ENTREPRENEURIAL SKILLS FRAMEWORK
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ENTREPRENEURIAL SKILLS ACCORDING TO THE NEED FOR ACHIEVEMENT
Achievement motivations correspond to striving to stand out from the average, which leads to the setting of high goals. The person needs to do things and prove to him/herself and others that he/she is capable of achieving what he/she sets out to do.
- The search for opportunities and initiative (+).
- Persistence (+)
- Fulfilment of commitments (+)
- Demand for quality and efficiency (+)
- Calculated risk taking (+)
ENTREPRENEURIAL SKILLS ACCORDING TO THE NEED FOR AFFILIATION
You are motivated by sociability, interacting with people and the environment, gaining the support and respect of others. Entrepreneurs like this kind of life and the relationships it provides.
ENTREPRENEURIAL SKILLS ACCORDING TO POWER NEEDS
These refer to the need to influence others, to attract sympathisers to their project and to allow themselves to be led by them. They also seek to have a social impact, although they prefer the freedom of independence. They are dynamic and energetic people who initiate multiple activities.
Competences are related to each other. If I don't have goals I don't need persistence "I can work hard and not achieve"... we recommend you to do the competences test and according to the results choose, among the programmed events, those that can help you.
Context of the EntreComp - European Framework for Entrepreneurial Competence
The European Commission has proposed a "New Skills Agenda for the European Union". Europe: working together to improve human capital, employability and competitiveness" with the aim of meeting the challenges facing Europe as a whole. The agenda highlights in particular the This agenda highlights in particular the skills and innovative and entrepreneurial spirit. This framework was born at the end of 2016 EntreComp, the European Entrepreneurial Competence Framework, which aims to be a tool to generally improve the entrepreneurial capacity of organisations and citizens. European. Provides a framework for consensus on the definition of competence entrepreneurial and defines 3 main areas of competence which in turn encompass others 15 sub-competences. Each sub-competence is associated with different learning outcomes organised in 6 levels, from beginner to expert level. The document defines entrepreneurship as the ability to act in the face of opportunities and ideas, transforming them into value for others, which can be financial, cultural or social. It emphasises the systemic and global concept of entrepreneurship and defines competence as both a group and an individual capacity. individual.
OBJECTIVES OF THE ENTRECOMP
EntreComp is a reference document that can be used by teachers for curriculum design as well as by any training professional. It can also be used for activities and programmes developed in non-formal education contexts. It aims to establish a bridge between the world of work and the world of education in relation to entrepreneurial competence.
PURSUES THREE MAIN OBJECTIVES:
- Identifying the common components of entrepreneurial competence
- Describe them in order to establish a common conceptual model that all actors in the field of entrepreneurship education could use as a reference.
- Develop certain learning outcomes to guide citizens on what they should know, understand and be able to demonstrate at different levels of acquisition of entrepreneurial competence.
Limitations of the model
EntreComp is a solid study that has benefited from the collaboration and validation of many experts. However, it is recent and its use and usefulness in real settings still needs to be tested. There is a collaborative space on Facebook where anyone can contribute to the model: Get involved: Entrecomp - the new EU framework for Ent-Ed
Entrepreneurial competence at EntreComp
15 entrepreneurial sub-competencies are named and organised into 3 areas: Ideas and Opportunities; Resources; and "Taking Action". This designation aims to reinforce entrepreneurial competence as the ability to transform ideas and opportunities into action by mobilising resources. These resources can be personal, material or immaterial. The three areas are deeply interrelated. All are equally important, an activity or tool can address one or several sub-competences, or develop all 15 in a cross-cutting and unified way. They have been numbered for ease of reading, but the order in which they are presented does not imply a sequence in their assimilation or a hierarchy. Depending on the context of use, more or less emphasis will be placed on one or the other sub-competences.
