Objective:
- The learner will be equipped with tools to make their ideas as robust as possible
- The learner will be able to create strategies to draft a proposal
- The learner will be able to demonstrate confidence in effective pitching
Overview:
The workshop will give learners the skills and confidence to deliver effective proposals and pitches. During the workshop, learners will be able to distinguish between features and benefits. They will be introduced to stakeholder analysis and understand the needs of the audience. Finally, learners will be apply to apply four tools to help them strengthen their ideas: 1) Devil’s advocate; 2) critical friend; 3) counterargument; and 4) rhetoric.
Activity:
This is a 2-hour workshop
Pre-activity
Students are not asked to prepare anything in advance of this workshop. For tutors, no advance preparation is required other than ensuring supporting IT resources are working correctly.
This workshop could be aligned to an enterprise-related activity within an existing module e.g., if students are working in groups to develop a new product/service, or if they are working in groups to propose a innovative solution to a problem. Ultimately, this workshop can be aligned to any activity where students have to ‘sell’ a product/service or idea to a potential client/key stakeholder
Introduction
Students are welcomed to the class and introduced to the key themes that will be covered in the workshop
Desks are arranged so that students will work in a pair but team up with another pair to become a group of 4
Part 1
Part 1 of this workshop is about helping students understand how to sell their product/service/idea through effective pitching which focuses on selling the benefits rather than simply describing the features
Activity 1 – Sell your shoes
Pairs of students are given 2 minutes for this exercise.
One student has to sell their shoes to their partner. When the time is up, the other student sells their shoes to their partner
Following this, there is a class discussion on reflection on what words/phrases were used. For example, for students who were able to successfully sell their shoes, how did they describe them?
Tutor uses whiteboard to collect feedback
Tutor discussion
Using examples from the shoes, tutor circles with one colour all the features (i.e., the factual characteristics of the shoe)
The tutor then uses a different coloured pen to circle all the benefits (i.e., the advantages that these characteristics offer the individual)
Tutor introduces the notion that “Features Tell, and Benefits Sell”
Tutor explains this using the concept of an umbrella
Features of an umbrella: it is robust, a waterproof cloth, perhaps a wooden handle
Benefits of an umbrella: it will keep you sheltered from the rain; it won’t let you down in a rainstorm; people will be envious you are dry and they are soaking wet 😊
Facilitated class discussion
Tutor asks for class to give feedback on what the features and benefits of gym membership
Tutor creates a table on a whiteboard with two columns: features and benefits
Tutor facilitates a discussion and invites students to tell them the features and benefits of gym membership
Example features: a place to exercise; a place to tone your muscles; a place to increase fitness; perhaps also lose weight
Example benefits: you will look amazing and feel great at the beach; your friends will be in awe of your new summer body; you will feel more confident on holiday at the swimming pool
Tutor concludes this section by saying that gym membership is sold to us on the strength that it will help us be fitter and healthier. Most of us join a gym not just for the features of the equipment, but for the benefits we seek in the future through our membership.
Activity 2 – Understanding the needs of the audience
In this activity, students work in a group of 4
This activity can be linked to the module but it is not essential. It could be linked to an existing task that the group are already working on (e.g., creating a new product/service/idea that needs buy-in from a potential sponsor/key stakeholder)
If this is a standalone workshop not linked to a module, then give students a few minutes to come up with an idea for a new product/service they would like to sell to a major buyer
Students are given 10 minutes for this activity
They are being asked to put themselves in the shoes of their audience and ask who our key audience (buyers) are and what do they need
Tutor may prompt students to consider the features and benefits of their product/service/idea and consider the audience carefully
Tutor may move around groups and prompt groups individually to consider what are the benefits of the product/service/idea that they need to sell to the audience. To do this, they need to understand the needs of the audience/key buyers.
