EICAA-Competence Framework by Christian Jost

Entrepreneurial and Intrapreneurial Competences Assessment Alliance

EICAA-Competence Framework Deliverable 2.3 (WP2) Version 3.2 Last update: 27/08/2023

This publication is part of Work Package 2 of the project Entrepreneurial and Intrapreneurial Competences Assessment Alliance (EICAA). Document dissemination level: public.

Manuscript completed in October 2021. Revised in March 2022, June 2022, November 2022, June 2023. Revised after Quality Assurance: August 2023.

Authors: Ester Bernadó (TecnoCampus), Jaume Teodoro (TecnoCampus). Contributors: Marta Carceller (TecnoCampus), Florian Bratzke (Univations), Katharina Nordhaus (Univations), Wouter Van Bockhaven (AMS), Lorenzo Franchi (AMS), Anita Zehrer (MCI), Gundula Glowka (MCI), Desiree Wieser (MCI), Bernd Ebersberger (University of Hohenheim), Louisa Mach (University of Hohenheim), Ábel Garamhegyi (University of Szeged), Szabolcs Prónay (University of Szeged), Taimur Khan (Adsata).

Contact information: mailto:ebernado@tecnocampus.cat

The EICAA consortiums consists of the following core partners:

ANTWERP MANAGEMENTSCHOOL ADSATA

EVISTA

MANAGEMENT CENTER INNSBRUCK

TECNOCAMPUS PROMEDIA KOMMUNIKATION

UNIVATIONS

UNIVERSITY OF SZEGED

UNIVERSITY OF HOHENHEIM

Licence Terms

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Table of Content

Background ......................................................................................................... 9 1.1

EICAA ............................................................................................................ 9

1.2

Work Package 2 (WP2) ................................................................................. 9

1.3

Construction of the document ................................................................... 10

1.4

Structure of the document ......................................................................... 10

Methodology ...................................................................................................... 11 2.1

Objectives ................................................................................................... 11

2.2

Methodology ............................................................................................... 11

Design of EICAA-CF .......................................................................................... 13 3.1 Competence area “Ideas and Opportunities”................................................ 13 3.1.1

Spotting opportunities ........................................................................ 18

3.1.2

Creativity .............................................................................................. 21

3.1.3

Vision.................................................................................................... 25

3.1.4

Valuing ideas ....................................................................................... 27

3.1.5

Ethical and sustainable thinking ........................................................ 30

3.1.6

Design .................................................................................................. 33

3.2

Competence area “Resources” ................................................................. 34

3.2.1

Self awareness and self efficacy ........................................................ 39

3.2.2

Motivation and perseverance ............................................................. 43

3.2.3

Mobilising resources ........................................................................... 49

3.2.4

Financial and economic literacy ......................................................... 53

3.2.5

Mobilising others ................................................................................. 57

3.2.6

Digital Literacy or Digital skills ........................................................... 61

3.3

Competence area “Into Action” ................................................................. 63

3.3.1Talking the initiative .................................................................................. 69 3.3.2 Planning and management....................................................................... 71 3.3.3 Process management ............................................................................... 77 3.3.4 Coping with uncertainty, ambiguity and risk .......................................... 78

3.3.5 Working with others ................................................................................. 82 3.3.6 Learning through experience ................................................................... 88 4.

Structure of EICAA-CF (v1) ............................................................................... 90 4.1

Main changes as the competences levels ................................................ 90

4.2

Other changes at the threads level............................................................ 92

4.3

Structure of EICAA-CF ............................................................................... 92

Rubric System of EICAA-CF (v1) ...................................................................... 94 5.1

Competence area “Ideas and Opportunities” ........................................... 94

5.2

Competence area “Resources” ............................................................... 102

5.3

Competence area “Into Action” ............................................................... 111

Validation and final EICAA-CF ........................................................................ 121

Conclusions .................................................................................................... 125

References ....................................................................................................... 128

Appendix: EntreComp competences and threads................................................ 142 A.1. Area Ideas & Opportunities ......................................................................... 142 A.2. Area Resources ........................................................................................... 146 A.3. Area Into action............................................................................................ 152

List of Figures

Figure 1: Methodology for the Design of the EICAA Competence Framework .... 12 Figure 2: Structure of the digital competences in DigComp 2.1. ........................... 62 Figure 3. Visual representation of EICAA-CF........................................................ 122

List of Tables

Table 1: Deliverables of WP2 in EICAA project ...................................................... 10 Table 2: Competence area "Ideas and Opportunities" in EICAA-CF ..................... 15 Table 3: Comparison of competence area "Ideas and Opportunities" in EntreComp with six other entrepreneurial competence frameworks........................................ 16 Table 4: Competence area "Resources" in EICAA-CF. .......................................... 36 Table 5: Comparison of EntreComp's competence area "Resources" with six other entrepreneurial competence frameworks. .............................................................. 37 Table 6: Items of the General Self Efficacy (GSE) scale by Schwarzer & Jerusalem (1995) ......................................................................................................................... 42 Table 7: Eight areas of digital competence in DigComp 2.1. ................................. 62 Table 8: Competence area "Into-action" in EICAA-CF ........................................... 65 Table 9: Comparison of EntreComp area "Into Action" with six entrepreneurial competence frameworks. ......................................................................................... 66 Table 10: Structure of area "Ideas and Opportunities" with changes highlighted in blue ............................................................................................................................ 92 Table 11: Sturcture of area "Resources" with changes highlighted in blue ......... 93 Table 12: Structure of area "Into Action" with changes highlighted in blue ........ 93 Table 13: Competence "Spotting opportinities" in EICAA-CF. .............................. 94 Table 14: Competence "Creativity" in EICAA-CF ................................................... 96 Table 15: Competence "Vision" in EICAA-CF ......................................................... 97 Table 16: Competence "Valuing ideas" in EICAA-CF ............................................. 98 Table 17: Competence "Ethical and sustainable thinking" in EICAA-CF ............ 100 Table 18. Competence “Design” in EICAA-CF. ..................................................... 101 Table 19. Competence “(Entrepreneurial) self-awareness and self-efficacy” in EICAA-CF ................................................................................................................ 102 Table 20. Competence “Motivation and perseverance” in EICAA-CF. ................ 104 Table 21. Competence “Mobilising resources” in EICAA-CF .............................. 105 Table 22. Competence “Financial and economic literacy” in EICAA-CF ............ 107 Table 23. Competence “Mobilising others” in EICAA-CF .................................... 108 Table 24. Competence “Digital” in EICAA-CF ....................................................... 110 Table 25. Competence “Taking the initiative” in EICAA-CF. ................................ 111

Table 26. Competence “Planning and management” in EICAA-CF ..................... 112 Table 27. Competence “Process management” in EICAA-CF. ............................ 114 Table 28. Competence “Coping with uncertainty, ambiguity and risk” in EICAA-CF ................................................................................................................................. 115 Table 29. Competence “Working with others” in EICAA-CF ................................ 117 Table 30. Competence “Learning from experience” in EICAA-CF ...................... 119 Table 31. Final version of the EICAA Competence Framework (EICAA-CF). ...... 123

1. Background

1.1. EICAA The ability to act and think entrepreneurially is a crucial endowment in today’s knowledge-based society. Universities and enterprises take on important roles for fostering entrepreneurial competence development. To facilitate this, the Joint Research Centre of the European Commission has provided educators & trainers with a “reference methodology” that is based on a wide entrepreneurship definition (“creating value for others”) – the Entrepreneurship Competence Framework (EntreComp). However, an operational setting that allows to “capture” (wider) entrepreneurial competence profiles of learners has not been established yet. As a result, Higher Education Institutions (HEIs) and businesses lack a coherent instrumental basis to: a) assess individual entrepreneurial competences (students, employees) and b) accurately address specific competence development needs by education & training interventions as a response to the assessment results. EICAA is devoted to bridge this gap and will create such instrumental basis integrated into a new digital platform. It is realised as inter-disciplinary 3-year University-Business collaboration (5 HEI, 4 enterprises) and expected to unfold impact in five EU countries by reaching out to 15.000+ students, 30+ educators, and 150+ employees (EICAA primary target groups). The first milestone of the project is the identification of the key entrepreneurial competences and its modelling into the “EICAA Competence Framework”. This aim is captured by Work Package 2 as described as follows.

1.2. Work Package 2 (WP2) The goal of WP2 as described in the project proposal is: It is objective of this WP to compile information on most relevant and prominent conceptualisation of entrepreneurship education and to find means for further elaborations, incl. missing dimensions reflecting entrepreneurial realities better. Hence, work within this WP will not disregard existing frameworks (e.g. EntreComp) but rather integrate and enrich them into the EICAA Conceptual Framework As such, this WP will establish the theoretical foundations for entrepreneurial competence assessment and development of individuals in higher education and businesses as planned for inside the EICAA. Hence, the EICAA Competence Framework will provide the conceptual basis for the EICAACM & EICAA-IR. The deliverables of WP2 are shown in Fehler! Verweisquelle konnte nicht gefunden werden. as it was committed in the proposal. This document corresponds to deliverable 2.1.

1.3. Construction of the document To achieve the goal of WP2, TecnoCampus team has led the research on extant literature and current initiatives on entrepreneurial competences development. Members from all partners contributed to the literature review. The results were shared in the transnational meeting held on September 8th and 9th, 2021. All EICAA partners participated in a workshop to discuss the findings of the literature review with respect to the existing European Entrepreneurship Competence Framework “EntreComp”, created in 2016 by the Joint Research Centre of the European Commission. This document summarises the literature review and the insights gathered during the meeting. Table 1: Deliverables of WP2 in EICAA project

Deliverables of WP2 2.1 Type: Document Dissemination level: Confidential

Title and description Review of Conceptual Models of Entrepreneurship (Education) The first deliverable of this WP is a review of conceptual models of entrepreneurship: from the traditional understanding of entrepreneurship, as collected in EntreComp, from newer and agile perspectives, such as effectuation and lean startup. The output will be a report shared and constructed with all the partners, from where to build the conceptual model that will set the foundations of EICAA.

2.2 Type: Discussion paper & Executive Summary Dissemination level: Public

Systematic Literature Review (SLR) of Existing Tools for Entrepreneurial Assessment and Inventory of Tools The systematic literature review performed in this task will be published as discussion paper. To maximize impact and accessibility, the paper will be published in an open journal/access. The executive summary will be published at the web site of the project. It will contain a summary of the SLR and an inventory of assessment tools, with links to the websites or the resources where they are published whenever it is possible.

2.3 Type: Document Dissemination level: Public

EICAA Competence Framework After the review of the conceptual models of entrepreneurship and the existing tools for entrepreneurial competence assessment, the partners will agree on the Competence Framework of EICAA. This will be done within a face-to-face (partner) meeting and will be conducted with a group thinking methodology. The output of this meeting will be a document with the Competence Framework that will be shared and further reviewed with all the partners. An executive summary will be also prepared for its dissemination in the web site of the project.

1.4. Structure of the document This document is structured as follows. In the next chapter, we explain the methodology that has led to the design of the EICAA-CF. Then, we present the EICAA-CF by going through each of the competence areas, as well as each competence and thread. Since, we preserved the same structure as EntreComp, this is a proper way to introduce EICAACF and the changes introduced with respect to EntreComp.

2. Methodology

2.1. Objectives The aim of this document is to present the EICAA-CF and briefly, its justification. This document is backed up by a systematic literature review performed on 139 articles, both academic papers and grey literature, on entrepreneurship. We also performed a comparison of EntreComp with six relevant frameworks on entrepreneurial competences. We departed from the current structure and contents of EntreComp as we agreed in the project. EntreComp has 15 competences, each described by several threads (between 3 and 5), and a total of 442 learning outcomes. We aimed at comparing this structure with the insights found in the literature, by matching the competences found in the literature review and in the entrepreneurial competence frameworks with those in EntreComp. This leads to the design of EICAA- Competence Framework (EICAA-CF). The principles of this process are: 1) Preserve the structure of EntreComp in areas-competences-threads. 2) Simplify the learning outcomes and threads, when this is possible. 3) Simplify the progression levels to four: Foundation, Intermediate, Advanced, and Expert. 4) Add definitions to the competences and threads according to the literature. 5) Refine the contents of the threads and learning outcomes according to the literature. 6) Delete/Add/Split/Resort competences and threads if needed.

2.2. Methodology The methodology to design the EICAA-CF is framed in phases “Solve” and “Validate” of Fehler! Verweisquelle konnte nicht gefunden werden.. In phase “Solve”, we use a deductive-inductive approach. We follow the path from competence area to competence to thread to learning outcomes. Then, for each thread, we match that thread with the insights obtained from the literature review. Then, we revise the learning outcomes associated to the threads in each of the four progression levels. After this review at the thread level, we revise the competence. Thus, the inductive process starts at the thread level: 1) For each thread, we read the learning outcomes and summarise them (or aggregate them) in the four levels of progression (Foundation, Intermediate, Advanced and Expert). 2) We compare the learning outcomes with the insights found in the literature. 3) We refine the learning outcomes for the four levels of progression, by matching the contents found in EntreComp and the findings from the literature. Then, after revising all the threads for a given competence, we look at the competence as a whole: 11

4) 5) 6) 7)

We revise the existing threads and its final formulation. We revise whether two or more threads need to be combined. We revise whether a new thread needs to be added to that competence. We add the definition of that competence and revise its consistency with the hints and descriptors provided by EntreComp.

Once the competences have been revised, we look at the area level: 8) We revise whether a competence needs to be added or deleted and provide justification for it. Some of the competences may be leveraged from the existing threads or they may just arise as new competences from the literature review.

Figure 1: Methodology for the Design of the EICAA Competence Framework

The final result of phase “Solve” is a first version of the EICAA Competence Framework, as shown in Section 4. This framework is then deployed in a rubric system, which consists of the detailed deployment in several threads and four progression levels (Foundation, Intermediate, Advanced, and Expert). Phase “Validate” of our methodology entails the design of a rubric system and a survey, which are successfully refined and validated throughout several rounds of a Delphi process and two pre-test rounds with different sample sizes from students across Europe (N=72 and N=202). The online survey adopts a 5-point Likert scale for 79 items covering all entrepreneurial competences. Analyses like Reliability, Normality, Exploratory Factor Analysis, Confirmatory Factor Analysis, and Average Variances Extracted are conducted using platforms like SPSS, AMOS, and R (Hair et al., 2013). The confirmatory analysis inform us about the validity of the framework structure. Based on this analysis, we revise the structure of the framework and design a final version of the framework, which is named EICAA-CF (Entrepreneurial and Intrapreneurial Competences Assessment Alliance - Competence Framework). To present the different versions of the EICAA-CF and its rubric system, the rest of the document is structured as follows. Section 3 summarises the literature according to the existing competences of EntreComp, and we suggest improvements to the existing competences or threads. Section 4 presents the structure of the EICAA-CF according to 12

the analysis of Section 2. Next, Section 5 details the rubrics system of the EICAA-CF. Section 6 summarises the process of validation of the competence framework, the changes that the validation process entails and the final competence framework. Finally, we present our conclusions.

3. Design of EICAA-CF 3.1. Competence area “Ideas and Opportunities” The competence area Ideas and Opportunities is very complete in EntreComp. It basically covers the first stage in the new venture (or value-creating activity), where the entrepreneur is focused on the detection of opportunities, the generation of ideas, and the assessment of these ideas. Additionally, having a vision has been found very relevant in the literature, i.e., a vision for the new venture, a vision for the entrepreneur themselves (which can be related to the self-image) and a vision of growth. Last, ethical and sustainable thinking provides a wider view beyond the economic value of the venture, including societal impact and sustainability, and ability to manage the moral and ethical dilemmas of the entrepreneurial activity. In the following section, we will revise each of the competences separately and we’ll provide some refinements of their threads and learning outcomes. One of these refinements is meant to emphasise the incremental nature of the detection of opportunities, generation of ideas and the evaluation of these ideas. Very often, the entrepreneur does not have all the information to evaluate and prioritise the best ideas among a set of potential alternatives. In these cases, the entrepreneur engages in an incremental process of evaluation of the potential ideas, by testing and experimenting and learning from it. Thus, beyond assessing the value of ideas, the entrepreneur can engage in a process of continuously gathering information and readjusting their ideas based on new learnings. The addition of the competence “Design” is based on the assumption that designing is not equivalent to creativity. It is acknowledged that EntreComp has a design thread which is integral to the competence “Creativity”. However, by leveraging “Design” as one of the competences in this area, we aim at helping entrepreneurs develop the design mindset, which involves the ability to immerse with the customers, using creativity to provide value to customers, developing prototypes and testing these prototypes with or on the customers. It also includes the ability to co-create with customers and other stakeholders. As a matter of fact, two of the reviewed entrepreneurial competence frameworks also include the competence “Design” (Bird, 1995; Tittel & Terzidis, 2020).

To show our proposal for this competence area, we first present the list of competences for this area, with their threads, hints and descriptors. Fehler! Verweisquelle konnte nicht gefunden werden. presents this information. To understand the changes and new additions of EICAA-CF, we used the following colour code: • •

New additions or changes with respect to EntreComp are included in blue color. When we delete an element from EntreComp, we show it in orange.

Fehler! Verweisquelle konnte nicht gefunden werden. compares EntreComp with six other entrepreneurial competence frameworks that were identified in the literature review (see document of EICAA deliverable 2.1) with respect to this competence area.

Table 2: Competence area "Ideas and Opportunities" in EICAA-CF

Area

Competence

1.1 Spotting opportunities

Thread • Analyse the context/Scan the environment. • Identify and recognise challenges. (Focus on challenges) • Identify, create and seize opportunities • Uncover needs (goes to Design)

1.Ideas and Opportunities

• • 1.2 Creativity

• • • •

1.3. Vision

• • • •

Act creatively (Be curious and open) Solve problems creatively (Define problems) Generate ideas Design value (goes to Design) Be innovative Imagine/Build a vision for the new venture and oneself Think strategically Guide action Recognise the value of ideas. Share and protect ideas.

• • • •

Behave ethically Think sustainably Assess impact Be accountable

• • • •

Immerse with your users Identify needs Prototype and test Co-create

1.4 Valuing ideas

1.5 Ethical and sustainable thinking

1.6 Design

Hint

•

Use your imagination and abilities to identify opportunities for creating value

Develop creative and purposeful ideas

Work towards your vision of the future

Make the most of ideas and opportunities

Assess the consequences and impact of ideas, opportunities and actions

Design specific products or services

Descriptors • Identify and seize opportunities to create value by exploring the social, cultural and economic landscape • Identify needs and challenges that need to be met • Establish new connections and bring together scattered elements of the landscape to create opportunities to create value • Develop several ideas and opportunities to create value, including better solutions to existing and new challenges • Explore and experiment with innovative approaches • Combine knowledge and resources to achieve valuable effects • Imagine the future • Develop a vision to turn ideas into action • Visualise future scenarios to help guide effort and action • Judge what value is in social, cultural and economic terms • Recognise the potential an idea has for creating value and identify suitable ways of making the most out of it • Assess the consequences of ideas that bring value and the effect of entrepreneurial action on the target community, the market, society and the environment • Reflect on how sustainable long-term social, cultural and economic goals are, and the course of action chosen • Act responsibly • Immerse and engage with customers to understand their needs, problems and difficulties, from their perspective. • Test and experiment with prototypes

•

Co-create with users and stakeholders

Note: In Blue: new additions or revisions. Orange: deleted threads or sentences. Table 3: Comparison of competence area "Ideas and Opportunities" in EntreComp with six other entrepreneurial competence frameworks. EntreComp

Bird (1995/2019)

1.1 Spotting opportunitie s

Recognising and acting on opportunity. Vigilance.

1.2 Creativity

1.3. Vision

Seeing the big picture/strategic zoom lens.

1.4 Valuing ideas 1.5 Ethical and

Integrity.

Mitchelmore & Rowley (2010) Identification and definition of a viable market niche. Environmental scanning. Recognising and envisioning taking advantage of opportunities. Formulating strategies for taking advantage of opportunities.

Morris et al. (2013, p. 358) 1&2 Opportunity recognition & assessment

Rasmusen & Nybye (2013) Value creation. Ideas and opportunities (see opportunities that can be transformed into value). Market: understanding of economy and market. Use different strategies to enter a private market or public are. Culture – analyse and reflect on cultural conditions – challenge established assumptions.

Bolzani & Luppi (2020)

Idea generation. Development of products and services appropriate to the firms chosen market nice/product innovation

5 Creative problem solving/imaginativeness

Applied knowledge (in new ways). New solutions when faced with challenges.

Creativity and lateral thinking. Innovation.

Generate ideas (I) Act in a creative way (P).

4 Conveying a compelling vision

Create visions

Growth mindset.

Develop a vision. (P) See the big picture. (S)

1&2 Opportunity recognition & assessment 9 Value creation

Ethical values.

Recognising opportunities.

Tittel & Terzidis (2020) Identify opportunities (I). Scan the environment (I).

Act ethically correct (P)

EntreComp

Bird (1995/2019)

sustainable thinking

Internal alignment of values, needs, and beliefs. Designing specific products or services.

Mitchelmore & Rowley (2010)

Morris et al. (2013, p. 358)

Rasmusen & Nybye (2013)

Bolzani & Luppi (2020)

Tittel & Terzidis (2020) Act with social responsibility (P) Design products and services (S).

Note: In blue, competences that are gathered in other competence frameworks but not in EntreComp or not necessarily in the same sense as in EntreComp.

3.1.1.

Spotting opportunities

The next table lists the four threads of the competence “Spotting opportunities” as they appear in EntreComp and groups the adhered learning outcomes (e.g., I can find opportunities to help others) into four progression levels. Spotting opportunities in EntreComp SPOTTING OPPORTUNITIES in EntreComp THREAD

FOUNDATION Discover – Explore Relying on support from others

INTERMEDIATE Experiment – Dare Building independence

ADVANCED Improve – Reinforce Taking responsibility

Identify, create and seize opportunities.

Finding/recognising opportunities

Actively look for opportunities to create value 3. I can explain what makes an opportunity to create value. 4. I can proactively look for opportunities to create value, including out of necessity.

Use of knowledge and understanding to make/create opportunities to create value 5. I can describe different analytical approaches to identify entrepreneurial opportunities. 6. I can use my knowledge and understanding of the context to make opportunities to create value.

Focus on challenges.

Finding/recognising challenges that need solutions. 1. I can find different examples of challenges that need solutions. 2. I can recognise challenges in my community and surroundings that I can contribute to solving.

Redefine a challenge to find opportunities.. 3. I can identify opportunities to solve problems in alternative ways. 4. I can redefine the description of a challenge, so that alternative opportunities address it may become apparent.

Challenge the mainstream. Judge the right time 5. I can take apart established practices and challenge mainstream thought to create opportunities and look at challenges in different ways. 6. I can judge the right time to take an opportunity to create value.

Uncover needs.

1. I can find examples of groups that have benefited from a solution to a given problem. 2. I can identify needs in my community/ surroundings that have not been met.

3. I can explain that different groups may have different needs. 4. I can establish which user group, and which needs, I want to tackle through creating value.

5. Carry out a needs analysis with relevant stakeholders. 6. I can identify challenges related to contrasting needs and interests of different stakeholders.