LEVELS OF PROGRESSION IN ALL COMPETENCES:
BASIC |
Leaning on others |
Level 1 focuses mainly on discovering their potential qualities, interests and desires. It also focuses on recognising different types of problems and needs that can be solved creatively and on developing individual skills and attitudes. |
Level 2 focuses on exploring different approaches to problems, focusing on diversity and developing social skills and attitudes. |
INTERMEDIATE |
Building independence |
Level 3 focuses on critical thinking and experimentation with value creation, e.g. through practical business experiences. |
Level 4 focuses on turning ideas into action in "real life" and taking increasing responsibility for value creation and developing entrepreneurship skills. |
ADVANCED |
Taking responsibility |
Level 5 focuses on improving their skills in turning ideas into action, taking increasing responsibility for value creation and developing knowledge about entrepreneurship. |
Level 6 focuses on working with others. using the knowledge you have to generate value, dealing with increasingly complex challenges. |
EXPERT |
Leading transformation and growth |
Level 7 focuses on the competences needed to deal with complex challenges, managing a constantly changing environment where the degree of uncertainty is high. |
Level 8 focuses on emerging challenges by developing new knowledge, through research and development and innovation capabilities to achieve excellence and transform the ways things are done. |
LEARNING OUTCOMES AND LEVELS OF PROGRESSION:
AREA 1: IDEAS AND OPPORTUNITIES
SUBCOMPETENCE | BASIC LEVEL | INTERMEDIATE LEVEL | ADVANCED LEVEL |
Identifying opportunities | Is able to identify opportunities that create value for others | Is able to identify opportunities for needs that have not yet been met | Is able to seize opportunities that respond to challenges and needs, providing value to others |
Creativity | Is able to produce and develop ideas with value | Is able to test and redefine ideas with value | Is capable of transforming ideas into solutions that add value |
Vision | Is able to imagine a desirable future | Is able to imagine a desirable future for him/herself and others | Is able to use his or her vision to make strategic decisions |
Evaluate devise | Is able to understand and appreciate the value of ideas | Is able to understand and appreciate that an idea can have different kinds of value and can be used in different ways | Is able to develop strategies that capitalise on the ideas generated |
Ethical and sustainable thinking | Is able to recognise the impact their decisions have on the surroundings and the environment | Its decisions are determined by the impact it may have on the surroundings and the environment. | It is able to ensure that ethical and sustainability goals are met. |
LEARNING OUTCOMES AND LEVELS OF PROGRESSION:
AREA 2: RESOURCES
SUBCOMPETENCE | BASIC LEVEL | INTERMEDIATE LEVEL | ADVANCED LEVEL |
Self-awareness and self-confidence | Confident in their own skills and ability to create value for others | Is able to harness and leverage their skills and ability to create value for others | Is able to compensate for its weaknesses by working in a team to develop its strengths |
Motivation and perseverance | He wants to pursue his dreams and create value for others. | Is able to identify and follow his or her tastes and passions | Is able to concentrate and maintain his or her interests and passions despite setbacks |
Mobilising resources | Is capable of finding and using resources in a responsible manner | Is able to identify and mobilise resources in a responsible manner | Is able to define strategies to mobilise resources needed to create value for others |
Financial and economic education | Is able to design a budget for a simple project. | Is able to identify funding sources and manage a budget for an activity or project. | Is capable of designing a plan that is financially sustainable |
Involving others | Is able to communicate his or her ideas clearly and generate interest | Is able to persuade, involve and inspire other people to carry out an activity | Is able to involve and inspire other people, getting them to become part of the project team. |
LEARNING OUTCOMES AND LEVELS OF PROGRESSION:
AREA 3: TAKING ACTION
SUBCOMPETENCE | BASIC LEVEL | INTERMEDIATE LEVEL | ADVANCED LEVEL |
Taking the initiative | Is able to take a stand and show initiative in solving problems that affect the community | Is able to initiate an activity that creates added value | Is able to look for opportunities and take the initiative to add or create value |
Planning and management | Is able to define the objectives of a simple activity | Is able to define an action plan that includes priorities and key milestones for creating value | Is able to redefine priorities and action plans to adapt to changing circumstances |
Managing uncertainty, ambiguity and risk | Not afraid to make mistakes when trying something new | Is able to evaluate different options and foresee risks for their decisions | Is able to define strategies to mobilise resources needed to create value for others |
Working with others | Is able to work in a team and to create value in a cooperative way. | Is able to work with a diverse team and create value as a group | Is able to create a team and a network of collaborators according to the activity to be developed. |
Learning from experience | Is able to know what they have learned by participating in worthwhile activities | Is able to reflect on and evaluate achievements and mistakes in order to learn from experience. | Is able to improve his or her skills to create value by learning from experience and interactions with other people |
LEARNING OUTCOMES - ENTRECOMP COMPLETE
The complete EntreComp model offers descriptors for each sub-competence, for each of the 8 levels of progression. As an example, we include in this brief guide the table corresponding to the sub-competence "Creativity".