Facilitated class discussion
Tutor facilitates a class discussion
Groups are invited to feedback to give a brief summary on their product/service/idea and who their key audience is. They are then asked to feedback on what the needs of this audience are, and how they will ‘sell’ the benefits of the product/service/idea to this particular audience
Part 2
Part 2 of this workshop is about helping students strengthen their ideas using four key tools: 1) Devil’s advocate; 2) critical friend; 3) counterargument; and 4) rhetoric.
Activity 3 – Devil’s advocate
Tutor introduces the concept of ‘Devil’s Advocate’ – someone who argues against a particular position. They are not a committed opponent, but simply take on the role of Devil’s advocate for the sake of argument to determine the validity of the position. This can be used to test the quality of the original argument and is a tool used to identify weaknesses.
In groups of 4, one person is to take on the role of Devil’s advocate
They have 1-minute to argue against their product/service/idea.
The other 3 group members have to simply listen and take notes of the criticism
Swap around so that other team members get the chance to play the role of Devil’s advocate
Once the process is complete, tutor facilitates a class discussion on the process and what improvements they could make to their product/service/idea as a result of the feedback they received from the various Devil’s advocates
Tutor discussion – Critical Friend
Some students may have found it challenging or overly negative hearing from the Devil’s advocate
If so, then this links on to the ‘Critical Friend’ – someone who is a trusted person, who asks provocative questions, and provides a perspective through a different lens
They are not as overly negative as a Devil’s advocate, but they offer critique in a constructive manner
Ultimately, a critical friend is advocating for the success of the product/service/idea
If time permits, one person in each group could take on the role of the critical friend, but if not, then move on
Often, the tutor serves as a critical friend to student projects, so this could be highlighted here
Activity 4 – Counterargument
Tutor introduces the concept of counterargument
This is two step: 1) turn against; and 2) turn back
Give an example e.g., a new product (e.g., a “craze” toy such as ‘fidget spinners’) for children might cause concern for teachers who feel children will be distracted in school as they play with the toy [Turn against]. However, a counterargument is that research shows that the new toy helps the children focus and does not serve as a distraction [Turn back].
In groups, students are asked to have a think about their proposal and identify one argument against their proposal. Then, they must identify the counterargument they will use in response to this.
After 5 minutes of group discussion, tutor invites groups to feedback to the class their argument against their proposal, and what their counterargument is in response
Tutor discussion – Rhetoric
Tutor introduces three concepts of rhetoric which will help strengthen ideas and help students craft how they put messages across
Tutor mentions that the idea of Rhetoric goes all the way back to Aristotle who developed theory and structure
Logos (Logic). This is about evidence and what appeals to the mind (e.g., facts, statistics, cause and effect)
Pathos (Emotion). This is about illustration and what appeals to the heart (e.g., stories, personal connections, imagery, visual images, evoking empathy)
Ethos (Ethics). This is about credibility and what appeals to ethics e.g., using credibility such as credible experts, academic sources, appropriate language relevant to the discipline
Activity 5 - Rhetoric
Students work in groups to make a 1-minute pitch of their product/service/idea and apply the concepts of logos, pathos and ethos within their pitch
Groups present their pitch to the wider class
Tutor facilitates class discussion where students give feedback on other groups pitches, and their use of rhetoric to sell their product/service/idea
Conclusion
Tutor recaps the main themes covered in this workshop, and students are invited to ask any questions they have
Skill Development:
During this workshop, learners will develop skills to create effective pitches and proposals. They will leave the workshop with increased confidence in their ability, and with increased skillset, to deliver effective pitching and proposals to key stakeholders. Learners will have a better understanding of how to anticipate questions an audience may have about their pitch, and be better equipped to anticipate questions and prepare answers in advance.
Resources:
- Post-its or similar sticky pads for student groups
- Pens
- Whiteboard
- Marker pens
- Timer
References:
Bayley, S., & Mavity, R. (2011). Life's a pitch: how to sell yourself and your brilliant ideas. Random House.
Elsbach, K. D. (2003). How to pitch a brilliant idea. Harvard business review, 81(9), 117-134.
Varga, S. (2009). Brilliant Pitch: What to know, do and say to make the perfect pitch. Pearson Education.