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Tutor Induction Programme 2010 - 2011

Tutor Induction Programme 2010 - 2011. WTE Tutor Induction Programme

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Tutor Induction Programme 2010 - 2011

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  1. Tutor Induction Programme2010 - 2011

  2. WTE Tutor Induction Programme The Women Technology Entrepreneurs (WTE) Tutor Induction Programme has been developed to support tutors and trainers interested in facilitating the delivery of the WTE training programme to nascent female entrepreneurs, particularly those living in rural areas. The Learning Framework in which the WTE courseware has been developed is represented below:

  3. Outcome of the Tutor Induction Programme • On completion of this programme, as a tutor and/or trainer, you will be able to: • Understand the WTE project idea and its objectives • Identify the core components of WTE and explain the learning outcomes • Understand how the WTE training course can be structured and presented • Recognise the skills required by tutors and trainers to deliver the WTE course • components • Appreciate the outcomes participants can achieve through the WTE course • Evaluate the WTE training course • In order to increase learning accessibility and flexibility, the WTE training programme can be adapted to a blended learning approach combining both face-to-face and online sessions.

  4. Introducing WTE WTE is a new innovative curriculum focused on the needs of women learners seeking entrepreneurial opportunities through the use of modern technology. The WTE curriculum merges two business types which have traditionally experienced low female input; namely technology and entrepreneurship. The course envisages closer links with the world of work while addressing the traditional educational deficits in entrepreneurship training. The People behind the Project The project consortium responsible for the development and implementation of WTE comprise eight (8) organisations drawn from eight (8) EU partner countries, namely; Ireland, Malta, Austria, Finland, Spain, Lithuania, Latvia and Greece. Together partner organisations have developed this training and support programme. WTE has been co-funded by the Leonardo da Vinci Measure of the EU Lifelong Learning Programme (2007-2013)

  5. WTE Objectives • Women Technology Entrepreneurs aims to harness the entrepreneurial potential of women, matched with the capability of modern technology, by developing a flexible, bespoke and innovative training programme designed specifically to meet the needs of rurally based nascent and established female entrepreneurs. • Why? • Promote entrepreneurial values, as well as curiosity, openness to continuous learning, proactive attitudes, self reliance and creativity amongst women entrepreneurs • Support women’s participation in entrepreneurial activities • Provide potential for self-employment amongst this female target group and the development of local economies • Advocate for the integration of entrepreneurship as a subject in the education system

  6. Class Setting (1) • Self-directed Online Learning: The WTE course is available online through an accessible e-learning platform for potential women technology entrepreneurs to engage with. Participants can undertake the course independently and at their own pace once registered. • Supported Online Learning: Learners can progress through modules at their own pace but with you acting as a learning support and reviewer. A general discussion forum will also allow engagement with other participants and tutors. Support will be provided through email and Skype contact.

  7. Class Setting (2) • Group: WTE can facilitate small group course delivery. Small group courses enable potential WTEs to engage and network with like-minded women thus increasing a sense of belonging and acceptance which may have hindered some women’s participation in the technology and entrepreneurial fields previously. Delivery methods and assessment can be adjusted as necessary for this setting. • Classroom Setting: WTE can be delivered in a classroom environment using the downloadable online resources and materials from the website. The lesson plans can be altered and adapted to meet the needs of the participants. Delivery methods and assessment can be adjusted as necessary.

  8. Teaching Method • The following teaching methods can be used to support the delivery of WTE: • Step by Step: Move through each section and review before moving on. This allows learner time to reflect on their learning and ask questions regularly. • Observation: Review exercises and assignments by learners. This allows for constructive feedback to learners via email for a less restricting time schedule. • Question and Answers: Learner can progress through course and ask questions online through the discussion forum • Practical: References and demonstrations are available. This gives learners practical examples for entrepreneurial development.

  9. Making WTE relevant It is important to take into account women’s needs, priorities and expectations in the planning, delivery and evaluation the training activities of WTE. Despite substantial attitudinal changes towards the role of women outside the home, and the upward trend in the numbers of women active and participating in the labour market, research confirms that women still constitute the primary homemakers and carers within society. The delivery of the WTE courseware must be flexible and available at times that suit women, with both home and work commitments. The courseware developed and available on www.wteche.eu will support the acquisition of knowledge and skills through a bespoke e-learning platform. Courseware will be available in a number of formats to increase accessibility to participants with different learning styles and available in 7 European Languages.

  10. Tutor Requirements • Experience in adult education • Knowledge of the subject areas WTE addresses • Using the most appropriate materials and styles in course delivery • Facilitate the VARK learning styles, where possible • Ability to engage and animate adult learners • Willingness to engage with registered learners through ongoing email contact • Contribute to the development of the tutors resource section, where appropriate, providing additional information, links, uploads that can be viewed by users. • Awareness of Gender Sensitivity • Gender Sensitivity is the act of being sensitive to the ways people think about gender, so that people rely less on assumptions about traditional and outdated views on the roles of men and women. This should be present in all communications and engagements throughout the WTE course.

