPRENEURSHIP (BASED ON THE
METHODOLOGY OF EXPERIENTIAL LEARNING)
REQUIRED MATERIALS:





2 LARGE TARPS (EACH 3 METERS X 3 METERS), EACH DIVIDED INTO A 10 X10 GRID USING DUCT TAPE
A PRE-MADE 10X10 “ANSWER KEY” TO THE TARP MAZE
20 LENGTHS OF 1 METER ROPE TIED WITH A HALF-HITCH KNOT ON BOTH ENDS
TWO PREPARED FLIPCHARTS PREPARED FOR CREATIVITY AND TEAM BUILDING DISCUSSION
MARKERS
SESSION PLAN:
Facilitator note: In Session 3: Creativity and Teambuilding 1 participants will identify what they can do to
strengthen creativity and teamwork. In Session 15: Creativity and Teambuilding 2 participants will put what
they learned into action through competition.
ICEBREAKER AND INTRODUCTION (15 MINUTES)
This session will start with two icebreakers, which will lead the participants to begin to understand how
they can think creatively. The two activities are:
Icebreaker 1: The session will start with an icebreaker that will have the participants start to understand
how they can take start to think creatively. Have participants choose a partner. Next, they will have two
minutes to draw their partner’s portrait. After the two minutes are up the participants will show their
portrait to their partner. There will probably be laughing, snickering and maybe even a few “I’m sorry’s”
when they reveal their drawings.
Afterwards explain “The laughing and apologizing happen because we have a preconceived notion of what a
portrait should look like. We are pressured to fulfill this expectation and are potentially embarrassed or
reluctant to share if we don’t live up to the standards we think society sets, but why? Each portrait is a
reflection of your work and you should be proud to present it, to show it off for everyone. We hope that the
feeling that overcame you as you revealed your portrait to your partner, the laugh or snicker or potential
embarrassment that is that changes by the end of the conference. We want you to become more
comfortable putting yourself out there and not worry about other people’s expectations.”
Icebreaker 2: Make a circle with all of the participants. They should be close to their neighbors,
without touching them. Everyone must close their eyes. Together, we will count to 25 without
discussion or signals. Everyone must say at least one number. If two people (or more than two) try to
say a number at the same time, we must start over. Continue until you succeed.
After the icebreakers, ask the following questions:

“Why do they think we have two full sessions dedicated to creativity and team building exercises?”

Facilitate a five-minute discussion before telling them to save their thoughts and we will discuss them
more thoroughly in Session 15:Creativity and Team Building 2.
11


Reveal the two flipcharts titled:
o
What strengthens creativity?
o
What strengthens teamwork?
Take five minutes to take responses and start filling out the flipcharts. After five minutes tell the
participants that we will be continuing to respond to these questions throughout the session.
EXPERIENTIAL LEARNING ACTIVITIES (60 MINUTES)
Activity 1 is called the Tarp Maze.
1. We will divide the participants into 2 groups and bring each group to a different tarp
2. The participants will form a single file line at the edge of their respective tarp (it doesn’t matter
where)
3. Each tarp will have a specific entrance and exit point, with a specific path between them known
only to the PCV facilitating (shown on the “answer key”).
4. The goal is to have the team find the hidden route and successfully go from the entrance to the
exit without ever deviating from the correct path.
5. Participants will be allowed to take one step either forward, to the left, or to the right and can
continue until they choose wrongly – signified by the PCV facilitating yelling “Beep!”
6. Participants will attempt one at a time – returning to the end of the line after their turn is over.
7. The game is won when all team members successfully navigate the maze.
Trainer Note: Participants are allowed to communicate with each other (via talking or gestures). Notice that the
instructions do not prohibit the use of outside resources to note their path.
Return to the “What strengthens creativity?” and “What strengthens teamwork?” flipcharts and see if they would
like to add anything. Record their responses and then continue to the second activity.
Activity 2 is called Double Bind.
1. Tell participants to find a partner (someone they did not know prior to the conference)
2. Each pair should choose one person and tighten (but not too tight!) both ends of one rope
around his or her wrists
3. The other person should tighten one of the ends of their rope around one of their wrists
4. Have them drop the loose end of their rope through the hole created by their partner (created
via their torso to their arm to the rope to their other arm back to their torso) and then have them
tighten the loose end of the rope around their free wrist.
5. Each pair should now be linked to the other. The goal is to find a way to detach themselves,
without tampering with the cuffs.
6. End the activity when there are 10 minutes left in the overall session
Trainer Note: Let them take the rest of the time to do this activity. Do not give the solution away, although if
necessary you can give a hint. If they don’t figure it out in time let them continue throughout the rest of the
conference.
Return to the “What strengthens creativity?” and “What strengthens teamwork?” flipcharts and see if they would
like to add anything. Record their responses and then continue to the second activity.
12
CONCLUSION (10 MINUTES)
End the session by posing the following questions:

Which activity was the easiest? Why?

Which was the hardest? Why?
Encourage the participants to continue to reflect on what they think is important to take-away from the activities
and other qualities they can add to the flipcharts. We will continue the discussion during Session 15:Creativity
and Team Building 2. The flipcharts will be posted here and available to you if you ever want to add to them
throughout the conference.
Facilitator’s note: It’s best if you can put the two sheets “What strengthens creativity?” and “What strengthens
teamwork?” somewhere clear, prominent, and visible so that the participants do not forget to keep adding to it.
It will be necessary to frequently remind participants that they can add to the sheets whenever they have an
idea.
13
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 4
MARKET RESEARCH REFRESHER
DURATION: 1 HOUR, 30 MINUTES
OBJECTIVES:



DISCUSS AND CITE IMPORTANCE OF MARKET RESEARCH, ITS IMPLICATIONS, AND TO CONDUCT IT
PRACTICE ANALYZING MARKET RESEARCH DATA
UNDERSTAND HOW RESEARCH CAN EFFECT BUSINESS DECISIONS
REQUIRED MATERIALS:



FLIPCHARTS FOR LESSON PREPARED AHEAD OF TIME
BLANK FLIPCHARTS
MARKERS
SESSION PLAN:
INTRODUCTION AND FEASIBILITY STUDY REVIEW (10 MINUTES)
1. First ask the participants: “Why is it important to plan before starting a business?”
2. Discuss the reasoning:

Many businesses fail due to a lack of adequate planning, foresight, participatory analysis, selfevaluation and engagement

A feasibility study is a tool to evaluate whether or not a specific business is possible and if it will be
profitable

A feasibility study requires careful analysis of all aspects involved in pursuing a new business
3. Ask participants, “What are the steps of a feasibility study?” Produce a flipchart that shows a snapshot of
the YETP feasibility study

Step 1: Make a business choice

Step 2: Conduct market research

Step 3: Define business operations and the three types of costs

Step 4: Calculate the unit cost, determine the selling price, and estimate sales income

Step 5: Decide if the business is a goo idea
ETUDE DE MARCHE REMISE ÀNIVEAU (20 MINUTES)
1. The second step of a Feasibility Study – Conduct Market Research – is an extremely important step. “Why do
you believe this step is so important?” Write the responses on a flip chart. Their responses should include:

To see if a real demand exists

To understand your target clients and their specific needs

To understand the competition and how you can be different

Evolve your business idea and specific niche
2. Produce a flipchart with the following definitions:

Market: a potential group of customers –peoples or businesses- who are willing and able to purchase
a particular product or service

Market Research: an organized way to gather and analyse information needed to make informed
business decisions
14

Primary Data: new information gathered during market research that comes directly from potential
groups of customers

Target Market: a specific number of customers who are the most likely to buy a product or service.
Many entrepreneurs will focus on marketing to these groups
3. Afterward, state that primary data comes directly from potential groups of customers. “What are ways of
obtaining primary data?” Once all answers have been exhausted, list the following common ways of
obtaining primary data

Interviews

Surveys

Focus Groups

Observation
4. Ask the following: “In addition to primary data, one can obtain information through secondary data. “What
do you think secondary data is?” Once all answers have been exhausted, explain that secondary data comes
from personal research, such as online sources or public records.
MARKET RESEARCH ACTIVITY (1 HOUR)
1. Direct participants to the activity in their participant manual
2. Begin the activity. Have the participants read the introduction and the market predictions.
3. Together, so an example for each question. Sample responses are available at the end of this chapter.
4. In small groups, the participants will discuss and write their answers to the following questions.
Facilitator’s note: Aminata New Product Developers is not a real company, but it represents similar organizations
that exist around the world. The goal of the activity is to practice analyzing data generated from market research
and how this information can have an implication for new products and services. Keep in mind—this is not a
matching activity. Each prediction can influence many products / services and each product can be influences by
many predictions.
Here is the activity:
INTRODUCTION
Below is a list of market predictions for Guinea made by Aminata New Product Developers for the year 2014. When
looking at these, think about their implications for new products or services. Aminata New Product Developers are
a leading provider of information on market trends for businesses throughout the world.
Aminata New Product Developers Trend Predictions for 2014
Some things to look forward to! The predictions by Aminata New Product Developers for what will be hot or not
in 2014.
1. Connectivity: A new fiber-optic cable will bring faster and more reliable Internet to Guinea in 2014.
Internet will be increasingly demanded and accessed, through cyber cafés and mobile telephones.
Sites such as Facebook will be highly trafficked. In relationship to this increasing use, will be an
increasing demand for computer courses. The increase in connectivity will also provide an increase
in mobile communication allowing for the passage of more up to date information, such as the
current trading price for rice
2. Mobile Money: Mobile money transfers and payment will be in high demand. People will be eager to
pay for everything from rice, to product orders, to loan repayments with mobile transfers.
3. The Look of the year: Simplicity. Cloth patterns will be simpler and less colorful. Outfits will be
chic but more conservative. Western clothes and styles will continue to increase in popularity.
4. Cuisine of the year: Asian. Easy to prepare and healthy, Asian foods and flavors will experience a
surge in popularity in. Spices, sauces, and dried ingredients will be increasingly imported.
15
5. Flavor of the year: Mint. This traditional scent is popping up everywhere in skincare,fragrances,
and even candles. We'll be seeing more of a good thing.
6. Ingredient of the year: Moringa. With the increase in awareness and production of this potentplant,
expect this ingredient, to be popping up in all types of foodproducts and drinks.
7. Puppy Love: Can an animal be a member of the family? An increase in pet ownership(versus having
guard dogs or raising animals for food), particularlyof dogs, will increase demand for products such
as collars, leashes,pet food, and carrying cases.
8. The universal sauce: Spiked ketchup, mixed-up mayo - We've seen these seasoned products hitthe
market in Western supermarkets. And with each new product we see,we wonder when we will find
the “universal sauce”. Something like ahot and spicy, but mild mannered sauce that can serve
everyapplication and please everyone. Guinean tastes align with spicy,ketch-up, and mayo loving
western consumers. Will this “universal sauce” be locally produced in Guinea?
9. Plastics: The increase of recycling programs will mean a rise in the value ofreusable plastics. Plastic
bottle will be valuable, as organizationswill buy them to recycle into other plastic
material/products.
THE TASK
In pairs, discuss and write answers to the following questions:
1. Examine and explain how these predictions can be useful for the following businesses:

Market Stand selling imported goods (spices, juice packets, etc.)

Supermarket or gas station boutique

Crédit Rurale (A microfinance institution in Guinea)

Restaurant

Rice farmer

Coyah (Bottled water company)

Health or beauty products retailer

Western fashion retailer

Tailor

Internet café

Orange mobile
2. Select on of the businesses above and explain what could be the impact of this information on the
development of a new product/ service and how they should market it.
3. What other information would a company wish to have before making decisions on changing its product,
service, or marketing approach?
SAMPLE ANSWERS
1. Examine and explain how these predictions can be useful for the following businesses:

Market Stand selling imported goods (spices, juice packets, etc.)


Supermarket or gas station boutique


Flavor of the year- a demand will exist for many citrus flavored products – from juice (in bags or
in cans) to medicines (like the orange flavors oral rehydration salts sold by Population Services
International (PSI)).
Puppy love- their clients will be looking for products for their dogs and will happy to do all their
shopping at one. (It is quicker and more simple if everything is available at one store).).
Crédit Rurale
16


Rice farmer


Connectivity- with the Internet becoming faster and more accessible, he will have acces to very
important information about seeds, new techniques, and access to the market price of rice.
Coyah (Bottled water company)


Mobile Money- in the next year, it is probably that your clienbts will want to pay their
reimboursements by telephone.
Plastics- their bottles will be more precious (and probably more expensive)
Health and beauty products retailer

The scent of the year- their clients will be interested in and looking for mint scented products
2. Select on of the businesses above and explain what could be the impact of this information
on the development of a new product/ service and how they should market it.
 Market Stand
 They will be able to facilitate transfers of mobile money and help promote this
new service
 Coyah (Bottled water company)
 The growth in value for recyclable plastic materials will be an opportunity and a
threat at the same time depending on how they react. They could use their
distribution network to create a parallel network to collect plastics. They could
reuse their own bottles or sell them to recycling and waste transformation
companies. If they don’t do anything, it is possible that the increased cost for
plastic bottles will diminish their profit margin.
3. What other information would a company wish to have before making decisions on changing its product,
service, or marketing approach?

Internet café

The new fiber optic cable will increase demand for the Internet, but will access be available in
the interior of the country? With the more people connecting to the Internet, will people start
using mobile Internet? Will the demand for training on how to use the Internet also increase?
17
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 5
NETWORKING
DURATION: 2 HOURS
OBJECTIVES:

UNDERSTAND WHAT NETWORKING IS

UNDERSTAND THE IMPORTANCE OF NETWORKING

UNDERSTAND HOW TO NETWORK

UNDERSTAND HOW TO ESTABLISH A RELATIONSHIP

UNDERSTAND HOW TO USE THE INTERNET TO NETWORK
REQUIRED MATERIALS:

FLIP CHART PAPER

MARKERS
SESSION PLAN:
WHAT IS NETWORKING? (5 MINUTES)
Explain that networking is a way to enlarge and maintain your network of social relations for professional
benefits.
“You cannot do anything alone. You need other people. We are never perfect and we can never know everything.
The moment that you decide that you can do it all alone will be the moment that you begin to fail. That is why
networking is extremely important. We need other people and networking is basically a tool to attract other
people to ourselves and out ideas to grow our personal and professional social networks”
WHY MUST WE NETWORK? (10 MINUTES)
Motivate the participants to network by highlighting the following points:

Share and gain ideas and knowledge
o If you are trying to start up a business, your need to remember that your mind can only give you
so many ideas. You don’t know everything and you only have your perspective. The perspectives
of others are very valuable.
o It is the same thing if you are failing. It is often difficult to share your weaknesses with others.
You may be shy, but if you discuss your problems with others you may find a solution from their
diverse ideas and perspectives.
o You should network to find areas of cooperation and leverage the competences of others

Guinean culture is a familial culture. We are always thinking about family, but nonetheless we often
hesitate before sharing our ideas and working together.

o
You should be prudent in choosing the people who you work with. At the same time, always
keep in mind that other individuals offer incredible opportunities and knowledge that can
accelerate your enterprise.
o
ACTIVITY:

Choose someone in the room and ask him the following questions: Do you know how to
start a tree nursery or cyber cafe ? Take note of the response.

Next, ask the rest of the participants if there is someone who has these skills or if they
know someone else who has these skills.

Finally: Explain that even in this room there are many skills and ideas that can be
shared. We are all possible collaborators, but no one can do anything alone.
Find Financing
18
o
You never know who you will meet. It may very well be that the random person you meet in a
taxi ride will be the person to invest in your dream. One should always be ready to leverage
these chance encounters by practicing good networking.
KNOW YOUR CHARACTERISTICS (15 MINUTES)
Explain that if you want to effectively network, you need to understand yourself.

One can’t understand what one wants without first understanding oneself. You need to understand
yourself and your desires.

As we’ve already pointed out, networking is about how you attract others towards you. To do this
you also need to understand yourself: What you’re good at, your ideas, what you’re your looking
for. Understanding yourself will help you find ways to show others the way that they can work with
you.

To promote yourself, you need to first understand yourself.
“Think about your characteristics. Who are you and what are your useful skills and experiences. Consider the
aspects listed below to encourage the creation of a more comprehensive list.”
Use flip chart paper to communicate the following points. Explain each point and give examples of each. Answer
the participants’ questions and give the participants 3 minutes to list their characteristics relevant to each major
point below.


Who are the people I know?

What are the places I know?
o
Family
o
The countries I’ve visited
o
Colleagues
o
o
Friends
The cities, villages, regions that I
know
o
Others
o
The neighborhoods I know
What are my skills?

What do I like to do the most
o
Education
o
Soccer
o
Trainings
o
Reading
o
Professional experience
o
Sports
o
Computer skills
o
Music
o
Languages
o
Other
o
Other
You should do this type of self-analysis in order to more effectively network. Always think about networking!
WHAT ARE THE CHARACTERISTICS THAT YOU’RE SEARCHING FOR? (15 MINUTES)
“Furthermore, you need to know what are the characteristics, skills, or resources that you are looking for in
others. In other words, what are the characteristics, skills, or resources that you lack, but that you think others
could help you with?”
Show the skit of Mamadou who is trying to start a cybercafe in a neighborhood of Labé. He doesn’t really know
anything about computers, but he noticed that there were many students who would like to have internet access.
At university, he studied management, and he got some professional experience by working in his older brother’s
store. Because of this, he’s confident that he can run an enterprise. What are the characteristics of others that he
should find before beginning his business?
19
Take responses and add the following points if they are not mentioned. Note the following points on a sheet of
flip chart.