EXPERT Expand – Transform Driving transformation, innovation and growth Judge an opportunity (evaluated among a set of alternatives) Take advantage of an opportunity 7. I can judge opportunities for creating value and decide whether to follow these up at different levels of the system I am working in (for example, micro, meso or macro). 8. I can spot and quickly take advantage of an opportunity. Make the most of opportunities. Competitive advantage. 7. I can cluster different opportunities or identify synergies among different opportunities to make the most out of them 8. I can define opportunities where I can maintain a competitive advantage. 7. I can produce a ‘roadmap’ which matches the needs with the actions needed to deal with them and helps me create value 8. I can design projects which aim to anticipate future needs.

Analyse the context.

1. I can tell the difference between different areas

3. I can tell the difference between contexts

5. I can identify the boundaries of the system that are

7. I can monitor relevant trends and see how they

1. I can find opportunities to help others. 2. I can recognise opportunities to create value in my community and surroundings.

where value can be created (for example, at home, in the community, in the environment, or in the economy or society). 2. I can recognise the different roles the public, private and third sectors play in my region or country.

for creating value (for example, communities and informal networks, existing organisations, the market). 4. I can identify my personal, social and professional opportunities for creating value, both in existing organisations or by setting up new ventures.

relevant to my (or my team's) valuecreating activity. 6. I can analyse an existing valuecreation activity by looking at it as a whole and identifying opportunities to develop it further.

create threats and new opportunities to create value. 8. I can promote a culture within my organisation that is open to spotting the weak signals of change, leading to new opportunities for creating value.

As follows, we provide a critical review of the threads and learning outcomes: • • •

•

The first thread “Identify, create and seize opportunities” is very relevant. It is one of the key competences of the entrepreneur and it has received great attention and evidence in the literature. The thread “Analyse the context” can be seen as the process of actively scanning the environment in search for challenges and needs that turn into opportunities. Challenges and needs are not defined and might be misleading. Our understanding is that “challenges” refer to unsolved problems or difficulties that society is (or fragments of society are) facing (or is/are about to face), while “needs” are demands or necessities that can or are asked to be satisfied. In any case, the boundary between these two concepts is fuzzy in EntreComp. There is a large overlapping between the learning outcomes of the threads “Focus on challenges” and “Identify, create and seize opportunities.” For example, learning outcome 5 under thread “Focus on challenges” is written as: “I can take apart established practices and challenge mainstream thought to create opportunities and look at challenges in different ways”. This statement could be simplified and/or subsumed under another statement in which the entrepreneur recognizes opportunities.

Spotting opportunities in the literature Thread in EntreComp/ New thread Identify, create and seize opportunities.

Spotting opportunities in the literature Related competences listed in other Insights from the literature frameworks • •

•

Recognising and acting on opportunity. (Bird,1995; Bolzani & Luppi, 2020) Recognising and envisioning taking advantage of opportunities. (Mitchelmore & Rowley,2010) Formulating strategies for taking advantage of opportunities. (Mitchelmore & Rowley, 2010) Opportunity recognition & assessment (Morris et al., 2013).

• • • •

•

Alertness (Kirzner, 2009). Opportunities are created or co-created (Sarasvathy & Venkataraman, 2011). Creative process of opportunities (Kor et al., 2007). Process view of opportunity recognition/identification – development and exploitation (Chell, 2013). Interaction of opportunities and “entrepreneurial agents” (Harper, 2008).

• • •

Identify opportunities (I). (Tittel & Terzidis, 2020) Value creation. (Rasmusen & Nybye, 2013). Ideas and opportunities (see opportunities that can be transformed into value). (Rasmusen & Nybye, 2013).

• •

•

Focus on challenges. -

Uncover needs.

•

Analyse the context

• •

•

Identification and definition of a viable market niche. (Mitchelmore & Rowley, 2010) Market: understanding of economy and market. Use different strategies to enter a private market or public are. (Rasmusen & Nybye, 2013). Vigilance. (Bird, 1995) Environmental scanning. (Mitchelmore & Rowley,2010; Tittel & Terzidis,2020). Culture – analyse and reflect on cultural conditions – challenge established assumptions (Rasmusen & Nybye, 2013).

•

Dynamic interaction with stakeholders (Garud & Karnoe, 2003). Acquire further information about a potential opportunity (Chell, 2013).

Awareness of factors conducive to opportunity exploitation – veridical perception, interpretation, discernment. (Chell, 2013). Recognition of social need/market trend (Chell, 2013).

Understanding the environment (knowledge about the world, locally and globally; analyse a context socially, culturally and economically; understanding of global issues and problems such as sustainability) (Rasmusen & Nybye, 2013)

Spotting opportunities in EICAA-CF After the analysis of the literature review, the way in which EICAA-CF incorporates this competence is as follows: •

• • •

The threads are sorted following a linear logic, from scanning the context, to identifying challenges, to recognizing opportunities (although this is not necessarily linear in real practice, it helps understand and delimit the different concepts). Thread “Identify, create and seize opportunities” is maintained given its importance. Thread “Focus on challenges” is maintained, while avoiding the potential overlapping with thread “Identify, create and seize opportunities.” It has been renamed as “Identify, recognise challenges”. The detection of “needs” has been relocated under competence Design. Many of these learning outcomes, such as identifying target groups and their needs can be assigned to this competence.

3.1.2.

Creativity

Creativity in EntreComp CREATIVITY in EntreComp INTERMEDIATE ADVANCED Experiment – Dare Improve – Reinforce Building independence Taking responsibility

THREAD

FOUNDATION Discover – Explore Relying on support from others

Be curious and open.

1. I am curious about new things. 2. I can explore new ways to make use of existing resources.

3. I can experiment with my skills and competences in situations that are new to me. 4. I can actively search for new solutions that meet my needs.

Develop ideas.

1. I can develop ideas that solve problems that are relevant to me and my surroundings. 2. Alone and as part of a team, I can develop ideas that create value for others.

3. I can experiment with different techniques to generate alternative solutions to problems, using available resources in an effective way. 4. I can test the value of my solutions with end users.

Define problems.

I can approach openended problems (problems that can have many solutions) with curiosity. I can explore open-ended problems in many ways so as to generate multiple solutions.

I can take part in group dynamics aimed at defining open-ended problems. I can reshape openended problems to fit my skills.

Design value.

1. I can assemble objects that create value for me and others. 2. I can improve existing products, services and processes so that they better meet my needs or those of my peers and the community.

3. I can identify the basic functions that a prototype should have to illustrate the value of my idea. 4. I can assemble, test and progressively refine prototypes that simulate the value I want to create.

5. I can actively search for new solutions that improve the valuecreating process. 6. I can combine my understanding of different contexts to transfer knowledge, ideas and solutions across different areas. 5. I can describe different techniques to test innovative ideas with end users. 6. I can set up processes to involve stakeholders in finding, developing and testing ideas.

I can describe and explain different approaches to shaping open-ended problems and different problemsolving strategies. I can help others create value by encouraging experimentation and using creative techniques to approach problems and generate solutions. 5. I can create (alone or with others) products or services that solve my problems and my needs. 6. I can develop and deliver value in stages, launching with the core features of my (or my team's) idea and progressively adding more

EXPERT Expand – Transform Driving transformation, innovation and growth

7. I can tailor a variety of ways of involving stakeholders to suit the needs of my valuecreating activity. 8. I can design new processes to involve stakeholders in generating, developing and testing ideas that create value. I can initiate, develop, manage and complete a creative project. I can use a mix of creative techniques to keep generating value over time 7. I can apply different design approaches to create value through new products, processes or services. 8. I can design and put in place

Be innovative

1. I can find examples of innovative products, services and solutions. 2. I can describe how some innovations have transformed society

3. I can tell the difference between types of innovations (for example, process versus product innovation and social innovation, incremental versus disruptive innovation). 4. I can judge if an idea, product or process is innovative or just new to me.

5. I can describe how innovations diffuse in society, culture and the market. 6. I can describe different levels of innovation (for example, incremental, breakthrough or transformational) and their role in valuecreating activities.

innovative processes to create value. 7. I can identify the steps needed to research the potential for an innovative idea in light of its development into an existing enterprise, a new venture or an opportunity for social change. 8. I can manage innovation processes that respond to emerging needs and make the most of opportunities as they become available.

As follows, we provide a critical review of the threads and learning outcomes of competence “Creativity” as they appear in EntreComp: • •

• •

•

The central thread to the competence “Creativity” is “Develop ideas”. Thread “Define problems” might be overlapping with thread “Identify, recognise challenges” from competence “Spotting opportunities”, especially the learning outcomes that refer to reshaping or reframing the problem. This thread can be revised by emphasizing problem solving, as it is labelled in the literature. Thread “Be curious and open” is relevant in the two last learning outcomes: actively search for new solutions and combining understanding of different contexts to transfer knowledge across different areas. Thread “Be innovative” is important and related to designing and promoting innovations. The first levels are related to knowledge about innovations: describing existing innovations, different types of innovation…, while the last levels are related to managing innovations. Thread “Design value” is leveraged to a competence itself in EICAA-CF.

Creativity in the literature As it can be seen in the following table, competence “Creativity” is well covered in the literature. Thread in EntreComp/ New thread Be curious and open.

Creativity in the literature Related competences listed Insights from the literature in other frameworks •

Act in a creative way (Tittel & Terzidis, 2020).

• • • • •

Develop ideas.

•

• •

•

Idea generation (Mitchelmore & Rowley (2010); Tittel & Terzidis, 2020) Applied knowledge (in new ways). (Rasmusen & Nybye, 2013) New solutions when faced with challenges. (Rasmusen & Nybye, 2013) Creativity and lateral thinking. (Bolzani & Luppi, 2020)

• • •

• •

• • •

Define problems.

Design value.

•

Creative problem solving/imaginativeness (Morris et al., 2013)

•

Boldness, imagination, inconformity, and challenging the status quo. Create change. (Alvarez & Barney, 2005). Unpredictable, radical change (Lackéus, 2015). Creative role model (Morris et al., 2013). Being creative and oriented-to action at the same time (Lackéus et al., 2020). Suspend judgement; recognise patterns (Smith & Di Gregorio, 2002; cited in Ireland et al., 2003). Provision of novel, creative solutions to the identified needs or opportunities. (Morris et al., 2013). Generating the alternatives, beyond choosing between several alternatives (Sarasvathy, 2003; cited in Steyaert, 2007). Generation of novel and useful ideas for business ventures (Ward, 2004). Connecting unconnected ideas to produce novel and appropriate or useful outcomes (Morris et al, 2013). Novel thoughts/actions (Lackéus, 2015). Creativity as a process: idea generation, idea structuring, idea promotion (Mumford et al., 2002). Social process: Relational and dialoguing process of organizational emergence (Bouwen & Steyaert, 1990). Creative enactment through the interplay of individual and creative forces (Johannisson, 1995). Imagination and the capacity to envision possibilities (Chell, 2016). Goal-setting and problem-solving (Drayton, 2002). Interaction with customers, technologies, and other stakeholders (Kor et al., 2007)

Be innovative.

•

Innovation. (Bolzani & Luppi, 2020)

•

• •

Context of Intrapreneurship

•

• • • • • •

Developing new products, services, and/or business models that generate revenues that produce sufficient user benefits to bring about a fair return (Morris et al., 2013). Create change. (Alvarez & Barney, 2005; Lackéus, 2015). Seek to influence and create new demand through innovative products and services, advertising, and personal charisma. (Kor et al., 2007) High in social competence with a prevailing need for autonomy, freedom and independence, to escape from “organisational constraints limiting their potential”. Creation of a creativity culture that sustains, supports and fosters creativity in the organization. Challenge the status quo (Morris et al., 2013). Balance creativity with day-to-day operations (Hjorth, 2005). Promote “doers”, i.e., individuals taking the ideas into viable opportunities. Set up structures to foster creativity. Nurture open exchange of ideas and opinions across functional departments.

Creativity in EICAA-CF The approach suggested for EICAA-CF is to reduce the threads to four: • • • •

Act creatively: this is a reformulation of thread “Be curious and open”, which includes competences found in literature related to developing autonomy, challenging the status quo and promoting change. Solving problems in creative ways: this refers to approaching problems from different perspectives, being able to generate creative solutions to complex problems; Generating ideas: this is the process of being able to provide multiple and original solutions to a given problem or challenge; Being innovative: in the context of an organization, this refers to the organisation’s capabilities to design innovative products, services and solutions and foster a culture of innovation inside.

The thread “Design value” is converted into a new competence.

3.1.3.

Vision

Vision in EntreComp THREAD

FOUNDATION Discover – Explore Relying on support from others

Imagine.

1. I can imagine a desirable future. 2. I can develop simple future scenarios where value is created for my community and surroundings.

VISION in EntreComp INTERMEDIATE ADVANCED Experiment – Improve – Dare Reinforce Building Taking independence responsibility

3. I can develop (alone or with others) an inspiring vision for the future that involves others. 4. I can build future scenarios around my valuecreating activity.

5. I can use my understanding of the context to identify different strategic visions for creating value. 6. I can discuss my (or my team's) strategic vision for creating value.

Think strategically.

1. I can explain what a vision is and what purpose it serves 2. I am aware of what is needed to build a vision.

3. I can explain the role of a vision statement for strategic planning. 4. I can prepare a vision statement for my (or my team's) valuecreating activity that guides internal decisionmaking throughout the whole process of creating value.

Guide action.

My vision for creating value drives me to make the effort to

I can identify the changes needed to achieve my vision.

EXPERT Expand – Transform Driving transformation, innovation and growth 7. I can develop (alone or with others) and compare different future scenarios. 8. I can show different audiences the benefits of my vision during turbulent times 5. I can plan backwards from my vision to design the necessary strategy to achieve it. 6. I can encourage enthusiasm and a sense of belonging around a convincing vision.

I can identify challenges related to my (or my team's)

turn ideas into action. I can decide what type of vision for creating value I would like to contribute to.

I can promote initiatives for change and transformation that contribute to my vision.

vision, while respecting the different levels of the system and the variety of stakeholders affected. I can create (alone or with others) a ‘roadmap’ based on my vision for creating value.

Vision in the literature The literature emphasizes the importance of vision to set the direction, strategy and goals of the new venture. There is also evidence of the vision of high-growth as a factor of successful entrepreneurs. Finally, the literature gives great relevance to the communication of the vision to get supporters to believe and engage in the new venture under conditions of uncertainty and limited resources. This aspect is gathered in EntreComp under competence “Mobilising others”, thread “Communicate effectively”. Thus, since communication of the vision is already covered in EntreComp, we don’t add it to any other thread to competence Vision. The next table summarises what we found in the reviewed literature related to this competence. Thread in EntreComp/ New thread Imagine.

Vision in the literature Related competences listed Insights from the literature in other frameworks •

• • • •

Think strategically.

• •

Seeing the big picture/strategic zoom lens (Bird 1995/2019; Tittel & Terzidis, 2020) Conveying a compelling vision (Morris et al., 2013). Create visions (Rasmusen & Nybye, 2013). Growth mindset (Bolzani & Luppi, 2020) Develop a vision. (Tittel & Terzidis, 2020) See the big picture. (S) Seeing the big picture/strategic zoom lens (Bird 1995/2019; Tittel & Terzidis,2020)

• •

•

Guide action.

•

Growth mindset (Bolzani & Luppi, 2020)

•

Imagining a vision of the future to get supporters. The entrepreneur sees themselves as an entrepreneur. Personal narratives (O’Connor, 2002) Vision of growth and long-term visions.

Vision includes strategic vision how the company competes successfully in the market (Baum & Locke, 2004). Set the direction of the company, be visionary, strategic and goaloriented (Man et al., 2002). Draw people’s attention towards desired outcomes and thus, focus

•

Communicated vision.

•

Vision in intrapreneurship. -

•

3.1.4.

people’s efforts (Kirkpatrick & Locke, 1996; cited in Frese & Gielnik, 2014).). Ability to convince others (e.g., employees) to engage in new ventures under conditions of uncertainty and limited resources. Inspires constituents’ confidence in an uncertain future and enables marshalling resources (Cogliser & Brigham, 2004). Persuade others to switch resources from known present outcomes to uncertain future outcomes (Cogliser & Brigham, 2004). Communicate the significantly high low-term rewards to stakeholders (Cogliser & Brigham, 2004). Communicate vision through speeches, pep talks, and written presentations (Baum & Locke, 2004). Disseminate stories: spreading symbolic narratives (real or fictious) to raise awareness about the firm and its market, and communicate the firm’s identity (Santos & Eisenhardt, 2009). Vision to get commitment of the organization to innovation, opportunity-focus and selfrenewing (Cogliser & Brigham, 2004). Collective vision or corporate coherence.

Valuing ideas

Valuing ideas in EntreComp THREA D

Recogni se the value of ideas.

FOUNDATION Discover – Explore Relying on support from others 1. I can find examples of ideas that have value for

VALUING IDEAS in EntreComp INTERMEDIAT ADVANCED E Improve – Reinforce Experiment – Taking responsibility Dare Building independence 3. I can tell the differen ce betwee

5. I recognise the many forms of value that could be

EXPERT Expand – Transform Driving transformation, innovation and growth 7. I can develop strategies to effectivel

Share and protect ideas.

myself and others. 2. I can show how different groups, such as firms and institution s, create value in my communi ty and surroundi ngs.

n social, cultural and econo mic value. 4. I can decide which type of value I want to act on and then choose the most appropr iate pathwa y to do so.

created through entrepreneur ship, such as social, cultural or economic value. 6. I can break down a value chain into its different parts and identify how value is added in each part.

y make the most of opportun ities to create value in my organisati on or venture. 8. I can state the value of a new idea from different stakehold ers' perspectiv es.

1. I can clarify that other people’s ideas can be used and acted on, while respectin g their rights. 2. I can explain that ideas can be shared and circulated for the benefit of everyone or can be protected by certain rights, for example, copy-

3. I can tell the differen ce betwee n types of licence s that can be used to share ideas and protect rights. 4. I can choose the most appropr iate licence for the purpos e of sharing and protecti ng the value created

5. I can choose the most appropriate licence for the purpose of sharing and protecting the value created by my ideas.

7. I can develop a tailored strategy on intellectu al property rights that deals with geographi c requireme nts. 8. I can develop a strategy on intellectua l property rights that is tailored to the age of my portfolio.

6. I can tell the difference between trademarks, registered design rights, patents, geographical indications, trade secrets, confidentialit y agreements and copyright licences, including

rights or patents.

by my ideas.

open, publicdomain licences such as creative commons.

Valuing ideas in the literature Valuing the ideas is not explicitly addressed in the literature as a single competence. Rather, it is included in the competence of recognising opportunities. The next table summarises the insights obtained from the literature and matches them with the threads defined by EntreComp. Thread in EntreComp/ New thread Recognise the value of ideas.

Valuing ideas in the literature Related competences in other frameworks Insights from the literature •

1&2 Opportunity recognition & assessment

•

(Morris et al., 2013) •

• •

Share and protect ideas.

• -

Once an opportunity is discovered, a choice must be made whether or not to exploit the opportunity (Shane & Venkatraman, 2000). Devising and discovering markets and accurately evaluating alternative product opportunities and techniques (Kor et al., 2007). Acceptation of the viability of pursing the opportunity and commitment of resources (Mitchelmore & Rowley, 2010). Recognise and evaluate opportunities but move quickly to develop competitive advantage to exploit them (Ireland et al., 2003). Perceived value in the desired end state influences the decision to start-up. Contents of the assessment: opportunities, risks and returns as well as the factors that contribute to potential profit or loss, the current resources and the competitors. (Kyndt & Baert, 2015). Five dimensions of assessment: economic, influence, harmony, social, enjoyment value. Data-driven decision making process; accumulation of confirming and disconfirming evidence (Learned, 1992). Using strategies of protecting ideas as part of the strategy of growth. (McKelvie & Thesmar, 2009).

Valuing ideas in EICAA-CF Competence “Valuing ideas” is relevant and necessary to assess and judge ideas and decide which ones are worth to be pursued. However, this process is often made in an iterative and incremental way, by designing experiments, collecting data and learning

from it. This process is emphasized in the Expert level. Additionally, according to literature, there is the risk that the entrepreneur suffers from “analysis paralysis” when trying to assess the value of ideas. To avoid getting stuck, it is necessary to find a good balance between thinking and moving forward or “moving quickly” as Ireland et al. (2003) state. This aspect is emphasized in level “Advanced”. Thread “Share and protect ideas” keeps the same essence as in EntreComp.

3.1.5.

Ethical and sustainable thinking

Ethical and sustainable thinking in EntreComp ETHICAL AND SUSTAINABLE THINKING in EntreComp THREAD

Behave ethically.

FOUNDATION Discover – Explore Relying on support from others 1.

I can recognise behaviours that show integrity, honesty, responsibili ty, courage and commitmen t. I can describe in my own words the importance of integrity and ethical values.

INTERMEDIATE Experiment – Dare Building independence

I can apply ethical thinking to consumpti on and production processes. I am driven by honesty and integrity when taking decisions.

ADVANCED Improve – Reinforce Taking responsibility

I can argue that ideas for creating value should be supported by ethics and values relating to gender, equality, fairness, social justice and environme ntal sustainabili ty. I can take responsibili ty for promoting ethical behaviour in my area of influence, (for example, by promoting gender balance highlightin g inequalities

EXPERT Expand – Transform Driving transformation, innovation and growth 7.

I make it my priority to make sure that ethical behaviou r is respecte d and promoted in my area of influence . I take action against unethical behaviou r

Think sustainably.

Assess impact.

I can list examples of environmen tally friendly behaviour that benefits a community. I can recognise examples of environmen tally friendly behaviour by companies that creates value for society as a whole.

I can find and list examples of changes caused by human action in social, cultural, environmen tal or economic contexts. I can tell the difference between the impact of a valuecreating activity on the target community and the broader impact on society.

I can identify practices that are not sustainabl e and their implication s for the environme nt. I can produce a clear problem statement when faced with practices that are not sustainabl e.

I can identify the impact that taking up opportuniti es will have on me and my team, on the target group and on the surroundin g community . I can identify stakeholde rs who are affected by the change brought about by my (or my team's) valuecreating activity, including stakeholde rs who cannot speak up (for

and any lack of integrity). I can discuss the impact an organisatio n has on the environme nt (and vice versa). I can discuss the relationshi p between society and technical developme nts, relating to their implication s for the environme nt. I can analyse the implication s of my valuecreating activity within the boundaries of the system I am working in. I can define the purpose of the impact assessme nt, impact monitoring, and evaluation of impact.

I can choose adequate methods for analysing environm ental impact based on their advantag es and disadvan tages. I can contribut e to selfregulatio n discussio ns within my sector of operation s. I can choose ‘measure indicator s’ to monitor and assess the impact of my valuecreating activity. I can carry out impact assessm ent, impact monitorin g, and impact evaluatio n on my valuecreating activity.

Be accountable.

example, future generation s, climate or nature). I can tell the difference between accounting for use of re-sources and accounting for the impact of my valuecreating activity on stakeholde rs and the environme nt.

I can tell the difference between input, output, outcomes and impact. I can discuss a range of accountabi lity methods for both functional and strategic accountabi lity.

I can use the accounta bility methods that hold me responsi ble to our internal and external stakehol ders. I can design ways to be accounta ble to all of our stakehol ders.

Ethical and sustainable thinking in the literature Thread in EntreComp/ New thread Behave ethically.