  11. Gender Sensitivity (1) • The concept of gender sensitivity has been developed as a way of reducing barriers to personal and economic development created by sexism. Gender sensitivity helps to generate respect for the individual regardless of sex. Throughout the WTE course, attention and discussion should be facilitated in the following ways to: • Allow participants the opportunity to get to know each other and to break down initial interpersonal communication barriers • Encourage participants to examine their personal beliefs regarding the division of labour between men and women and equality of access to work • Help participants clarify their personal beliefs about the roles of women and men Source: UNESCO (2004) Gender Sensitivity- a training manual

  12. Gender Sensitivity (2) • Provide participants with examples in today’s society as appropriate through WTE video testimonials • Analyse reading materials using knowledge and understanding of gender issues • Assist participants in becoming more aware of existing stereotypes and to help them analyse such stereotypes • Make participants more aware of women's changing roles in keeping with other changes in the world • The above methods of gender sensitivity will greatly assist the relevance of the material taught and the personalisation of individual learning experiences. A comprehensive gender sensitivity training manual for tutors is available online from UNESCO at http://unesdoc.unesco.org/images/0013/001376/137604eo.pdf Source: UNESCO (2004) Gender Sensitivity- a training manual

  13. How We Learn Your engagement with learners should always reference the VARK Learning Styles Model. You should be aware of how adult learners LEARN

  14. How We Learn (Visual) • Visual Learning Style: • This learning style is based on the learner’s need to visualise the information presented to them. • Visual learners retain information when it is presented both visually and verbally. • WTE tutors should facilitate this kind of learning by presenting learners with visual tools when appropriate, such as charts, graphs, flow charts, diagrams, patterns, etc. • The WTE courseware contains strong visual aids to assist adult learners with this learning style.

  15. How We Learn (Audio) • Auditory/ Verbal Learning Style: • This learning style is based on the learner’s need to listen to the tutor and to spoken communication. • Verbal learners retain information when the information is presented in an oral language format. • WTE tutors should facilitate such learners through online visual communication. This can be achieved through audio/video recordings uploaded by tutors to the resource section and online meetings between tutors and participants if necessary. • The WTE e-learning platform will facilitate these audio resources.

  16. How We Learn (Read) • Read Learning Style: • This learning style is based on the learner’s need to read the information being taught or presented to them. • Learners who prefer this style learn more when reading textbooks, manuals, lists, PowerPoint documents, etc. • WTE facilitates this kind of learning by providing all content in printer friendly format that can also be downloaded as PDF by participants.

  17. How We Learn (Kinaesthetic) • Kinesthetic (Tactile) Learning Style: • This learning style is based on the learner’s need to carry out a physical activity, rather than listening to a lecture or watching a demonstration. • Kinesthetic learners retain information better when they manipulate materials in the learning process or participate in group dynamics. • WTE online participants can practically apply their learning by downloading and printing materials and practically using this information on their computer through the use of the internet and web applications.

  18. Target Group of the WTE Project Women in rural communities where skills needed for traditional labour intensive employment has given way, and where e-working possibilities provide potential for self employment and the development of local economies are the primary target group of the WTE programme. However the educational resources and courseware have been developed by women, for women and are therefore relevant to women living and working in a variety of settings. The flexible and modular nature of the programme, allows female learners to follow the courseware in their own time and at their own pace.

  19. WTE: The Modules • Creativity and Ideas Generation • Communications • Effective Business Networking • European Business Culture • Software tools for running your business • e-Business • Web Design and an Introduction to Web Authoring • Online Marketing • Practical Business Management including Human Resource Management • Customer Care • ..... and many more online resources

  20. 1. Creativity and Ideas Generation • Learning Outcome • The learner will be able to identify the basic elements of creativity and innovation in business start-up and undertake idea generation exercises • Content includes • Introduction to Creativity and Innovation • Techniques for ideas generation • From ideas to business • Barriers of creativity • Reflection and Assessment • Module Duration • 4 hours of online learning with up to 6 hours of additional independent reading, practice and assignments.

  21. 2. Communications • Learning Outcome • The learner will be able to structure a presentation and deliver it in a professional manner, aware of the many different communication styles. • Content includes • The 7 C’s of communication • Becoming a good public speaker • Non-verbal communication • 10 Golden rules of Delivery • How PowerPoint presentations work? • Dealing with nerves and communication techniques • Module Duration • 4 hours of online learning with up to 6 hours of additional independent reading, practice and assignments.