People who can help with financing

People who can help find the appropriate computer equipment

Individuals who can help maintain the computers

Individuals who can install the machines

People who could market the cyber to student

People who can help manage the programs on the machines.
WHERE TO NETWORK (5 MINUTES)
Next ask the following question : « How can Mamadou meet people with the type of experiences and skills he’s
looking for ? Where could he go? » Note the responses on a piece of flipchart paper. Add the following points that do
not appear:

Local Associations Les associations locales

Corporations Les sociétés

NGO’s

Restaurants

Night Clubs

Universities

At the houses of Family and Friends.
HOW TO NETWORK (25 MINUTES)
Explain that you can’t get other people to help you unless they want to help you. Thus, you need to understand how
to create a positive connection with your social network. A positive connection begins with your interactions with
others.
There are three points which are important to consider :
1. How to interact with others
2. How to establish a rapport
3. How to speak with a stranger
1. How to interact with others

Ask the participants to think about the last time that they met another person for the first time
(before coming to the conference – We want to know how they generally introduce themselves).
Next present the following question s on a piece of flipchart paper. Explain that they will work in
groups with the person next to them to respond to the following questions. After 3 minutes, have
the participants share their responses and write them on a flipchart.
o
What did you say?
o
Did you put the other person at ease? How?
o
Did the other person contact you after the first encounter? Why or why not?
20
o
Where did you meet this person?
o
How did you present yourself when you met?
2. How to establish a connection

Ask the participants: “What is a rapport?”
o
A rapport is more than just an introduction, it’s a relationship created over time.

“Everyone knows how to meet people for the first time, but creating a long-term relationship or
rapport is more difficult. How you conduct yourself during these first meetings can define the
future of your relationship.”

Why is it important to develop a rapport?
o
You need to understand the other person. Their interests, the way they think so that you can
understand how you can insert yourself in their life and how you can attract them to you.

Ex. Soccer and youth. If you meet someone who likes football, and wants to help youth, like you do,
you can use these connections to gain trust and understanding.

How to establish a rapport?
o
o
Be likable! How can you become likable?

Make them laugh, look them in the eyes, and ask them about their family. Exchange
stories from your life, smile, listen attentively, be ready to help people at any moment,
and make sure always to greet people and start conversations.

Win the trust of others
It’s not always clear how you can win the trust of others because everyone is
different, but some basic advice is:

Be on time and honest

Be polite

Be open and likable

There are statistics that indicate that in general, a person will have more trust in
someone who is more open than someone who is not.
-

Example: Body Language. Give the participants the example of body language. Cross
your arms and explain that this indicates that you’re afraid, that you don’t want to
talk, and that you are closed. Explain that if you talk with your hands, that shows
that your confident, open, and interested in what the other person is saying.
Have confidence in yourself
-
Example: a participant a participant and look at your feet and speak in a voice that
makes you sound ashamed of yourself. Next, greet another participant by shaking
their hand, looking them in the eyes, and speaking in a sure and confident voice.
Explain to participants that they need to emulate the latter example.
3. How to speak to a complete stranger!

Speaking with a stranger can be scary, but if you never try, you will never establish a connection
with the person, and will never gain their confidence. Voila some advice:
o
Talk about your interests and try to excite the interests of your interlocutor.
o
Look for points of common interest.
o
Remember people’s names
o
Remember peoples’ interests
o
React to what the other person says
21
SKETCH (5 MINUTES)
Present a sketch (see the end of this lesson plan), which demonstrates how to present yourself and how to listen
well.
After the sketch, ask the participants how the actors showed that they had listened to what the other person said.
Record the responses on flipchart paper for everyone to see.
If you know what you need, you will know what you are looking for in others.
ACTIVITY (15 MINUTES)
Have each participant interact with another participant that he or she has not yet met. Have them give each other
feedback about their meeting. Each person should meet 3 other individuals. The facilitators should observe the
introductions and also give their advice.
On a piece of flip chart paper, present the following questions to encourage constructive feedback:
1. Did you win the trust of your partner?
2. What did you learn about the other person?
MORE ADVICE (15 MINUTES)
After the activity, talk with the group about the other, following points. Present each point with a discussion using
the flipchart paper to present visual aids.
1. Maintain a rapport
o
“Why is it important to maintain a relationship?”
o
“How can you maintain a relationship?”
o
“What’s a business card?” Once you’ve taken some responses, display the following definition:

A business card is a way to exchange the contact information with an acquaintance and
to distribute your contact information. A business card also helps those you meet hold
onto something physical to recognize you with.

How does one use a business card?
-
You can’t give a business card without talking to someone! If you do, you will have
wasted your business card because the other person won’t remember you!
-
Think about the Sketch with Mamadou Amadou Bailo Bah. The exchange of a
business card was the last step of the first encounter. Thus, when an acquaintance
revisits your card in the future, she or he will be able to easily recognize you and
remember your conversation.
2. Bad Errors
o
Don’t ask for something during your first encounter – establish a connection first!
o
Don’t insult a contact!
o
Don’t neglect the suggestion of a contact
o
Don’t forget to follow a contact.
3. Network All the Time!
o
Networking should be an integral part of your life like creativity and innovation.
22
o
Try to establish a different contact each day (or fix a goal for yourself to regularly engage in
networking).
HOW TO DO NETWORKING ON LINE (10 MINUTES)

Introduction to using Facebook – We’ll talk more about this during Session 25, but give a brief
overview here.

Present the following: “Another way to maintain relationship or to guard a contact is to send
networking e-mails. Think about relevant news items or other things that might spark the interest of
your contact.”

Show the following example that was written by our favorite, Mamadou Amadou Baïlo Bah, the
young entrepreneur. Once in a taxi between Conakry and Labé, Mamadou met M. Souleyman Sadio
Souaré Sow, a staff member of the NGO, Fantastic World Development (FWD)! They had a good
conversation, and Mamadou has decided that he would like to hold onto the contact. Several weeks
later, he writes the following e-mail to Mr. Sow.
Dear Mr. Sow,
I hope that the rest of your return to Conakry went well. I just got into Labé, but while I was on the road, I
noticed that a project that FWD had put in place next to the road outside of Mamou. It’s very impressive, and I
wish it the best.
Actually, today, I read an article online about a similar project run by the UNDP in Dakar. I have an elder
sister who works for the UNDP in Senegal, and I was wondering if you would like to make contact with her to
exchange ideas and perspectives.
In any case, I greatly appreciated our conversation, and I hope that we’ll have a chance to catch up the
next time you’re in Labé!
Cheers,
Mamadou Amadou Baïlo Bah
Explain that tomorrow we will use these networking skills at the social entrepreneurship fair, and that it is very
important that you hold onto the contact information of our guests.
Networking Sketch
Mamadou Amadou Baïlo Bah is at a motorcycle repair shop to get his motorcycle fixed. While he’s waiting for his
vehicle, he notices another clients next to him who is also waiting. Mamadou Amadou would like to be good at
networking, so he decides to strike up a conversation with nearly every person he meets and to hold onto the
contacts that seems the most interesting.
MA: So that’s your moto over there?
Diallo: yup, it’s a great machine, but the motor has been making a terrible noise. It’s getting quite old.
MA: Ah, ok, but the Meilin, it’s a good motorcycle nonetheless.
Diallo: Yup!
MA: So you know M. Diallo the mechanic here?
Diallo: No, not really, but he’s a good friend of my older brother who lives here in Labé. I’m actually from
Kissidougou!
MA: Kissidougou! Wow, that’s pretty far, but it’s a very pretty town. I passed through Kissi once and had some
amazing plantains.
23
Diallo: That’s Kissi! We have the best plantains in all of Guinea. We even export them all the way to Conakry.
MA: So, what do you do in Kissi?
Diallo: actually, I manage a Loco farm. The farm of Douldé Diallo, my father
MA: Oh wow! So you’re a Diallo huh! But you should really be a Bah!
Diallo: Never! The Diallo’s are the best. So what do you do?
MA: I run a small transport business based here in Labé.
Diallo: Very interesting. You know, I’ve wanted to export plantains to Labé here for a long time, but I never had
the contacts. I’m not ready to expand right now, but maybe we can collaborate in the future.
MA: Certainly! Can I have your contact?
Diallo: Of course!
They Exchange Contacts
MA: Great! Thank you Mr. Diallo, and I’ll make sure to keep in touch. Do you plan on leaving Labé soon?
Diallo: Tomorrow, actually. I’m just here to attend my little brother’s marriage.
MA: Oh! Contratulations!
Diallo: Thank you.
MA: No problem, you know, I have a vehicle going to Mamou tomorrow morning. If you want, it could give you a
ride. It won’t take you all the way to Kissi, but it’s more comfortable than a taxi and completely free.
Diallo: Wow, that would be wonderful! Thank you.
They shake hands
The End.
24
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 6
INTRODUCTION TO SOCIAL ENTREPRENEURSHIP
TIME: 45 MINUTES
OBJECTIVES:


UNDERSTAND A “SOCIAL NEED”
UNDERSTAND WHAT A SOCIAL ENTERPRISE IS – HOW IT IS DIFFERENT FROM A TRADITIONAL BUSINESS, WHERE IT CAN FALL ON A
GENERAL SPECTRUM OF ORGANIZATIONS, AND THE IMPORTANCE OF STILL MAKING A PROFIT
MATERIALS:


FLIP CHART PAPER
MARKERS
SESSION PLAN:
AN ATTRACTIVE OPPORTUNITY (10 MINUTES)
4. Ask the following: “All acts of entrepreneurship start with a vision of an attractive opportunity, how
do you think an ‘attractive opportunity’ differs from a traditional business to a social enterprise?”
Facilitate responses and a discussion.
5. Follow-up with reinforcing that: “For social entrepreneurs, an ‘attractive opportunity’ is one that
has sufficient potential for making a positive social impact. It is the idea of making a social impact
that comes first; developing that idea into a workable and profitable venture follows.”
DEFINING “SOCIAL NEED” (13 MINUTES)
1. Ask the following: “We use the word “social” a lot: social entrepreneurship, making a social impact,
improving social conditions, etc. All of these are referring to addressing a social need. What do you
believe the definition of a social need is?” Have participants discuss with a partner, after a few
minutes take responses and facilitate a discussion.
2. Follow-up with the following:
o
“A social need is the gap between desirable conditions and the existing reality.”
o
In other words, these desirable conditions must be realistic for the specific environment.
o
Ex: Perhaps it is desirable to improve the healthcare system in Guinea. Is having a world-class
private health center possible to obtain at this moment with the existing reality? Perhaps at
this moment it is simply to improve the available medications; go step-by-step.”
WHAT IS A SOCIAL ENTERPRISE? (8 MINUTES)
Present a flip chart with the following bullet points:

A social enterprise is a business that exists to respond to a social need. The primary objective of a
social enterprise is to maintain or improve social conditions in a way that goes beyond financial
benefits.

Traditional businesses also can mix a social impact into their organization, however social
enterprises differ because they aim to directly and deliberately affect social conditions.

In addition, social enterprises integrate their social objectives into their daily managerial decision
making throughout their enterprise’s existence.
Present a flip chart with the following spectrum:

Social enterprises and the general spectrum of organizations
Trainers note: It’s important to explain that this spectrum is for all types of organisations (NGO’s, Social
Enterprises, Traditional enterprises, etc.). You will discuss where social enterprises fall on this spectrum.
25

Comprehensive example of a factory.
o
Position 1: A non-financial goal. There is a factory next to a river, and it disposes of its waste right
into the river. A group of youths have formed an association to ask the government to help them
clean up the river (with financing). With this subvention, the youth get together and clean up the
river. (Here the group has a non-financial goal, obviously, the factory is a traditional enterprise)
o
Position 2: An organization who’s objectives are primarily social: An old man has noticed that
there are many bottles in the river because of the factory. The bottles kill animals and destroy
the environment, so the old guy collects the bottles and transforms them into caldrons that he
sells. In addition, he invests a percentage of his profits to collect the other types of trash which
don’t have value.
o
Position 3: Financial objectives are the primary goals. In the same city, on the same river, there is
a campground. It rents out canoes and tents so that tourists can go out and explore the river and
go camping. The campground knows that a clean river will improve their bottom line, so they
promote the cleaning of the river, and each month, all the employs spend a day cleaning the
river.
o
Position 4: Financial objectives only. The factory on the river knows that it is polluting, and it is
working to adopt technologies that will help it avoid polluting. In addition, it invests a part of its
profit in the installation of pumps so that people who live next to it don’t drink the dirty river
water and get sick. The majority of the people who use the pumps are the factories employees, so
the factory is benefiting off of these pumps indirectly.
o
Position 5: Focused entirely on profit: The factory knows that it pollutes the river and that the
residents near the river get sick because of it, but the factory does do anything. It has concluded
that its pollution is not its problem.

Our sweet spot for social enterprises exists on the spectrum between “Primary goal social impact,
Secondary goal financial profit”, and “Primary goal financial profit, Secondary goal social impact”.

This placement allows for us to directly and deliberately affect social conditions while at the same
time be self-sufficient in generating a financial profit.
IT’S GOOD TO MAKE A PROFIT! (15 MINUTES)
1. Ask the following: “Can social enterprises also make a profit? Why or why not?” Facilitate responses
and a discussion.
2. Follow-up with the following:
o “Of course social enterprises must make a profit!
26
o Like traditional businesses, social enterprises aim to be financially self-sufficient – charge for their
product/service in order to realize a benefit.
o Financial considerations are made, they just, as previously mentioned, are weighed more or less
equally with social objectives. Even if a decision would be perfect for the social objectives, if
they are not also financially feasible, it is rendered impossible to make.
o Even in social enterprises, the profit supplies the salaries of workers and the entrepreneur.”
3. Reinforce with the following:
o “As with traditional businesses, a demand must exist and competitors must be considered.
Converting a promising idea into a workable and attractive opportunity requires an on-going
creative process working hand-in-hand with a feasibility study.
o Even social ventures can fail if they are not grounded in market realities.”
27
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 7
SOCIAL ENTREPRENEURSHIP FAIR
TIME: N/A
OBJECTIVES:

FACILITATOR SUPPORT FOR PLANNING AND CONDUCTING A SOCIAL ENTREPRENEURSHIP FAIR
SESSION PLAN:
Facilitator Note: The following lesson is for your reference when planning and conducting a social
entrepreneurship fair.
WHAT IS A SOCIAL ENTREPRENEURSHIP FAIR?
6. A Social Entrepreneurship Fair is when real life social entrepreneurs or representatives of a social
concept come to the conference to present, discuss, and network with the participants.
WHY CONDUCT A SOCIAL ENTREPRENEURSHIP FAIR?
7. Having real life examples and entrepreneurs for participants to see and meet is very beneficial.
Participants can learn about social entrepreneurship all day long in the class room, however with a
fair participants can: see a real example and learn how entrepreneurs have overcome obstacles;
generate ideas by hearing different stories; see that starting a social enterprise is truly possible.
8. In addition, this is a fabulous occasion for participants to network and make contacts that can be
beneficial when researching and starting their business.
HOW TO CONDUCT A SOCIAL ENTREPRENEURSHIP FAIR

There is no one way to conduct the fair. You can decide what will be best for you by thinking
creatively and uniquely! However, below is an example of how the fair can been scheduled:
o
9:00 – 9:45: Session 7 “Introduction to Social Entrepreneurship”

o
o
9:45 – 12:15: Social Presentations

10, 15 minute presentations about various social enterprises and/or concepts.

The presenters can be invitee social entrepreneurs talking about their company and the
social impact they aim to make, or a representative presenting a social concept.