Ethical and sustainable thinking in the literature Related competences listed Insights from the literature in other frameworks • •

•

Integrity. (Bird, 1995/2019) Internal alignment of values, needs, and beliefs. (Bird, 1995/2019) Ethical values. (Rasmusen & Nybye, 2013). Act ethically correct (Tittel & Terzidis, 2020)

• • •

• •

• • •

Operate in conditions of “moral uncertainty”. Find time and perspective for focused ethical reflection. Aware of ethical issues (financial gain, relationships, action-oriented, few time for reflection, promotion and innovation ethics). Need for an ethics of change. (Hannafey, 2003). Intentional posture refers to the entrepreneur’s intrapsychic congruence and interpersonal synergy. Successful entrepreneurs have greater internal alignment of values, needs, and beliefs, than less successful entrepreneurs (Bird 1995/2019). Manage dilemmas related to entering into instrumental relationships. Building and managing instrumental relationships. Relationship dilemmas are identified by Hannafey (2003) as some of the most

•

• • •

Think sustainably. Assess impact. Be accountable.

challenging and complex ethical problems faced by individual entrepreneurs. Ethical concerns, perspectives, and behaviors of entrepreneurs can change over time as their organizations grow and develop (Hannafey, 2003). Ethical issues that are identified regarding the individual entrepreneur: focus on financial gain, relationships (built-in bias towards instrumental relationships), action-oriented and/or few time for reflection, promotion and innovation ethics (communicatingdisclosing information, influencemanipulation-coercion), ethics of change. Social awareness Role conflict dilemmas. A sense of changing stages and new dilemmas that emerge with the growth of the firm, in which the entrepreneur needs to be aware of, reflect and act.

Act with social responsibility (Tittel & Terzidis, 2020)

•

The ethics dimension (e.g., individuals who attend to the natural or social environment) with the detection of opportunities in this area (Shepherd & Patzelt, 2011).

Ethical and sustainable thinking in EICAA CF The reviewed literature did not focus explicitly on competences related to thinking sustainably nor impact assessment. The reason might be that these competences are analysed in specific articles or journals that we didn’t reach in our review. On the contrary, ethical behaviour is partly covered in some articles of our review, with a fruitful discussion on the ethical thinking and behaviour of entrepreneurs compared to managers. In summary, the four threads of the competence are considered relevant to be included in EICAA-CF. The following table summarises our proposal for the inclusion of the competence in EICAA-CF.

3.1.6.

Design

In design-driven entrepreneurship and other approaches, people (clients and other stakeholders) are at the centre of the creative process (Brown, 2009). This design strategy is known as Human Centered Design (HCD) and it is common in design thinking and lean startup. HCD demands an active participation of the client and stakeholders in the process of discovering the opportunity, designing the solution and 33

delivering/implementing the product or service. The ability to empathize is essential in the research phase to discover the opportunity with the customer/user and other stakeholders. In the design phase, the solution search process is carried out with the active participation of the client/user based on a co-creation strategy that demands the ability to give and receive feedback. Finally, in the implementation phase, the entrepreneur experiments with real clients, designing a minimum viable product that requires active listening. Empathy, the ability to give and receive feedback and active listening are key skills in this type of methodologies (Blank & Dorf, 2012; Ries, 2011). Some of these issues are covered in EntreComp in competence “working with others”, while “mobilising others” focuses more on communication and persuasion. Competence “Design” in the literature The competence Design only appears explicitly mentioned in Bird’s (1995/2019) and in Tittel and Terzidis’ (2020) frameworks, under the name “Designing specific products or services” and “Designing the specific business organisation”. However, it appears in the literature under multiple approaches, particularly in practitioner approaches of entrepreneurship. The next table summarises the main findings. Thread

Design value.

Design in the literature Related competences Insights from the literature listed in other frameworks Designing specific • Customer orientation (Capaldo et al., 2004). products or services • Ability to build relationships with current and (Bird, 1995/2019; Tittel prospective customers and thus, related to the & Terzidis, 2020). entrepreneurs’ social skills (Frasté & Van Gils, 2007). • Customer development, consisting of four phases: customer discovery, customer validation, customer creation, and company creation. (Blank & Dorf, 2012). • In effectuation, design is the individual’s intent to shape the environment or her actions attempting to control an environmental outcome (Read et al., 2009).

We structured competence “Design” in four threads: “Immerse with your users”, “Identify needs”, “Prototype and test” and “Co-create”. Immersing with users is related to the strategies of interacting with the users and empathising with them to understand and define their needs and challenges. Thus, the identification of these needs is the result of these interactions. In EntreComp, “Identify needs” is a thread of competence “Spotting opportunities”. By bringing this thread into the new competence “Design”, we emphasize the active process of interacting with the users to identify needs. Prototyping and testing are also part of this process, which often happens in an iterative and incremental way. In EntreComp, prototyping is partially covered in thread “Design value”, which belongs to competence “Creativity”. Finally, we also included “co-creation”, which goes beyond immersing with users, by making users and other stakeholders to become active participants of the creation process of products, services or solutions.

3.2. Competence area “Resources” The competence area “Resources” in EntreComp gathers a set of attitudes, knowledge and skills that are necessary to develop the value-creating idea. These resources are 34

personal resources, such as self-awareness, self-efficacy and motivation, knowledge (basically financial and economic literacy), communication skills (under mobilising others), and the capacity to acquire and manage resources (material and non-material). When we look at the competences of other entrepreneurial competence frameworks, almost all the listed competences related to this area are included in EntreComp, as it can be observed in Table 5. Self-efficacy is very relevant and listed in all competence frameworks. It has also received great attention in the literature. Motivation and perseverance are related to drive, or the capacity to bring the ideas into the implementation of the new venture. Some authors whose works were considered in the literature review have emphasized two crucial skills of the entrepreneur: the ability to recognize opportunities, and the drive to convert these opportunities into a new venture. Thus, in EntreComp the latter set of competences are related to perseverance, tenacity, resilience, which is certainly very crucial to start-up. Adaptability and flexibility are other key competences related to the entrepreneur’s personal resources, although they appear under competence area “Into Action” in EntreComp. EntreComp does not mention digital competences in the framework. There is only one thread under competence “mobilizing others” that refer to the use of media to communicate with others. Given today’s rapid developments in the digital field, we believe that entrepreneurs should possess digital competences to start-up their new ventures, regardless of the domain in which they are operating. Thus, by looking at how digital competences are being addressed in other competence frameworks, our suggestion is to include the digital competence in EICAA-CF, which contains the basic skills any professional should possess nowadays and that entrepreneurs should have to start-up successfully in today’s digital world. Another refinement introduced in this area refers to knowledge. The literature has found that previous knowledge and experience of the entrepreneur is very relevant for the new venture, in all stages of the new venture. For example, it has been observed that previous knowledge is crucial to the detection of opportunities in a given market. EntreComp includes the thread “Financial and economic literacy” as one of the important resources of the entrepreneur. However, the literature reveals that other sources of knowledge are relevant, such as knowledge about markets, commerce, sales, and the particular industry where the new venture operates. The competence “Mobilising others” is basically related to the communication skills necessary to persuade and engage others. The title might be a bit confusing with respect to “Working with others”, which is a competence under competence area “Into Action”. Beyond that, the competence “Mobilising others” is transversal to all the different activities of the new venture, from idea generation, where the entrepreneur needs to communicate with customers, to growth-related activities, such as negotiating with potential investors. EntreComp conveys the idea of the entrepreneur having the competences to transform ideas and opportunities into action my mobilising resources. In fact, the entire competence area “Resources” is somewhat transversal to the other two areas. We might consider this competence area as a functional connector between the other two areas.

Table 4: Competence area "Resources" in EICAA-CF. Area

Competences 2.1 Self-awareness and selfefficacy

Threads • Follow your aspirations • Identify your strengths and weaknesses. • Believe in your ability. • Shape your future.

Hints Believe in yourself and keep developing

2.2 Motivation perseverance

•

Maintain focus (be determined) Stay motivated and passionate (stay driven) Persevere/Tenacity/Don’t give up. Be resilient. Assess resources to extract value Acquire resources Make the most of your time Get support and build a network. Understand economic and financial concepts. Budget. Find funding. Understand taxation. Enterprising literacy.

Stay focused and don't give up

Inspire and get inspired. Persuade and negotiate. Communicate effectively. Use media effectively. General digital competences at work Digital competences for the new venture Information and data literacy Safety & cybersecurity

Inspire, enthuse and get others on board

• • •

Use of digital technologies to manage the new venture efficiently

• •

and

• •

2. Resources

2.3 Mobilising resources

• • • • •

2.4 Financial and economic literacy

• • • • •

2.5. Mobilizing others

2.6. Digital competence

• • • • • • • •

Descriptors • Reflect on your needs, aspirations and wants in the short, medium and long term • Identify and assess your individual and group strengths and weaknesses • Believe in your ability to influence the course of events, despite uncertainty, setbacks and temporary failures • Motivate yourself and others. • Be prepared to be patient and keep trying to achieve your long-term individual or group aims • Be resilient under pressure, adversity, and temporary failure

Gather and manage the resources you need

•

Develop financial and economic know how

• • •

• •

•

• •

Get and manage the material, non-material and digital resources needed to turn ideas into action Make the most of limited resources Get and manage the competences needed at any stage, including technical, legal, tax and digital competences Estimate the cost of turning an idea into a value-creating activity Plan, put in place and evaluate financial decisions over time Manage financing to make sure my value-creating activity can last over the long term Use knowledge of enterprise functions to effectively operate the new venture.

Inspire and enthuse relevant stakeholders Get the support needed to achieve valuable out-comes Demonstrate effective communication, persuasion, negotiation and leadership 3. Use of technology for working, collaboration and content creation. Use of technology for the efficient management of operations in the new venture Information and data literacy Implement strategies for data security and privacy.

Table 5: Comparison of EntreComp's competence area "Resources" with six other entrepreneurial competence frameworks. EntreComp

Bird (1995/2019)

2.1 Selfawareness and selfefficacy

Self-confidence. Recognising one’s own limitations.

2.2 Motivation and perseverance

Achievement/Task motivation. Drive. Persistence. Total commitment to their venture.

2.3 Mobilizing resources

2.4 Financial and economic literacy

2.5. Mobilizing others

Need for control of material (financial) outcomes. Knowledge of finance/cash management. Knowledge of accounting. Motivating organisation members. Creating and utilizing networks. Assertiveness.

Mitchelmore & Rowley (2010)

Morris et al. (2013, p. 358) 12 Self efficacy

Commitment competencies.

5 Tenacity/ perseverance 11 Resilience

Acquisition and development of resources required to operate the firm.

7 Resource leveraging

Rasmusen & Nybye (2013) Belief in own abilities. Accept failure.

Bolzani & Luppi (2020) Self-assessment (empowerment scale). Coping strategy (selfknowledge, orientation towards learning, planning for the future). Perseverance.

Economy: analyse economic problems, seek financing, participate in strategic meetings with investors.

Acquire resources (O).

Financial and budgeting skills.

The ability to motivate others (individual and in groups). Written communication skills. Oral communication skills.

Tittel & Terzidis (2020) Recognise your own limitations (P).

Maneuver in the industry. (S) Develop a finance and budget plan. (S)

Communication (written, verbal and digital).

Negotiation and persuasion. General communication. Presentation.

Communicate. (R) Motivate organisation members. (R) Negotiate. (R) Persuade. (R) Pitch your ideas. (R)

EntreComp

Bird (1995/2019)

Other knowledge

Knowledge of engineering. Knowledge of marketing and sales. Expertise.

Other psychological traits

Information seeking. Need for control. Utilitarian view. Temporal/cognitive complexity. Intuition. Flexibility. Field independence.

Problem solving

Mitchelmore & Rowley (2010) Previous involvement with start-ups. Managerial experience. Familiarity with industry. Technical skills. Industry skills. Familiarity with the market.

Morris et al. (2013, p. 358)

Rasmusen & Nybye (2013)

Bolzani & Luppi (2020)

Tittel & Terzidis (2020)

Adaptability.

Problem solving attitude.

Solve (P)

problems

3.2.1.

Self awareness and self efficacy

Self-awareness and self-efficacy in EntreComp SELF-AWARENESS AND SELF-EFFICACY in EntreComp

THREAD

FOUNDATION Discover – Explore Relying on support from others

INTERMEDIATE Experiment – Dare Building independence

ADVANCED Improve – Reinforce Taking responsibility

Follow your aspirations.

I can identify my needs, wants, interests and goals. I can describe my needs, wants, interests and goals.

Identify your strengths and weaknesses.

I can identify things I am good at and things I am not good at.

I can translate my needs, wants, interests and aspirations into goals that help me reach them. I can help others to reflect on their needs, wants, interests and aspirations and how they can turn these into goals I can team up with others to compensate for our weaknesses and add to our strengths. I can help others identify their strengths and weaknesses.

Believe in your ability.

I believe in my ability to do what I am asked successfully. I believe in my ability to achieve what I intend to.

I can commit to fulfilling my needs, wants, interests and goals. I can reflect on my individual and group needs, wants, interests and aspirations in relation to opportunities and future prospects. I can judge my strengths and weaknesses and those of others in relation to opportunities for creating value. I am driven by the desire to use my strengths and abilities to make the most of opportunities to create value. I can judge the control I have over my achievements (compared with any control from outside influences). I believe I can influence people and situations for the better

EXPERT Expand – Transform Driving transformation, innovation and growth

I believe in my ability to carry out what I have imagined and planned, despite obstacles, limited resources and resistance from others. I believe in my ability to understand and take the good out of experiences

Shape future.

your

I can list different types of jobs and their key functions. I can describe which qualities and abilities are needed for different jobs, and which of these qualities and abilities I have.

I can describe my skills and competences relating to career options, including selfemployment. I can use my skills and competences to change my career path, as a result of new opportu-nities or from necessity.

that others may label as failures. I can discuss how a realistic understanding and evaluation of my personal attitudes, skills and knowledge can influence my decisionmaking, relationships with other people and quality of life. I can choose professional development opportunities with my team and organisation based on a clear understanding our strengths and weaknesses.

I can design professional development strategies for my team and organisation based on a clear understanding our strengths and weaknesses, in relation to both current and future opportunities to create value. I can design strategies to overcome my (or my team’s or organisation’s) weaknesses and to develop our strengths in anticipating future needs.

Self awareness and self-efficacy in the literature Self-efficacy refers the ability to maintain a sense of self-confidence regarding one’s ability to accomplish a particular task or attain a level of performance (Morris et al., 2013). The term self-efficacy was early studied by Albert Bandura (1997), who defined the term as the individuals’ conscious belief in their own ability to bring about the desired results in the performance of a particular task. Self-efficacy is considered as an important determinant of human behaviour; individuals tend to avoid tasks about which they have low self-efficacy and conversely, are drawn toward tasks about which they believe they have high self-efficacy (Forbes, 2005). In the context of entrepreneurship, the term entrepreneurial self-efficacy (ESE) is defined as the individual's belief in his/her capability to perform tasks and roles aimed at entrepreneurial outcomes (Chen et al., 1998). It is a factor that greatly influences the decision to start-up and the aspiration levels (vision of growth, for example), goal commitment, task persistence and work attitudes (Gist, 1987). It influences the perception of control of their own tasks and the tasks performed by others. However, self-efficacy and self-confidence might be confusing terms. Chell (2013) distinguishes between these terms as follows: • •

Self-efficacy is equivalent to self-belief, self-awareness and ability to exert influence and create change. Self-confidence is related to trust in own judgement.

As a summary of the insights from the literature review, we emphasise: • • • •

The dynamic nature of the dialogue between one’s perception (of past experiences and perceived competence in relation with the entrepreneurial tasks) and the interaction with the environment. The competence not only entails identifying strengths and weaknesses, but also the ability to prioritise based on this, search training and support, if needed, to develop oneself. There is balance between self-efficacy and over-trust/over-confidence. Herein, the concept of justified confidence refers to a realistic confidence of the own’s abilities. Other related competences in the literature are the locus of control, and the ability to act autonomously (agency).

In studying the psychological traits of the entrepreneurs, Frese and Gielnik (2014) classify these competences and other related ones in two groups: personality − need of achievement, loss of control, autonomy, generalised self-efficacy, innovativeness, stress tolerance and risk taking− and motivational/affective antecedents −passion, positive/negative affect, self-efficacy and entrepreneurial orientation. The next table summarises the findings of the competence frameworks and the literature review. The general self-efficacy scale developed by Schwarzer & Jerusalem (1995) measures the belief that one can perform a novel or difficult tasks, or cope with adversity, in various domains of human functioning. The scale has ten items as show in the table below. Item 3 may be related to the thread “Follow your aspirations”, which we might locate under thread “Stay driven”. Self-awareness and self-efficacy in the literature

Thread in EntreComp/ New thread Follow your aspirations.

Identify your strengths and weaknesses.

Related competences listed in other frameworks

Insights from the literature review

•

Commitment competences (Mitchelmore & Rowley, 2010).

•

• •

Self-confidence (Bird, 1995/2019) Recognising one’s own limitations (Bird, 1995/2019). Self-assessment (empowerment scale). (Bolzani & Luppi, 2020). Recognise your own limitations (Tittel & Terzidis, 2020).

•

• •

•

Self-efficacy is related to success through perseverance and search for challenges, personal initiative, higher hope for success, long-term perspective, active search for information and thus better knowledge (Chen et al. 1998; cited in Gianesini et al., 2018). Proactive process of learning in readiness for start-up, by looking outward beyond inward. He states that: “It is a dual, interactive process, where the individual develops a clear appreciation of their own strengths and weaknesses and those of their potential business in relation to the wider environment. (Cope, 2005). Learning perspective: about oneself, the business, the environment and networks, management and the nature and management of relationships. (Cope, 2005). -this might belong to competence LearningTrust in one-self; self-knowledge; justified self-confidence. Selfknowledge understood as the identification of their strengths and also weaknesses, and prioritization of

Believe in your ability.

• • •

•

Shape your future. Other

Self-efficacy (Morris et al., 2013). Belief in own abilities (Rasmusen & Nybye, 2013). Coping strategy (self-knowledge, orientation towards learning, planning for the future). (Bolzani & Luppi, 2020). Accept failure (Rasmusen & Nybye, 2013).

aspects they need to work on by themselves and which ones they need support from others (Kyndt & Baert, 2015). • Entrepreneurs’ perceived ability to master the necessary resources for a start-up is signiﬁcantly related to their self-efﬁcacy (Erikson, 2002). • It is context-specific (Cope, 2005). • Role of interactions (social networks, external advisors) (Forbes, 2005). • Avoid over-confidence, and excess of optimism (Hayward et al., 2006; Landier & Tesmar, 2009). • Two factors: perceived control over adversity and perceived responsibility regarding the outcome of adversity (Markman et al., 2005). • faith and belief in their own possibility (Rasmusen & Nybye, 2013). • Locus of control (included in EntreComp in one of the statements): The extension to which the individual feels in charge (Moriano & Gorgievski, 2007). • Optimism: The belief that events will generally result in favorable outcomes—. It has been positively linked to opportunity recognition. (Baron, 2006) • Ability to define their own destiny and act in an entrepreneurial way (Rasmusen & Nybye, 2013). Other related competences found in literature: • locus of control, • autonomy, • need for achievement, • stress tolerance (Frese & Gielnik, 2014). • ability to act independent of others. Independence refers to the ability to decide and determine for oneself what to do (gathered in “Taking the initiative”)

A recent review of entrepreneurial self-efficacy presents a summary of different scales of entrepreneurial self-efficacy (Newman et al., 2019). Many of these scales are structured in subdimensions where the individual is asked on different aspects of ESE, such as in innovation, finance, teamwork, product development, start-up processes, leadership and creativity (Barakat et al., 2014). Table 6: Items of the General Self Efficacy (GSE) scale by Schwarzer & Jerusalem (1995)

1) I can always manage to solve difficult problems if I try hard enough 2) If someone opposes me, I can find the means and ways to get what I want. 3) It is easy for me to stick to my aims and accomplish my goals.

4) 5) 6) 7) 8) 9)

I am confident that I could deal efficiently with unexpected events. Thanks to my resourcefulness, I know how to handle unforeseen situations. I can solve most problems if I invest the necessary effort. I can remain calm when facing difficulties because I can rely on my coping abilities. When I am confronted with a problem, I can usually find several solutions. If I am in trouble, I can usually think of a solution 10) I can usually handle whatever comes my way.

Self awareness and self-efficacy in EntreComp Based on the analysis of literature around this competence, the approach taken in EICAA-CF is to maintain the same threads as in EntreComp, given the importance that self-awareness and self-efficacy have on the decision to start-up, while adding the following considerations: •

• • • • •

Thread “Follow one’s aspirations” is related to the vision of the entrepreneur. Somewhat, it connects the vision of the entrepreneur with the ability to pursuing these visions. This ability is also sustained by “Motivation and Perseverance”, which is the main focus of the next competence in the “Resources” competence area. Threads “Identify your strengths and weaknesses” and “Believe in your ability” are central to the competence. We suggest including a dynamic perspective related to the continuous assessment of the strengths and weaknesses based on the interaction with the environment (past experiences). We refine the concept of self-efficacy to have a greater emphasis on entrepreneurial self-efficacy. We add the awareness of the entrepreneur and ability to judge potential biases in their own judgement of self-efficacy, such as over-confidence or over-optimism. Thread “Shape your future” is related to the ability to identify the skills needed for a particular job or task and develop strategies to develop them. Although the name of the thread could be better understood with a name such as “Develop your skills”, we prefer to keep the same name as in EntreComp.

3.2.2.

Motivation and perseverance

Motivation and perseverance in EntreComp MOTIVATION AND PERSEVERANCE in EntreComp THREAD

FOUNDATION Discover – Explore Relying on support from others

INTERMEDIATE Experiment – Dare Building independence

ADVANCED Improve – Reinforce Taking responsibility

EXPERT Expand – Transform Driving transformation, innovation and growth

Stay driven.

Be determine d.

I am driven by the possibilit y to do or contribut e to somethin g that is good for me or for others. I am motivate d by the idea of creating value for myself and others. I see tasks as challeng es to do my best. I am motivate d by challeng es.

I can anticipate the feeling of achieving my goals and this motivates me. I can regulate my own behaviour to stay driven and achieve the benefits of turning ideas into action.

I can set challenges to motivate myself. I am willing to put effort in and use resources to overcome challenges and achieve my (or my team's) goals.

I drive my effort by using my desire for achieveme nt and belief in my ability to achieve. I can coach others to stay motivated, encouragin g them to commit to what they want to achieve.

I can create the right climate to motivate my team (for example, by celebratin g successes , by learning from failures and by encouragi ng innovative ways to tackle problems). I consider all outcomes as temporary solutions appropriat e to their time and context, and so am motivated to make sure they develop in a continuou s cycle of improvem

Focus on what keeps you motivated.

I can recogniz e different ways of motivatin g myself and others to create value.

Be resilient.

Don’t give up.

I show passion and willingne ss to achieve my goals. I am determin ed and persever e when trying to achieve my (or my team's) goals. I do not give up and I can keep going even when facing difficultie s. I am not afraid of working hard to achieve my goals.