BASIC | ||
DISCOVER | EXPLORE | |
Be curious and open | I can show that I am curious about new things | I can explore new ways of making use of existing resources. |
Developing ideas | I can develop ideas that solve problems that are relevant to me and my environment. | Only I, as part of a team, can develop ideas that create value for others. |
Define problems | I can approach open-ended problems (problems that can have many solutions) with curiosity | I can explore open-ended problems in many ways to generate multiple solutions. |
Designing value | I can assemble objects that create value for myself and others. | I can improve existing products, services and processes so that they can better meet my needs or those of my colleagues and the community. |
INTERMEDIATE | ||
EXPERIMENT | DARE | |
Be curious and open | I can experience my skills and competences in situations that are new to me. | I can actively seek new solutions that meet my needs. |
Developing ideas | I can experiment with different techniques to generate alternative solutions to problems, using available resources in an effective way. | I can prove the value of my solutions with end-users. |
Define problems | I can participate in group dynamics aimed at defining open-ended problems. | I can reshape open problems to fit my skills. |
Designing value | I can identify the basic functions that a prototype should have to illustrate the value of my idea. | I can progressively assemble, test and refine prototypes that simulate the value I want to create. |
ADVANCED | ||
IMPROVE | REINFORCE | |
Be curious and open | I can actively seek new solutions that improve the value creation process. | I can combine my understanding of different contexts to transfer knowledge, ideas and solutions across different areas. |
Developing ideas | I can describe different techniques for testing innovative ideas with end-users. | I can establish processes to involve stakeholders in finding, developing and testing ideas. |
Define problems | I can describe and explain different approaches to defining open problems and different problem-solving strategies. | I can help others create value by encouraging experimentation and the use of creative techniques to address problems and generate solutions. |
Designing value | I can create (alone or with others) products or services that solve my problems and needs. | I can develop and value in stages, testing the essential features of my idea (or my team's) and progressively adding others that involve improvements. |
EXPERT | ||
EXPAND | TRANSFORM | |
Be curious and open | ||
Developing ideas | I can adapt a variety of ways of engaging stakeholders to meet the needs of my value-creating activity. | I can design new processes to engage stakeholders in generating, developing and testing ideas that create value. |
Define problems | I can initiate, develop, manage and complete a creative project. | I can use a mix of creative techniques to continue to generate value over time. |
Designing value | I can apply different design approaches to create value through new products, processes or services. | I can design and implement innovative processes to create value. |
How to use Entrecomp?
As the study is designed to enable different education professionals, policy makers and employers to share a common vision of entrepreneurial competence.
THIS STUDY CAN BE USED AS:
- Reference for developing specific curricula, deepening the understanding of entrepreneurial competence and concrete and level-related learning outcomes.
- Tool for designing programmes and actions, which facilitates decision-making when working on specific competences.
- Compass for designing your own materials to work on entrepreneurial skills in a global or specific way.
- Evaluation system to monitor the impact of real entrepreneurship experiences.
Intra-and interpersonal skills | Positive self-concept | Mindfulness (new) |
Self-awareness and self-realisation (amplified) | ||
Communication skills | Business Story-telling (new) | |
Negotiating networks, crowds and movements (amplified) | ||
Social and interpersonal skills | Working with networks, crowds and movements (new) | |
Empathy and compassion (amplified) | ||
Emotional/social intelligence and influence (amplified) | ||
Create and solve skills | Planning, organising, executing and management | Adaptive planning and management (new) |
Time management (amplified) | ||
Higher-order thinking skills | Systems thinking (new) | |
Complex problem-solving (amplified) | ||
Creativity and innovation | Co-design (new) | |
Co-creativity and innovation (amplified) | ||
Information, opportunity and risk management skills | Opportunity seeking, recognition and assessment | Building and managing online reputation (new) |
Information seeking and management | Complex information management (amplified) | |
Coping with ambiguity, uncertainty and risk | Wellness management (new) | |
VUCA coping skills (amplified) | ||
Growth mindset skills | Persistence, tenacity and resilience | Grit (new) |
Flexibility and adaptability | Agility (new) | |
Future orientation | Active learning skills (new) | |
Motivation to continuously learn (amplified) |
IN THIS LINK YOU CAN SEE A TABLE (SEE+)
ENTREPRENEURIAL SKILLS FRAMEWORK EUROPE
ENTREPRENEURIAL COMPETENCE
Entrepreneurial competence refers to the ability to act on opportunities and ideas and transform them into value for others. It is based on creativity, critical thinking and problem solving, taking initiative, perseverance and the ability to work collaboratively in planning and managing projects of financial, social or cultural value.
ESSENTIAL KNOWLEDGE, SKILLS AND ATTITUDES RELATED TO THIS COMPETENCE:
Entrepreneurial competence requires an awareness of different contexts and opportunities for realising ideas in personal, social and professional activities, and an understanding of how they arise. Individuals need to know and understand different approaches to project planning and management, including both processes and resources. They need to understand economics and social and economic opportunities, as well as the challenges facing an entrepreneur, an organisation or society. They must also be aware of the ethical principles and challenges of sustainable development, and be aware of its strengths and weaknesses. Entrepreneurial skills are based on creativity, which includes imagination, strategic thinking, problem solving and critical and constructive reflection within creative processes and innovation.. They include the ability to work both individually and in teams, to mobilise resources (people and things) and to sustain activity. This encompasses the ability to make financial decisions regarding costs and value. The ability to communicate effectively and negotiate with others, and to deal with uncertainty, ambiguity and risk as part of informed decision making is essential. The entrepreneurial attitude is characterised by a sense of initiative and agency, proactivity, vision, courage and perseverance in achieving objectives. It includes a desire to motivate others and value their ideas, empathy and care for people and the world, and accepting responsibility for ethical approaches throughout the process.
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TASK
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- In which competences do you have a GAP between what you need and what you currently are?
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