The topics can vary widely based on the enterprise and the variety of entrepreneurs
presenting at the fair.
12:15 – 13:30: Booths

o
After all the presenters give their presentations, they will go to their designated
“booth”. Each presenter will have a table in an open, free space. Participants are free
to walk around and go to whichever booths they would like and have personal one-onone discussions with the entrepreneurs or representatives.
13:30 – 15:30: Networking Lunch


Start the day with Session 7 “Introduction to Social Entrepreneurship” to strengthen
their understanding of what social entrepreneurship is.
During lunch, participants will practice networking with the entrepreneurs and begin to
make contacts that could be beneficial for them as a future entrepreneur.
In addition, you may consider brochures with information on each presentation and the presenters
to pass out to the participants, as well as encourage the presenters to have supporting material to
hand out at their booths.
28
EXAMPLE PRESENTATION TOPICS
4. Eco-tourism
a. There are businesses that exist because of and in order to benefit from the environment and
natural resources – such as mining, drinking water, tourism, agriculture, and food
transformation. The question is how an entrepreneur can benefit from these natural resources
in a responsible manner – socially and environmentally.
5. Orange Money and Mobile Technology
a. Introduced in Guinea in 2012, Orange Money is the first mobile payment system in the country.
In a country where less than 5% of the population uses banking services, but where more than
40% of the population has a mobile telephone, this service has the potential to help millions of
Guineans take advantage of basic financial services. As of now the service allows clients to
transfer money between Orange clients and to add minutes to their phones, but soon the service
will allow clients to pay their bills and buy products with Orange Money. Mobile money offers an
incredible opportunity and is important for Guinean entrepreneurs.
6. Alternative Sources of Funding
a. We discuss creativity and innovation and their importance with entrepreneurship, but rarely do
we discuss creativity and innovation when it comes to finding funding. Finding start-up capital is
not an easy task, but if one is creative and thinks outside of the box, there are many options for
financing that exist and that can be an option for entrepreneurs, especially social
entrepreneurs. With technology and the internet, the world is small, and one can benefit from
many sources that may not be immediately apparent.
29
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 8
FINANCIAL ANALYSIS 1: FINANCIAL STATEMENTS
OBJECTIVES:

DEVELOP AN UNDERSTANDING OF FINANCIAL DOCUMENTS SUCH AS THE INCOME STATEMENT, THE BALANCE SHEET, AND THE CASH FLOW
STATEMENT.

UNDERSTAND THAT FINANCIAL ANALYSIS MAKES A MARKET STUDY MORE COMPLETE AND REIGOROUS
REQUIRED MATERIALS:

PREPARED FLIP CHARTS
SESSION PLAN:
FINANCIAL STATEMENTS
Explain that there are many ways to do a financial analysis, but to apply it you need to have at least an
understanding of financial statements including the income statement, the balance sheet and the cash flow
statement. This is the first of two sessions on financial analysis. The goal of these sessions is not to train certified
accountants. Every entrepreneur must have a basic understanding of management documents and how to analyze
them. An entrepreneur can always subcontract his accounting or advanced financial management.
What is financial analysis? It is to read numbers and use them to tell a story. It you look at it that way, it’s simple.
The following documents are available in the participant workbooks. They can look at them during your
explanation.



The Income Statement
o It summarizes the revenue and expenses of a company during the reporting period.
o
The Cost of Goods Sold equals the direct cost attributable to the products sold during the
period
o
Operating Expenses equal the indirect costs needed for the business to function
o
Interest expense equals all costs associated with debt
o
Earnings Before Interest and Taxes (EBIT) is the source of debt repayment
o
Earnings per Share is applicable to any company with equity
The Balance Sheet
o The balance sheet is a financial report that lists a company’s assets (what it owns), liabilities
(What it owes to others), and equity
o
It is important to look at the ratio of debt to equity. Long-term assets (such as property) are
difficult to transform into cash, but short-term assets can be transformed easily and can be used
to reimburse debt if necessary
o
It must balance!
The Cash Flow Statement
o Some would argue that the cash flow statement is the most important statement to analyze to
determine the success of a business. It shows the cash that goes in and out of the business.
Without cash, operations are impossible. It does not matter if you have many assets. Cash is
king!
o
There are three parts:

Operating Activities: receipts from the sale of products

Investment Activities: Money that enters or leave the business because of an activity
that changes the size of the business (ex: buying equipment)
30

Financing Activities: Money that passes between the business and its creditors and
debtors (Ex: Repayment of debt principal)
EXAMPLES
THE INCOME STATEMENT OF NATIONAL S ANDWICH
Direct costs attributable to the
products sold during the period
For year end 2012
Revenue
100.000 GNF
Cost of Goods Sold
(20.000 GNF)
Gross Revenue
Indirect costs needed for the
business to function
80.000 GNF
Operating Expenses
Salaries
10.000 GNF
Rent
10.000 GNF
Utilities
5.000 GNF
Depreciation cost
5.000 GNF
Gross Operating Expense
(30.000 GNF)
The source of debt repayment
Costs associated with debt
Applicable to any company with
equity
Earnings before Interest and Taxes (EBIT)
50.000 GNF
Interest Expense
(10.000 GNF)
Earning Before Taxes (EBT)
40.000 GNF
Taxes
(10.000 GNF)
Net Revenue
30.000 GNF
Shares Oustanding
300
Earnings per Share
100 GNF
31
Balance Sheet
National Sandwich
June 2013
Assets
Long Term Assets
Long term assets
Accumulated depreciation
Total Long term assets
Current Assets
Cash
Accounts receivable
Inventory
Other current assets
Total current assets
Total Assets
Equity & Liabilities
3 000 000
40 000
3 040 000
600 000
250 000
430 000
40 000
1 320 000
4 360 000
Equity
Common Stock
Preferred Stock
Retained Earnings
Total Equity
Long Term Liabilities
Long term liabilities
Total long term liabilities
Current Liabilities
Accounts payable
Currant borrowing
Other current liabilities
Total current liabilities
Total liabilities
Total Equity & Liabilities
1 000 000
750 000
1 000 000
2 750 000
500 000
500 000
400 000
700 000
10 000
1 110 000
1 610 000
4 360 000
32
Receipts from the sale of
products or services
Money that enters or leave the
business because of an activity that
changes the size of the business
Statement of Cash Flows
Operating Activities
Cash receipt from customers
Cash paid to suppliers and employees
Cash generated from Operations
Interest Paid
Taxes Paid
Net cash flows from Operating Activities
Investing Activities
Proceeds from the sale of equipment
Purchase of building
Money that passes between the
business and its creditors and debtors
Net cash flows from Investing Activities
Cash Flows from Financing Activities
Debt Repayment
Net cash flows from Financing Activities
Net increase in cash and cash equivalents
Cash and cash equivalents, beginning of
year
Cash and cash equivalents, end of year
GNF 6,500,000
GNF
(4,000,000)
GNF 2,500,000
GNF (100,000)
GNF (25,000)
GNF 2,375,000
GNF 600,000
GNF
(2,000,000)
GNF
(1,400,000)
GNF (250,000)
GNF (250,000)
GNF 725,000
GNF 1,250,000
GNF 1,975,000
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 9
HOW TO BE A CHANGE AGENT
TIME: 1 HOUR
33
OBJECTIVES:
 TO DEFINE AND VISUALIZE WHAT A CHANGE AGENT IS
 TO UNDERSTAND WHAT IS NECESSARY TO BECOME A CHANGE AGENT ONESELF
 TO UNDERSTAND THE CYCLICAL NATURE OF ENACTING CHANGE IN ONE’S COMMUNITY
MATERIALS:
 FLIP CHART PAPER
 MARKERS
 PAPER/PENS FOR INDIVIDUAL PARTICIPANT
SESSION PLAN:
BRAINSTORM SESSION: WHAT IS A “CHANGE AGENT”? (10 MINUTES)
Use flipchart to field responses from participants to the following questions:
o
o
o
What is the opposite of a change agent?
What does the term “change agent” mean to you?
Who comes to mind when you think of one?
COMMON CHARACTERISTICS OF HIGHLY IMPACTFUL CHANGE AGENTS (5 MINUTES)
Prepare flipchart in advance with characteristics listed below and explain each bullet-point:
o
o
o
o
o
o
o
o
o
Have a vision and know where they want to go
Focus on achieving attainable goals that will make their vision into a reality
Know themselves and how they work most efficiently and effectively
Know how to leverage their strengths to accomplish their goals
They don’t try to be someone else—they understand what works best for them and
when they’re at their best
Continue to develop their strengths to meet new needs and new goals
They are patient
Adaptable, flexible
They are driven by a mission that extends beyond themselves
HOW CAN ONE BECOME A CHANGE AGENT? (20 MINUTES)
Explain that change agents leverage self-knowledge in order to affect change in their surroundings.
Prepare a flipchart in advance with the aspects listed below. Explain that becoming a change agent all
begins and ends with yourself, and that there are three phases of self-knowledge to help you arrive at
the understanding necessary for a change agent:
1. Knowledge of SELF
 What do I do best?
 What am I passionate about?
 Where do I see injustice, inequality, inefficiency, inequality, and where do I want
to differ from the status quo?
 What do I want to change?
2. Knowledge of SELF in relation to RELATIONSHIPS
 Who are the people around me, and what do they do best?
 How can their attributes compliment mine?
 How can I, leveraging what I do best, inspire them?
 How can I leverage these relationships to work toward what I want to change?
3. Knowledge of SELF in relation to CONTEXT
34
What does my neighborhood, my city, my country look like, and what are its
strengths? What are its weaknesses?
 Based on what I do best, and what I’m passionate about, what do I want to
change?
 With the knowledge of others around me, along with my environment, how,
concretely, can I get there?

Explain the “INTEND  ACT  REVIEW” cycle. Prepare a flipchart in advance with the chart below.
Explain that change is unpredictable and planning can only take one so far—you have to have the
courage to DO, and the flexibility to reflect on your methods and alter them in order to achieve
different outcomes.
Understand that nothing is perfect, especially on the first try, and in order to continually affect
change one must perpetually be cycling through these steps:
SELF-KNOWLEDGE DRAWING (15 MINUTES)
1. For this activity, ask participants to use the model already listed in the participant’s manual. If
manual is not available, ask them to use a blank sheet of paper and draw two circles, one within
the other:
2. In the middle of the smallest circle ask the participant to draw an image of himself with either
pictures or words surrounding the image to represent the things they do best, what their
passionate about, their values. This all should be contained within the smallest circle.
3. In between the first and second circle, ask the participant to write the names of
people/relationships who support them the most, and whose strengths compliment theirs.
4. Outside both circles and using the rest of the free space ask the participant to write what he sees
in his context/neighborhood/environment: what are its strengths? Its weaknesses?
35
WRAP-UP: USE THIS SELF-KNOWLEDGE TO BE CHANGE AGENTS IN YOUR COMMUNITY! (10 MINUTES)
1. Wrap up the activity by explaining that these drawings are a direct representation of who they
are, what’s important to them, and within what context they exist. Ask the participants to look at
each of the three levels of self-knowledge and to pick the three most important aspects within
each realm. Draw circles around those things. The participants should end up with nine things
circled.
2. Use the following questions to facilitate a discussion regarding the activity:
o Among the circled items, what linkages can you make between the three different
realms? Do you find correlation between any personal passion and aspects in your
context? What about relationships?
o What about this activity surprised you?
o Did you learn anything new about yourself with this activity?
o Based on this activity, do you see any new ways that you might be able to become a
change agent?
3. Finish by explaining that these drawings help one to recognize his assets and strengths. Change
agents capitalize on these and derive courage from them to intend, plan and enact change in their
environments.
Remind participants that results come from trial and error. It’s important to keep in mind that
what you put out now might change tomorrow, next week, or next year. One must be adaptable
and flexible to continue riding the current of change.
Lastly, accepting change is knowing that you’re not perfect, but that because you’re guided by an
idea that is larger than yourself, you’ll persevere until you become the change you want to see
in the world!
36
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 10
FINANCIAL ANALYSIS 2: FINANCIAL RATIOS
DURATION: 1 HOUR
OBJECTIVES:

TO KNOW HOW TO APPLY FINANCIAL RATIONS TO YOUR BUSINESSES
MATERIALS:

PREPARED FLIPCHARTS
SESSION PLAN:
Tell the participants to go back to their financial statements (Income Statement, Balance Sheet, Cash Flow
Statement) in their workbooks for this session.
Explain that they now all have a basic understanding of key financial statements. Now, they will learn some
analytical tools that will give the documents more value for them as entrepreneurs.
Financial ratios are applied to gain a better perspective of a business.


Current Ratio =Current assets / Current liabilities
o
The capacity of a business to pay back their short-term obligations. Higher is better.
o
Activity: Look at National Sandwich’s financial statement. What is their current ratio? What does
it mean?
o
Answer: = 1,320,000 / 1,110,000 =1.18
o
They have enough current assets to cover their short-term obligations, but they should
strive to either increase their current assets or decrease their current liabilities if
possible.
Gross Profit Margin = Gross profit / Total revenue
o The ability of a business to convert their revenue into profit. It shows the effectiveness of an
enterprise and can be used to compare your business to its competitors.
o
Activity: What is the gross profit margin of National Sandwich?
o

Answer: 80,000 / 100,000 =0.8
Compound Annual Growth Rate (CAGR) shows the annual growth of a business smoothed out for
annual volatility.
o CAGR (t0,tn) = (V(tn)/ V(t0)) 1/( t0,tn) -1
o
o
o
V(t0) = Start value
o
V(tn) = Finish value
o
t0-tn = number of years
Activity: With the following information, find the CAGR for National
o
Revenue 2008 = 1.000.000
o
Revenue 2009 = 50.000
o
Revenue 2010 = 975.000
o
Revenue 2011 = 1.100.000
Answer: CAGR (0,3) =(1,100,000/ 1,000,000)(1/3) – 1= 3.2%
37
o
CAGR is more interesting when it is used in comparison to your competitors. You can use it to
analyze revenue growth, but also for sales, numbers of clients engaged, etc.

Projection: Through studying your close competitors, your operating realities, and the market you
can project any of these financial reporting tools. For example, the 12 Month Proforma Income
statement can show investors if you intend to be profitable by the end of the year and by how
much.

Break Even Analysis: Remind the participants that they have already studied breakeven analysis in
YETP and that now we are going to practice what they have learned.
o
Activity: You want to start selling yogurt and hibiscus juice. In order to start your activities,
you take out a 1,000,000 GNF loan to be paid back in 12 months with 3% constant interest.
Having done your market research, you know that 55% of your sales will be of yogurt and
45% will be of bisap. How many units of yogurt and of bisap will you have to sell to break
even? Considering you sell 70 units of bisap a week, how long will it take you to break even?
Knowing what you know now, would you renegotiate your bank loan? How so?
o
Product 1 (Yogurt): Direct Costs = 4500, Indirect Costs = 800, Selling Price = 6500, Unit
Profit = 1200
o
Product 2 (Hibiscus Juice): Direct Costs =500, Indirect Costs = 300, Selling Price = 1000,
Unit Profit = 200

Answer: You need to reimburse 1,360,000 =1,000,000 + (1,000,000*3%*12)

Break even units = the amount to reimburse divided by the percent of sales
which are of yogurt multiplied by the unit profit of yogurt, plus the percent of
sales which are of hibiscus juice multiplied by the unit profit of hibiscus juice.
=1,360,000 / ((55%*1200) + (45%*200))= 1813.33 Units

Weekly sales are 155.56 units. It is the weekly sales of hibiscus juice divided by
the percentage of sales that are of hibiscus juice = 70 /45%

The entrepreneur is going to break even in 11.65 weeks = units to sell to break
even divided by weekly = 1813.33 / 155.56

It will take less time than the entrepreneur has to pay back his loan. He should
renegotiate for a shorter term and therefore minimize the interest he needs to
pay.
38
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 11
CREATIVITY AND TEAM BUILDING 2
TIME: 1 HOUR 30 MINUTES
OBJECTIVES:


IDENTIFY HOW TO STRENGTHEN CREATIVITY AND TEAMWORK
INDEPENDENTLY CONCLUDE THE IMPORTANCE OF EACH ACTIVITY AND ITS RELEVANCE TO SOCIAL ENTREPRENEURSHIP (BASED ON THE
METHODOLOGY OF EXPERIENTIAL LEARNING)
MATERIALS:





3 LARGE TARPS (EACH 3 METERS X 3 METERS), EACH PREPARED TO SHOW THE EXAMPLE IN THE CHALLENGE “VILLAGES AND WELLS”
27 LENGTHS OF ROPE – EACH 2 METERS LONG
12 PREMADE “RACCOON CIRCLES” –EXPLAINED BELOW
27 SMALL OBJECTS FOR THE « GOATS AND PENS » CHALLENGE
TWO PREPARED FLIPCHARTS PREPARED FOR CREATIVITY AND TEAM BUILDING DISCUSSION AND MARKERS
SESSION PLAN:
INTRODUCTION
(10 MINUTES)
Now we’ll take what we learned from Session 3: Creativity and Team Building 1 (refer to the two flipcharts) and
put everything into practice with a competition. Reveal the following rules on a new flipchart:
•
Have the participants divide themselves into three groups.
•
Each group will go to a different location to be faced with four identical challenges.
•
The group cannot move to the next challenge until they finish the one at hand.
•
Two proctors (PCVs) will accompany each group and will describe and facilitate each activity.
•
Before starting, proctors will allocate three minutes to describe the task and the constrictions of the
challenge– participants will not be allowed to start before the three minutes is up.
•
If no groups finish, the group that has progressed the farthest wins.

If only one group successfully finishes, they are the winner.