I can reflect on the social incentives associated with having a sense of initiative and creating value for myself and others. I can tell the difference between personal and external factors that motivate me or others when creating value. I can overcome simple adverse circumstanc es. I can judge when it is not worth continuing with an idea. I can persevere in the face of adversities when trying to achieve my goals. I can delay achieving my goals in order to gain greater value, thanks to prolonged effort. I can maintain effort and interest, despite setbacks.

ent and innovation . I can design effective ways to attract talented people and keep them motivated. I can reward initiative, effort, and achievem ent appropriat ely within my team and organisati on.

I can use strategies to stay motivated (for example, set goals, monitor performanc e and evaluate my progress). I can use strategies to keep my team motivated and focused on creating value.

I can devise strategies to overcome standard adverse circumstances. I can cope with unexpected change, setbacks and failures (for example, job loss).

I can make sure that my team or organisati on stay positive when making difficult decisions and dealing with failure.

.I can celebrate short-term achieveme nts, in order to stay motivated. I can inspire others to work hard on their goals by showing passion and a strong

I can stay focused on my vision and goals, despite challenge s.

sense of ownership.

Motivation and perseverance in the literature Motivation and perseverance are related to the personality traits of the entrepreneur, although in EntreComp they are stated as behaviours, such as “stay driven” or “be determined”. Together with the competence “Self-efficacy and self-awareness”, these competences are the ones most related to the entrepreneurs’ traits (psychological traits) that are extensively covered in the literature. However, if we look at the literature that refers to the psychological traits of the entrepreneur, there are other traits that could be considered, such as: emotional intelligence, coping strategy (connected with resilience), need of achievement, locus of control, drive/motivation, passion, proactiveness, flexibility/adaptability or mental flexibility, risk-taking or risk-propensity, need of autonomy, tolerance of ambiguity, stress tolerance, and intuition. Many of these competences are covered by some of the learning outcomes within the threads. The remaining ones are listed at the end of the next table. Thread in EntreComp/ New thread Stay driven Motivation to contribute value; need of achievement; regulate own behaviour (need for achievement and regulating behaviour)

Motivation and perseverance in the literature Related competences Insights from the literature review listed in other frameworks • Drive. (Bird, • Need of achievement: Individual’s need to strive hard to 1995/2019) attain success (Moriano & Gorgievski, 2007). • Total • Drive/motivation: drive to see venture through to fruition commitment (Chandler & Jansen, 1992). to their • Drive to See Venture Through to Fruition and Firm venture (Bird, Growth: The creation of a new business is a permanent 1995/2019) challenge where success depends mainly on the • Commitment persistence of entrepreneurs. These latter encounter major competencies obstacles with uncertain results, and their ability to resist (Mitchelmore and to manage adversity predicts their personal & Rowley, effectiveness and their performance (Baron & Markman, 2010) 2003). • Proactiveness: Operationalised as ”I do”. Action-oriented, Initiator, Proactive. (Sánchez, 2011; Murnieks, 2007) –listed in Lackéus (2015, p. 12) as Attitude. Tendency to initiate and maintain actions that directly alter the surrounding environment (Bateman & Crant, 1993; cited in Sánchez, 2013). “First mover advantage” This is gathered under competence “Taking the initiative”. • Commitment competencies: competencies that drive the entrepreneur to move ahead with the business; willing to work hard (Frasté & Van Gils, 2007). • This thread can be consistent with the construct “Consistency of interest” (see also below under “focus on what keeps you motivated”).

Be determined

•

Motivation to put effort; overcome challenges; need of achievement; motivate others; right climate; positive perception of outcomes.

•

Passion: operationalised as ”I want”. Related to need for achievement. (Fisher et al.,2008). (Lackéus, 2015, p.12) Passion: consciously accessible, intense positive feelings experienced by engagement in entrepreneurial activities associated with roles that are meaningful and salient to the self-identity of the entrepreneur. (Cardon et al., 2009). Passion: 1) the content of “passion” is an intense positive emotion 2) whose empirical referents or objects usually involve venture-related opportunities, tasks, or activities and 3) that has a motivational effect that stimulates

•

Focus on what keeps you motivated.

•

(motivation)

Achievement/ Task motivation. (Bird, 1995/2019)

• •

•

Be resilient.

•

Resilience

Resilience: persistence in front of drawbacks

• •

Don’t give up.

•

Persistence/ tenacity

•

Persistence (Bird, 1995/2019) Tenacity/ perseverance (Morris et al., 2013) Perseverance (Bolzani & Luppi, 2020)

• • • •

• •

•

entrepreneurs to overcome obstacles and remain engaged. (Cardon et al., 2009). Commitment, stamina, energy, effort, motivation, achievement motivation, passion (Timmons et al., 1985; Boyd and Vozikis, 1994; Baum et al., 2001; Baum & Locke, 2004a; cited in Chell, 2013). Coping-strategy: Self-knowledge, orientation towards learning, and planning for future scale (Kyndt & Baert, 2015) (self-assessed and alter-assessed) (Bolzani & Luppi, 2020) Adapting and coping: Adapts and responds well to change. Manages pressure effectively and copes well with setbacks – Emotional stability (Great Eight Model, cited in Gianesini et al., 2018, p.19) Consistency of interest: ability to stay focused and passionate over a long period of time by performing particular task without changing interest or goals (Salisu et al., 2020; cited in Martínez-Martínez & Ventura, 2020). It is important for entrepreneurship in that the creation of the venture implies complex, multiple, and competing objectives whose scope requires a maintained focus over longs periods of time. (Martínez-Martínez & Ventura, 2020). The items that are included in this scale are: o I often set a goal but latter choose to pursue a different one. o New ideas and projects sometimes distract me from previous ones. o I become interested in new pursuits every few months. o My interests change from year to year. o I have been obsessed with a certain idea or project for a short time but later lost interest. o I have difficulty maintaining my focus on projects that take more than a few months to complete. Resilience: ability to cope with stresses and disturbances such that one remains well, recovers, or even thrives in the face of adversity (Gianesini et al., 2018) Ability to endure and cope with difficulties – Resilience (Chell, 2013, p.13). Stress tolerance: Resistance to stress. Perseverance: One’s tendency to persist and endure in the face of adversity (Eisenberger, 1992, as cited in Markman et al., 2005). Perseverance: Ability to sustain goal-directed action and energy when confronting difficulties and obstacles that impede goal achievement (Morris et al., 2013). Perseverance/tenacity: Ability to sustain goal-directed action and energy when confronting difficulties and obstacles that impede goal achievement (Gianesini et al., 2018) Persistence: defined as the continuation of effortful action despite failures, impediments, or threats, either real or imagined (Gimeno et al., 1997; cited in Cardon et al., 2009). Perseverance influences individuals’ courses of action, the level of effort they put forth while pursuing their endeavours, the length of their endurance and their resilience in the face of setbacks and repeated failures (cf. Eisenberger & Leonard, 1980). Perseverance also influences how much stress individuals can endure while they cope with setbacks, and the level of accomplishments they eventually realize (Bandura, 1997). Related to Perseverance of effort (Martínez-Martínez & Ventura, 2020), with items such as: o I have achieved a goal that took years of work.

Other related competences found in literature

• •

•

I have overcome setbacks to conquer an important challenge. o I finish whatever I begin. o Setbacks don’t discourage me. o I am a hard worker. o I am diligent. Emotional intelligence: It is included as a learning outcome in EntreComp, under competence “working with others”, under thread “Listen actively”. Risk-taking/risk-propensity: individual cognitive style with respect to taking risks. Actively seeking risky assignments and having greater propensity to take risks. It is considered in EntreComp, under competence “Coping with uncertainty, ambiguity and risk” in “Into action”. Need of autonomy: Represents one’s strive to be independent and having control. Avoiding restrictions, rules, procedures and strong need for independence and autonomy (Moriano & Gorgievski, 2007, p. 88). -in Taking the initiativeTolerance of ambiguity: Describes one’s ability to make decision with incomplete information. Making decision in the situation of high uncertainty (Moriano & Gorgievski, 2007, p. 88). It is considered in EntreComp, under competence “Coping with uncertainty, ambiguity and risk” in “Into action”. Mental flexibility: Ability to switch back and forth between heuristic and systematic processing as the need arises, and perhaps even rapid processing (as indexed by reaction time) may all play a role. (Baron & Ward, 2004, p.569) -partially covered in competence “Coping with uncertainty” in competence area “Into Action”. Intuition: Schumpeter suggests that entrepreneurial success depends on ‘intuition, the capacity of seeing things in a way which afterwards proves to be true, even though it cannot be established at the moment and of grasping the essential fact, discarding the unessential, even though one can give no account of the principles by which this is done’ (Schumpeter, 1934, p. 85). Enterprising and performing: the entrepreneur focuses on results and achieving personal work objectives. It works best when work is related closely to results and the impact of personal efforts is obvious. It shows an understanding of business, commerce, and ﬁnance. Entrepreneurs seek opportunities for self-development and career advancement (The Great Eight model by Bartram, 2005; cited in Gianesini et al., 2018).

Motivation and perseverance in EICAA-CF Our approach to EICAA-CF is the following: • • • •

Threads “Stay driven”, “Be determined” and “Focus on what keeps you motivated” overlap and are difficult to distinguish. To our understanding, “Stay driven” means, according to EntreComp, being motivated to provide value to others and oneself and the ability of regulating one’s behaviour to fulfil the goals. “Be determined” is very much related to “Stay driven” and seems to emphasize a stronger commitment or drive in defining their own challenges and the ability to put effort. Thread “Focus on what keeps you motivated” overlaps partially with the previous thread. Their learning outcomes are described by “motivating myself and 48

• •

others to create value”, “use strategies to stay motivated” and help others staying motivated. Given these overlaps, we suggest grouping these threads in two factors: one more related to motivation and the other one related to the ability of maintaining focus. The new thread related to motivation refers to the ability of being motivated towards creating value. We suggest adding the word “passion”, because of the great amount of literature that study this construct. Thus, the new refined thread would be named “Stay motivated and passionate”. The second factor gathers the capability of the individual of staying focused, which has been also named in the literature as “Consistency of interest” as described above. The new thread could be called “Maintain focus”. We maintain thread “Don’t give up” related to perseverance and “Be resilient” related to resilience. Since there was a high overlapping in EntreComp, we rephrase some learning outcomes. Herein, we understand by “perseverance” the ability to sustain goal-directed action despite difficulties, while “resilience” is the ability to cope with adverse circumstances and staying emotionally healthy and positive.

3.2.3.

Mobilising resources

Mobilising resources in EntreComp THREAD

Manage resources (material and nonmaterial).

MOBILISING RESOURCES in EntreComp FOUNDATION INTERMEDIATE ADVANCED Discover – Experiment – Dare Improve – Explore Building Reinforce Relying on independence Taking support from responsibility others 1.

I can recognise that resources are not unlimited. I can appreciat e the importanc e of sharing resources with others.

I can experiment with different combinatio ns of resources to turn my ideas into action. I can get and manage the necessary resources to turn my idea into action.

I can develop a plan for dealing with limited resources when setting up my valuecreating activity. I can get together the necessary resources to develop my valuecreating activity.

EXPERT Expand – Transform Driving transformation, innovation and growth 8.

I can allocate enough resources to each step of my (or my team's) action plan and for the valuecreating activity (for example, time, finances, and my team’s skills, knowledge and experience). I can judge the key resources needed to support an innovative idea or opportunity to develop an existing business, launch a new venture, or initiate a social enterprise.

Use resources responsibl y.

Make the most of your time.

Get support.

I value my possessio ns and use them responsibl y. I can describe how resources last longer through reuse, repair and recycling .

I can recognise different uses for my time (for example, studying, playing, resting).

I value my time as a scarce resource.

I can look for help when I am having difficulty achieving what I have decided to do. I can identify sources of help for my valuecreating activity (for example, teachers,

I can discuss the principles of circular economy and resource efficiency. I use resources responsibly and efficiently (for example, energy, materials in the supply chain or manufacturi ng process, public spaces).

I can discuss the need for investing time in different valuecreating activities.

I can use my time effectively to achieve my goals.

I can describe the concepts of division of labour and job specialisatio n. I can find and list public and private services to support my valuecreating activity (for example, incubator, social enterprise

I take into account the nonmaterial cost of using resources when taking decisions about my valuecreating activities. I can choose and put in place effective resourcemanagem ent procedure s (for example, life-cycle analysis, solid waste).

I can manage my time effectively, using techniques and tools that help make me (or my team) productive.

I can help others manage their time effectively.

I can find digital solutions (for example, free, paid for, or opensource) that can help me manage my valuecreating activities efficiently . I can find support to help me take

I can identify the opportunities that use resources efficiently and the circular economy brings to my organisation. I can design and put in place innovative ways to lower the overall impact of my valuecreating activity on the environment, the community and society, and measure the improvement.

I can put in place effective timemanagement procedures. I can develop effective timemanagement procedures that meet the specific needs of my valuecreating activity.

I can effectively delegate tasks within and outside my organisation to make the most value (for example, outsourcing, partnering, acquisitions, crowdsourcin g). I can develop a network of flexible and responsive providers from outside the

peers, mentors).

advisors, start-up angels, chamber of commerce).

advantage of an opportunit y to create value (for example, advisor or consultan cy services, peer or mentor support).

organisation who support my valuecreating activity

Mobilising resources in the literature The greatest emphasis in the literature regarding resources is on acquiring resources, especially the availability of financial capital. It seems a necessary, but not sufficient, condition to start-up. Additionally, managing resources strategically is seen crucial. This is emphasised in the later stage of the start-up or in existing organisations, where the commitment of resources to new ventures is essential to their success. Another related competence mentioned in the literature is the ability of driving the new venture with limited resources and optimising their use. Concepts like building the minimum viable product in lean start-up or calculating the affordable loss are related to this sense of committing the least amount of resources to avoid high financial risks when there are still many uncertainties. Thus, according to literature there are the following key aspects: •

•

Make the most of limited resources: ability to access resources and extract value from them (Martínez-Martínez & Ventura, 2020); For example, the lean startup methodology cautions that frugality must be exercised in initial tests of the venture idea, before the commitment of any major resources (Khanna et al., 2016). In effectuation, entrepreneurs should rely only on resources that are willing to lose; while stakeholders can exchange the commitment of resources in exchange for shaping the direction of the new venture (Dew et al., 2009). The ability to acquire the necessary (financial) resources: leverage resources at hand, bootstrapping and guerrilla actions (Morris et al., 2013). This includes the ability to recombine and seek new ways of obtaining resources when these are limited (Martínez-Martínez & Venture, 2020). Emphasis on persuasion and negotiation to communicate the need of allocating resources to new ventures is also useful (Lee et al., 2001). Manage resources strategically: e.g., following a method based on structuring a resource portfolio and bundling resources to enact capabilities (Ireland et al., 2003).

In EntreComp, the idea of using resources responsibly is linked to concepts related to the environment, circular economy, etc. This could be already included in a thread “Think sustainably” that belongs to the ethical competence. EntreComp adds time management and getting support from others, which will be also kept in EICAA-CF. EntreComp’s threads mix the ability of getting resources and managing resources. We will analyse these two dimensions separately for better clarification. We also observed that “finding funding” is included in competence “Financial and economic literacy”.

The next table summarises what we found in the literature. Mobilising resources in the literature Thread in EntreComp/ New thread Manage resources (material and non-material). Acquire resources This thread is both getting and managing resources. Acquiring resources remains a bit hidden.

Related competences listed in other frameworks

Insights from the literature review

•

• •

Acquisition and development of resources required to operate the firm. (Mitchelmore & Rowley, 2010) Resource leveraging/bootstrapping (Morris et al., 2013) Acquire resources (Tittel & Terzidis, 2020).

•

Manage resources (material and non-material). Manage resources

This is linked to circular economy concepts. It could be related with the “ethical and sustainable” thread.

•

Economy: analyse economic problems, seek financing, participate in strategic meetings with investors. (Rasmusen & Nybye, 2013).

The availability of financial capital is key to start a new business. Several studies argue that financial constraints are a major factor limiting entrepreneurship (Ho & Wong, 2007) and, on the other side, access to capital promotes entrepreneurship (De Mel et al., 2008; cited in Frese & Gielnik., 2014). Baum & Locke (2004) state that successful entrepreneurs must know “how to search for and acquire financial and human resources, even while confronting new markets, resource shortages, and extreme uncertainty”. The ability of an individual who has little to no resources to exploit a given opportunity depends on skills such as knowing how to leverage resources at hand, bootstrapping and guerrilla actions. (Morris et al., 2013). It is said that the quality of the human and social capital influences the amount of financial capital that is expected to obtain (Ireland et al., 2003). The ability of an individual who has little to no resources to exploit a given opportunity depends on skills such as knowing how to leverage resources at hand, bootstrapping and guerrilla actions. (Morris et al., 2013).

Methods for acquiring financial resources: Financial bootstrapping Equity investment Sponsorship • The failure in managing resources strategically prevents the venture to grow. (Kor et al., 2007). • Operating with scarcity of resources (Chell, 2013). • Types of resources: financial capital, human capital, social capital, cultural capital, venture capital (Ireland, 2003; Light & Dana, 2013; Read et al., 2009). • Manage resources strategically: manage resources strategically, following a method based on structuring a resource portfolio and bundling resources to enact capabilities. Avoid tendency to allocate resources to well-established operations. (Ireland et al., 2003). • Difference between effectuation and other approaches: rather than asking investors and founders to invest as much as possible to maximise the potential future returns, effectuation uses the available resources under the control of

investors and founders, with the limit of what an individual can afford to lose (“small steps” investments). Use resources responsibly. Make the most of your time. Time management

Get support.

•

This includes a learning outcome on digital solutions.

Knowledge about…

Different types of resources (Read et al., 2009): • Financial capital • Human capital • Social capital • Cultural capital • Venture capital • The perception of available resources in a firm influences the entrepreneurial orientation of a company, through the perceptions and visions of their employees (Kor et al., 2007). • Entrepreneurial employees often need to use their own and others’ ‘slack’ resources to act on opportunities to create new kinds of value. Skill resources are time and resources not used (or under-used) in day-to-day operations that can be allocated opportunistically in small-scale experimentation by entrepreneurial employees (Lackéus et al., 2020). • To secure the resources needed to create a prototype or conduct an experiment. creatively see what can be done with the resources one already has access to (Lackéus et al., 2020).

Intrapreneurship

3.2.4.

Develop a network who support the value-creating activity is seen very important for social capital (MartínezMartínez & Ventura)

Financial and economic literacy

Financial and economic literacy in EntreComp FINANCIAL AND ECONOMIC LITERACY in EntreComp THREAD

FOUNDATION Discover – Explore Relying on support from others

INTERMEDIATE Experiment – Dare Building independence

ADVANCED Improve – Reinforce Taking responsibility

EXPERT Expand – Transform Driving transformation, innovation and growth

Understan d economic and financial concepts.

Budget.

I can recall basic terminolog y and symbols related to money. I can explain simple economic concepts (for example, supply and demand, market price, trade).

I can judge what to use my money for. I can draw up a simple household budget in a responsibl e manner.

I can use the concept of opportunit y costs and comparativ e advantage to explain why exchanges happen between individuals , regions and nations. I can read income statements and balance sheets. I can draw up a budget for a valuecreating activity. I can judge the cashflow needs of a valuecreating activity.

Find funding.

I can identify the main types of income for families, businesses , non-profit organisatio

I can explain that valuecreating activities can take different forms (a business,

I can explain the difference between a balance sheet and a profitand-loss account. I can build financial indica-tors (for example, return on investment ).

I can apply the financial planning and forecasting concepts that I need to turn ideas into action (for example, profit or not for profit). I can judge the cashflow needs of a complex project.

I can choose the most appropriat e sources of funding to start up or expand a value-

I can use financial indicators to assess the financial health of a valuecreating activity. I can use financial indicators to compare the financial health of my valuecreating activity with that of competitor s. I can judge the cash-flow needs of an organisati on that handles many valuecreating activities that depend on each other. I can create a plan for the financial and economic long-term sustainabil ity of my (or my team's) valuecreating activity. I can raise funds and secure revenue from different sources and manage

ns and the state. I can describe the main role of banks in the economy and society.

Understan d taxation.

I can outline the purpose of taxation. I can explain how taxation finances the activities of a country and its part in providing public goods and services.

a social enterprise, a non-profit organisatio n and so on) and can have different structures of ownership (individual company, limited company, cooperative and so on). I can identify public and private sources of funding for my valuecreating activity (for example, prizes, crowdfunding, and shares). I can estimate the main accountan cy and tax obligations I need to fulfil to meet the tax requireme nts for my activities.

creating activity. 6.

I can apply for public or private business support programm es, financing schemes, public subsidies or calls for tender.

I can estimate how my financial decisions (investmen ts, buying assets, goods and so on) affect my tax. I can make financial decisions based on current taxation schemes.

the diversity of those sources. I can judge an opportunit y as a possible investor.

I can make financial decisions based on taxation schemes of different countries and territories.

Financial and economic literacy in the literature Financial and economic literacy in the literature Thread in EntreComp/ New thread Understand economic and financial concepts

Related competences listed in other frameworks •

Need for control of material (financial) outcomes. (Bird

Insights from the literature review The main contribution of the SLR regarding this competence refers to the use of business and financial metrics.

1995/2019)

•

Knowledge of finance/cash management. (Bird 1995/2019)

•

Knowledge of accounting. (Bird 1995/2019)

•

Maneuver in the industry. (Tittel & Terzidis, 2020)

Budget

•

Financial and budgeting skills. (Mitchelmore & Rowley, 2010)

•

The main insight from the literature is the understanding of finance plan as an iterative process (design driven financial sheets)

Develop a finance and budget plan (Tittel & Terzidis, 2020)

Find funding Understand taxation Other managerial and business skills

•

• •

Functional business skills such as marketing and sales, ﬁnance and cash management, strategic planning, and accounting (Freel, 1999; Hofer & Charan, 1984; Smith and Morse, 2005; cited in Morris et al., 2013) General managerial skills such as goal setting, planning, organizing and motivating people, coordination of work, allocation of resources, leadership and delegation (Chandler & Jansen, 1992). Technical-legal and financial knowledge to manage global service projects (Capaldo et al., 2004). Learning about small business management: Learning about how to run and control the business effectively, including important procedures and systems such as recruiting, salary and reward structures, and ﬁnancial monitoring. (Cope, 2005).

Financial and economic literacy in EICAA-CF Basically, this competence remains the same as in EntreComp. However, there are some aspects to consider: • • •

• •

Competence “Mobilising resources” bears the meaning that the entrepreneur acquires all kinds of resources needed to run the new venture. However, “find funding” is located under “Economic and financial literacy”. The remaining competence “Financial and economic literacy” refers to knowledge regarding sources of funding, taxation, and how to estimate a budget plan. In the literature, there are other sources of knowledge which are important to develop the new venture, such as knowledge about the market, operations, human resources… which are not collected under a category “business literacy” or “enterprising literacy”. The current competence could be broadened with a thread related to “enterprising literacy.” The knowledge about how to formalize the start-up and the partners agreement among the team and potential investors is located under thread “Enterprising literacy”.

3.2.5.

Mobilising others

Mobilising others in EntreComp THREAD

MOBILISING OTHERS in EntreComp FOUNDATION INTERMEDIATE ADVANCED Discover – Experiment – Improve – Explore Dare Reinforce Relying on Building Taking support from independence responsibility others

Inspire and get inspired

I show enthusiasm for challenges. I am actively involved in creating value for others.

I do not get discouraged by difficulties. I can lead by example.