  22. 3. Effective Business Networking • Learner Outcome • The learner will be aware of the importance of networking and it’s importance in making their business a success • Content includes • Networking at a local, national and European level • Engaging local businesses • Tools for business networking • Social networking websites • Networking across boundaries • Tapping European funding • Module Duration • 4 hours of online learning with up to 6 hours of additional independent reading, practice and assignments.

  23. 4. European Business Culture • Learner Outcome • The learner will understand the intercultural aspects of business across borders and appreciate the sensitivity of cultural diversity in a European business context. • Content includes • Planning Business Meetings • Business Card and Business Gifts • Correspondence to Business Partners and Negotiation techniques • E-mail and Mobile Phone Etiquette • Business Dress Code and Business Dining • Module duration • 4 hours of online learning with up to 6 hours of additional independent reading, practice and assignments.

  24. 5. Software tools for running your business • Learner Outcome • The learner will be introduced to a range of free business software solutions available for running their business and how to integrate them into their business operations. • Content includes • Google Apps for Business • Voice over Internet Protocol (VoIP ) • Accounting software • Tools for Project Management • Customer Relationship Management (CRM) • Human Resource Management (HRM) • Module duration • 4 hours of online learning with up to 6 hours of additional independent reading, practice and assignments.

  25. 6. E Business • Learner Outcome • The learner will be able to analyse their current situation i.e. personnel preferences, products and services offered by their business, and determine if e-business is an option for their business • Content includes • E-search – Online Searching of information • E-commerce – buying and selling via the internet • Is your business ready for online selling? • How to select your e-market place or auction website? •  Going international via E-commerce • Getting paid • Module duration • 4 hours of online learning with up to 6 hours of additional independent reading, practice and assignments.

  26. 7. Web Design • Learner Outcome • The learner will be able to identify the type of website most suitable for their business and understand the basic principles of good web design. • Content includes • Basics of Web design • Identifying your target audience • Web structure • Colour and style sheets • Coding and creating a website • HTML basics and publishing your website • Module duration • 4 hours of online learning with up to 6 hours of additional independent reading, practice and assignments.

  27. 8. Online Marketing • Learner Outcome • The learner will be aware of the range of online marketing tools available, including Social Media Marketing tools, and understand how to incorporate them into an online marketing strategy for their business. • Content includes • The task of marketing and time commitments • Company website and accessibility • Online advertising • Email marketing • Using social media for online marketing • Module duration • 4 hours of online learning with up to 6 hours of additional independent reading, practice and assignments.

  28. 9. Practical Business Management • Learner Outcome • The learner will understand the key components of business management , covering aspects such as; finance, human resources and time management. • Content includes • Introduction to Basic Financial Management • Financing your business • Financial Statements and presenting your financial position • Introduction to Human Resource Management • Recruitment and Selection • Motivating employees and performance appraisal • Time management techniques • Module duration • 4 hours of online learning with up to 6 hours of additional independent reading, practice and assignments.

  29. 10. Customer Care • Learner Outcome • The learner will have a practical understanding of the importance of good customer care, addressing issues such asmarketing performance, customer loyalty, loyalty strategies and managing difficult customers. • Content includes • Quality Customer Care • Communicating with your customers • Meeting customer needs • Managing difficult customers • Handling customer complaints • Module duration • 4 hours of online learning with up to 6 hours of additional independent reading, practice and assignments.

  30. Module Delivery Online via www.wteche.eu Free and accessible to Women Entrepreneurs once registered on the site Dedicated tutor area with bespoke resources As a tutor, you will have the ability to upload content to the resource section and add comments to the discussion forum WTE is an online learning programme comprising click through modules featuring appropriate animation, resources and searchable glossary features All module content is available as downloadable and printable PDFs Tutor support will be provided through email or online discussion fora Video testimonials from Female Entrepreneurs across Europe will be available in 7 European languages

  31. Additional Resources As this is a pilot project, initial resources available through the website include: 1. Digital Opportunities Roadmap highlighting the business opportunities available to nascent female entrepreneurs 2. Step by step guide to business start-up 3. Video Testimonials to motivate and inspire female entrepreneurship 4. Resources on business planning and accessing finance 5. Library of articles and features relevant to Women Entrepreneurs Available online through www.wteche.eu and in Print format (screenshots and text are printer friendly)

  32. Evaluating the WTE Training Programme • The objective of the WTE interactive evaluation questionnaire is to: • identify how learners responded to and engaged with the courseware • identify the aspects that they found most beneficial and least useful • and identify areas for future improvement • The evaluation questionnaire will be available online to learners at the end of each module they complete, in order to capture the views of learners throughout the learning process. • It is our intention that this evaluation process will contribute to the ongoing development of content, ensuring both its relevance and appropriateness to nascent and existing women entrepreneurs.

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