If more than one group finishes, the one with the lowest time wins.
FACILITATOR NOTE: THE “RACCOON CIRCLE ” IS A ROPE THAT IS TIED TO ITSELF ON EITHER END, CREATING A CIRCLE WHOSE
DIAMETER CAN BE ADJUSTED BY SLIDING THE KNOTS ON EITHER END CLOSER OR FURTHER AWAY FROM EACH OTHER . Y OU CAN
TIE A DOUBLE -FISHERMAN ’S KNOT LIKE THIS :
1
2
3
.
THE CHALLENGES (60 MINUTES)
39
1. Pizza Toss–Have the group form a circle and hold onto a Raccoon Circle, hands upward, elbows straight,
with no slack in the circle. When this is done they can lower their hands. Now read the following situation
out loud:

Help! Kenny’s Fast Food has started to sell pizza, but the cook is missing! We must help prepare 3
pizzas before we can continue.
•
The challenge is for you to toss the rope (the pizza) into the air, above the height of your heads, and
then for everyone in the group to catch the circle as it drops back down without anyone moving their
feet
•
Your group can move forward to the second challenge after you complete the task three times
2. Bridge the Gap - Read the following situation out loud:
•
You are going on a hike in Dalaba when you come to a river and a bridge. The bridge does not look like
it is in very good condition and you see a sign that read, ‘Attention! The bridge is breaking! Please
proceed with caution. Only one person may cross the river at a time.’”

“Using only an initially tied Raccoon Circle, you must cross the area (bound by Raccoon Circles to mark
the boundaries) before moving forward.”
Start,
Planning Space
•
Finish
Any part of your body (hand, foot, etc..) may touch the space within the area, provided that it is also
touching a portion of the Raccoon Circle at the same time
Trainer Note: For example, a way for a participant to cross the gap would be to use the rope like the tread of a
bulldozer, making sure their feet are touching the rope with each step as they roll the rope to the other side.
•
Once a teammate has crossed the river, I (a proctor) will take the Raccoon Circle and bring it back for
the next teammate


Because the river is so large, once a teammate has crossed they may not go back and they cannot speak
to the other teammates on the other side
Once your group uses one method for crossing it cannot be repeated
•
You can move onto the next challenge after all teammates have crossed
Trainer Notes: If the three groups are uneven by one person, participants in the smaller group must choose a
volunteer (who’s already succeeded in crossing the river) to go back to the other side and cross a second time so
that each team will have crossed the river the same amount of times and come up with the same amount of unique
solutions to the challenge.
3. Villages and Wells –Turn the Maze tarp upside down to reveal the following scenario and then read the
following out loud:
40
•
Three wells were just built next to three houses. The residents in each household are friendly
neighbors, but are worried about the possibility of a water shortage in the coming dry season and
believe that they should share access to the wells. As neighbors, they are willing to work together to
find a solution. Using nine lengths of rope, help make sure that each of the houses is connected to each
of the three wells, but that none of the lines are crossed. This is an example of one house connected to
all three wells.
Trainer Note: The following is an example of a possible solution:
W1
Trainer Note: It will be up to the proctor to decide whether or not a solution acceptable or not. Please allow for
creative responses. If it is not explicitly prohibited by the directions, allow it.
4. Goats and Pens–Lay the following on the ground: four Raccoon Circles (the four pens) and nine objects (the
goats). After the objects have been prepared read the following situation out loud:

Disaster! Abe’s nine goats do not like their pens and have gotten loose! To prevent this from happening
again you must create four new pens for the goats.
•
The challenge is to place an odd number of goats in each pen. Odd numbers include 1, 3, 5, 7, and 9 for
this puzzle. Even numbers include 0, 2, 4, 6, or 8.

You are finished when you have found five unique solutions to the challenge
Trainer Note: The following are six examples of possible solutions:
41
CONCLUSION (10 MINUTES)
Trainer Note: This is their opportunity to draw connections between what they learned through these exercises and
being a change agent. Although as a facilitator you will never explicitly tell them what you think they should take
away from these activities, you can continue to prompt them with more thought provoking questions to stimulate a
wider range of discussion if their conclusions seem too narrow.
Have everyone return to the conference space. After determining the winner and congratulating them, facilitate
the final discussion by prompting the participants to answer the following questions:

Which challenge was the easiest? Why?

Which was the most challenging? Why?

Is there anything else you want to add to the two flipcharts?

How do these activities and these lists we have just created relate to you as…
o
an entrepreneur?
o
a Guinean?
o
a change agent?
Thank the participants for their participation and for their keen insights and conclude by encouraging them to
embody these qualities throughout and after the conference.
42
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 12
MIND MAPPING
TIME: 1 HOUR 15 MINUTES
OBJECTIVES:


DISCUSS AND UNDERSTAND THE ACTIVITY, VISUALIZING OUR SHARED WORLD, DRAWING ALL FROM PERSPECTIVES, MAPPING A MORE
HOLISTIC VIEW WITH WHICH TO BUILD UPON DURING THE CONFERENCE.
TO CITE TRENDS AND “TRUTHS” PLAYING OUT IN GUINEA RIGHT NOW.



A COLLAGE OF AT LEAST 6 FLIP CHART PAPERS COLLAGED TOGETHER (ALLOWING ALL SPACE TO BE WITHIN WRITING DISTANCE)
TAPE TO HANG THE COLLAGED FLIPCHART PAPER
AT LEAST 2 MARKERS OF 4 DIFFERENT COLORS (E.G. 8 MARKERS; 4 PAIRS MINIMUM)
MATERIALS:
SESSION PLAN:
EXPLANATION AND GUIDELINES (10 MINUTES)
“We have viewed our past, and now it is time to look at our present. Together we will create a shared framework
to build upon for the rest of the conference. This activity is called “Mind Mapping”. It will help us discover trends
affecting Guinean life. Together we will create a more holistic view of the present and thus of the future as
well.”
Facilitator Note: Keep the explanation brief so as not to influence which trends they generate. The center title
should be enough to inspire ideas.
1. First ask: “Can some explain what a trend is?”
2. Follow-up with reinforcing that: “A trend is something that has direction and movement, whether it
is increasing or decreasing, from more to less, from higher to lower, from a to b, and so on. For
example, the increase in mobile phones or Internet access are increasing trend, or the decrease in
the number of men who take multiple wives is a decreasing trend.”
3. There are some guidelines to follow during the activity. Prepare a flip chart with:
 Mind Mapping Norms

All trends are valid

The person who names the trend indicates where it goes

State whether it is a new trend or branching (and to where)

Opposing trends are okay (They are looking at different parts of the same elephant)

Concrete examples are encouraged

You can connect trends (by drawing a line connecting them with reciprocal arrows)
4. Ask if there are any questions before beginning?
FACILITATING (45 MINUTES)
Keep in mind these tenants and facilitation notes throughout the exercise:
 When many hands go up you may ask people to take a number and call out their trends in turn.

People stimulate one another; ask for concrete examples from the speaker in order clarify for
everyone what they are describing.

Sometimes people have hard time articulating their thoughts, use examples and give them time to
draw it out. All things are relevant no matter how offbeat or obscure.

Mind Mapping does not need to enforce statistical validity or set priorities - with this system what
you choose to talk about is what’s a priority.
43

This is an exercise in cooperation not expert systems thinking. We discover how people self-organize
as they create spontaneous patterns rather than be handed them by facilitators. The patterns are
there to be discovered.

Many people are more used to listing problems or solutions than noting trends. When you hear, “We
need to…” ask what is the trend behind the need. What trends does a problem reflect?

Spend around 30-45 minutes, rarely more, good to set a limit.

After can ask participant to reflect how they experienced the map.

When writing the trends, the more colors you have and the more space you give yourself the easier
the exercise will be to facilitate.
CONCLUSION (5 MINUTES)
Together we have just created a shared and more holistic view of our present, highlighting trends and truths
about “La vie guinéen”. These trends may present opportunities you can exploit for social ventures or they may
represent social issues you will try to ameliorate with your product or service.
BAM! Example of a Mind Map:
44
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 14
PASSION VOTING
TIME: 30 MINUTES
OBJECTIVES:




DISCOVER WHICH TRENDS AND TRUTHS ARE OF HIGHEST CONCERN
UNEARTH OPPORTUNITIES FOR SOCIAL ENTERPRISES
DETERMINE SOCIAL PRIORITIES
CREATE SESSION TOPICS FOR LESSON 15: OPEN SPACE
MATERIALS:

TWO COLORS OF STICKERS (OR CUT MASKING TAPE INTO SMALL SQUARES AND DRAW CIRCLES OF DIFFERENT COLORS) – ENOUGH
STICKERS FOR EACH PERSON TO HAVE 4 OF EACH COLOR
SESSION PLAN:
EXPLANATION AND VOTING (10 MINUTES)
“Now that we have completed the Mind Map, we are going to do ‘Passion Voting’. You’re each going to have 8
votes. The votes will represent the trends you believe are opportunities to exploit in creating social enterprises
and the social issues you believe are a priority to address.”
1. Before continuing, assure comprehension. “Can somebody restate how this will work?”
2. State the voting rules:

You may put all dots on one trend or truth or distribute them on the mind-map in any way you
wish

The purpose is to discover which trends and truths are of highest concern to social
entrepreneurs
3. Pass out colored stickers and vote!
Facilitator Note: The following are additional benefits of Passion Voting:
 Serves as a focusing device – giving each other information for all to draw upon in the work that
follows, mapping a dynamic portrait of our shared world.
 Each person reads all the trends and truths
 Moves them towards the mass versus retreating
 In touching the map they own the trends and truths that matter to them
 Each person has joined in producing a collective reality that few have experienced before
SUMMARIZING (15 MINUTES)
Discuss the trends and truths as a group. What do these trends and truths signify? What new perspectives or
ideas have been generated by looking at these trends and truths? Make the point that all trends or truths can be
connected. By observing connections people can make better plans than by problem-solving each trend in
isolation.
The most relevant trends (as revealed by the vote) will become the topics for Lesson 14: Open Space
TALLYING (5 MINUTES)
45
Tally the votes yourself. Count the number of votes for each specific trend cited, write the number next to the
trend/truth and circle it. Write on a flipchart the top six to eight votes in each category. Keep the original
language.
46
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION14
OPEN SPACE (HOW MIGHT WE)
TIME: 3 HOURS 10 MINUTES
OBJECTIVES:



TO CITE CONCRETE EXAMPLES OF WAYS TRENDS AND TRUTHS ARE AFFECTING LIFE IN GUINEA
FRAME THEIR DISCUSSION AND THOUGHTS IN THE FORM OF “DREAMS AND GRIPES”
REFRAME THOUGHTS INTO “HOW MIGHT WE…?” STATEMENTS, TRANSFORMING THEM INTO DESIGN CHALLENGES


FLIPCHART OR PAPERS THAT DISPLAY OPEN SPACE SCHEDULE
FLIPCHARTS PREPARED WITH INTRODUCTION TO OPEN SPACE EXPLANATIONS
MATERIALS:
SESSION PLAN:
INTRODUCTION TO OPEN SPACE (30 MINUTES)
Facilitator Note: Prepare ahead of time the Open Space schedule. For the subjects, take the most voted on trends
and truths from the Mind-Map determined in Lesson 15: Passion Voting. Create your open space schedule with all
social issues taking the A-slot and all opportunities to exploit taking the B-spot.
Example schedule:
A
1
Food Security
2
Malaria
3
Education
B
Telecommunications
Women as leaders
Dual Citizens
1. Introduction to Open Space:
 Explain that during the next 2 hours, you will be participating in an Open Space meeting. Explain
that there will be two 45-minute sessions and then a 30 minute large group recap. The goal here is
to discuss trends in order to better understand why they exist how they can present opportunities
to entrepreneurs, what problems are the most frustrating, which trends are the most interesting,
etc.
 Then present the four principals, the laws, the types of participants, the roles and the dreams and
the references of the open forum.
 The Four Principles

Whoever comes are the right people

Whenever it starts is the right time

Whatever happens in the given time is the only thing that could have

When it’s over, it’s over
 The Law of Two Feet

If you are neither learning, nor contributing, use your two feet to move yourself
somewhere where you will benefit more
 Three types of participants

Normal Participants - go to one session, follow it from start to finish. Go to the second
and follow it from start to finish. These people are good spokespeople, note takers, and
timekeepers

Bumble Bees - go from meeting to meeting cross-pollinating ideas. They are not being
rude
47

Butterflies - float from meeting to meeting, staying around the edges. They may even go
off by themselves for a time. This is their best way of learning, contributing, and
understanding. They are not being lazy

Timekeeper - responsible for telling the group when time is up

Note-Taker - responsible for writing the flip chart of dreams and gripes
 Roles
OPEN SPACE MEETING (2 HOURS)
Give 45 minutes for each topic. As a facilitator, float around and contribute only if necessary. During the second
topic, hang up the flip charts from the first topic.
Dreams and Gripes

Inform the group that they have a task. While discussing these trends, they should come up with
statements that reflect the feelings of the group (or part of the group). These statements should
start with “I really wish…” and “It frustrates me that…”. They should write these statements on a
flip chart. Ex: I really wish that I could conserve my tomatoes so that what I don’t sell in a day does
not become a loss.
COMING TOGETHER (30 MINUTES)
1. Ask the group to share any key findings. Were they surprised by anything? Excited by anything?
2. Make a museum of dreams and frustrations. While discussing the principal conclusions, have a cofacilitator mount all of the notes by group on the wall of the room. Give everyone an opportunity to
visit the “museum” for 10 to 15 minutes so that they can read all of the dreams and frustrations.
Afterwards, ask the participants to find their seats again.
3. Explain “How Might We” statements. “How might we” statements should be expansive. They should
invite insight and multiple answers. For example: “How might we build a refrigerator to conserve
our tomatoes” is a bad how might we statement. “How might we reduce our spoilage loss on
tomatoes?” is a good one.
4. Individually, give participants time to look at the dreams and gripes and create at least 5 “How
might we” statements each. They will write these on post-it notes.
5. Tell the group that they have a task! They need to regroup all of their “how might we” statements
into similar groups on a piece of flipchart paper. When they’ve finished, there will be between 6 to
10 pieces of flipchart. Each one of these flip charts will then have many post-its with “how might
we” statements of the same category. THERE WILL NOT BE two big pieces of paper with post-its of
the same theme.
Trainers Note: The activity of grouping like “how might we statements” demands that good leaders emerge in the
groups. If you think that that won’t be possible (or if it looks like things are starting to fall apart) present another
method to regroup the like “how might we” phrases. One by one, invite the participants to share their phrases,
and as they speak, they will come to the front of the room to stuck up their post-it’s on the wall. Those who think
that they’ve written a similar phrase to others, will place their phrase next to its similar counterparts. Continue
to do this until all of the ideas are on the wall in groups. During the break between the sessions, the trainers
should revisit the categories posted by the participants and make sure that they’re well formed by dividing or
combining when necessary.
48
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 17
BRAINSTORMING
TIME: 1 HOUR 30 MINUTES
OBJECTIVES:



GRASP THE PRACTICE AND IMPORTANCE OF BRAINSTORMING
UNDERSTAND AND PRACTICE THE RULES OF BRAINSTORMING
BRAINSTORM EACH “HOW WE MIGHT” QUESTION
MATERIALS:



FACILITATORS WHO CAN HELP MANAGE THE BRAINSTORMS FOR EACH “HOW WE MIGHT” QUESTION
FLIPCHART PAPER
LOTS OF MARKERS
SESSION PLAN:
INTRODUCTION TO BRAINSTORMING (5 MINUTES)
Explain brainstorming is the activity of “thinking of as many ideas for or solutions to a problem, theme, or question
as possible.”
Ask why the participants think that the brainstorming is important. Manage the discussion, making sure to cover the
following points.
o
Brainstorming helps one consider all possibilities
o
Brainstorming helps introduce new ideas, that may not have been considered
o
Brainstorming helps people consider ideas that may have seemed weird and impractical, but which may also
be very helpful.
THE RULES OF BRAINSTORMING (5 MINUTES)
Present several the following Rules of Brainstorming in order to better encourage the sharing of ideas.

Defer judgment

Encourage ideas that seem bizarre or unfeasible

Use proposed ideas to create other ideas. – Think of the word “and” as opposed to the word “but.”

Maintain concentration on the subject, question, problem that is the focus of discussion.

One conversation at a time – Everyone should listen to every suggestion from start to finish before
putting forth another suggestion.

Think of as many ideas as possible!
49
BRAINSTORM « HOW WE MIGHT » QUESTIONS (1 HOUR 10 MINUTES)
Explain that we will begin to think about the question produced during the last session. The goal here is to
brainstorm a list of entrepreneurial ideas or opportunities, but we want to list these ideas as responses to the “how
might we” phrases.


An example “How might we” question: How might we reduce our losses associated with the
rotting of our tomatoes?
Example responses: We can consume more tomatoes with a restaurant that uses tomatoes in
every plate! We can export tomatoes to the tomato-less land of Sierra Leone. We could
create an instant tomato dryer
Create stands for each “how might we questions” throughout the room. Using the groups that had already been
created, the groups will visit each stand and brainstorm responses for 15 to 30 minutes (depending on the number of
how might we questions. After 15 to 30 minutes (depending on the number of “How We Might” questions), the
groups will rotate.
For the last 10 minutes, let the participants visit whichever « How We Might » question that they would like to visit
to suggest more ideas, and to review the work of others.
50
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION16
BUSINESS MODELS
DURATION: 2 HOURS
OBJECTIVES:

EXPRESS INITIAL BUSINESS IDEAS

DEFINE THE « BUSINESS MODEL » AND UNDERSTAND ITS PARTS

STUDY SEVERAL DIFFERENT BUSINESS MODELS, USING THE EXAMPLE OF JAIN IRRIGATION

PRACTICE THE CONCEPT OF THE MODEL FOR THE KNOWN GOODS AND SERVICES
REQUIRED MATERIALS:

PREPARED FLIPCHARTS
SESSION PLAN :
SHARE OUR IDEAS (20 MINUTES)
Explain that during this session, we’ll be talking about what is a business model and applying it directly to our new
business ideas. To accomplish this, participants should try to summarize their business idea in a single sentence. It
should be brief and clear.
INTRODUCTION (10 MINUTES)
Present the following definition to the participants:

A business model is the totality of how a business will:
o
Choose clients
o
Define and differentiate its services
o
Define the tasks that the business will realize and that it will subcontract
o
Configure its resources
o
Create value for clients
o
Make a profit.