I can get endorsement from others to support my value-creating activity. I can inspire others, despite challenging circumstances.

Persuade

I can persuade others by providing a number of arguments.

I can persuade others by providing evidence for my arguments. I can persuade others by appealing to their emotions I can pitch effectively in front of potential

I can overcome resistance from those who will be affected by my (or my (team's) vision, innovative approach, and value-creating activity. I can create a call to action that gets internal

EXPERT Expand – Transform Driving transformation, innovation and growth I can maintain momentum with my team, partners and stakeholders when involved in a challenging situation. I can form coalitions to turn ideas into action. I can negotiate support for ideas for creating value

investors or donors.

stakeholders on board, such as co-workers, partners, employees or senior managers.

Communicate effectively

I can communicate my ideas clearly to others. I can communicate my team's ideas to others persuasively by using different methods (for example posters, videos, roleplay).

I can communicate imaginative design solutions. I can communicate the value of my (or my team's) idea to stakeholders from different backgrounds effectively.

I can communicate the vision for my (or my team's) venture in a way that inspires and persuades external groups, such as funders, partner organisations, volunteers, new members and affiliate supporters. I can produce narratives and scenarios that motivate, inspire and direct people.

I can take part in constructive discussions with the community that my idea is targeted at. I can get all relevant stakeholders to take responsibility to act on an opportunity for value creation.

Use media effectively

I can provide examples of inspiring communication campaigns. I can discuss how different media can be used to reach audiences in different ways.

I can use various methods, including social media, to communicate value-creating ideas effectively. I can use media appropriately, showing that I am aware of my audience and purpose.

I can influence opinions in relation to my value- creating activity, through a planned approach to social media. I can design effective social- media campaigns to mobilize people in relation to my (or my team’s) value-creating activity.

I can define a communication strategy to mobilize people in relation to my (or my team’s) value- creating activity. I can sustain and increase the support for my vision.

Mobilising others in the literature Competence “Mobilising others” in EntreComp basically refers to the communication skills displayed by the entrepreneur to get others on board, through persuasion, inspiration, communication… Thus, it does not include social skills (like the ability of having good relationships with others or empathy). The title might be a bit misleading and can be confused with “Mobilising resources” or with “Working with others”.

Communication already includes the communication of the ideas, the solutions, the values of those ideas, the vision, building narrative and scenarios. This is quite a complete approach to communication. Thread in EntreComp/ New thread Inspire and get inspired.

Persuade.

Communicate effectively.

Use media effectively

Mobilising others in the literature Related competences listed in other Insights from the literature review frameworks • Motivating • The entrepreneurs are those who can successfully organisation inspire others to follow their business conceptions members. (Bird, while the non-entrepreneurial employees are those 1995/2019) who become inspired to follow others. (Harper, • The ability to 2008) motivate others • Inspire, encourage, and motivate employees (individual and in (McGee et al., 2009). groups) (Mitchelmore • “Inspiration + perspiration”: educational activities & Rowley, 2010). should address both the up-front activities in which • Motivate organisation inspiration is important (such as envisioning members. (Tittel & success and identifying a new product or service Terzidis, 2020) idea), as well as the perspiration dimensions of venturing. (McGee et al., 2009). • This has been operationalised by Morris et al. (2013) as “I find that I am able to inspire others with my plans for the future”, within competence “Conveying a compelling vision/seeing the future”. • Get inspired by role models (Nowinski & Yacine, 2019). • Negotiation and • Persuasiveness; social skill, leadership: Ability to persuasion.(Bolzani convince others of value of opportunity (Jack & & Luppi, 2013; Tittel Anderson, 2002; McClelland, 1987; Witt, 1998). & Terzidis, 2020). • Communicate. (Tittel • Communicate your vision: The ability to conceive & Terzidis, 2020) an image of a future organizational state and to • Pitch your ideas. articulate that image in a manner that empowers (Tittel & Terzidis, followers to enact it” (Morris et al., 2013). 2020) • Ability to convince others (employees) to engage in new “ventures” under conditions of uncertainty and limited resources. • In narrative theoretical perspectives, this is also referred as vision stories (O’Connor, 2002). • Disseminate stories: spreading symbolic narratives (real or fictitious) to raise awareness about the firm and its market, and communicate the firm’s identity (Santos & Eisenhardt, 2009). • Communicate the vision through speeches, pep talks, and written presentations (Baum & Locke, 2004). • Even before they have formally established the organization, entrepreneurs have helped launch narratives that will structure the later developments of their organizations (Grégoire et al., 2011). • Interacting & Presenting (Great Eight) (Gianesini et al., 2018). • Entrepreneurial leaders are able to communicate the value of opportunities and how exploiting them contributes to the ﬁrm’s overall goals as well as to individuals’ goals. •

Creating and utilizing networks. (Bird 1995/2019)

•

Networking skills are tackled in EntreComp under competence “working with others”.

Other: Interpersonal skills.

•

Leadership

•

Feedback

•

• •

•

Lackéus (2015) refers to interpersonal skills as those that involve customers and other stakeholders in the process of finding the solution to an opportunity, and this goes beyond the simple commercial interaction with clients. Interpersonal skills (Chandler & Jansen, 1992; Colombo & Grilli, 2005; Orser & Riding, 2003; cited in Mitchelmore & Rowley, 2010), such as ability to clearly communicate objectives; ability to build an environment of trust; ability to motivate; ability to involve people; ability to organize people, delegating when necessary. Leet et al. (2016), cited in Gianesini et al. (2018), emphasise six types of entrepreneurial competences. One of them is what they call relationship competencies operationalised under aspects as: hiring trainable candidates, build trust and healthy relationships with employees, communicating and leading to good corporate culture. Competences regarding social relations: leadership, relational skills, teamwork, communication, motivation, organization, delegation and management; (Montes-Martínez & RamírezMontoya, 2020). Relationship competences (Man et al., 2002; cited in Mitchelmore & Rowley, 2010). Leadership in entrepreneurship refers to the ability to influence others to strategically manage resources so that the best problem-solution fit is achieved in the search for the opportunity and the best supply-demand match is reached in the search of a competitive advantage (Ireland et al., 2003). Bird's (1995/2019) competency analysis -which was based on the review of findings by different authorsalso indicates the relevance of leadership in entrepreneurship in an environment characterized by uncertainty. A good leadership demands good communication skills. In the OvEnt Inventory, however leadership is more connected to commitment and ability to lead and make others to commit, relating the ‘me and others’ theme of the conceptual/relationship group. (Komarkova et al., 2015). Give and receive feedback from stakeholders (customers, colleagues, mentors) could be related to the communication competences that are described under this competence. Expose the idea to get feedback and help from others (Lackéus et al., 2020). In Lean startup, users and customers are considered passive stakeholders whose feedback and opinions have implications for the final product offered (Mansoori & Lackéus, 2020) Individuals, rather than allowing themselves to be stereotyped as ‘consumers,’ ‘customers,’ or ‘users,’ can think of themselves as active participants in the process of creation. Feedback is included in competence “Learning through experience”, under threads “reflect” and “learn from experience”.

Mobilising others in EICAA Mobilising others in EntreComp refers the ability to involve others (stakeholders) in the entrepreneurial project/value creating activity in a way that generates participation and adherence to the initiative. This term is associated with interpersonal skills (Hood & Young, 1993; Vesper & McMullan, 1988; cited in Mitchelmore & Rowley, 2010) which are defined as a set of habits and behaviours aimed at achieving the necessary interaction for the development of the venture. To describe the competence “Mobilising others”, EntreComp relies on four threads (and their respective learning outcomes), two of them being closely related to inspiring and persuading others. However, inspiring others partially overlaps with the thread motivation in competence Motivation and perseverance. To add, the thread “Communicate effectively” is related to the general competence of communication by different means and formats. Finally, “Use media effectively” refers to the communication through social media and building networks. However, “Networking” is covered with the competence “Working with others”. Despite some redundancies on the level of threads and their respective learning outcomes along the progression model, we suggest presenting this competence as it is defined in EntreComp. The only changes suggested refer to the reduction of eight levels of progression to four, as it has been suggested for all competences discussed in this document.

3.2.6.

Digital Literacy or Digital skills

Digital skills in EntreComp EntreComp does not have a separate competence where digital skills or digital literacy are addressed. Instead, digital aspects are scattered across several competences and threads. There is a thread within competence “Mobilising others” that is named “Use media literacy”, which refers to the use of media, and social networks to communicate with others. Additionally, one of the descriptors of competence “Mobilising Resources” addresses the digital resources as follows: “Get and manage the material, non-material and digital resources needed to turn ideas into action.” Also, in the same competence, another descriptor mentions: “Get and manage the competences needed at any stage, including technical, legal, tax and digital competences (for example through suitable partnerships, networking, outsourcing and crowd-sourcing).” This is translated into one of the learning outcomes of thread “Get support”, under competence “Mobilising others”, which states: “I can find digital solutions (for example, free, paid for, or open-source) that can help me manage my value- creating activities efficiently.” Digital tools also appear in competence “Working with others”, thread “team-up”, learning outcome “I can contribute to creating value by teaming up with distributed communities through digital technologies.” Given today’s digital transformation of society and the work, it is vital that the entrepreneur has the digital skills necessary for the new venture, regardless of the domain in which they operate. We believe that the current statements where digital technologies are mentioned are not sufficiently addressed in EntreComp. The next section reviews literature on digital competences and later, we suggest the inclusion of Digital Competence in EICAA-CF.

Digital skills in the literature In the report on 21st century skills (P21 framework for 21st century learning, 2009), we find ICT literacy as depicted in the next table. ICT (Information, Communications and Technology) LITERACY • Apply Technology Effectively • Use technology as a tool to research, organize, evaluate and communicate information • Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy •

Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

The DQ Institute (2019) has developed a full framework of digital competences based on other reviewed frameworks, being DigComp 2.1 one of them. The resulting framework has 24 competences, structured in eight areas: digital identity, digital use, digital safety, digital security, digital emotional intelligence, digital communication, digital literacy and digital rights.

Figure 2: Structure of the digital competences in DigComp 2.1. Table 7: Eight areas of digital competence in DigComp 2.1.

1) 2)

Digital Identity: The ability to build a wholesome online and offline identity. Guiding Principle: Respect for oneself Digital Use: The ability to use technology in a balanced, healthy, and civic way. Guiding Principle: Respect for time and the environment

3) 4) 5) 6)

Digital Communication: The ability to communicate and collaborate with others using technology. Guiding Principle: Respect for reputation and relationships Digital Literacy: The ability to find, read, evaluate, synthesize, create, adapt, and share information, media, and technology. Guiding Principle: Respect for knowledge Digital Rights: The ability to understand and uphold human rights and legal rights when using technology. Guiding Principle: Respect for rights Digital Safety: The ability to understand, mitigate and manage various cyber-risks through safe, responsible, and ethical use of technology. Guiding Principle: Respect for life Digital Security: The ability to detect, avoid, and manage different levels of cyber threats to protect data, devices, networks, and systems. Guiding Principle: Respect for property Digital Emotional Intelligence: The ability to recognize, navigate, and express emotions in one’s digital intra- and inter-personal interactions. Guiding Principle: Respect for others

Based on the literature review and the brief analysis presented here, we suggest adding a digital competence in EICAA-CF, which considers the following threads: general digital competences at work; digital competences linked to the entrepreneurial activity, information and data literacy; safety and security.

3.3. Competence area “Into Action” The competence area “Into action” gathers five competences in EntreComp: 1) 2) 3) 4) 5)

taking the initiative (starting action), planning and management, coping with uncertainty, ambiguity and risk, working with others, and learning through experience.

These competences are related to the development of the new venture; while the competences subsumed under the “Ideas and Opportunities” competence area are more relevant for the seed or early ideation of the new venture. Thus, this third competence area gathers competences that are needed to initiate and sustain the action through planning and management, working with others, and learning by doing. Evidently, challenges that are related to coping with uncertainty, ambiguity and risk also need to be managed and overcome along the entrepreneurial realisation process. Competence area “Resources” are somewhat the glue that connects the early stage of ideas and opportunities with the action. Building onto the above, our suggestion for EICAA-CF is, however, to distinguish between competences related to: a) planning and management of the new venture (i.e., setting goals, planning and organizing, prioritizing and building business plans), and b) managing the process of the new venture, considering that the new venture changes from the early stages until maturity, and these changes need to be identified and managed when necessary. Thus, we approach the new venture from a process perspective as well, according to the findings of the literature review. Also, connected with the transitions of the new venture,

our research identified the need of managing the relationships, which leads to a new thread “Manage instrumental relationships” under competence “Working with others”. Another suggestion is to include a thread “Experiment and test” in competence “Coping with uncertainty, ambiguity and risk”, due to the difficulty of assessing risk beforehand in situations of high uncertainty. By adding this thread, we emphasize the dynamic and learning nature of uncertainty management.

Table 8: Competence area "Into-action" in EICAA-CF Area

Competences 3.1 Taking initiative

3.2 Planning management

the

and

Hints Go for it

• •

Prioritize, organize and follow-up

•

3. Into Action

3.3 Process management

3.4 Coping with uncertainty, ambiguity and risk

3.5 Working others

with

• • • • • • • • • • • • • • • •

3.6 Learning through experience

•

Threads • Take responsibility. • Work independently. • Take action.

• • •

Define goals. Plan and organise conscientiously. Define and develop sustainable business plans. Monitor progress Be flexible and adaptable to changes Redirect your strategy Manage transitions Work agile Cope with uncertainty and ambiguity. Calculate risk. Manage risk. Test and experiment.

Manage the process of the new venture

Descriptors • Initiate processes that create value • Take up challenges • Act and work independently to achieve goals, stick to intentions and carry out planned tasks • Set long-, medium- and short-term goals • Define priorities and action plans • Define sustainable business plans. • • • •

Make decisions dealing with uncertainty, ambiguity and risk

•

• • •

Make decisions when the result of that decision is uncertain, when the information available is partial or ambiguous, or when there is a risk of unintended outcomes Within the value-creating process, include structured ways of testing ideas and prototypes from the early stages, to reduce risks of failing Handle fast-moving situations promptly and flexibly Design experiments and tests to gather information to minimize risk. Work together and co-operate with others to develop ideas and turn them into action Network Solve conflicts and face up to competition positively when necessary Manage instrumental relationships

• • •

Use any initiative for value creation as a learning opportunity Learn with others, including peers and mentors Reflect and learn from both success and failure (your own and other people’s)

•

Accept diversity (people’s differences). Develop emotional intelligence. Listen actively. Team up. Work together. Expand your network. Manage instrumental relationships.

Team up, collaborate and network

Reflect. Learn to learn. Learn from experience.

Learn by doing

Establish mechanisms to monitor progress of the new venture. Adapt to changes and be able to decide whether to persevere or redirect the strategy. Manage transitions of the new venture. Work agile to adapt to changes of the new venture.

• • •

Note: In blue, new additions or revisions. Table 9: Comparison of EntreComp area "Into Action" with six entrepreneurial competence frameworks. EntreComp

Bird (1995/2019)

3.1 Taking the initiative

3.2 Planning and management

Clear business goals. Designing the specific business organisation. Maneuvering in the industry. Comprehensive and detailed planning. Aware of business timing.

Mitchelmore & Rowley (2010) The ability to implement strategy (develop programmes, budget, procedures, evaluate performance). Goal setting skills. Development of the management system for the long term functioning of the organisation (manage growth-related transitions effectively). Business operational skills. Business plan preparation. Management skills. Organisational skills. Mental ability to coordinate activities.

Morris et al. (2013, p. 358) 3 Risk management/ mitigation

Rasmusen & Nybye (2013) Initiation of long-term activities on their own, based on reflection.

Bolzani & Luppi (2020)

Tittel & Terzidis (2020) Define your goals (P) Take initiative (P)

Control (O) Coordinate (O) Develop the organisation (O) Organise processes (O) Administrate (S) Develop a finance and budget plan. (S) Develop a marketing strategy. (S) Develop innovative products and services. (S) Develop strategies. (S) Implement ideas and tasks. (S) Plan processes. (S) Prepare a business plan. (S) Prepare a competitive analysis. (S) Set business goals. (S)

EntreComp

Bird (1995/2019)

3.3 Coping with uncertainty, ambiguity and risk

Tolerance of ambiguity.

3.4 Working with others

Recognising the importance of business relationships. Monitoring the work of others. Embracing competency of others. Form emotionally positive instrumental relationships. Managing the overlapping family and business systems. Managing transitions in relationships. Team building and collaboration. Managing role conflict. Assertiveness. Experiential learning.

3.5. Learning through experience Others

Mitchelmore & Rowley (2010)

Morris et al. (2013, p. 358) 3 Risk management/ mitigation 10 Maintain focus yet adapt

Rasmusen & Nybye (2013) Handle ambiguity.

Bolzani & Luppi (2020) Risk management.

Delegation skills. Hiring skills. Human relation skills. Leadership skills. Interpersonal skills. The ability to manage customers. Deal-making skills.

13 Building and using networks

Cooperation.

Emotional intelligence. Interaction (interpersonal communication competence scale). Group work and team management. Conflict resolution.

Tittel & Terzidis (2020) Deal with complex information (P). Make appropriate decisions (P). Seek and analyse unstructured information (P). Take actions to overcome risk (P). Take risks (P). Create empathy (P) Delegate tasks (I) Develop a team (O) Manage human resources. (S) Monitor the work of others. (S) Cooperate and collaborate (R) Deal with social customs. (R) Exchange knowledge. (R) Lead your team. (R) Manage customers. (R) Train your team. (R) Use and develop networks. (R) Work in a team. (R)

Learn to learn (P) 8 Guerrilla skills

EntreComp

Bird (1995/2019)

Culture

Communica-tion

Thinking skills

Quality Time orientation Managing transitions

Managing growth

Sales

Mitchelmore & Rowley (2010) Development of the organisational culture management. Written communication skills. Oral communication skills. Decision making skills. Analytical skills. Logical thinking skills.

Morris et al. (2013, p. 358)

Rasmusen & Nybye (2013)

Bolzani & Luppi (2020)

Communication (written, verbal and digital).

General communication. Presentation.

Tittel & Terzidis (2020) Develop an organisational culture.(O)

Think conceptually. (P) Think logically. (P)

Concern for high quality of work. Present-future time orientation. Role negotiation. Role transition flexibility. Manage growth transactions effectively. Sell your products and services. (S).

3.3.1.

Talking the initiative

Taking the initiative in EntreComp THREAD

Take responsibility.

TAKING THE INITIATIVE in EntreComp FOUNDATION INTERMEDIATE ADVANCED Discover – Experiment – Improve – Explore Dare Reinforce Relying on Building Taking support from independence responsibility others 1. I can carry out the tasks I am given responsibly. 2. I am comfortable in taking responsibility in shared activities.

Work independently.

1. I show some independence in carrying out tasks I am given. 2. I can work independently in simple valuecreating activities.

Take action.

1. I can have a go at solving problems that affect my surroundings. 2. I show initiative in dealing with problems that affect my community.

3. I can take individual and group responsibility to carry out simple tasks in valuecreating activities. 4. I can take individual and group responsibility in value-creating activities. 3. I can initiate simple valuecreating activities. 4. I am driven by the possibility of being able to initiate valuecreating activities independently. 3. I actively face challenges, solve problems and seize opportunities to create value.

5. I can delegate responsibility appropriately. 6. I can encourage others to take responsibility in value-creating activities.

5. I can initiate value-creating activities alone and with others. 6. I can help others work independently.

I take action on new ideas and opportunities, which will add value to a new or existing value-creating venture.

EXPERT Expand – Transform Driving transformation, innovation and growth 7. I take responsibility in complex value-creating activities. 8. I can take responsibility in seizing new opportunities and when facing unprecedented challenges in value-creating activities. 7. I praise initiative taken by others and reward it appropriately within my team and organisation

7. I can encourage others to take the initiative in solving problems and creating value within my team and organisation.

6. I value others taking the initiative in solving problems and creating value.

Taking the initiative in the literature This competence is related to the trait or tendency of the entrepreneur to take action. It has three threads in EntreComp: taking responsibility, initiating action and work independently. Working independently and proactiveness are correlated with entrepreneurial self-efficacy. The following table summarises the findings from the literature review related to this competence. Taking the initiative in the literature

Thread in EntreComp/ New thread Take responsibility.

Related competences listed in other frameworks •

Insights from the literature review

The ability to implement strategy (develop programmes, budget, procedures, evaluate performance). (Mitchelmore & Rowley, 2010)

Work independently.

•

Need of autonomy: Represents one’s strive to be independent and having control. Avoiding restrictions, rules, procedures and strong need for independence and autonomy (Moriano & Gorgievski, 2007, p. 88).

•

Personal initiative relates to active performance characterized by self-starting, proactive, and persistent action (Frese & Gielnik, 2014). Proactiveness: Proactive personality refers to the tendency to initiate and maintain actions that directly alter the surrounding context (Bateman & Crant 1993; cited in Sánchez, 2013). Proactiveness: Operationalised as ”I do”. Action-oriented, Initiator, Proactive. (Sánchez, 2011, Murnieks, 2007) –listed in Lackéus (2015, p. 12) as Attitude. Tendency to initiate and maintain actions that directly alter the surrounding environment (Bateman & Crant, 1993). “First mover advantage”. This can be related to competence “Taking the initiative”. The ability to act (taking the initiative) is associated with personal autonomy. This association is expressed in the literature with concepts such as self-management (Moriano & Gorgievski, 2007), self-starting (Frese et al., 1996) or proactivity (Frese et al., 1996; Kraus et al., 2005; Crant, 1996). The SLR relates the locus of control as a way to explain proactiveness to challenges.

Take action.

•

Initiation of long-term activities on their own, based on reflection. (Rasmusen & Nybye, 2013). Take initiative (Tittel & Terzidis, 2020)

•

Taking the initiative in EICAA-CF This competence appears already well covered in EntreComp, as the literature review does not offer many additional insights to it. The only changes that we suggest are related to the subsumption of the progression levels, as we have done in all the other competences of EICAA-CF. The statements given along progression levels, even when they are reduced to only four, are not really very different in complexity. However, it is important to mention that this is a crucial competence of entrepreneurs. Many authors 70

mention that orientation to action is what triggers the ideas and opportunities into new ventures. According to McMullen and Shepherd (2006), “the essence of entrepreneurship is action.” Competence “Taking the initiative” has three threads in EntreComp: •

•

Take responsibility means to assume their own’s responsibility for taking action on value-creating activities. It also has a learning outcome that refers to delegation, which is related to the encouraging others take responsibility. Thus, it is related to assuming responsibility on a given task (“I am in charge of…”). Work independently refers to working with autonomy and independence. It represents one’s strive to be independent and having control. Herein, we could add another consideration, which might apply in intrapreneurship contexts, related to the ability to work independently beyond the constraints of the organization, as it was observed in the literature. This helps the intrapreneur to detect and pursue opportunities despite organizational constraints and barriers. Take action refers to proactivity, the drive to start the new venture.

A similar term to taking responsibility, being accountable, is included in thread “Ethical and sustainable thinking”. The differences between these two terms are subtle.

3.3.2.

Planning and management

Planning and management in EntreComp THREAD

PLANNING AND MANAGEMENT in EntreComp FOUNDATION INTERMEDIATE ADVANCED Discover – Experiment – Improve – Explore Dare Reinforce Relying on Building Taking support from independence responsibility others

Define goals.

