About the program:
Omnia Education Partnerships Ltd. was in charge of designing and organizing an Entrepreneurship and Product Development Training of Trainers (ToT) in Georgia in autumn 2022, in collaboration with the Business Association of Georgia (BAG). The training equipped a group of 20 Georgian managers to be more entrepreneurial and innovative in their thinking, and to design business and/or innovation projects based on the challenges identified in their own operating environment.
The Entrepreneurship and Product Development ToT aimed at enhancing entrepreneurial and product development capacities of the participants, leading to the diploma of either Business Analysis and Development, BAD (Further Vocational Qualification in Entrepreneurship), or the diploma of Acting as an Innovator, AAI (Specialist Vocational Qualification in Product Development) according to the requirements of Finnish National Agency for Education. The Training of Trainers approach ensured that the graduates of the program were equipped with skills and tools that can be utilized in their own operational environment regardless of their industry.
The Entrepreneurship and Product Development ToT consisted of two learning phases – Learning Phase 1 and Learning Phase 2.
Learning Phase 1
Studies during the Learning Phase 1 were self-paced. The self-study modules orientated and prepared the participants for the Learning Phase 2. Each participant was required to complete a minimum of three modules listed below:
- Characteristics of modern vocational education and training
- Work-based learning
- Innovation and greening
- Change management
Each module included online assignments and an online questionnaire to be completed upon finishing the module. Completion of the three modules allowed the students to proceed to the selected track or tracks of their choice. During the program it was made possible for the students to work on both tracks and get diploma on both of them.
Learning Phase 2
The eight-week long Learning Phase 2 formed the main input of the program, and was a combination of both synchronous and asynchronous learning. Synchronous learning consisted of online workshops including lectures, interactive assignment, and breakout room discussions. Asynchronous learning consisted of self-studying at the online learning platform, as well as individual assignments. The goal of the Learning Phase 2 was to equip trainees with modern tools and up-to-date knowledge in the focus area they had chosen.
Learning Phase 2 followed the cyclic “OEP approach”: first the participants received new knowledge during interactive workshops (LEARN), then applied this information in their own operational environment (APPLY) by using the tools provided by the OEP trainers. After the first two stages in the cycle, the participants moved on to analysing the outcomes of the Apply period (REFLECT), and reflected the lessons learnt in three different ways: 1. individually, 2. in dialogue with their colleagues, and 3. by receiving feedback from the OEP trainers. Finally, the participants developed the chosen approach further (DEVELOP) based on their analysis / reflections, before moving on to the next LEARN, APPLY, REFLECT & DEVELOP cycle.
The structure of the Learning Phase 2:
Week 1: My path as an entrepreneurial innovator – global trends and changes in operating environments
Week 2: From an idea to a business/innovation project, including benchmarking
Week 3: Designing my business/innovation project, including business model canvas and project canvas tool
Week 4: Characteristics of a good business plan/innovation pilot
Week 5: Entrepreneurial mindset development / Co-innovation and design thinking
Week 6: Taking innovation into practice/project management
Week 7: Mentoring and training methods for trainers
Week 8: Presenting and scaling results of the training
For more information of the program, please contact: email@example.com