In summary, the business model is the response to the questions “how will you deliver your products
and services to your clients in order to make a profit?”

Ask the following questions and take responses:
o
What is the business model of “Coyah Water”? Of Facebook?
THE PARTS OF A BUSINESS MODEL (10 MINUTES)
A business model has three big sections:

The Production: How you will create your product or service

The Distribution: How your product or service will be used by your clients

The Profit: How are you going to make money?
Ask the following questions:

Can you describe how you could create your product? Can you describe how you could distribute
your product? Can you describe how you’ll make a profit?

Is it possible to design one of the three parts without thinking of the others? Why?
51
THE MAIN TYPES OF ENTERPRISES (25 MINUTES)
An entrepreneur can choose to copy one of the models or she or he can mix the methods together. The goal is
create a model that best responds to the needs, assets, products, clients and values of your enterprise.
The Models



Retailers (ex: the guys who sell Maggi)
o
Good for the products and consumption that is not personalized
o
Pros: More control, high income
o
Cons: High operation costs, small margins (of profits)
A platform of several facets (ex :Artisan Fairs)
o
Good for personalized products with a weak demand
o
Pros: Low operation costs, and a high margin of profit.
o
Cons: Less control over quality and selection of products. One needs to manage venders
and buyers.
Lure and Hook (ex: Orange Telecom and recharge cards)
o


Direct Sale (ex: Nido)
o
One does the marketing and sells the products directly to the clients without an
intermediate like a store or merchant. Sales can be door -to-door
o
One can have a selling party! Do individual demonstrations, or use other techniques to
contact people.
Freemium (ex: Skype)
o

One sells a durable product at a loss in order to gain clients who buy replaceable parts.
The enterprise offers a basic model for free on the Internet or on a telephone, and the nit
charges money for more advanced or specialized features.
A Cooperative (ex: A women’s group who grows produce in a garden)
o
An organization, system or association made up of a number of businesses, artisans, or
professionals of the same line of work.
o
They, the members of the organization association, or system, share resources information
and split the profits.
CASE STUDY: JAIN IRRIGATION SYSTEMS (20 MINUTES)
In the beginning, Jain was a provider of irrigation systems for small farms.



The situation
o
The Monsoon season became drier, and it led to the bankruptcy of small farms.
o
 Jain adopted systems of micro-irrigation and began to train clients on ”precision agriculture”
which used less water, but also a lower yield.
The Opportunity
o
The systems were too expensive for small agricultures.
o
 Jain helped his potential clients to ask for federal government intervention.
o
 Jain had made a promise to buy the products at a predetermined price with clients after the
harvest. The clients were able to use this promise as a guarantee on credit.
The Results
52
o
Jain enlarged its mission
o
Their business model innovations, created an average growth rate of 40% and an operational
result, before interest, taxes and depreciation, of 18%. This is much higher than others in the
same industry.
o
20% of their revenues came from their activities of resale of agricultural products.
Ask the following questions

Why is Jain Irrigation Systems a social enterprise?

Define the business model of Jain. How is the model innovative?

Is their model focused on the production, distribution, profit, or a mix?
TEAMWORK (35 MINUTES)
Divide the participants in four groups of five. The four groups are: Shoes, Compost, Cell Phone Charging Stations,
and math education. Each group will design two different business models around these products/sectors. The
groups can apply the business models taught, or they can come up with their own business model or a mixture of
business models. Towards the end of the session, one of the groups can present two different models.
53
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 17
COMMERCIALIZE YOUR IDEA
DURATION: 3 HOURS
OBJECTIVES:

UNDERSTAND ALL THE PARTS OF THE BUSINESS MODEL CANVAS

DESIGN YOUR BUSINESS MODEL WITH THE CANVAS

PRESENT YOUR IDEA AND RECEIVE FEEDBACK
MATERIALS:

PREPARED FLIPCHARTS

MARKERS (AT LEAST 2 PER GROUP)

STICKY NOTES

A BUSINESS MODEL CANVAS FOR EACH GROUP
SESSION PLAN:
Trainer’s Note: Most of this session consists of difficult and complicated individual work. All of the trainers should
be present to help participants effectively fill out their canvas and flesh out their idea.
INTRODUCE THE BUSINESS MODEL CANVAS (30 MINUTES)
In order to figure out how your business will function, how it will produce and distribute its products for a profit,
and how it will have an impact, you have to ask yourself certain specific questions. The canvas can help you ask
the good questions and to respond to them in a comprehensive fashion. Nothing works in isolation in an
enterprise, so there are several elements that can be noted in multiple categories. Recording elements in
multiple categories is good and normal. A social enterprise is not simple so each category needs to be well fleshed
out and detailed. If someone reads your canvas, she or he should have an idea of your goals and ideas, how are
you going to attain them, for whom, why and how.

Key Partners
o Who are your key partners?
o Who are your key suppliers?
o What resources will you require via partners?
o What will your partners do?



Key Activities
o
Which key activities are required for your value proposition?
o
Which key activities are required for your distribution?
o
Which key activities are required to maintain our client relations?
o
Which key activities are required for our source of revenue?
Key Resources
o
Which resources are required by your value proposition?
o
Which resources are required for your distribution?
o
Which resources are required to maintain our client relations?
o
Which resources are required for our source of revenue?
Value Proposition
o
What is the value that you will deliver to clients?
54

o
What are the problems that we will help our clients solve?
o
What is the social problem that we’ll be trying to resolve?
o
What type of products or services are we offering to clients?
o
Which product is the most viable products that requires the least investment?
Client Relations
o
How can we obtain, maintain, and grow our clientele?
o
Which client relations are already established?
o How much does it cost to acquire a new client?




Client Segments
o
Who are we creating value for?
o
Who are our most important clients?
o
Who are our typical clients?
Distribution Channels
o
What are the methods that we are going to use to touch our client segments?
o
How do other enterprises touch our client segments right now?
o
Which methods are the best?
o
What are the most cost effective methods?
o
How can we integrate our methods of reaching the clients with our clients’ habits?
Cost Structures
o
Of the costs that are inherent in our business model, which are the most important?
o
Which key resources are the most expensive?
o
Which key activities are the most expensive?
Revenue Sources
o
How much are clients willing to pay?
o
What exactly are the clients paying for?
o
What is the revenue model?
o
What are the price tactics?
FILL IN YOUR CANVAS! (2 HOURS)
Give each group a blank business model canvas on a big piece of flipchart paper. Provide sticky notes and
markers, and instruct the participants to fill in their canvases. The participants should use the sticky notes so that
they can rearrange or change parts of their business model canvases at any moment during the next two hours or
even during the next week! The strategic decisions should be flexible in order to better respond to the realities of
the market.
FEEDBACK (30 MINUTES)
Match up the groups or participants with partners. Each group or participant should evaluate and give constructive
feedback on the canvas of the other. This is also an occasion for the participants to practice presenting and
defending their idea.
55
THE BUSINESS MODEL CANVAS
Key Partners
Key Activities
Key Ressources
Cost Structure
Value Proposition
Client Relations
Client Segments
Distribution Channels
Revenue Sources
56
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 18
ME TIME
DURATION: 45 MINUTES
OBJECTIVES:


UNDERSTAND THE IMPORTANCE OF “ME TIME” AND TAKING A CHANCE TO DETACH FROM ONE’S ENVIRONMENT, REFLECT, SPEND TIME
ALONE AND REALIGN WITH SELF-UNDERSTANDING, GOALS, AND DESIRES
TAKE TIME TO REFLECT, RECONNECT TO ONE’S SENSE OF SELF, ONE’S MOTIVATION, ONE’S UNDERSTANDING OF WHERE ONE IS HEADED,
WHAT ONE IS DOING, AND WHO FOR, ETC.
MATERIALS:

NOTEBOOKS FOR JOURNALING, SHOES FOR WALKING, REFLECTION MATERIALS, ETC.
SESSION PLAN:
EXPLANATION AND GUIDELINES (5 MINUTES)
1. Begin with a question: what do you think “me time” means, and why do you think it’s important? Field
responses.
2. Explain the importance of “me time”, showing the following reasons already written on a piece of flipchart
paper.
o
Gives you a chance to detach from the craziness of your everyday reality/life.
o
Gives you time to be alone, reflect, realign with your center, your sense of self, your motivation.
o
You can utilize whatever activity speaks to you:

Journal

Draw

Poetry

Thinking, Reflecting

Take a walk (or run)

Meditation

Other!
“ME TIME” (35 MINUTES)
Explain that the participants all have 30 minutes to take some “me time”.
WRAP-UP (5 MINUTES)
Ask participants how it went, if they had any revelations, if it’s difficult to find space for “me time”, etc.
57
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 19
REALITY CHECK
DURATION: 2 HOURS
OBJECTIVES:
 APPLY
A REALITY CHECK TO THEIR SOCIAL ENTREPRENEURIAL IDEA BY FIRST LOOKING AT WHAT IS IMPORTANT ABOUT THE IDEA, AND
SECOND BY FINDING WAYS TO EVOLVE AND DEVELOP IT FURTHER THROUGH RECOGNIZING THE CONSTRAINTS

CAPTURE THEIR THOUGHTS IN A MORE STRUCTURED FORMAT
MATERIALS:



PREPARED FLIP CHARTS
BLANK FLIP CHARTS TO GIVE TO PARTICIPANTS
MARKERS
SESSION PLAN:
INTRODUCTION TO A REALITY CHECK (10 MINUTES)
“During the creative process, you develop ideas without thinking of the feasibility or constraints you may face while
attempting to realize it. Hopefully you have been doing just that throughout this conference! However, it is
necessary to do a reality check before advancing with your idea.”
1. Present the following points on a flip chart and present:
o With a reality check, one takes the ideas that were developed and:
1. Looks at what is most important about the idea
2. Finds ways to evolve and develop it further
2. Ask the following: “Pulling from your entrepreneurship training, where was a reality check conducted?”
3. Once answers are exhausted, present the response: “During the Feasibility Study – it was after the idea
was created that an entrepreneur checks the feasibility of the idea: talking with clients and
competitors to see if a real demand exists, how many target clients there really are, the price they are
willing to pay, if the enterprise can turn a profit, etc. Entrepreneurs then make decisions depending on
what they found.”
4. End the introduction with: “A reality check is the first step toward bringing your idea to life!”
Facilitator Note: Explain to participants that with a reality check you may have to let go of some ideas which might
seem discouraging, but remember that for the long-term durability it is necessary!
WHAT IS MY IDEA, REALLY? (30 MINUTES)
“During this session, you are going to start this first step towards bringing your idea to life.”
1. The first part of a reality check is looking at what is really important about the idea.
2. Activity: If you are pursuing your idea with a small group, you will all work together. Otherwise, you
will work individually. You are going to take your social entrepreneurial idea and answer the following
questions to examine what is at the core of your idea. Take the time to dig deep to find real, core
responses:
o What gets you excited about it?
o Who really are your clients and what is the most important value for them?
o What is the real need that this is addressing?
o Ex: if your idea is selling high quality medication, the real value is in the better health and longer
lives of your community members.
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LIST CONSTRAINTS (40 MINUTES)
Keep your participants where they were working, and describe this second step:
1. Distribute a flip chart and marker to each group. For this section, participants will write on the flip
chart.
2. Activity (30 minutes): Now that you have refined your idea, you are going to list of all the challenges
and barriers you are facing with your idea. Using your social entrepreneurial idea, answer the following
questions. Once again, take the time to dig deep to find the real answers, and be completely honest
with yourself. Prepare the following on a flip chart:
o What are you missing?
o What would oppose the idea?
o What will be most difficult to overcome?
Facilitator Note: Remind participants that constraints are helpful for design; so don’t feel too daunted by your list!
Once time is up, attach each social enterprise’s list of constraints up on the wall so it is visible to all.
1. Discussion (10 minutes): “Why do you think this step was necessary?” Facilitate responses and a
discussion.
2. Follow-up with reinforcing that: “This list is not meant to discourage you; rather, it is exciting because
you can begin to find ways to evolve and develop your idea further.”
CAPTURE YOUR THOUGHTS (30 MINUTES)
“Once your idea has started to evolve, it is helpful to capture your thoughts in a more structured format.”
1. Activity: “Use the following structure to describe its most important aspects. As always, think hard to
find core responses.” Prepare the following on a flip chart:
o Choose a title for your idea
o Summarize your idea in a single sentence
o Describe how your idea would work
o Name the people it involves, both to build as well as to use it
o Explain the needs and opportunities identified through field research
o Illustrate the value and benefit for each person
o List questions and challenges
CLOSING DISCUSSION (10 MINUTES)
Ask the following questions and facilitate responses and a discussion for a closing.
1. “How do you feel after conducting a reality check for your entrepreneurial idea?”
2. “When looking at all the constraints on the wall, what do you feel?”
3. “Now that you have completed this lesson, do you feel as if your idea has become more realistic? Why
or why not?”
59
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 20
DESCRIBE YOUR VALUE CHAIN
DURATION: 1 HOUR 5 MINUTES
OBJECTIVES:

UNDERSTAND HOW AN ENTERPRISE CAN CREATE VALUE THROUGH THE VALUE CHAIN

ARTICULATE YOUR OWN VALUE WITH THE VALUE CHAIN

UNDERSTAND HOW TO GIVE A GOOD PRESENTATION
REQUIRED MATERIALS:

PREPARED FLIP CHART PAPER
SESSION PLAN:
INTRODUCTION (5 MINUTES)
1. So far, we’ve discussed a plan to commercialize our idea, and we’ve seen the most important aspects
of your idea, and you have found the ways to further develop these ideas in listing and considering the
constraints.
2. Now, we will move on to a higher level to understand our business by detailing our operation and
understanding our value.
THE VALUE CHAIN (10 MINUTES)
1. Ask the following: “What do you think is the « value » of a product or service?”
2. Discuss responses and lead a discussion until you’ve communicated the following points:
o
The value is an estimation of the usefulness of a product or service.
o
Value is created in successive steps through the production, distribution, and maintenance of a
product – These steps are called the Value Chain.
o
With the value chain, you can understand exactly where the value is found in your business and
how you can exploit it.
o
By identifying the Value Chain, a business can perfect its operations, improve its quality, increase
its efficiency, and raise its profits.
3. Present a flip chart displaying the following five steps in a value chain:
Logistics of the
Arrival
Operations
Logistics of
Distribution
Marketing
and Sales
Post-sale
Service
Profit
Margin
DESCRIBE THE VALUE CHAIN (20 MINUTES)
1. Ask the following: “During Session 16: the Business Model, a model that we discussed was that of
resale, like the people who resale Maggi, Do you think that you can add lots of value in this business? »
2. Discuss and reinforce the following point: “They have not added lots of value; all that they did was
resell a finished product. It’s the Maggi factory and the Maggi marketing team (who created a strong
brand for the product), who created the most value. They began with raw materials and through their
operations; they created a finished product to sell to retailers. Thus, the factory wrings more benefit
out of magi than the retailers because they are able to add more value to it.”
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3. During the explanation of the value chain, we will use the example of Apple who has used many
innovative methods to add value to its product the iPhone.
Trainers note: After talking about each step in the example of Apple, ask the participants to give other examples
from their surroundings. You can also do so. This will help to make the ideas more relevant and concrete.