1. I can clarify what my goals are in a simple value-creating activity. 2. I can identify alternative goals to create value in a simple context.

3. I can describe my goals for the future in line with my strengths, ambitions, interests and achievements. 4. I can set shortterm goals that I can act on.

5. I can define long-term goals arising from the vision for my (or my team's) value-creating activity. 6. I can match short-term, midterm and longterm goals to the vision for my (or my team's) valuecreating activity.

Plan and organise.

1. I can carry out a simple plan for value-creating activities. 2. I can deal with a range of simple

3. I can create an action plan which identifies the necessary steps to achieve my goals.

5. I can summarise the basics of project management. 6. I can apply the basics of project

EXPERT Expand – Transform Driving transformation, innovation and growth 7. I can design a strategy to achieve goals in line with my (or my team's) vision. 8. I can manage the balance between the need for creativity and for control so that my organisation’s capacity to changes. achieve its goals is protected and nurtured. 7. I can develop and stick to a detailed project management plan, adjusting

tasks at the same time without feeling uncomfortable.

Develop sustainable business plans.

Define priorities.

Monitor your progress.

4. I can allow for the possibility of changes to my plans.

management in managing a value- creating activity

1. I can develop a business model for my idea. 2. I can define the key elements that make up the business model necessary to deliver the value I have identified.

3. I can develop a business plan based on the model, describing how to achieve the value identified. 4. I can organise my valuecreating activities using planning methods such as business and marketing plans. 5. I can define the priorities to meet my (or my team’s) vision. 6. I can stay focused on the priorities set, despite changing circumstances.

1. I can recall the 3. I can prioritise order of steps the basic steps that was needed in a valuein a simple creating activity. value-creating 4. I can set my activity I took own priorities part in. and act on 2. I can identify the them. basic steps that are needed in a value-creating activity. 1. I can recognise 3. I can identify how much different types progress I have of data that are made on a task. necessary for 2. I can monitor monitoring the whether a task progress of a is going to plan. simple valuecreating activity. 4. I can set basic milestones and observation indicators to monitor the progress of my value-creating activity.

5. I can describe different methods for performance and impact monitoring. 6. I can define what data is needed to monitor how effective my value-creating activities are and an appropriate way to collect them.

to changing circumstances to make sure goals are reached. 8. I can design managerial procedures to effectively deliver value in challenging circumstances. 5. I can keep my planning methods updated and adapt them to changing circumstances. 6. I can adapt my value-creating activity’s business model to face new challenges.

7. I can define priorities in uncertain circumstances, with partial or ambiguous information.

7. I can develop the performance indicators I (or my team) need to monitor progress towards a successful outcome in changing circumstances. 8. I can design and put in place a datacollection plan to monitor whether my venture is achieving its aims.

Be flexible and adapt to changes.

1. I am open to changes. 2. I can confront and deal with changes in a constructive way.

3. I can change my plans based on the needs of my team. 4. I can adapt my plans to achieve my goals in light of changes that are outside my control.

5. I can embrace change that brings new opportunities for value creation 6. I can anticipate and include change along the valuecreating process.

7. I can use the results of monitoring to adjust vision, aims, priorities, resource planning, action steps or any other aspect of the value- creating process. 8. I can communicate effectively to the organisation the reason for changes and adjustments.

Planning and management in the literature Planning and management in the literature Thread in EntreComp/ New thread Define Goals

Related competences listed in other frameworks

Insights from the literature review

•

Goal setting is one of the competences found in the literature. For example, Bird (1995/2019) mentions the importance of strategic focus as the entrepreneur’s orientation towards goals and methods of doing business.

•

General business functions as selling, producing, bookkeeping, supervising employees, coordinating logistics, arranging ﬁnancing, and pricing, among others (Barringer & Ireland 2011; cited in Morris et al., 2013). This includes skills such as: goal setting, planning, organizing and motivating people, coordination of work, allocation of resources, leadership and delegation (Chandler & Jansen, 1992; Colombo & Grilli, 2005; Orser & Riding, 2003; Lee et al. 2016; Baum & Locke, 2004; cited in Morris et al., 2013). Also in Morris et al. (2013), functional business skills such as marketing and sales, ﬁnance and

• • • Plan and organise.

• • • • •

•

Clear business goals (Bird, 1995/2019) Goal setting skills (Mitchelmore & Rowley, 2010). Define your goals (Tittel & Terzidis, 2020). Set business goals. (Tittel & Terzidis, 2020). Designing the specific business organisation. (Bird, 1995/2019) Maneuvering in the industry (Bird, 1995/2019) Comprehensive and detailed planning (Bird, 1995/2019) Aware of business timing (Bird, 1995/2019) Development of the management system for the long-term functioning of the organisation (manage growth-related transitions effectively). (Mitchelmore & Rowley, 2010). Business operational skills (Mitchelmore & Rowley, 2010).

•

• • • • • • • • • • • • • • • •

Business plan preparation. (Mitchelmore & Rowley, 2010). Management skills. (Mitchelmore & Rowley, 2010). Organisational skills. (Mitchelmore & Rowley, 2010). Mental ability to coordinate activities. (Mitchelmore & Rowley, 2010). Control (Tittel & Terzidis, 2020). Coordinate (ibid) Develop the organization (ibid) Administrate (ibid) Organise processes (O) (ibid) Develop a finance and budget plan. (S) (ibid) Develop a marketing strategy. (S) (ibid) Develop innovative products and services. (S) (ibid) Develop strategies. (S) (ibid) Implement ideas and tasks. (S) (ibid) Plan processes. (S) (ibid) Prepare a competitive analysis. (S) (ibid)

•

cash management, strategic planning, and accounting. Administration management, social network management, competition management, entrepreneurial management, logistic process management. The typologies of situations can be classified in each of the five processes identified which refer to a whole set of general objectives (administration efficiency, relationships with the stakeholders, new business opportunities, operation management and strategic objectives). (Capaldo et al., 2004). Ability to develop programs, budgets, procedures, evaluate performance, and perform other tasks essential to implementing strategy (Wheelen & Hunger, 1989; cited in Chandler & Jansen, 1992). Individuals managerial skills enjoy high levels of responsibility with strong and authority; they seek positions involving delegation and motivation (Schein 1987). (Chandler & Jansen, 1992).

• Develop sustainable business plans.

•

Prepare a business plan. (S) (ibid)

•

Define priorities Monitor your progress.

•

Be flexible and adapt to changes.

• •

•

Ability to develop programs, budgets, procedures, evaluate performance, and perform other tasks essential to implementing strategy (Wheelen & Hunger, 1989; cited in Chandler & Jansen, 1992). Building experiments and learning from them (e.g., build-measurelearn cycle in lean startup). (Ries, 2011; Blank & Dorf, 2012). This thread can be related to the concept of mental flexibility (cognitive ability). Flexibility is understood in Reymen et al. (2015) as the capacity of shifting from two logics (prediction of the future-control of the future or causal-effectual logic). Mansoori and Lackéus (2020) also acknowledge that

Related to lean startup methods or design thinking (agile planning, experimenting and pivoting)

•

Entrepreneurship as a process

•

Development of the management system for the long-term functioning of the organisation (manage growth-related transitions effectively). (Mitchelmore & Rowley, 2010).

•

entrepreneurship is a dynamic process that requires flexibility and constant adaptation (Bruyat & Julien 2001; cited in Mansoori & Lackéus, 2020). Project management strategy in highly complex environments based on dividing the problem into small pieces, without losing the overview. After doing this, each problem is solved in quick cycles (sprints) and iterative processes (trial and error) where customers are involved and feedback is obtained (Ries, 2011; Blank & Dorf, 2012). Concepts such as cocreation arise from this type of approach. Classical planning competencies are suitable for accountability; in a nascent initiative, execution comes before planning. Experimental, trial-and-error, and quick decision-making methods are imposed. Running ahead of analysis is recommended to overcome “paralysis by analysis”, in words of the author. (Lackéus, 2015). Quick decision making, risk management, heuristic thinking and trial and error methods (Petty et al., 1994; Markman & Baron, 2003). Different competences are required at different phases of the new venture (Komarkova et al., 2015): o Exploration: Creativity o Evaluation: Planning, Financial Literacy o Exploitation: Resource Marshalling, Managing uncertainty/ambiguity, Teamwork. Some studies found planning to be relatively less effective in young, small ventures, due to the large degree of uncertainty (Brinckmann et al., 2010; cited in Reymen et al., 2015). Role transition flexibility (Bird 1995/2019).

Planning and management in EICAA 75

Planning and management in EntreComp is composed of the following threads: -

Define goals: given a vision, develop a set of goals (short-term, mid-term and long-term). In the context of an organization, manage the balance between creativity and control. Plan and organise: Given a set of goals, define an action plan to achieve them. Develop a business model and business plan, including other aspects like marketing plans, although it is not mentioned with much detail. Define priorities. Monitor progress. Be flexible and adapt to changes

This is a complex competence that mixes two aspects: the ability of the entrepreneur to plan and manage themselves and the ability to plan and manage the new venture. Normally, the learning outcomes of the first progression levels refer to the personal management, while the higher levels are related to the new venture. However, threads “Plan and organise” and “Define priorities” refer mainly to the self-management of the entrepreneur, while “Develop sustainable business plans” refer to the ability to set a business model and a business plan for the new venture. This makes the competence a bit confusing unless one delves into the description of the learning outcomes. One way of addressing this to make it more understandable could be to separate the self-management and self-organisation competences from the management and organisation of the new venture. However, since they are very intertwined, another approach is to leave them as they are and reword some of the expressions and the names of the threads to improve comprehension. Organisational skills do not appear explicitly mentioned beyond those of “defining priorities”. For example, organising the work of others appears in competence “Working with others”. Delegation skills appear in thread “Taking responsibility”, under competence “Taking the initiative” and in thread “Get support”, under competence “Mobilising Resources”. Moreover, the literature reviewed shows a focus on the approach to entrepreneurship as a process. Under this perspective, the new venture undergoes a process from the early start-up until maturity, and the entrepreneur needs to monitor progress, learn and adapt when necessary. Additionally, work can be planned in short increments to be able to adapt easily to the changes in the market, the competitors, available funding or stakeholders. Thus, agile planning can be used along the development of the new venture, as new information is available. Finally, an important component of the perspective of entrepreneurship as a process is the management of the transitions, which implies the awareness that the new venture suffers changes that require different skills and the development of the required skills necessary for every stage. The changing relationships along the development of the new venture, which implies managing transitions in relationships (e.g., family and friends who might get involved in the early stages of the new venture, investors, team members, etc.) is also part of the process view of entrepreneurship. EICAA locates this aspect under competence "Working with others”. Given all these requirements, we believe that we should split competence Planning and management into two competencies. The first one, which keeps the name “Planning and Management” entails a more traditional approach to planning, as it is conveyed by the threads of defining goals and priorities, planning and organising, and defining sustainable business plans. The second competence gathers the competences related

to entrepreneurship as a dynamic process and thus, it includes working agile, monitoring progress, adapting, and managing transitions. Therefore, competence “Planning and management” in EICAA contains the following threads: 1. Define goals: the first two levels stay as personal goals and the last two as the definition of goals related to the new venture. 2. Plan and organize conscientiously: the capacity to draw a plan to achieve the intended goals for the new venture. 3. Define priorities is related to prioritizing the necessary steps to achieve the intended goal. In EntreComp, it is partially overlapping with competence “Motivation and perseverance”, thread “Persevere”. Particularly, learning outcome stated in EntreComp as “I can stay focused on the priorities set, despite changing circumstances” is similar to “Maintain effort and interest towards goals, despite adversities”. Thus, we suggest a simple thread with simple statements that do not overlap nor add complexity. The first levels refer to personal priorities and the last levels are related to the new venture. 4. Develop sustainable business plans: this is the competence related to defining a business model and a business plan. The following section introduces competence “Process management”.

3.3.3.

Process management

Process management in EICAA As it is explained in the previous section, this is a new competence added in EICAA-CF to take into consideration the dynamic and process view of entrepreneurship. In EntreComp, the competence is not included as a competence per se, but has some threads which reflect the adaptation and flexibility necessary to manage the new venture. Basically, in EICAA-CF, the threads belonging to this competence are: 1. Monitor your progress: this thread is rephrased a bit in order to stress the importance of defining indicators and measuring them in systematic ways, in line with methodologies as lean startup or design thinking. 2. Be flexible and adapt to changes: this thread has two levels related to the entrepreneurs’ flexibility and the last two related to the new venture. 3. Redirect your strategy: this thread is connected with being flexible but emphasises the importance of having ownership of the process of the new venture. This is one of the dimensions that was emphasised in the literature; particularly in the work by Mansoori and Lackéus (2020), where it is defined as the entrepreneurs’ agency over the entrepreneurial process, especially in relation to new information, failures and surprises. It has been identified in several methodologies: o Effectuation: “Humans are notoriously bad in predicting and forecasting. Focusing on synthesis and action allows for being more adaptive to new conditions. Therefore, as contingencies arise and new stakeholders come on board, the set of imagined, possible directions expand. This begs for certain degrees of flexibility.” (p.801) o Lean startup: “A viable and scalable business model can be achieved if insights gathered through experiments are used to rapidly test and revise

important elements of the venture idea. Therefore, these insights are bound to give way to iterations and pivots.” (p.801). Design thinking: “Implementing hypothesis testing and iteration loops as early as possible in the process provide a higher degree of redirection power. Continued learning and the iterations reduce risks and improve success rates in the innovation process.” (p.801).

Given these insights found in the literature, EICAA-CF could approach the thread “being flexible and adaptable” and a thread “redirect your strategy” separately. The latter is also based on mental flexibility and embracing change, applied to making changes to the new venture according to the learnings acquired along the process in information gathering activities. 4. Manage transitions: this thread considers the awareness and management of the transitions of the entrepreneur, their competences and identity, and those of the team along the process of the new venture. Cope (2005) states that entrepreneurs learn to adapt their role and develop new behavior in order to negotiate the management and growth of their businesses. 5. Work agile: this thread is aimed at explicitly working with agile methodologies, fast iterations, and the ability to switch between classical management and agile management when needed. We believe that this adds a modern perspective to the EICAA-CF, which is in line with working with small increments and adapting as new information arises along the process.

3.3.4.

Coping with uncertainty, ambiguity and risk

Coping with uncertainty, ambiguity and risk in EntreComp THREAD

COPING WITH UNCERTAINTY, AMBIGUITY AND RISK in EntreComp FOUNDATION INTERMEDIATE ADVANCED EXPERT Discover – Explore Experiment – Improve – Expand – Relying on support Dare Reinforce Transform from others Building Taking Driving independence responsibility transformation, innovation and growth

Cope with uncertainty and ambiguity.

I am not afraid of making mistakes while trying new things. I explore my own ways to achieve things.

I can discuss the role that information plays in reducing uncertainty, ambiguity and risk. I can actively look for, compare and contrast different sources of information that help me reduce ambiguity, uncertainty, and risks in making decisions.

I can find ways of making decisions when the information is incomplete. I can pull together different viewpoints to take informed decisions when the degree of uncertainty is high

I can make decisions evaluating the different elements in a situation that is uncertain and ambiguous. I can set up appropriate strategies for collecting and monitoring data, which help me take decisions based on sound evidence.

Calculate risk.

Manage risk.

I can identify examples of risks in my surroundings. I can describe risks related to a simple valuecreating activity in which I take part.

I can tell the difference between acceptable and unacceptable risks. I can weigh up the risks and benefits of selfemployment with alternative career options, and make choices that reflect my preferences.

I can critically evaluate the risks associated with an idea that creates value, taking into account a variety of factors. I can critically evaluate the risks related to the formal setup of a valuecreating venture in the area in which I work.

I can apply the concept of affordable losses to make decisions when creating value. I can compare value-creating activities based on a risk assessment.

I can demonstrate that I can make decisions by weighing up both the risks and the expected benefits of a value-creating activity. I can outline a risk management plan for guiding my (or my team's) choices while developing my value-creating activity.

I can assess the risks my venture is exposed to as conditions change. I can evaluate high-risk long-term investments using a structured approach.

I can use strategies to reduce the risks that may arise during the valuecreating process. I can come up with strategies to reduce the risk of my valuecreating initiative becoming obsolete.

Coping with uncertainty, ambiguity and risk in the literature Coping with uncertainty, ambiguity and risk in the literature Thread in EntreComp/ New thread Cope with uncertainty and ambiguity.

Related competences listed in other frameworks

Insights from the literature review

•

Tolerance of ambiguity. (Bird 1995/2019)

•

Tolerance of ambiguity: describes one’s ability to make decision with incomplete information. Making decision in the situation of high uncertainty (Moriano & Gorgievski, 2007, p. 88). The entrepreneur's behaviour in an uncertain situation depends on their analytical ability to calculate risk as well as on his attitude when facing uncertainty. Risk propensity is a trait of entrepreneurs and it also depends

•

Calculate risk.

•

Manage risk.

• •

Maintain focus yet adapt. (Morris et al., 2013). Handle ambiguity (Rasmusen

•

& Nybye, 2013). • • • •

• •

Risk management (Bolzani & Luppi, 2020). Deal with complex information (P). (Tittel & Terzidis, 2020) Make appropriate decisions (P). (Tittel & Terzidis, 2020) Seek and analyse unstructured information (P). (Tittel & Terzidis, 2020) Take actions to overcome risk (P). Take risks (P). (Tittel & Terzidis, 2020)

•

on previous experience or in-depth knowledge of the subject (Gifford, 2003; cited in Caliendo et al., 2009). Individuals with high self-efficacy in a particular domain are more resistant to situations dominated by complexity and uncertainty. (Gist & Mitchell, 1992). Perception of risk: entrepreneurs tend to be overconfident, use minimal information, plan with a view to success by ignoring past difficulties or problems that may have a bearing on the current scenario, and have greater belief in their ability to control performance in situations where chance and luck may have a significant part to play. Hence, where any of these factors play a part, entrepreneurs perceive lower levels of risk. (Chell, 2013). Perceptions of risk also may be important, since individuals who perceive high levels of risk in many situations may be reluctant to view almost any idea as a bona fide opportunity (Baron, 2006). The challenges of the entrepreneur go through managing the ambiguity of the market that is given by the constant evolution regarding the needs of the client and the movements of the competitors (Schindehutte et al., 2006). The entrepreneurship/innovation methods analysed (lean startup and design thinking) are largely based on offering guidelines for managing uncertainty. These are based on assuming the entrepreneurial process as a design process (Brown, 2012) where progress is made in uncertain environments. In lean startup (Ries, 2011), the uncertainty management strategy is experimentation with clients. The objective is to obtain validated knowledge by managing the uncertainty inherent in the entrepreneurial process. In design thinking, one deals with uncertainty as designers do, by prototyping to advance the solution as the knowledge of the problem progresses. Effectuation is based on the idea of creating opportunity from a social

process dominated by the logic of control (Sarasvathy, 2001). According to this theory, putting the focus on the effects (effectual decision-making logic) instead of on the causes leads the entrepreneur to limit the risk and reduce the potential losses associated to the new venture creation. The entrepreneur, based on this logic, penetrates with uncertainty by taking advantage of what is within their reach and what is plausible. OTHER: Risk-taking or riskpropensity as a psychological trait.

•

According to Gianesini et al. (2018), who reviewed EntreComp model, this personality trait (risk-taking propensity) is not accounted in EntreComp. It is stated as an action in risk management and reduction in “3.3 Coping with uncertainty, ambiguity and risk”. Describes the individual cognitive style with respect to taking risks. Actively seeking risky assignments and having greater propensity to take risks (Moriano & Gorgievski, 2007, p.88).

The literature reveals several aspects (sometimes contradictory) related to the risk propensity of the entrepreneur. On one side, some authors state that entrepreneurs have more risk propensity and thus, they are more willing to take risks than other individuals. On the other side, some authors mention that entrepreneurs have lower perception of risk and are more oriented to action. It is also observed that calculating risks is difficult, especially in environments with high uncertainty. Mansoori and Lackéus (2020) recognise that “humans are notoriously bad in predicting and forecasting” (p. 801). Additionally, managing risk in EntreComp is quite a general concept and no guidelines are offered on how the entrepreneur should manage risk. The same authors identify uncertainty management as one of the crucial dimensions of the entrepreneurial activity and summarise how the different methodologies approach this dimension (Mansoori & Lackéus, 2020, p. 801): •

•

Effectuation: Uncertainty (Knightian true uncertainty) is understood as unknowability of future outcomes due to the creative character of the emergent process of creating new ventures. The approach is to create the future by managing the present. Discovery-driven planning: Uncertainty in the structure-conduct--performance paradigm has to do primarily with ascertaining which features of the competitive landscape one should pay attention to. The approach is continuously collecting information to make better decisions. Prescriptive entrepreneurship: A search can never completely eliminate all uncertainty, which leaves an entrepreneur to manage the trade-off between continuing to invest in information to reduce what is unknown and the cost of

• •

•

doing. The approach is to proactively search for a consideration set that matches your prior knowledge. Business planning: N/A (no reference to risk management in this approach, according to the authors). Lean startup: When entrepreneurs believe they are dealing with a highly uncertain but relatively predictable future, a process of systematic information gathering and efforts in analysis of that information, within certain bounds, is a reasonable course of action. The approach taken is to shape the future by testing the present vision. Design thinking: N/A (no reference to risk management in this approach, according to the authors).

According to these insights, EICAA-CF could add a thread consisting of designing experiments or tests to gather data to calculate and minimise risk via a systematic and continuous process. In addition to these findings to uncertainty management, Harper (2008) conceives entrepreneurship as a dynamic problem-solving process in which entrepreneurs learn in the light of experience and feedback from the market. “The actual entrepreneurial act is inextricable from the trial and error process of testing out [the entrepreneurial] idea” (Vaughn, 1990, p.22).” Thus, literature presents several evidences in favour of the experimenting/testing approach to uncertainty management.

3.3.5.

Working with others

Working with others in EntreComp THREAD

Accept diversity (people’s differences).

WORKING WITH OTHERS in EntreComp FOUNDATION INTERMEDIATE ADVANCED Discover – Experiment – Improve – Explore Dare Reinforce Relying on Building Taking support from independence responsibility others 1.

Develop emotional intelligence.

Empathy, assertiveness, conflict resolution

I can show respect for others, their background and situations. I am open to the worth that others can bring to valuecreating activities.

I can show empathy towards others. I can recognise the role of my emotions, attitudes and

EXPERT Expand – Transform Driving transformation, innovation and growth

I can combine different contributions to create value. I can value diversity as a possible source of ideas and opportunities.

I can support diversity within my team or organisation.

Outside of my organisation, I can find ideas that create value and make the most of them.

I can express my (or my team's) valuecreating ideas assertively. I can face and solve conflicts.

I can compromise where necessary. I can deal with non-assertive behaviour that hinders my (or my team's)

I can manage conflicts effectively.

behaviours in shaping other people’s attitudes and behaviours and vice versa.

Listen actively. (to others’ ideas and to the customers)

Team up.

Build a team

Work together.

Expand your network.

value -creating activities (for example, destructive attitudes, aggressive behaviour and so on).

I can show empathy towards others. I can discuss the benefits of listening to other people’s ideas for achieving my (or my team's) goals.

I am open to working alone as well as with others, playing different roles and taking some responsibility. I am willing to change my way of working in a group.

I am open to involving others in my value- creating activities. I can contribute to simple valuecreating activities.

I can explain the meaning and forms of

I can listen to other people’s ideas for creating value without showing prejudice. I can listen to my end users.

I can work with a range of individuals and teams. I share the ownership of value-creating activities with the members of my team

I can contribute to group decisionmaking constructively. I can create a team of people who can work together in a value-creating activity.

I can use the relationships I have to get

I can describe different techniques for managing relationships with end users. I can put in place strategies to actively listen to my end users and act on their needs.

I can pull together information from a wide range of sources to understand my end users’ needs.

I can build a team based on the individual knowledge, skills and attitudes of each member. I can contribute to creating value by teaming up with distributed communities through digital technologies.

I can use techniques and tools that help people to work together. I can give people the help and support they need to perform at their best within a team.

I can use my network to find the right

I can design physical and virtual spaces that encourage team members to work together. I can build an organisation’s capacity to create value by encouraging people to work together. I can work with a remote team of people who can independently contribute to a valuecreating activity. I can design working methods and incentives that enable team members to work well together. I can use my network to bring together

association, co-operation and peer-topeer support (for example, family and other communities). I am open to establishing new contacts and cooperation with others (individuals and groups).

the support I need to turn ideas into action, including emotional support. I can establish new relationships to get the support I need to turn ideas into action, including emotional support (for example, joining a mentor network).

people to work on my (or my team's) valuecreating activity. I proactively make contact with the right people inside and outside my organisation to support my (or my team's) value-creating activity (for example, at conferences or on social media).

different perspectives to inform my (or my team's) valuecreating process. I can design effective processes to build networks of different or new stakeholders and keep them engaged.

Working with others in the literature Thread

Related competences listed in other frameworks

Insights from the literature review

Accept diversity (people’s differences).

•

Deal with social customs. (R) (Tittel & Terzidis, 2020) Embracing competency of others. (Bird 1995/2019)

•

Emotional intelligence. (Bolzani & Lupi, 2020) Create empathy (P) (Tittel & Terzidis, 2020) Assertiveness. (Bird, 1995/2019) Conflict resolution. (Bolzani & Lupi, 2020) • Form emotionally positive instrumental relationships. (Bird 1995/2019) Create empathy (P) (Tittel & Terzidis, 2020) Manage customers. (R) (Tittel & Terzidis, 2020)

•

Entrepreneurial bonding refers to the creation and restructuring of relationships. The ability and sense of self needed to form emotionally positive instrumental relationships with partners and employees in the early stages, where financial incentives and job security are unlikely is one critical form of bonding. (Bird, 2019).

•

Lackéus (2020) states that discussing value with others is not only about selling one’s idea in the early stages. It is also about asking questions and trying to uncover problems that can be solved and needs that can be met. Being entrepreneurial includes being aware

•

Respect, value worth of others, value diversity… Develop emotional intelligence.

Empathy, assertiveness, conflict resolution

Listen actively.

• • • •

• •

Empathy, listening others’ ideas, managing customers

•

Create teams with complementary skills. Composition of teams: ability to work in multidisciplinary, also referred to as eclectic teams (Brown, 2012).

Team up. “Build a team”

• •

•

Embracing competency of others. (Bird 1995/2019) Team building and collaboration. (Bird, 1995/2019) Develop a team (O) (Tittel & Terzidis, 2020)

•

of people’s tendency to say what they think you want to hear and through this, give false information, or at least information inconsistent with how they actually might feel or act. Venture teaming is becoming more popular among entrepreneurs. Balanced venture teams appear to improve the chances of entrepreneurial success (Timmons, 1990), but a common source of conflict among venture team members is inconsistent or ambiguous motives for the new venture. Awareness of venture partners’ psychological predispositions in areas such as risktaking could be used to identify and reconcile areas of potential conflict and enhance the planning process in the small firm. (Stewart et al., 1999). Create teams with complementary skills. Some authors point out that a well-balanced team (Timmons, 1990) and showing good performance is as important as the project itself when making a financial decision by investors (Harper, 2008). Create a balanced team. Experienced entrepreneurs are more likely than inexperienced entrepreneurs to create a balanced management team. (Bird 1995/2019) Entrepreneurial discovery can be the social result of joint conjecture and mutual evaluation by members of an entrepreneurial team (Harper, 2008). By forming a team, entrepreneurs can create a socially extended cognitive nexus whose computational and problem-solving features are distinct from those of its members. (Harper, 2008). Size of the team: Entrepreneurial start-up teams that are larger than four persons might be interesting to convince an investor but are in practice very difficult to run. (Clarysse & Moray, 2004). Investors often emphasize the quality of the management team more than any other single factor as they make investment decisions (e.g., Kamm et al., 1990; Cyr et al., 2000; cited in Clarysse & Moray, 2004). Need of structuring of the team in which everybody gets a role and the

Work together.

• • • • • • •

• • • •

•

Expand your network.

•

Group work and team management. (Bolzani & Lupi, 2020) Work in a team. (R) (Tittel & Terzidis, 2020) Cooperation. (Rasmusen & Nybye, 2013) Cooperate and collaborate (R) (Tittel & Terzidis, 2020) Exchange knowledge. (R) (Tittel & Terzidis, 2020) Train your team. (R) (Tittel & Terzidis, 2020 Delegation skills (Mitchelmore & Rowley, 2010; Tittel & Terzidis, 2020) Monitoring the work of others. (Bird 1995/2019; Tittel & Terzidis, 2020) Hiring skills. (Mitchelmore & Rowley, 2010) Deal-making skills. (Mitchelmore & Rowley, 2010) Leadership skills; Lead your team. (Mitchelmore & Rowley, 2010; Tittel & Terzidis, 2020) Manage human resources. (S) (Tittel & Terzidis, 2020) Recognising the importance of business relationships. (Bird 1995/2019) The ability to manage customers. (Mitchelmore & Rowley, 2010) Building and using networks (Morris et al., 2013). Use and develop networks. (R) (Tittel & Terzidis, 2020)

• •

•

attraction of competencies into the team if they were not yet available (e.g., business developer or CEO). (Clarysse & Moray, 2004). Importance of teamwork as an explanatory factor of entrepreneurial success (Lee et al., 2016) Human resources management; training needs identification; selection and evaluation; training management (Capaldo et al., 2004). Ability to motivate collaborators; leadership skills (Capaldo et al., 2004) Team factors such as team composition (functional heterogeneity, team tenure and size), team group processes, including the team’s actions and behaviors (internal and external communication) and psychological dimensions, and finally, problem solving styles, have received considerable attention (e.g.: Ancona, 1990; Ancona and Caldwell, 1992; Smith et al., 1994; Jehn, 1997). Recently, attention has shifted from the lone entrepreneur/founder to the whole entrepreneurial team (e.g., Cooper and Daily, 1996). (Clarysse & Moray, 2004).

Building and Using Networks: social interaction skills that enable an individual to establish, develop, and maintain sets of relationships with others who assist them in advancing their work or career (Gianesini et al., 2018). Different studies support the idea that networking helps the firm reduce uncertainty, facilitates access to knowledge, technology and power and helps raise financial funds (Mejri & Zouaoui, 2020). Social capital is based on the relationships of some people with others (Putnam, 1995) and has the potential to deliver results when it is valued. For the entrepreneur, the network of contacts is an asset that they use in an instrumental way to

•

OTHER

•

OTHER: Entrepreneurial bonding and instrumental relationships

Interpersonal skills. (Mitchelmore & Rowley, 2010) Human relation skills. (Mitchelmore & Rowley, 2010) Interaction (interpersonal communication competence scale). (Bolzani & Lupi, 2020) Managing the overlapping family and business systems. (Bird 1995/2019) Managing transitions in relationships. (Bird 1995/2019) Managing role conflict. (Bird 1995/2019)

•

• •

•

take action (Hannafey, 2003). The entrepreneur uses and develops networks with which they mobilize resources and generate alliances. Political competence includes the ability to enhance one’s position, build a power base, and establish the right connections (Pavett & Lau, 1983). This may be particularly important in start-up firms because the founder must enlist the support of network members. Dunkelberg et al. (1987) report that business founders in growth firms value information from accountants, lawyers and bankers. Establishing connections with people who control important resources and possess important skills and abilities is important to the performance of the new venture (Aldrich et al. 1987; cited in Chandler & Jansen, 1992). Ability to manage other people Interpersonal skill; leadership (Baron & Markman, 2003), Witt, 1998; Chell, 2013). Building trust. Social skills: interpersonal relations, communications, social adaptability (Hood & Young, 1993; Vesper & McMullan 1988; cited in Morris et al., 2013)

all the complexities that intimacy bring to the workplace (Lansberg, 1983; Levinson, 1983; Kepner, 1983; Ward, 1985). Since relationships are dynamic, bonding also encompasses the competency of managing the transition in those relationships (e.g., dealing with obsolete “old times” as the firm grows, dissolving a partnership, and succession planning). (Bird, 1995/2019, p. 122).

Working with others in EICAA According to the literature, there are several aspects related to working in teams in valuecreating activities: • • • • • • • • • • •

Ability to create a team, considering composition (balanced team with respect to complementary skills and personalities) and size. Importance of the team and the presentation of a strong team to investors (ability to communicate the strengths of the team to others). Ability to work in teams, especially in earlier stages of the new venture, as it is reflected in thread “work together”. Ability to manage teams, especially in latter stages of the new venture: leadership, delegation, monitoring the work of others, hiring skills. Building positive instrumental relationships and managing them. Ability to manage relationships transitions and role transitions along the process. Networking, enhancing the power base. General social skills/social embedding: empathy, conflict resolution, conversation skills, listening, supporting others, providing feedback, building trust, etc. In organizations, political astuteness. Listening and managing customer relationships, as well as other stakeholders. Negotiation skills (it is already included in thread “mobilising others”).

3.3.6.

Learning through experience

Learning through experience in EntreComp THREAD

LEARNING THROUGH EXPERIENCE in EntreComp FOUNDATION INTERMEDIATE ADVANCED Discover – Experiment – Improve – Explore Dare Reinforce Relying on Building Taking support from independence responsibility others

EXPERT Expand – Transform Driving transformation, innovation and growth

Reflect.

On failures, performance, achievements, collected feedback

Learn to learn.

Learn from experience.

I can find examples of great failures that have created value. I can provide examples of temporary failures that have led to valuable achievements. .

I can provide examples that show that my abilities and competence have increased with experience. I can anticipate that my abilities and competence will grow with experience, through both successes and failures.

I can recognise what I have learnt from taking part in value- creating activities. I can reflect on my experience in taking part in value-creating activities and learn from it.

I can reflect on failures (mine and other people’s), identify their causes and learn from them. I can judge if and how I have achieved my goals, so that I can evaluate my performance and learn from it.

I can reflect on the relevance of my learning pathways for my future opportunities and choices. I am always looking for opportunities to improve my strengths and reduce or compensate for my weaknesses.

I can reflect on my interaction with others (including peers and mentors) and learn from it. I can filter the feedback provided by others and keep the good from it.

I can reflect on my (or my team's) achievements and temporary failures as things develop so as to learn and improve my ability to create value. I can help others reflect on their achievements and temporary failures by providing honest and constructive feedback.

I can take my team or the organisation to a higher level of performance, based on the feedback collected and by learning lessons from achievements and failures

I can find and choose opportunities to over-come my (or my team’s) weaknesses and to develop my (or my team’s) strengths. I can help others develop their strengths and reduce or compensate for their weaknesses.

I can identify opportunities for selfimprovement in my organisation and beyond. I can design and put in place a strategy for my venture to continue to generate value.

I can integrate lifelong learning into my personal development strategy and career progress. I can help others reflect on their interaction with other people and help them learn from this interaction.

I can learn from the impactmonitoring and evaluation activities that I have designed to track the progress of my valuecreating activity. I can learn lessons from monitoring and evaluation processes and establish them into my organisation’s learning processes.

Learning through experience in EICAA-CF The learning competence is very relevant in the literature reviewed. Some authors even state that learning is one of the main competences of the entrepreneur. Cope (2005) considers that entrepreneurship is immersed in a substantial learning situation, in which the entrepreneur is learning: a) about oneself, b) the business, c) the environment and networks, d) small business management and e) the nature and management of relationships. Lackéus et al. (2020) adds that it is equally important to learn from

experience (learning by doing), as learning from one’s thoughts (cognitive learning) and learning from one’s emotions (affective learning). Learning from failure is also emphasized in the literature, sometimes referred in broader terms as learning from critical events (Deakins & Freel, 1996). As a summary, learning from experience is well covered in EntreComp regarding the process of reflecting, learning from feedback, learning from failure and learning from experience. EICAA-CF keeps the same structure and just refines some wording.

4. Structure of EICAA-CF (v1)

As we mentioned previously, the design principles for EICAA-CF are: • • • • • •

Preserve the structure (and visual layout) of EntreComp in areas-competencesthreads. Simplify the learning outcomes and threads, when this is possible. Simplify the progression levels to four: Foundation, Intermediate, Advanced, and Expert. Add definitions to the competences and threads according to the literature. Refine the contents of the threads and learning outcomes according to the literature. Add new competences and threads if needed.

The changes proposed in EICAA-CF with respect to EntreComp are summarised in Fehler! Verweisquelle konnte nicht gefunden werden., Fehler! Verweisquelle konnte nicht gefunden werden., and Fehler! Verweisquelle konnte nicht gefunden werden..

4.1. Main changes as the competences levels The main changes are: 1) Added competence “Design” in competence area “Ideas and opportunities”. 2) Added competence “Digital competence” in competence area “Resources”. 3) Split competence “Planning and management” in competence area “Into action” into two competences: “Planning and management” and “Process management”. The rationale for these changes is: •

Emphasizing the spirit of agile and customer orientation from current entrepreneurial methods, with competences related to design, co-creation,

•

experimentation, iteration and process management. Thus, rather than having a view of entrepreneurship which is strongly connected to traditional business planning methods, we aim at including the practitioner’s approach to entrepreneurship. o We believe that adding competences related to current entrepreneurship methods such as design thinking, lean startup and effectuation can provide a more fine-tuned approximation to the entrepreneurial competences and their development. However, we believe that we do not need to tailor to any entrepreneurship method. Rather than this, we emphasize competences that are present in these methods like designing, prototyping, experimenting, customer discovery, etc. o Another reason is that many entrepreneurial schools and incubation training programs use these methodologies to teach entrepreneurs and students. Thus, the EICAA-CF could be better aligned to these educational practices. Adding the digital competences into the EICAA-CF aims at recognizing the importance of the digital competences in today’s world and in any new venture. These competences have been recently listed in specific frameworks such as DigComp 2.2 (“The Digital Competence Framework for Citizens”). Our aim is to include basic and general digital skills that any entrepreneur should possess; from having basic digital skills to being aware of the safety and privacy issues related to digitalization. Digital competences, and even artificial intelligence and big data technologies, are receiving greater interest among entrepreneurship and entrepreneurship education (Secundo et al., 2020; Obschonka & Audretsch, 2020). Adding this competence to EICAA-CF aligns with today’s rapid technological developments and the increasing need of entrepreneurs to know, manage and maximize the benefits of technologies for the new venture. The third main change emphasizes the distinction between planning and managing the process of the new venture. Competence “Planning” refers to defining goals, organizing, prioritizing, and developing plans. Competence “Process management” emphasizes the view of entrepreneurship as a process, i.e., a series of steps that the entrepreneur goes through, mostly nonlinearly, but iteratively. Second, we emphasize that the entrepreneur should manage and guide the process while they are discovering/getting information on the customers, market, competitors, financial sustainability, stakeholder interaction, etc.

Thus, the entrepreneur that is assessed and trained under EICAA (as compared to EntreComp) will get: • • • • •

Stronger focus on design and customer discovery: customer discovery, cocreation, market view of the new venture. Agile and incremental entrepreneurship: stronger focus on testing and experimentation; realization that a new venture is based on hypotheses or assumptions that need to be continuously tested and revised. Digital competences associated with the creation of new ventures. A process view of entrepreneurship; iterative cycles; adaptability to the phases; management of the process itself. More awareness on the entrepreneur’s development and the new venture’s development as two dimensions that are highly intertwined, but both play a role in the success of the new venture.

4.2. Other changes at the threads level The other changes to EntreComp are aimed at simplifying the number of threads and minimising the conceptual overlapping among some threads and learning outcomes. The latter issue is addressed by adding definitions to threads that provide an enhanced understanding of what the thread means, according to the reviewed literature. Competence area “Resources”: •

Competence “Financial and economic literacy”: added thread “Enterprising literacy”, to emphasize the need of enterprising knowledge beyond “Economic and financial literacy”. Competence “Motivation and perseverance”: revised the wording of the threads belonging to this competence to improve its understanding.

•

Competence area “Into action”: •

Competence “Coping with uncertainty, ambiguity and risk”: added thread “Test & experiment” to strengthen the agile and iterative methodologies for entrepreneurship, as a way of checking the assumptions of the new venture and coping with uncertainty. Competence “Working with others”: added thread “Manage instrumental relationships” as a way of emphasizing how relationships are built, managed and transitioned along the new venture.

•

4.3. Structure of EICAA-CF As follows, we summarise how these changes are embedded into the current structure of EntreComp. The next tables summarise the structure of EICAA-CF after the “Solve” phase. Table 10: Structure of area "Ideas and Opportunities" with changes highlighted in blue

Area

Competence

1. Ideas and Opportunities

1.1 Spotting opportunities

Threads • Analyse the context/Scan the environment • Identify, recognise challenges • Identify, create and seize opportunities • •

• • • •

Act creatively/Be curious and open Solve problems creatively/Creative problem solving Generate ideas Be innovative Imagine/Build a vision for the new venture and oneself Think strategically Guide action Recognise the value of ideas Share and protect ideas

• • • •

Behave ethically Think sustainably Assess impact Be accountable

1.2 Creativity • • • 1.3. Vision

1.4 Valuing ideas 1.5 Ethical sustainable thinking

and

• • • •

1.6 Design

Immerse with your users Identify the needs Prototype and test Co-create

Table 11: Sturcture of area "Resources" with changes highlighted in blue

Area

Competences 2.1 Self-awareness and self-efficacy

2.2 Motivation perseverance

2. Resources

2.3 resources

and

Mobilising

2.4 Financial and economic literacy

2.5. Mobilizing others

2.6. competence

Digital

Threads • Follow your aspirations • Identify your strengths and weaknesses • Believe in your ability • Shape your future • Maintain focus (consistency of interest) • Stay motivated and passionate • Persevere/Tenacity/Don’t give up • Be resilient • Access resources to extract value/Make the most of limited resources/Manage resources strategically • Use resources responsibly • Make the most of your time • Get support and build a network • Understand economic and financial concepts • Budget • Find funding • Understand taxation • Enterprising literacy • Inspire and get inspired • Persuade and negotiate • Communicate effectively • Use media effectively • General digital competences at work • Digital competences for the new venture • Information and data literacy • Safety and cybersecurity

Table 12: Structure of area "Into Action" with changes highlighted in blue

3. Into Action

Area

Competences 3.1 Taking the initiative

3.2 Planning

3.3 Process management

Threads • Take responsibility • Work independently • Take action • Define goals • Plan and organise conscientiously • Define priorities • Define and develop sustainable business plans • Monitor progress • Be flexible and adaptive to changes • Redirect your strategy • Manage transitions • Work agile

3.4 Coping with uncertainty, ambiguity and risk

3.5 Working with others

3.6 Learning experience

through

• • • • • • • • • • • • • •

Cope with uncertainty and ambiguity Calculate risk Manage risk Test and experiment Accept diversity (people’s differences) Develop emotional intelligence Listen actively Team up Work together Expand your network Manage instrumental relationships Reflect Learn to learn Learn from experience

5. Rubric System of EICAA-CF (v1)

This section presents the rubric system of the EICAA-CF as it was designed in the first version. The rubric system contains the details of every competence of the EICAA-CF and its decomposition in threads and in four progression levels. We also provide the definitions of every competence as they are mostly defined in the reviewed literature.

5.1. Competence area “Ideas and Opportunities” Table 13: Competence "Spotting opportinities" in EICAA-CF. Spotting opportunities in EICAA-CF Definitions: • Opportunity recognition: Ability or capacity to perceive changed conditions and overlooked possibilities in the environment that represent potential sources of value to a venture. Hint: Use your imagination, knowledge and abilities to identify opportunities for creating value. Descriptors: • Identify and monitor future trends. • Identify challenges that need to be met. • Identify and seize opportunities to create value by exploring the social, cultural and economic landscape. • Establish new connections and bring together scattered elements of the landscape to create opportunities to create value. THREAD FOUNDATION INTERMEDIATE ADVANCED EXPERT Discover – Explore Experiment – Dare Improve – Expand – Relying on support Building Reinforce Transform from others independence Taking Driving responsibility transformation,

Analyse the context/Scan the environment.

Identify the environment and the different areas in which value can be created, and the factors that will be monitored. I can identify the sources of information and continuously gather information about the market environment.

Identify the boundaries of the environment where value can be provided and are within my (or my team’s) reach. Identify opportunities where I (my team) can take a competitive advantage.

Monitor relevant trends. Interact with the environment to gather information to get feedback. Build knowledge based on these interactions.

innovation and growth Anticipate future trends. Promote a culture within the organization that is open to spotting the weak signals of change, leading to new opportunities for creating value. [intrapreneurship]

Identify, recognise challenges.

Identify challenges that need solutions.

Redefine/reframe a challenge so that alternative opportunities may become apparent.

Challenge mainstream thought to create opportunities and look at challenges in different ways. Judge the right time in which a challenge can be tackled.

Interact with others to identify challenges. Inspire and engage others to turn challenges into opportunities.

Identify, create and seize opportunities.

“Passive” process of seeing or recognizing an opportunity that someone else has spotted or has explained.

Engaging in an active process of searching for opportunities, with systematic methods. Being aware and alert to the opportunities that might be existing in a given domain. Being aware of the factors that are conducive to opportunity exploitation.

Create opportunities that might not have existed or were not easily accessible/ recognisable to others. Using knowledge and prior experience (about markets, technological developments, economy, context…) to create opportunities.

Design and engage into an iterative process of searchingidentifyingcreating-testing opportunities. Co-discover/cocreate opportunities through interactive processes with stakeholders (e.g., customers, technologies, colleagues, mentors, venture capitalists).

[intrapreneurship] Promote a culture of knowledge exchange across functional areas of the organization so that new opportunities emerge.

[intrapreneurship] Develop an attitude of nonconformism necessary to question the status-quo to detect opportunities and

dare to pursue them in the context on an existing organization.