Logistics of the Arrival: This is the process linked to the reception, the stocking and the internal
distribution of the raw inputs. Your furnishers are a key factor in creating your value chain here.
o
Ex: Apple receives primary materials for the iPhone at their production factories. Afterwards, they
stock and distribute these inputs throughout their factory.
o
Ex Guinean: The fabrication of yogurt in Conakry receives ingredients in large quantities throughout
Conakry (sugar, milk, etc.) and Kindia (fruit). The materials are delivered to the factory by their
own car and they stock and conserve these goods in their factory.
Operations: The activities, which transform the inputs or raw materials into finished products. Here
your operation system creates value.
o
Ex: Apple takes the materials necessary for the iPhone and transforms them into a finished product
– the ‘iPhone’ – using an efficient, effective, and modern system to create a unique and innovative
product.
o
Ex Guinean: There are tons of examples. Bread, palm oil, peanut butter, etc. You pay more for the
finished product that the individual ingredients that were used in its creation.
The Distribution Logistics: This is how you will deliver your products or services to your clients. This
includes the collection, stocking, and distribution of your products. These logistical aspects can be
accomplished by your business or they can be outsourced to a contractor.
o
Ex: Apple takes their finished product – the ‘iPhone’ – and they send it from their factory to their
own stores and distributers throughout the world they also stock the ‘iPhone’ in the stores where
they can be exposed to potential clients.
o
Ex Guinean: The bakeries that produce baguettes are the wholesalers. They sell their finished
products to others who quickly resell the bread to clients. The small restaurants who prepare rice,
sell rice directly to clients. Bama Mayonaise sells to wholesalers who stock for the long term until
the retailers and other clients come and buy it.
Marketing and sales: The process that you use to convince clients to sell your product or service.
o
Ex: In addition to their promotional efforts, their employees, stores and Apple products are all very
clean, chic, modern, and cool. The unique innovation of Apple products is one of the reasons that
people buy the iPhone. Clients can come directly to their stores and buy one.
o
Ex Guinean: Orange adds lots of value with their marketing and sales. They offer mobile cinema,
they sponsor football matches and special events, and they even send other special offers by SMS
etc.
Post-Sale Service (client service): The activities related to the upkeep and maintenance of the value
of your product or service once the client has purchased it.
o
Ex: Apple differentiates itself from the competition with their post-sale service. The clients know
that if their iPhone breaks down, they can easily come to Apple to find a solution.
o
Ex Guinean: My carpenter told me that if one of his products breaks after the sale, he’ll come and
fix the product for free. I’m willing to pay more money for such a service!
Profit Margin: The difference between the value of your product or service and the cost for creating
that value.
o
Ex: Apple adds value to their ‘iPhone’ at each step of the value chain. It’s Apple who creates the
innovative product, who stocks the product, who sells the product, and who supports the clients.
The clients pay a high price for the ‘iPhone’ because of this value. Apple understands that they
create the useful value of their products and they make clients pay for that value. Because of this
they also have an enormous profit.
o
Ask if there is a Guinean business that adds value like Apple.
61
IN CLASS WORK (30 MINUTES)
1. Have the participants describe how they will add value to their product or service through each step of
their value chain (in workbook).
2. The participants will describe the details of their business idea using the five steps of the value chain
in plain and coherent sentences. This will ensure that the participants understand and articulate how
they will add value to their product or service in order to have a profit.
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DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 21
INTERNET RESEARCH
TIME: 2 HOURS
OBJECTIVES:
 UNDERSTAND BASIC INTERNET CONCEPTS
 GAIN A BASIC UNDERSTANDING OF SEARCH ENGINES
 LEARN HOW TO USE SEARCH ENGINES
 BEGIN TO UNDERSTAND HOW TO DISTINGUISH GOOD INFORMATION FROM BAD INFORMATION
MATERIALS:
 POWERPOINT PRESENTATION
 PROJECTOR
SESSION PLAN:
INTRODUCTION (10 MINUTES)
1. Ask the following question and note responses on a page of flipchart paper. “How is the internet and
computers important for entrepreneurs?”
Trainers Note: We want the participants to think of the various ways that computers and the internet can help
entrepreneurs.
2. Note, explain, and or underline the following responses if they are not already mentioned.
o
To think of other ideas for your business

See the business ideas of others

Keep up with current events to find new opportunities
o
To do market research
o
Improve business operations
o
Find other suppliers
o
Learn more about any subject
o
Communicate with others (Facebook) – Explain that we will talk more about this during the session
about the community of Dare to Innovate

Communication can facilitate and support the other, above points.
3. After the above discussion, pose the following question: “Even though there is lots of useful available
information online, is it always true or correct?”
o
Manage a discussion but inform the participants that there is a lot of online information that is not
correct or valid. Explain that anyone can write anything online, thus you should always be
somewhat skeptical of what information you do find.
Explain that now, we are going to try to learn how to use the Internet and computers to access available
information, but also by judging and identifying the useful information.
BASIC CONCEPTS (30 MINUTES)
What are the Internet and the Web?
Use a PowerPoint presentation to explain the following points.

The Internet is a network of computers and computer-like machines, and the Web is the information
(text, photos, music, videos etc.) that can be found on the Internet.

One can access the Web with a computer, and a type of program called a Web Browser.
63

Each time that you use Facebook, for example, you are using a Web Browser to access the Facebook
site.

Show examples
What is a website?

A website is a group of pages that are connected, and which are normally created by the same entity
whether that be a person, organization, or company.

You can think of the Internet as a giant library, and of sites as the books in the library. Each page,
which is a part of a website, can be thought of as the page of a book.

In fact, Facebook is an example of a Website

Show more examples
The Characteristics of a website

Each website has a “URL address” that is used to find the site.
o You can navigate to a cite by typing in the URL address of a site into the navigation bar of a web
browser and press “enter” on the keyboard.
o For example, to visit Facebook, one could type the address http://www.facebook.com into the
navigation bar.
o Another example: To visit our site one must navigate to the address: www.osezinnover.com
o Normally, a website has multiple pages, which make up the larger site.
o For example, the first page one normally visits on a site is the home page
o There are several parts to a URL address:

http://www. – at the beginning

The domain name – in the middle, like osezinnover.com, for example

The path – at the end. For example, for http://www.osezinnover.com/about-us-nous/ the
/about-us-nous/ is the path.
How to navigate around a website – show and explain examples for each of the following points

Once you arrive at a website, you will usually find a menu of buttons, which allows you to navigate the
site’s pages

If you click on a button in the menu, your web browser will redirect you to the relevant page.

Each page of a site has a URL address with a different ending.
Question: “What are two ways to access a page on a website?”
 Type in the URL in the navigator bar and press enter, or

Click on a button that navigates you to the relevant page
INTRODUCTION TO SEARCH ENGINES (15 MINUTES)
What is a Search Engine? – Search Engines are another way to access websites or web pages. Search Engines help
you also find sites and pages even if you don’t know that the pages exist.

The use of a Search Engine is also, usually, the first step in Internet research.
Queries: To use a Search Engine, one formulates a query

A query can be a question, a phrase, or even just a word.
64

Examples:
o Say that I want to find out the number of states in the United States of America. I could pose several
queries. For example I could write “The United States is made up of how many states?” - show the
search results to this query – Show that one can click on each of the results. Note also that there are
many, many results.
o Or say that I’ve heard of the term Social Entrepreneurship, but I don’t really understand it. Here I
could pose the query ”Social Entrepreneurship.”

Good Internet research involves posing many of these queries, even for the same question.
o Even if two queries present the same question, they could generate different Search Engine Results.
For example “There are how many states in the United States?” and “The United States has how
many states?” are two different questions, which could and do result in different Search Engine
Results.
o Often, your first query, will not give you the results you want, so make sure you take some time to
think about what you’re looking for and rephrase your query multiple times.

“Now let’s do and activity. I want to research a solution to the trash problem in my city. What are
some Relevant Search Engine Queries I could pose? I’ll give you three minutes to think of as many
queries as possible and the person with the most relevant queries will win.”
o Another Peace Corps volunteer (not the facilitator) will help tally up the winner
HOW TO DISTINGUISH GOOD RESULTS FROM BAD RESULTS (20 MINUTES)
Explain that “We have seen that each time you run a search on a Search Engine, you receive a ton of responses.”
 This is wonderful, but not every one of these responses is necessarily relevant to what you’re actually
looking for

In addition not all responses display correct, or true information
o In fact, anyone can and does create a website saying whatever that person or entity wants it to say.

Thus, one needs to know how to distinguish between the good results and the bad both at the level of
the Search Engine results, but also with respect to the actual information displayed on a page.
Explain the following points:

Normally, websites that are produced by a real institution are valid in the sense that the information
presented clearly comes from that institution’s perspective. Whether or not you trust that information
is dependent on whether you trust that organization. Use the below examples to illustrate this point
o Websites of major news organizations – lemonde.fr, lefigaro.fr, atlantico.fr
o Websites created by governments- usa.gov, France.fr
o Websites of corporations - orange.fr, yahoo.fr, google.fr
o Websites of NGO’s - banquemondiale.org, UN.org/fr, PSI.org/fr, croix-rouge.fr

“There are also some websites that often display useful or valid information (though not all the time)
that aren’t necessarily linked to a physical institution:”
o www.wikipedia.fr – Wikipedia is the largest encyclopedia in the world. Created in 2001, it is written
by over a thousand contributors, and visited each month by over 480 million visitors. It has over 21
million different articles and produces content in over 270 different languages. More than 8000
articles are created by day. Anyone can add or modify information presented on Wikipedia, but those
who want their content to remain on the site must cite their sources. While before, Wikipedia didn’t
65
necessarily have a physical institution, it now does employ people to scan new content and check for
the validity of information posted/edited.
o http://afrinnovator.com/ - An interesting site with lots of information about technology in Africa.
o Blogs written by real people can be trusted to provide the point of view of that person.

The key idea is find out the author or creator of any information that you consume. Who
wrote/recorded/videoed it and why?

In addition, one should always be asking oneself, does this information make sense? Does it have errors
of prejudice or bias? You should always doubt what you see and what you read.
Bad Websites – There are many bad websites, which display bad information and which display information only to
attract viewers who will see the advertisements on the site.

Often these sites are ugly and not well laid out – show examples

Usually these types of sites have lots, and lots, of advertisements – show examples

Sometimes, there is even bad information on good sites. You should always try to view critically the
information that you read or consume.
INFORMATION QUALITY ON A WEBSITE (20 MINUTES)
Explain that even if a website is well done or seems well done it can have bad information. With so much
information now readily available, it’s more important than ever to be able to distinguish good information from
bad.
Introduce the CRAP test, a series of questions that one should ask oneself when viewing a piece of information.
These questions will help you discern the quality of the information at hand. The questions are organized into four
categories. CRAP is an abbreviation for the name of each of these categories. Explain each question and give
examples.
Trainer Note: Present concrete, examples using the PowerPoint.
The Categories of CRAP:
1. Currency
o When was the information researched and created?
o
When’s the last time that this website and information were updated?
o
Is this information still relevant?
2. Authority
o
Who is the author of this information
o
Who is the sponsor or publisher of the content?
o
Does the author/creator of content have a good reputation?
o
What are the biases or prejudices of the author?
3. Point of View/Perspective
o
Is the information facts or opinion?
o
Is the information biased?
o
Does the author or creator want to sell you something?
4. Reliability
o
Did the author cite his sources of information?
66
o
What is the type of information provided?
67
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 22
PROTOTYPES
DURATION: 1 HOUR 45 MINS
OBJECTIVES:




UNDERSTAND WHAT A PROTOTYPE IS AND WHY ONE SHOULD MAKE ONE
ARTICULATE THE STEPS OF THE USER EXPERIENCE
CREATE PROTOTYPES
GIVE, RECIEVE, AND MAKE NOTE OF PROTOTYPE FEEDBACK
MATERIALS:

PROTOTYPE-MAKING MATERIALS (PAPER, GLUE, BOXES, CARDBOARD, WHATEVER)
SESSION PLAN:
INTRODUCTION (5 MINUTES)
Explain that the participants will now try to test their business ideas before investing lots of time and money into their
creation. The aim is to test key aspects of the business, and these tests are called prototypes.
A prototype is a way to make an idea more concrete, physical or accessible so that it can be tested. This prototype can
test any aspect of an enterprise such as operations, distribution, product, marketing etc.
WHAT WILL I TEST? BREAKDOWN YOUR IDEA! (30 MINS)
Explain: To test, or create a physical approximation of an aspect of your business, you need to first describe those
aspects of your business. In other words, you need to break down your idea into concrete separate steps. After
describing your business in concrete steps, you can test each step separately.
One way to break down your idea is to describe the experience of the clients who use your product. Enumerate each
one of these steps by describing how your business will interact with the client from start to finish. The questions
below will help you do this comprehensively.
1. How do clients learn about your business and/or its products? (Will you use sensitizations,
promotions, samples, etc.?)
2. What happens when your clients interact with your products or services?
3. How will clients finish using their products or services?
The responses to these questions could consist of one or several steps, but one of these questions does not necessarily
correspond to just one step.
After having described each step of the client experience, draw the steps using simple diagrams or pictures. Each
diagram or picture should be paired with text describing the step. With each step, think about the questions that you
should resolve in order to maintain your business’ operations.
Give participants 15 minutes or so to write out the steps of their product or service’s user experience.
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MAKE THE PROTOTYPES (40 MINS)
Now, you are ready to test each of these steps. These tests are your prototypes and they will help you obtain feedback
in order to hone your business idea. There are many ways to test each step of the business, several different ways to
do so can be found below.

Create a model: Construct a physical representation of your idea and use paper, boxes, tape,
string, etc. Don’t worry if your model isn’t exact. It shouldn’t be! You only want something
that will quickly test the idea at a low cost.

Make a skit: Animate the experience of your idea by trying out different roles of the people
who play a role in your business idea.

Make a diagram or illustration: Illustrate the structure, the network, the voyage, or the process
of your idea. Try several different variations. These visual aids can help communicate ideas to
members of your team and/or community.

Write a Story: Tell a story of your business idea in the future. Describe the experience of your
product or service, write a news article about it, or prepare a job description for its main
roles. The goal here is to help people understand your idea, product, and service so that they
can react to it and provide advice.

Create an advertisement: Make a promotional ad for your product or service. Make several to
present to different potential clients groups, and then collect responses to these mock ads.
Give participants 30 minutes to prepare their prototypes and present them to participants.
RECEIVING FEEDBACK (25 MINS)
Explain that after preparing the prototypes, the participants need to start collecting Feedback. The Feedback is
the most important part of prototyping. This feedback can help you rapidly discover the strengths and weaknesses
of your idea and your clients’ reactions.
In order to collect Feedback the participants should first consider:

Who are the people who will provide feedback?

Where are you collecting your feedback? Where are you interviewing people?

How will you obtain feedback?

What, exactly are you trying to test with your prototype?
Explain that when you collect feedback, you should encourage honest and frank responses. Hearing what doesn’t
work is extremely important and can help you avoid costly errors in the future. Keep adapting your prototype even
during the interviews to help you find a solution that elicits the desired response. When your collecting responses,
try to maintain a neutral perspective, you don’t want to influence the user experience any more than is necessary.
Give participants some 20 minutes to present their prototypes to each other and collect feedback (each person or
group should get 10 minutes to present and collect feedback before rotating).
ANALYZE FEEDBACK (10 MINS)
After the participants have gotten their feedback, give them several minutes to think about what they’ve learned
through their feedback. Remind the participants that after they’ve received these initial responses, they should think
about how they can modify their idea and prototypes in order to improve them. Once they’ve done this, they should
collect feedback again on the modifications.
Give the participants 5 minutes to note their prototype thoughts and conclusions in their workbooks.
Finally, explain that the participant should continue to test aspects of their business using prototyping. This will help
them avoid wasting time and money, as well as help them further improve their ideas.
69
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 23
FORMAL PRESENTATIONS
DURATION: 1 HOUR 15 MINUTES
OBJECTIVES:

GIVE PARTICPANTS THE OPPORTUNITY TO SHARE THER BUSINESS IDEAS

GIVE PARTICIPANTS A CHANCE TO PRACTICE THEIR PRESENTING SKILLS

MOTIVATE PARTICIPANTS TO RESEARCH AN IDEA
MATERIALS:

A watch

Papers to keep time that say “1 minute 30 seconds”, “1 minutes”, etc.
SESSION PLAN:
PRESENTATIONS (1 HOUR)
Explain that each person will present her or his idea before the class. The presenters will be allotted 2 minutes to
explain the essential components of their idea. After the presentation, they can respond to one question.
Trainer Note: Be strict with the time. If not, you’ll very quickly get behind schedule. In addition, it’s important that
the participants learn to pitch their idea quickly and effectively, focusing on the most important aspects of their
proposal. Use the time keeping cards to help presenters pace themselves.
SUMMARY (15 MINUTES)
Use the following questions to facilitate a discussion and a closure:
1. What types of ideas have your shared?
2. How did you feel during the presentations (and your presentation?)? What was easy? What was difficult?
3. What would you do differently the next time you present your idea?
4. What can you do to improve the next time you present?
70
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 24
INTRODUCTION TO THE DARE TO INNOVATE MENTOR PROGRAM
DURATION: 1 HOUR 15 MINUTES
OBJECTIVES:

UNDERSTAND WHAT A MENTOR IS

UNDERSTAND WHY A MENTOR IS IMPORTANT

DISCUSS THE RESPONSIBILITIES OF MENTORS AND MENTEES

INTRODUCE MENTORS AND CONNECT THEM TO THEIR PARTICIPANTS
REQUIRED MATERIALS:

FLIPCHART PAPER

MARKERS

1 PIECE OF CLOTH

1 BALLON
SESSION PLAN:
INTRODUCTION (7 MINUTES)
“Starting a business is a scary and intimidating affair. As you know, doing business in Guinea can be difficult.
Revenues are often weak, many enterprises fail and the cycle of poverty continues.”
1. Ask the participants: « during this training, what are some techniques you have learned to avoid risks.
2. Reinforce their ideas with the following passage:
“As members of the Dare to Innovate movement, you have already overcome many negative statistics.
Through your entrepreneurship training, you’ve received all the necessary tools to start a successful
enterprise, pursue your dreams, and become a change agent in your community. If you take to heart all
that you have received, your success will be inevitable. To help you further navigate this challenging
endeavor, we will furnish you with another important resource, a mentor.”
WHAT IS A MENTOR? (7 MINUTES)
1. Ask the participants to define the word mentor. List their ideas on a flipchart.
2. Show the participants the following points:
o
A mentor is an experienced individual who has already succeed in objectives that you are trying to
obtain.
o
The mentors are community leaders who are ready to help you accomplish your dreams
o
The mentors are a resource. Each time that you need advice or encouragement, or if you have a
question, your mentor is the person that you should contact. This person will help motivate you
even in the most difficult moments.
71
WHAT IS THE IMPORTANCE OF A MENTOR ? (15 MINUTES)
Activity: The importance of a Mentor
1. Ask for a volunteer amongst the participants.
2. Blindfold the volunteer, making sure that she or he really can’t see.
3. By one side of the room, without making a lot of hubbub, place chairs and other obstacles on a path
before the participants. At the other side of the path, a balloon is set on a chair.
4. Instruct the volunteer to find the balloon. Tell the other participants to keep silent.
5. Once the volunteer has taken some time to try to find the balloon, bring him back to the start of the
path.
6. Ask for another volunteer. This new volunteer will guide the blindfolded volunteer to the goal, but the
new volunteer can’t touch the blindfolded volunteer.
7. After they find the balloon, ask the participants the relationship between this activity and importance
of a mentor. Add the following points if they are not mentioned.
o
It takes less time to obtain the goal if you have a mentor help you.
o
You can ask for help from the mentor.
o
It’s possible that you don’t have all the skills necessary to obtain the goal, but your mentor can
help you overcome these weaknesses.
8. Reinforce these ideas with the following passage:
« During all of the sessions of Dare to Innovate, we have reiterated that it is absolutely necessary to
use your social network to find information at each step of the development of your business. An
enterprise is like a child that must be raised by a community. You need to hold the hand of other
people so that your business will succeed. Your mentor is an indispensible part of your social network
who will help you continue to develop your community of resources and contacts in order to strengthen
your business.”
WHAT IS THE DARE TO INNOVATE MENTOR PROGRAM? (2 MINUTES)
“The Dare to Innovate Mentor Program was created provide you with support and a person of resource. We are
pairing you each with talented, experienced individuals who have spent years working to create businesses in the
Guinean context. The mentorship program is one of the most important aspect of your success.”
RESPONSIBILITIES OF PARTICIPANTS AND MENTORS (29 MINUTES)
1. Write the following responsibilities on a piece of flipchart paper and present the flipchart to the
participants:
o
Your mentor will call you once a week, during the research and development period to make sure
that you are on the right track. They will ask you several questions related to the development of
your business idea, and they will give you suggestions on how to improve your idea.
o
Your mentor will publish articles on the blog as well as write comments on our Facebook group.
o
Your mentor will work with you and the rest of the Dare to Innovate Community to enlarge the
movement.
o
Your mentor is a support system for you. She or he is veritable mine of knowledge, experience, and
an important extension of your social network.
2. Ask participants: “What are the ways that a mentor can help develop your business?” Write responses
on a piece of flipchart paper and mention the following points.”
o
By suggesting resources for financing
o
By helping to resolve problems with members of the community.
o
By helping to find partners
72
o
Providing information
o
Provide market research advice
o
Provide technical training
o
Encouragement
o
Help you see the weaknesses in your business idea.
3. Ask the participants to take two minutes to write three questions about their business idea that they
would like to ask their mentor.
4. Write the following points on a piece of flip chart and present it to participants:
«You also have responsibilities as a mentee.»
o
Take care not to get defensive. If your mentor provides constructive criticism, be thankful for the
advice, and use the criticism to strengthen your idea.
o
Your mentor is one of numerous local resource leaders. You also need to do everything you can to
expand and establish your own social network.
o
Don’t wait for your mentor to call you, call her or him!
o
Be persistent in calling your mentor, but at the same time, don’t forget that your mentor is often
busy. You are not her or his soul responsibility. Be respectful, and considerate with their time and
attention.
o
Respect the schedules you make to meet with your mentor. Always be on time!
o
If problems with your mentor arrive, you can call one of us to try to figure out a solution to the
situation.
o
Make sure to follow up on the suggestions of your mentor. If you don’t follow up with what she or
he says, you’ve basically wasted your time, and the time of your mentor.
o
Use your networking skills to foster a good relationship with your mentor and the people you meet
through her or him.
INTRODUCE THE MENTORS TO THE PARTICIPANTS (15 MINUTES)
Bring the mentors to the front of the room and have them present themselves. Each mentor should have already
been assigned between two and three participants. Invite these participants to stand beside their mentors. Explain to
the participants that their mentors will be around for the day so that they can use the break periods and lunchtime
to pepper them with questions, and build a constructive relationship.
Trainer’s note: Write the Mentor names and contact information on a piece of flipchart paper. Ask the participants to
make note of these contacts and especially that of their mentor.
73
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 25
FOSTERING A COMMUNITY (TECHNOLOGY RESOURCES)
DURATION: 1 HOUR 45 MINUTES
OBJECTIVES:

UNDERSTAND THE IMPORTANCE OF THE

THINK OF WAYS TO MAINTAIN CONTACT WITH OTHER PARTICIPANTS

RESOLVE TO MAINTAIN THE CONTACT WITH OTHER PARTICIPANTS

IDENTIFY VOLUNTEERS TO LEAD THE COMMITTEE RESPONSIBLE FOR THE DEVELOPMENT OF THE DARE TO INNOVATE COMMUNITY.

UNDERSTAND THE TECHNOLOGY RESOURCES OF THE DARE TO INNOVATE MOVEMENT

UNDERSTAND HOW TO USE THE TECHNOLOGY RESOURCES AND OUR EXPECTATIONS FOR THEIR USE

THINK OF WAYS TO MAKE THE DARE TO INNOVATE MOVEMENT LARGER
DARE TO INNOVATE COMMUNITY
REQUIRED MATERIALS:

FLIPCHART PAPER

MARKERS

POWERPOINT PRESENTATION

A PROJECTOR
SESSION PLAN:
INTRODUCTION (5 MINUTES)

Ask: “Why is it important to maintain the Dare to Innovate Community?” Facilitate discussion, record
the following points:
o
The community provides and important addition to participants’ social network
o
The sustainability and development of a social entrepreneurship movement in Guinea.
FORCED NETWORKING (20 MINUTES)
“Think of at least three other participants who come with the skills or assets that you don’t have and who you would
like to maintain your contact with. Note these people in your book.”

Explain the next activity: «”You have five minutes to think about these 3 participants and to think of 3
ways to maintain contact with each person.” The participants take the time to note these techniques
in their books

At the end of 5 minutes, ask the participants what they’ve written down, and write the suggestions on
a piece of Flipchart paper. Suggest the following ideas if they have not yet been mentioned:
o
Schedule weekly dates to meet (at a cafe, internet cafe, restaurant, house, library, etc.)
o
Call that person on a regular basis
o
Maintain contact through e-mails and Facebook
o
Do some other activity together.
Explain: “Even though these activities will not be mandatory, and even though they may not directly help your
business in the short term, these contacts, can become indispensible in the future. Keep in mind that each person
here was chosen for their motivation, skills, and talent.”
Give the participants several minutes to find the individuals that they listed. Encourage them to sign agreements
that promise that they will maintain contact regularly.
74
After they have signed their contracts, explain, “You have promised to maintain contact with one another. Even
though you are competitors, now you are also friends and mutual resources!”
THE LEADERS OF THE MOVEMENT AND THE COMMITTEE
(5 MINUTES)
“Even though you are dynamic and intelligent, you will be a more capable entrepreneur if you collaborate with
others. As the participants of Dare to Innovate, you are now the leaders of a movement, and each person that you
inspire to join the movement will in turn help you enlarge your social network. But the Dare to Innovate movement
doesn’t not expand on its own it’s your responsibility to find new participants and to inspire social entrepreneurship
in those around you.”
Ask the participants if there is any amongst them who would like to form a movement development committee that
will be responsible for working towards enlarging the ranks of the movement.
Note the names of interested participants.
TECHNOLOGY RESOURCES (25 MINUTES)
“We have already created several technology resources to help you maintain and strengthen the movement.” Give a
small summary of the four resources before visiting each resource and explaining in detail.
“A tool that we will leverage to develop our community is the Internet. We have our own site at
www.OsezInnover.com, a Facebook Page, a Facebook Group, and a Twitter account.”
Present the Internet site of Dare to Innovate and explain that “ Our site is full of information about the movement,
and the conference. You can visit it to see our goals and objectives, collect resources, learn about our partners etc.”
Use a PowerPoint presentation with images to reinforce familiarity with the technology resources.




Introduce the information and resources on the site including
o
The goals and objectives
o
The Mentors
o
The Resource Page
Present our Blog
o
“The blog is a series of articles that is regularly updated. Normally these articles follow a theme or
themes. For example, Dare to Innovate’s blog focuses on articles about social entrepreneurship,
Guinea, Innovation, etc. Each week we publish an article on our blog” show participants the blog
o
Encourage the participants to contribute their own blog posts to the site. Prepare prompts for the
participants to follow.
Twitter
o
“Twitter is a tool which allows its users to publish small messages of 140 characters or less. The
service is free. One can send these messages by SMS or on the Internet. These small messages are
called tweets.”
o
“We use twitter to inform our friends, mentors, partners, and others of our activities.
Furthermore, we use our twitter account to underline the articles that we find interesting and
relevant to our movement. Finally, we use twitter to find relevant and interesting articles to share
with you the participants.”
The Facebook page and the Facebook group
o
“Facebook is an online social networking tool. To become a user of Facebook, you have to create a
Facebook account (which is free). Once you’ve created an account, you can share photos,
messages, videos, text, and other media with other users.”
o
“To create an account, you need to submit some basic information, which will appear on your
account. Other Facebook users will be able to see this information. Soon, we will show you how to
create a Facebook account and how to use it.”
o
Next present the Facebook Page, explaining that “We have two resources on Facebook. The first
resource, the Facebook page is for organizations and individuals who support us or who follow us.
75
This Facebook Page is like our Internet site. On you can find information about the movement and
our activities. Furthermore, it lists little messages, like the tweets we post on twitter. In fact the
majority of the messages that appear on this list of message come automatically from our twitter
account.”
o
Next present the Facebook Group: “In contrast, our Facebook Group is a tool that our participants
will use to communicate with each other and strengthen and develop the movement. All
participants are obligated to participate in the Facebook Group. On the group, we will also post
information, articles and updates that might spark your interest and burgeoning social
entrepreneurs. For example…” Share several examples.
HOW TO USE FACEBOOK (15 MINUTES)
1. Show Participants how to create a Facebook account on Facebook by using photos and the Facebook
Site.
2. Show participants how to join the Facebook group.
3. Show participants how to interact with the Facebook group and show them how to write messages on
Facebook.
FOSTER THE MOVEMENT (10 MINUTES)
Talk about the importance of involving more people in the movement.

The network should not limit itself just to the participants of this conference.

Who are other people and organizations that could help us grow the Social Entrepreneurship Movement
in Guinea?

What could you do in your community to foster this movement?
o
Presentations?
o
A networking Event?
o
Involve others in work or research?
THE RESEARCH AND DEVELOPMENT PERIOD (10 MINUTES)
Explain the schedule and the expectations of the Research and Development Period.

Participants will contribute to a publication on the Facebook group at least one a month

Participants will visit the website at least two times a month for at least the months of August and
September.
Trainers Note: The mentors also need to know the expectations of the Research and Development period.
FACEBOOK - PRACTICE (15 MINUTES)
If time and connection allows, practice connecting to Facebook and using it.
76
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 26
MONITORING AND EVALUATION
DURATION: 1 HOUR 30 MINUTES
OBJECTIVES:

UNDERSTAND WHAT IS MONITORING AND EVALUATION

UNDERSTAND THE DIFFERENCE BETWEEN OUTPUTS AND OUTCOMES

UNDERSTAND HOW TO MAKE OUTPUTS SMART

UNDERSTAND OUR
MONITORING AND EVALUATION EXPECTATIONS FOR THE BUSINESS PLANS.
MATERIALS:

EXAMPLES OF DLIGHT, CREDIT RURAL DE GUINEE, AND WATERHEALTH
o WITH OUTPUTS AND OUTCOMES IDENTIFIED
o WITH OUTPUTS WRITTEN AS SMART OUTPUTS

FLIPCHART PAPER

MARKERS
SESSION PLAN:
INTRODUCTION (5 MINUTES)
Ask the following questions: “What is monitoring and evaluation?” Discuss, and make sure to mention the following
points:
1. A traditional business measures its success by reviewing its profits.
2. A social business aims to achieve not only financial goals, but also social goals. Monitoring and
Evaluation are the methods, and strategies that one uses to measure success of the social mission of a
social enterprise.
Why Do Monitoring and Evaluation?
1. It helps you know if your business is having the impact that you want it to have.
2. It helps you understand how you can improve your businesses’ ability to respond to its social mission.
3. Show to investors and funders that your business is having a real impact.
o
Investors and funders are becoming more and more concerned with seeing proof of impact, and
many won’t provide funding to ideas that don’t have a Monitoring and Evaluation Plan built in.
EXAMPLE OF A PRIVATE SCHOOL (15 MINUTES)
“Have you ever witnessed an example of a private school in your life?”
1. Take responses and then ask the following question: “Aren’t many private schools a bit like a social
enterprise? Why or why not?” Take responses.
2. Follow the points below to facilitate a discussion.
o
Even though a school needs to get money, a good private school also wants to educate its students.
In other words it has the social mission of educating its students.
o
«”So do these schools monitor and evaluate their social missions? If so, how?”

o
“The schools administer tests that help them understand if the students have learned what
they were taught.”
“But what’s the goal of a school? Is it just to make sure that student’s ace tests, or is it to foster
the creation of the successful and educated generation of tomorrow?”
77
o
“So can’t one say that a school’s ultimate goal is to create the successful educated generation of
tomorrow, and that education is simply a tool that it uses to support this larger goal, and that tests
are just a way to evaluate this tool at the short-term?”
o
Explain and display a graphic that demonstrates the ideas in the following paragraph. “So for a
school, there are two different levels of social goals. AT the short term, a school wants to make
sure that the students are learning what it is teaching. But its greater goal is to help students
become successful, wonderful citizens. One doesn’t want to educate students to add and subtract
so that they can do so on written exams, but so they can do so in their everyday lives to help them
solve real problems.”
OUTPUTS AND OUTCOMES (10 MINUTES)
“Our example of a school has shown us one of the most important aspects of Monitoring and Evaluation.” Display
papers, which highlight the following points. Facilitate a discussion about each.
1. Like the school, you should find a way to test the immediate effects of your business’ activities. What
is the test that you’ll apply to monitor your social impact?
2. There are two levels of impacts or effects: outputs and outcomes.
o
At a school, there are the results of the tests. In other words, the grades, which indicate what the
students have learned in the short term. These short term results are what we call outputs.
o
But the larger goal, in the long term, is to get students to use their education to have success and
become good citizens. This larger level of impacts is called the outcomes.
o
Usually, schools only follow the results of their activities, because the longer-term effects of their
work would be difficult to judge. Often, this is the case for social enterprises as well, but a good
social entrepreneur will always keep this larger goal in mind when creating her or his business and
its Monitoring and Evaluation mechanisms.
ACTIVITY TO HELP REINFORCE THE DIFFERENCE BETWEEN OUTPUTS AND OUTCOMES (20 MINUTES)
Break the participants into groups or pairs and have them consider the following examples of social enterprises and
have them try to define the outputs and outcomes of each enterprise. After giving several minutes to formulate their
responses, have each group present their example and their responses.
Trainers note: It’s usually easier for participants to define the outcome before the output
1. D.light- d.light design was founded in 2007 with the goal of eliminating kerosene. It has developed a
suite of products that include d.light S300, a solar lantern and mobile phone charger; the d.light S20,
which has no recurring costs and produces eight hours of light on a single charge; and d.light S2. At $8,
the S2 is the world’s most affordable high-quality solar light.
More than 13 million people are benefiting from d.light’s solar lanterns. By replacing a kerosene lamp
with a d.light product, a consumer can expect to experience cost savings of up to $150 over five years,
increased safety from the elimination of accidental fires caused by kerosene lamps, better health and
increased productivity.
In total, d.light’s lanterns have resulted in 275 million USD in savings per year for families who no
longer rely on kerosene. Carbon emissions have been offset by 375,000 tons per year, and over 2,000
deaths per year have been prevented from kerosene fires.
o
Desired Outputs: The sale of D.light’s products
o
Desired Outcomes: Reduce household expenses and accidents that are linked to lighting. Also
improve household productivity.
Trainers Note: The Amount saved by families who use D.Light Products is difficult to gauge, and it is probably better
categorized as an outcome rather than an output.
78
2. Waterhealth International - Approximately 170 million people in India lack access to
safe, clean drinking water. Families, especially women and girls, spend long hours
collecting water from local sources, and end up with water that is unsafe for
consumption. Water-borne diseases cost an annual $600 million in lost production and
medical treatment.
WHI’s mission is to provide scalable, safe and affordable water solutions to the
underserved through innovative business models. Its technology for purifying bacterial
contamination in collected surface water was developed after a water-borne cholera
epidemic in 1993 killed 10,000 people in just one month. WHI’s model incorporates the
cost-effective technology designed for the poor with an effective approach to social
marketing and distribution.
Each WHI system has the capacity to serve up to 5,000 people a day, though its modular design can be
configured to serve communities of up to 10,000 people. Clean water is sold to customers for less than
$.01 USD per liter. At some sites delivery is available.
o
Desired Outcomes: Improve public health and reduce the incidence of water-borne diseases
amongst poor Indian households.
o
Desired Outputs: The regular consumption of clean, safe water via Waterhealth’s sustainable
filtration system.
3. Crédit Rural de Guinée – Credit Rural was created in 1989 by the Guinean Government and l’Agence
Français de Développement (AFD). It is a microfinance institution which hopes to improve the
availability of financial services for all of guinea, particularly in rural zones. Due to good management,
Credit Rural has over 100,000 clients, and it offers services ranging from credit, money transfer, and
savings. With the largest microfinance network in Guinea, Credit Rural is present in nearly every subprefecture of the country.
o
Desired Outcomes: Improve the financial situation of Guinean households and businesses.
o
Desired Outputs: Use of the financial services of Credit Rural over a large geographical area and a
large number of clients.
HOW TO MONITOR AND EVALUATE YOUR OUTPUTS (15 MINUTES)
1. Explain that « a school wants to know if their students have understood the material in the short term,
so it administers tests. This method of gauging immediate effect won’t always work for a social
enterprise. Take D.light for example, what would be the test that it could employ to test its outputs? It
would be hard to formulate an effective exam. »:
2.
« Clearly there is no one way to monitor these immediate effects, but if you create a set of desired
SMART outputs, you can often, easily find a way to quickly tell if your obtaining your desired outputs.
Like the objectives of an action plan, your desired outputs should be SMART. That said, your outcomes
don’t need to necessarily be SMART.»
3. Display flipchart to support the following point. Explain each letter of the abbreviation SMART and
provide examples.
a. S – Specific
b. M – Measurable
c. A - Attainable
d. R – Relevant
e. T – Time bounded
4. Explain that by defining SMART outputs, the participants will quickly be able to identify the who, what,
when, where, and how they can monitor their effects.
79
ACTIVITY (20 MINUTES) - SMART
« Now, we will try to formulate several SMART desired outcomes for the three social enterprises that we’ve already
discussed. »
1. Reintroduce the example of Credit Rural
o Give participants 10 minutes to create SMART desired outcomes for Credit Rural.
o For example:

The Credit Rural will obtain 10,000 more clients before the end of this year.

The Credit Rural will grant 10,000,000,000 FG of credit before the end of this year.

The Credit Rural will open 10 new offices in new locations before the end of the year.
2. Come together to discuss people’s responses.
4. Explain that «Often there are goals at the level of outcomes that cannot be made into SMART goals. As
we mentioned with our example of a school, it’s extremely difficult for a school to measure if students
are successful and educated some 10, 20 or 30 years after graduation. How do you find your students?
What is success? Would the results of such a study even be relevant to the functioning of the school?
Thus, it’s not always practical to try to define SMART goals for your outcomes, but it is important to
always keep your outcomes in mind when designing your desired SMART outputs.»
OUR EXPECTATIONS FOR THE BUSINESS PLANS (5 MINUTES)
Explain our expectations for the business plans. Specifically, explain that we would like to see:
1. That participants have identified outcomes and a series of SMART outputs.
2.
Have sketched a plan to monitor their businesses’ outputs.
80
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 27
ACTION PLAN
DURATION: 1 HOUR 15 MINUTES
OBJECTIVES:

REVIEW THE NECESSARY STEPSTO CREATE AN ACTION PLANFOR REALIZING YOUR SOCIAL ENTERPRISE IDEA

REFLECT ON THE NECESSARY TASKS TO START YOUR ENTERPRISE
MATERIALS:

FLIPCHART PAPER

MARKERS
SESSION PLAN:
INTRODUCTION (2 MINS)
Explain to participants the concept of an action plan:
1. “Now that your idea has evolved into a solid concept, it is time to plan for the next steps. We are going
to apply the following process to your social enterprise idea to specify the necessary measures in the
realization of your enterprise.”
2. “After the action plan explanation, you will have this session to fill in your own action plan with your
mentor. Use this time also to familiarize yourself with your mentor.”
ACTION PLAN (13 MINS)
“In your exercise books you all have an action plan table. Once we finish with the explanation, you will fill in the
table directly in your exercise book”
Trainers note: Prepare the flipchart paper with the 5 steps to an action plan and the table examples.
Step 1: List the tasks

Create an overall vision of all actions or tasks that must be taken to launch your enterprise.

Example:
1. Conduct in-depth market research
2. Find a wholesaler and prices of raw materials
3. Find a location for your enterprise
4. Find out exactly how much start-up funds will be necessary to start your enterprise
Step 2: Nominate the champions

Nominate one person of your team or a business partner who will be the champion for each task that
you have identified

Review the questions and decide who will be in charge of finding a response

Write the name of the person responsible for each task
81

Example:
1. I am the champion to do market research (Task #1).
2. My business partner will find the wholesalers and will begin to calculate the necessary start-up
funds for the business (Task #2 and #4), etc.
Step 3: Identify the needs

Are there any activities that you cannot assign to anyone, or any questions that you cannot find a
response to?

Create a list of tasks for which you will need help.

Ex: Find a location for your enterprise – I need help in this task, so I will talk to my neighbor who has
lots of contacts in the city to see if he can put me in contact with someone so that I can find a good
location with a good price..
Step 4: Create a calendar

Map out all of your tasks into a timeline.

Schedule all necessary assignments and agreements on your calendar.

Ex: Task #1 (do in-depth market research) is my responsibility and I give myself 2 weeks to finish it.
Today is July 1, I have until July 15.
Step 5: Plan regular meetings to check your progress

Establish a time for a regular informal meeting with your team to maintain the working momentum

Use this time to share thoughts, ideas and worries

Ex: Meeting #1 will be on July 8 at "Medina Café" at 9 o’clock, Meeting #2 will be July 15 at the
restaurant "Kenny’s Fast Food " at 9 o’clock, etc.
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CLASS WORK (1 HOUR)
“You have the rest of this session’s time to fill out your action plan with your mentor. Remember to use this time
also to become familiar with your mentor.”
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DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
SESSION 28
ENVISIONING THE FUTURE AND CLOSING
DURATION: 1 HOUR 15 MINUTES
OBJECTIVES:




LOOK AT THE LOGISTICS FOR THE RESEARCH AND DEVELOPMENT PERIOD
BECOME MOTIVATED
ENVISION A SUCCESS-FILLED FUTURE
CONFERENCE CLOSING
MATERIALS:

FLIPCHART PAPER

MARKERS

20 BLANK PIECES OF PAPER

20 ENVELOPES
SESSION PLAN:
LOGISTICS FOR THE RESEARCH AND DEVELOPMENT PERIOD (10 MINS)
We are nearing the end of the conference but we are only at the beginning of our work. The research and
development period will be busy. Ask participants to cite the things that they should do during the period. Take
responses and reveal the following list:

Communicate with your mentors and volunteer trainers

Conduct your market research

Create prototypes

Attend two supplementary regional trainings

Write your business plans

Prepare and practice your presentation

Contribute to and integrate with OsezInnover.com and our Facebook group
Remind the participants of important dates. Write important dates on a paper and give everyone an opportunity to
write them into their notebooks.
MOTIVATIONAL TALK (10 MINS)
It’s been a full week that has stretched the participants. Ask the following questions:

What part of the week was the most difficult for you?

Reflecting on the week, what should you be proud of?

According to you, what aspect of social entrepreneurship is most exciting?

How do you feel being founding members of the Dare to Innovate movement?
MEDITATION (15 MINS)
Ask the participants to relax. This could mean that they leave their chairs and sit on the floor. Read the following
script with a calm voice and a slow rhythm. Give sufficient amount of time to reflect on each question regarding
their future and their work.
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Close your eyes. Begin to breathe deeply. Pay attention to your breathing. Carefully, roll your shoulders in slow
circles and then let them fall naturally in place. Release the tension in your back, roll your head slowly in circles
and let it rest naturally in place. Breathe, continue to breathe, with deep, calm breaths. Now, begin to create in
your mind an image of your daily life as it is today. You are waking up in a typical day. Once you are fully awake,
how do you feel? Imagine who you encounter during this typical day. Think about what you are doing. What are the
activities that are a part of the work that you do?
Pay attention to the rhythm of your day. Now begin to pay attention to how your body feels at this moment. Are
you full of energy? Have you had time to rest in the day? Do you feel slow or anxious? How do you describe your
attitude toward the day? Now, we are going to leave this day. Begin to take slow, deep breaths. Pay attention once
again to your breath. Feel the rhythm of your breath as you deeply inhale and deeply exhale. Empty your mind of
images of your daily routine, you have left and are beginning to see another day, a day that is somewhere in the
future. It’s a day that you have always dreamed of. You wake up relaxed, rested and ready to seize the day. You are
conscious of the gift that is also in this day, the time that you have received to do exactly what you were born to
do. What makes you impatient? Where will you go today? Who will you be? As you move through this day in your
mind, note how you feel, your body, your shoulders, your neck, your back, your entire being. Leave yourself entirely
to absorb the rhythms and feelings of this day. What experiences do you wish to have? What are the characteristics
of your ideal life? Success? Adventures? How do you want to develop yourself? What are the abilities and knowledge
that you want to master? What type of person do you want to be? What is your ideal? What do you want to be able
to contribute? How do you want to help your family? Your community? What legacy do you want to leave?
Give the participants some minutes of reflection and afterwards, tell them to slowly open their eyes when they are
ready.
FUTURE LETTER TO MYSELF (30 MINS)
Once they have taken time to reflect on an ideal future, the participants will write letters to themselves to reread
after the competition. These letters will be to remind them of their energy and motivation from the present
moment.
The letter should begin with “My Dear Future Self”

It should explain who you are in this moment

You may describe your goals and motivations, what you want to accomplish during the research and
development period, wise words and encouragements, the visions you developed during meditation.

Participants may leave the space to write their letters in a calm and isolated environment if they wish.
The farm is at their disposition.
When finished, place the letter in an envelope with the name of the participant written on the envelope. Leave them
closed and save them for redistribution during the competition.
CLOSING (10 MINS)
We, the Dare to Innovate team, couldn’t be prouder than we are for all that you’ve accomplished not just in this
week, but in finishing the Youth Entrepreneurship Training Program (YETP) and your brilliant applications, accepting
new ways of working, of learning, and seizing the complexities of financial reports, exercising your creativity and
working in a team. But, it’s only just the beginning. Now is the beginning of the real work. To take what you have
learned and make it live. To be a social entrepreneur. To launch a movement. You are capable. If you were not, you
wouldn’t be here. So, let’s go! Work! Change Guinea for the better and become examples for youth all across the
world, demonstrating that youth are the future and the key to a better future for us all. I thank you all and will see
you again at the competition.
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Annex:
BUSINESS PLAN
Given that the second phase of the Dare to Innovate conference is a competition based on business plans, the ability to
write a business plan is very important. Because Dare to Innovate was initially created for those who had already
completed the Youth Entrepreneurship Training Program (YETP), we haven’t included a session in this curriculum on
business plans. If your participants have not followed YETP or have followed YETP 1.0, you should add this lesson to
your curriculum. It is available online at OsezInnover.com under « resources ». To save paper, we have not inserted the
lesson here. We have, however, included a guide for business plans in the annex of the exercise book. The guide is
available here:
Business Plan
Key Aspects
1. Introduction - include the Cover Page, Table of Contents, Executive Summary, and a General Biography of the
Enterprise.
2. The Plan–Include the following sections: Products or Services, Proposed Implantation, Marketing Plan, Clients,
Competitors, and the Niche.
3. The Finances –Include the following sections: Costs, Pricing/Profits, Start-up Costs, and the Financial Plan.
4. The Annexes– Include necessary documentation to support the tables or graphics.
The Details
1. Cover Page
o In the center of the page write “Business Plan”
o In the middle of the page write the name of your enterprise
o In the lower right-hand corner of the page write your contact information, including of your full name,
email address, telephone number and mailing address. This is where any potential funders or partners may
contact you, so be sure that your information is precise and professional.
2. Table of Contents
o Write “Table of Contents” at the top of the page
o List all sections in your business plan and the corresponding page number on which each section begins
o The titles of the sections should be aligned on the left side of the page, and the page numbers should be
aligned on the right side of the page.
3. Executive Summary
o Write this section once you finish all the others! After having completed your business plan, ask yourself:
“What information is most important in the document?”
o Possible subjects to include: Product description, target clients, value proposition, revenue-generation
plan, etc.
o The Executive Summary should not exceed a half-page in length.
4. General Biography of the Enterprise
o This section will share all information about your qualifications and the qualifications of your team. It
responds to the question: Who are you?
o This section should include a discussion about how you were formed, the history of your work and
entrepreneurial activity and why you are particularly well adapted to succeed in this project. If you work
with a partner or partners, include this information for each member of the team.
o If you have already worked in a team, discuss all projects that you have begun together. If they have
succeeded, why have they succeeded? If they have failed, why have they failed and how will you avoid this
new enterprise also failing?
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5. The Products or Services
o In this section, respond to the question, “What are you going to do?” Describe in detail all products or
services that you will sell. Don’t forget to note why they have value to the consumer.
o Include your results to all steps in your feasibility study. Especially pertinent information is included in
Step 1 – Make an Entrepreneurial Choice and Step 3 – Define the Business Operations and the Three Types
of Costs.
6. Proposed Implantation
o This section responds to the question, “Where will you work and why?”
7. Marketing Plan
o You have already developed your marketing plan during Lesson 8. Simply write your plan and describe how
your clients will discover your product and how your product will attract your clients.
8. The Clients
o This section responds to the question “Who will purchase my product?”
o If you have multiple types of clients, don’t forget to present each one separately.
o Be specific in describing your clients. No enterprise can count on every single person as a client, and
investors want to understand exactly who will consume your product or service.
9. The Competition
o After having completed Step 2 – Conduct Market Research of the feasibility study, you should have a good
idea of who your competitors are. Include their names, locations, products/services, strengths,
weaknesses, opportunities and threats.
o Recall that by forgetting to list a competitor doesn’t mean that the competitor does not exist. If an
investor knows a competitor that you haven’t listed in your business plan, he/she will think that you
haven’t conducted your study well, or that you are dishonest. In the next section, you will describe why
your enterprise is stronger than your competitors so you will not need to mention that here.
10. The Niche
o This section responds to the question, “Despite your competitors, why will clients purchase your product?”
If you don’t know what differentiates your product, you should stop here and rethink your business idea
before continuing to launch your enterprise.
11. The Costs, the Price and the Profits
o Use your work from Step 4 – Calculate the Unit Cost, Determine the Selling Price and Estimate Profits. You
can create this section in a table format:
Product
1
Sandwich
Syli
Cost
Direct Costs=
4.139 GNF
Indirect Costs
= 1.516 GNF
Total= 5.655
GNF
Price
8.000
GNF
Profit
2.345
GNF
12. Start-Up Costs
o Simply copy your start-up costs from the table of feasibility study Step 3 – Define your Business Operations
and the Three Types of Costs.
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13. Financial Plan
o This section could be simple or complicated based on your desires. If you are in need of a large amount of
money in order to launch and operate your enterprise, this section should be more informative and
analytical.
o Analyze the Dead Point: How much of your product do you need to sell in order to reimburse your investors?
o 12 Month Prevision of Profits or Losses: Preview sales for the next 12 months and incorporate these with
your start-up costs, your operational costs and selling price. Show your profits or losses for each month and
cumulatively for the first year of operations.
14. The Annexes
o This section is where you will include any supplemental information. For example, you can include any
marketing materials that you have developed, an overview of your market study, technical reports or
graphics/tables that you want to include but are too long to put in the body of your business plan, etc.
FEEDBACK FORMS
Feedback is extremely important. Here is our Feedback Form. You may use as written or modify as needed. To assure
that we receive all Feedback Forms, we normally hold return trip fees until the participant hands in his/her Feedback
Form. In exchange for the Feedback Form, they receive their transport fees.
FEEDBACK FORM
DARE TO INNOVATE: THE CONFERENCE FOR SOCIAL ENTREPRENEURSHIP
What lessons or activities did you enjoy from the conference? Why?
What lessons or activities did you least enjoy? Why?
What parts of the conference were most useful?
What parts of the conference weren’t very useful or did you not understand very well?
How were the trainers in assisting with comprehension?
What could the trainers do better?
Were the creative exercises and teamwork activities in resolving the problems useful? Not useful? Why?
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Were the lessons on technical capacities useful? Not useful? Why?
How have you found the location of the conference?
How could the conference location be improved?
How could the Dare to Innovate team better help you succeed during the research and development period?
Other commentary:
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