Table 14: Competence "Creativity" in EICAA-CF Creativity in EICAA-CF Definitions: • Creativity is the ability to discover and create ideas and opportunities; to combine knowledge, experience and personal resources from different areas in new ways; • Innovativeness: the ability to look for novel ways of action. Hint: Develop creative and purposeful ideas. Descriptors: • Develop ideas and opportunities to create value, including innovative solutions to new and existing challenges and/or improved solutions for already addressed challenges. • Explore and experiment with innovative approaches. • Combine knowledge and resources to achieve valuable effects. THREAD FOUNDATION INTERMEDIATE ADVANCED EXPERT Discover – Explore Experiment – Dare Improve – Expand – Relying on support Building independence Reinforce Transform from others Taking Driving responsibility transformation, innovation and growth Act Be open to new Develop autonomy, Challenge the Promote and creatively experience and freedom and status quo. lead disruptive /Be change. independence to stay change. curious Imagine/envision away from environmental Be a role model and open. different alternatives (organisational) in the to existing problems constraints. organisation by and solutions. exerting Develop a balance influence on between being creative others. and imaginative and the orientation towards action. Solve Explore open- Relate problems to priori Describe and Help and inspire problems ended problems in knowledge/experience. develop others to create creatively/ different ways, by different value by Creative taking different Reshape/redefine open- problemencouraging problem perspectives and ended problems so that solving experimentation solving. using prior solutions become strategies to and using knowledge and available. provide creative creative experience. solutions to techniques to complex approach problems. problems and generate solutions.

Generate and nurture ideas.

Describe process of generation, assessment development.

the idea idea and

Connect unconnected ideas and knowledge to produce novel and appropriate or useful outcomes.

Explain the differences between divergence and convergence in idea

Use and experiment with different techniques of idea generation that provide effective

Set up processes to involve stakeholders in finding, developing and testing ideas.

Design and develop processes within the organisation to nurture the creation of new and useful ideas through the dialogue among different

generation, and the factors that play in each of the stages.

solutions to using resources.

problems, available

functional departments and different agents within the organisation. Foster the creative culture. Allow for creative and innovation within the operational processes of the organisation.

Nurture an open exchange of ideas, knowledge and opinions across different departments.

Be innovative.

Identify examples of innovations that have transformed society.

Describe how innovations diffuse in society, culture, and the market. Explain the difference between different types of innovations (incremental, breakthrough, or transformational).

Strategy different innovations in the business model, product or service, and marketing; as well as digital innovations.

[intrapreneurship context] Creation of a creativity culture that sustains, supports and fosters creativity in the organization. Manage and encourage innovation processes.

Table 15: Competence "Vision" in EICAA-CF

Vision in EICAA-CF Definitions: • “A projected mental image of what a leader wants to achieve” (Bass & Stogdill, 1990; cited in Baum & Locke, 2004). • “Ideal and unique projected images of the future referring to strong values or an idea laden with emotion” (cf. Kirkpatrick & Locke, 1996; cited in Frese & Gielnik, 2014). • “The means by which the leader’s goals are communicated in an inspirational fashion to followers, and the leader takes various actions intended to implement the vision (which provides a sensemaking component for followers).” (Cogliser & Brigham, 2004). Hint: • Work towards your vision of the future. Descriptors: • Imagine the future. • Develop a vision to turn ideas into action. • Visualise future scenarios to help guide effort and action. THREAD FOUNDATION INTERMEDIATE ADVANCED EXPERT Discover – Experiment – Improve – Expand – Explore Dare Reinforce Transform Relying on Building Taking Driving support from independence responsibility transformation, others innovation and growth

Be visionary/ Build a vision for the new venture and oneself.

I can imagine a desirable future.

Think strategically.

Properly explain what a vision is and what purpose it serves.

Imagine myself as an entrepreneur.

Awareness of what it is needed to build a vision. Guide action.

Imagine a desirable future around creating value.

Identify the guidelines to make my idea actionable.

Build future scenarios around my value creating activity and its growth.

See the big picture (being able to shift focus from the micro to the macro level) strategic zoom lens-.

Prepare a vision statement to guide decision making.

Use the vision to guide my (my team’s) actions.

Monitor how the vision is deployed, identify the changes needed to achieve my vision. Promote initiatives for change and transformation that contribute to my vision.

Draw people’s attention towards desired outcomes and thus, focus people’s efforts in turning vision into actions.

Communicate the vision to different audiences to get supporters. [intrapreneurship] Communicate the vision to get commitment of the organization to innovation, opportunity-focus and selfrenewing. Communicate the vision to foster corporate coherence. I can plan backwards from my vision to design the necessary strategy to achieve it.

Identify challenges related to the vision, while respecting the different levels of the system and the variety of stakeholders affected.

Table 16: Competence "Valuing ideas" in EICAA-CF

Valuing ideas in EICAA-CF Definitions: • Opportunity assessment: Ability to evaluate the content structure of opportunities to accurately determine their relative attractiveness (Morris et al, 2013). • Valuing ideas refers to the “process of evaluating and selecting high quality opportunities and ideas and acting on them to provide value to others. It is relevant because it normally triggers the decision to start the new venture.” (Learned, 1992, cited in Shook et al., 2003). • Claiming novel ideas “is about managing different kinds of intellectual property issues such as patenting, licensing, trademarking, branding, copyrights, and trade secrets. Its

main purpose is to allow for individuals and organisations to protect their intellectual creative outputs from unethical exploitation by others” (Lackéus et al., 2020). Hint: • Make the most of ideas and opportunities. Descriptors: • Judge what value is in social, cultural and economic terms. • Recognise the potential an idea has for creating value and identify suitable ways of making the most out of it. • Protect intellectual creative outputs. THREAD

FOUNDATION Discover – Explore Relying on support from others

INTERMEDIATE Experiment – Dare Building independence

ADVANCED Improve – Reinforce Taking responsibility

Recognise the value of ideas.

Identify ideas and opportunities that have value for myself and others.

Decide on which type of value to act on (economic value, influence value, harmony value, social value, enjoyment value) and then, choose the most appropriate pathway to do so.

Assess the value of an opportunity or idea, considering the different factors and stakeholders involved (expected rewards/outputs, risks and returns, available resources, competitors…). Find the right balance between the time spent in valuing ideas and moving fast to take competitive advantage.

Share and protect ideas.

Explain that ideas can be shared and protected by different mechanisms.

Choose the most appropriate licence for the purpose of sharing and protecting the value created by my ideas.

Outline a dissemination and exploitation plan with the involved partners.

EXPERT Expand – Transform Driving transformation, innovation and growth Develop strategies to assess the value of ideas based on datadriven processes and iterative assessment of the ideas with interaction with the environment and different stakeholders.

Develop a strategy on intellectual property rights, considering the growth of the venture and geographic requirements.

Table 17: Competence "Ethical and sustainable thinking" in EICAA-CF Ethical and sustainable thinking in EICAA-CF Definition: • Ability to conduct oneself and the new venture at hand in a social and environmental conscious manner. • Sustainability: “the possibility that humans and other life will flourish on earth forever. For human beings, flourishing comprises not only survival and maintenance of the species but also a sense of dignity and authenticity” (Ehrenfeld, 2005, p.24). • Sustainability requires a holistic approach, which facilitates everyone to lead a better life, at the same time as being moderate in the use of the earth’s resources and renewing them where necessary (Farrell, 2018). Hint: Assess the consequences and impact of ideas, opportunities and actions. Descriptors: • Assess the consequences of ideas that bring value and the effect of entrepreneurial action on the target community, the market, society and the environment. • Reflect on how sustainable long-term social, cultural and economic goals are, and the course of action chosen. • Act responsibly. THREAD FOUNDATION INTERMEDIATE ADVANCED EXPERT Discover – Explore Experiment – Dare Improve – Reinforce Expand – Relying on support Building independence Taking responsibility Transform from others Driving transformation, innovation and growth Behave Describe the Identify the ethical Being driven by Take ethically. importance of challenges that the honesty and integrity responsibility ethical behaviour, new venture poses to in decision-making for promoting and of adhering to the entrepreneur (or and act according to ethical principles and team) (e.g., focus on ethical values related behaviour in values. financial gain at the to the different my area of expense of others, activities of the new influence. action-oriented and few venture. time for reflection, Take action entering instrumental [intrapreneurship] against relationships, High commitment to unethical promotion and Corporate Social behaviour. bargaining and sales Responsibility. tactics…) Think List examples of Produce a clear Reflect on the overall Choose sustainably. environmentally problem statement impact an adequate friendly behaviour when faced with organisation has on methods for that benefits a practices that are not the environment (and analysing community. sustainable. vice versa). environmental Identify practices impact based that are not Discuss the on their sustainable and relationship between advantages their implications for society and and the environment technical disadvantages. and compare them developments, based with examples of on their implications Effectively environmentally for the environment. contribute to friendly behaviours. selfregulation discussions within my area of proficiency. Assess Identify the impact Identify all the Tell the difference Carry out impact. of human action in stakeholders who are between input, impact social, cultural, affected by the valueoutput, outcomes assessment, environmental, or creating activity, and impact. impact economic contexts. including stakeholders monitoring,

100

Be accountable.

I can explain the need to be accountable.

who cannot speak up (future generations, climate or nature).

Choose or develop “measure indicators” to monitor and assess the impact of the value-creating activity.

I can tell the difference between accounting for use of resources and accounting for the impact of my value-creating activity on stakeholders and the environment.

I can discuss a range of accountability methods for both functional and strategic accountability.

and impact evaluation including environmental impact- on my value-creating activity. I can use the accountability methods that hold me responsible to our internal and external stakeholders. I can design ways to be accountable to all of our stakeholders.

Table 18. Competence “Design” in EICAA-CF. Design in EICAA-CF

Definition: • Ability to interact with customers (and other stakeholders) to identify needs, to prototype, test, and co-create. Hint: • Design specific products, services or solutions. Descriptors: • Immerse and engage with users to understand their needs, problems and difficulties, from their perspective. • Test and experiment with prototypes. • Co-create with users, customers and other stakeholders. THREAD

FOUNDATION Discover – Explore Relying on support from others

INTERMEDIATE Experiment – Dare Building independence

ADVANCED Improve – Reinforce Taking responsibility

Immerse with your users.

Explain the different tools and methodologies to immerse with the users to get insights of their needs and potential solutions (e.g., ethnography, design thinking methods…)

Participate in activities of immersion with the users. Empathise with them. Extract meaningful (and implicit) insights.

Design innovative and effective strategies and tools for immersing with the users.

Identify needs.

Segment the customers/users: Identify the target groups related to a given challenge or opportunity.

Identify and analyse the different and unique needs that each target group is facing.

Produce a roadmap which matches the needs with the actions needed to deal with them to create value.

EXPERT Expand – Transform Driving transformation, innovation and growth Turn users into collaborators and ambassadors. Promote a culture of userorientation and userimmersion in the organisation. Design projects which aim to anticipate future needs.

101

Prototype and test.

Explain the value of prototyping to test the value of the ideas.

Identify the basic functions that a prototype should have to illustrate the value of the idea.

Develop and deliver value in stages, launching with the core features of my (or my team’s) idea and progressively adding more (e.g., mvp).

Cocreate.

Explain the value of co-creation to different stakeholders.

Facilitate co-creation processes with endusers and other stakeholders to design products and services that satisfy their needs.

Design co-creation processes, by identifying the target groups participating in the process, the goals of the co-creation, and the deployment of cocreation in several sessions and activities per session. Keep participants motivated and engaged in cocreation processes.

Understand the difference between empathising with users (e.g., design thinking) and cocreation with users.

Identify insights from co-creation sessions that are meaningful to the design of value.

Design effective processes of interaction with users, prototyping and testing based on the experience gathered during these processes. Reflect on cocreation processes and learn from it. Help improve the capabilities of stakeholders and users in contributing to the co-creation process.

5.2. Competence area “Resources” Table 19. Competence “(Entrepreneurial) self-awareness and self-efficacy” in EICAA-CF (Entrepreneurial) Self-awareness and self-efficacy in EICAA-CF Definitions: • Self-efficacy: the individuals’ conscious belief in their own ability to bring about desired results in the performance of a particular task. (Bandura, 1997) • Entrepreneurial Self-Efficacy: specific form of self-efficacy, in which the individuals believe they are capable of performing the tasks associated with the new-venture management. • Cognitive bias are cognitive mechanisms that assist people in fast decision making (Busenitz & Barney, 1997). They have a positive function in helping entrepreneurs take decisions without putting too much strain on their time and cognitive resources and thus to stay actionable in spite of high cognitive demands on uncertain situations. However, they may also lead to errors because people make less rational decisions and discount available information (Frese & Gielnik, 2014). One such cognitive biases in entrepreneurs might be overoptimism or overconfidence. • Overconfidence: entrepreneurs’ overestimation of their abilities, in particular with regard to making accurate forecasts, having higher abilities relative to others, and becoming successful (Koellinger et al., 2007; cited in Frese & Gielnik, 2014). • Overoptimism (or optimistic bias): entrepreneurs’ tendency to expect positive outcomes or to perceive heightened chances of success (Baron et al., 2012, Cooper et al., 1988; cited in Frese & Gielnik, 2014). Hint: • Believe in yourself and keep developing. Descriptors: • Reflect on your needs, aspirations and wants in the short, medium and long term • Identify and assess your individual and group strengths and weaknesses • Believe in your ability to influence the course of events, despite uncertainty, setbacks and temporary failures THREAD

FOUNDATION Discover – Explore Relying on support from others

INTERMEDIATE Experiment – Dare Building independence

ADVANCED Improve – Reinforce Taking responsibility

EXPERT Expand – Transform Driving transformation,

102

Follow your aspirations.

Identify my needs, wants, interests and goals.

Commit to actions fulfilling my needs, wants, interests and goals. Reflect on my individual and group needs, wants, interests and aspirations in relation to opportunities and future prospects.

Identify your strengths and weaknesses.

Believe in your ability.

Identify strengths and weaknesses, with respect to the new venture. (context-situated)

Develop justified self-confidence: Engage in a dynamic process of judging one’s abilities, based on past experiences and perceived competence, and the interaction with the environment (e.g., with stakeholders, the market, businessrelated activities…)

Based on the strengths and weaknesses identified, be able to prioritise based on the strengths, and develop the weaknesses, by searching training and support, if needed, to develop oneself and make the most of opportunities to create value.

I can team up with others to compensate for our weaknesses and add to our strengths. Help others in their own development.

Believe in one’s ability to accomplish the tasks that are intended by oneself or asked by others in relation to the new venture (ESE).

Locus of control: Believe in own’s control of success and failures and judge them compared with control from outside influences.

Believe in oneself despite the difficulties.

Learning from failure: Judge failures as opportunities to learn and take the good out of these experiences.

(GSE 4) I am confident that I could deal efficiently with unexpected events.

(GSE 6) I can solve most problems if I invest the necessary effort.

(GSE 5) Thanks to my resourcefulness, I know how to handle unforeseen situations.

Shape your future/Develop the necessary skills.

Translate my needs, wants, interests and aspirations into goals that help me reach them.

innovation and growth I can help others to reflect on their needs, wants, interests and aspirations and how they can turn these into goals

Describe which qualities and abilities are needed for different jobs, and which of these qualities and abilities I have.

Optimism: Believe that events will generally result in favourable outcomes.

Meta-evaluation of potential cognitive biases in overconfidence or over-optimism.

(GSE 1) I am always manage to solve difficult problems if I try hard enough. (GSE 2) If someone opposes me, I can find the means and ways to get what I want.

Describe my skills and competences relating to career options, including selfemployment. Use my skills and competences to change my career

Discuss with others to get a realistic understanding and evaluation of my personal attitudes, skills and knowledge

Design professional development strategies for my team and organisation based on a clear understanding our

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path, as a result of new opportu-nities or from necessity.

can influence my decision-making, relationships with other people and quality of life.

strengths and weaknesses, in relation to both current and future opportunities to create value. Design strategies to overcome my (or my team’s or organisation’s) weaknesses and to develop our strengths in anticipating future needs.

Table 20. Competence “Motivation and perseverance” in EICAA-CF. Motivation and perseverance in EICAA-CF Definitions: • Passion: consciously accessible, intense positive feelings experienced by engagement in entrepreneurial activities associated with roles that are meaningful and salient to the self-identify of the entrepreneur (Cardon et al., 2009). • Consistency of interest: ability to stay focused and passionate over a long period of time by performing particular task without changing interest or goals (Salisu et al., 2020; cited in MartínezMartínez & Ventura, 2020). • Perseverance: Ability to sustain goal-directed action and energy when confronting difficulties and obstacles that impede goal achievement (Morris et al., 2013). • Ability to persevere and sustain efforts to achieve intended objectives even when hardships or setbacks occur. Along with consistency of interest, it is part of the construct named grit, which is related to the achievement of long-term objectives. (Martínez-Martínez & Ventura, 2020). • Resilience: ability to cope with stresses and disturbances such that one remains well, recovers or even thrives in the face of adversity (Gianesini et al., 2018) • Ability to adapt to environmental changes in situations of threat, adversity, tragedy, trauma, or stress whilst maintaining a positive mindset (Salisu et al, 2020; cited in Martínez-Martínez & Ventura, 2020). • Commitment: entrepreneur’s drive to move ahead with the business; willing to work hard (Frasté & Van Gils, 2007). Going forward with perseverance and tenancy notwithstanding uncertain situations (Lee et al., 2016). Hint: Stay focused and don't give up. Descriptors: • Be determined to turn ideas into action and satisfy your need to achieve. • Be prepared to be patient and keep trying to achieve your long-term individual or group aims. • Be resilient under pressure, adversity, and temporary failure. THREAD FOUNDATION INTERMEDIATE ADVANCED EXPERT Discover – Experiment – Dare Improve – Expand – Explore Building Reinforce Transform Relying on independence Taking Driving support from responsibility transform., others innovation and growth Maintain focus Identify a given Stay focused on Don’t lose focus on Encourage (consistency of focus to pursue a task until other interests. others to build interest). related to my completion and Only change the a strategic plan value-creating avoid distractions. course of a project of action for activity. after thorough career evaluation. advancement. Maintain focus for long periods of time in relation to my value-creating activity.

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Stay motivated and passionate.

Recognise ways of motivating myself and others.

Visualise the achievement of the goals to keep motivation and focus.

Use strategies to stay motivated (e.g., set goals, monitor performance, monitor progress, celebrate achievements…)

Develop strategies to keep my team motivated.

Persevere/Tenacity/ Don’t give up.

Willing to work hard and invest effort to achieve the goals.

Delay achieving goals to gain greater value, thanks to prolonged effort.

Maintain effort and interest towards goals, despite adversities.

Inspire others to work hard on their goals by showing passion and a strong sense of ownership.

Overcome simple adverse circumstances.

Endure and cope with adverse circumstances. Design strategies to overcome difficult circumstances. Stay emotionally well despite the difficulties.

Be resilient.

I am determined and persevere when trying to achieve my (or my team's) goals.

Manage moderate levels of pressure effectively.

Setbacks don’t discourage me (Martinez-Martinez & Ventura, 2020)

Help others develop resilience. Maintain a positive ambience within my team or organisation in difficult situations.

Table 21. Competence “Mobilising resources” in EICAA-CF Mobilising resources in EICAA-CF Definitions: • Resource: a tangible or intangible asset that is available and can be used for entrepreneurial purposes (Davidsson, 2005; cited in Martínez-Martínez & Ventura, 2020). • New resource skill: Ability to acquire and systematize the operating resources needed to start and grow an organization. (Baum & Locke, 2004). • Resource leveraging: skills at accessing resources one does not necessarily own or control to accomplish personal ends (13 Entrepreneurial Competences Model; Gianesini et al., 2018) • Resource deployment: Resource deployment can mean many things including, for example, how amassed resources are conﬁgured to enact the initiative, how current resources are mobilized or otherwise leveraged in support of the initiative, the timing of the resource allocation process, and the level and type of resources allocated in pursuit of the opportunity. (Kuratko et al., 2005). • Bootstrapping: development of methods to ensure the use of the resource at low or no cost. • Financial bootstrapping: refers to the strategies taken by the entrepreneur to overcome funding constraints without relying on formal debt from banks and equity financing from investors. Some of these forms can be: owner financing (e.g., withholding own salary, employing relatives), minimization of accounts receivable (e.g., speeding up invoicing, charging interest on overdue payment), joint utilization (e.g., owners share and borrow resources from each other), delayed payments (e.g., delaying payments to suppliers and leasing equipment), minimization of capital invested in stock (e.g., optimizing stock, minimizing inventory), and obtaining subsidies (e.g., from government or public organizations) (Winborg & Landström 2001; cited in Frese & Gielnik, 2014). • Guerrilla Skills: the capacity to take advantage of one’s surroundings, employ unconventional, lowcost tactics not recognized by others, and do more with less. (Morris et al., 2013). • Quote: “Founders are able founders are able to “accurately conceptualise an opportunity and then commit the necessary resources in order to solve such a problem”. (Mitchelmore & Rowley, 2010). Hint: • Get and manage the resources you need. Descriptors: • Get and manage the material, non-material and digital resources needed to turn ideas into action. • Make the most of limited resources.

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•

Get and manage the competences needed at any stage, including technical, legal, tax and digital competences (for example through suitable partnerships, networking, outsourcing and crowdsourcing).

THREAD

FOUNDATION Discover – Explore Relying on support from others

INTERMEDIATE Experiment – Dare Building independence

ADVANCED Improve – Reinforce Taking responsibility

EXPERT Expand – Transform Driving transformation, innovation and growth

Access resources to extract value/Make the most of limited resources. /Manage resources strategically.

Be aware of the limitation of resources in any new venture.

Access resources, even those that others own or control, by sharing resources or by other means.

Minimize the resources requirements to develop the venture

Creatively see what can be done with the resources one already has access.

Optimize the existing resources to make the most of them.

Develop strategies of resource management considering the impact on the environment.

Acquire resources (material and non-material).

Make the most of your time. (Time management) Get support and build a network

Awareness that limited resources are not necessarily an impediment to start-up.

Use techniques of bootstrapping, guerrilla skills.

Being aware of (ability to explain the importance) of different types of resources: financial capital, human capital, social capital, cultural capital, venture capital.

Recombine and seek new ways of obtaining resources when these are limited.

I can get together the necessary resources to develop my new venture.

Effectively judge and make targeted recommendations on the key resources needed to support an innovative idea or opportunity to develop an existing business, launch a new venture, or initiate a social enterprise.

Value time (mine and the others’) as a scarce and valuable resource.

Manage my time (and the others’) effectively using techniques and tools to be productive.

Help others manage their time efficiently.

Develop effective time-management techniques that meet the specific needs of valuecreating activity.

Search for help (find support) when needed for my value-creating activity (for example, teachers, peers, mentors, advisor or consultancy services).

Identify public and private services to support my value-creating activity (for example, incubator, social enterprise advisors, start-up angels, chamber of commerce).

I can effectively delegate tasks to the right actors within and outside my organisation to make the most value (for example, outsourcing, partnering, acquisitions, crowdsourcing).

I can develop a network and mobilise a network of flexible and responsive providers from outside the organisation who support my valuecreating activity.

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Table 22. Competence “Financial and economic literacy” in EICAA-CF Financial and economic literacy in EICAA-CF Definitions: • Financial Capital: A central concept to explain success in entrepreneurship from an economic perspective is the availability of financial capital to start a new business. Financial capital is important for acquiring the necessary assets in terms of equipment and raw materials, avoiding liquidity problems, and thus ensuring ongoing operations. (Frese & Gielnik, 2014). • Financial bootstrapping: refers to the strategies taken by the entrepreneur to overcome funding constraints without relying on formal debt from banks and equity financing from investors. Some of these forms can be: owner financing (e.g., withholding own salary, employing relatives), minimization of accounts receivable (e.g., speeding up invoicing, charging interest on overdue payment), joint utilization (e.g., owners share and borrow resources from each other), delayed payments (e.g., delaying payments to suppliers and leasing equipment), minimization of capital invested in stock (e.g., optimizing stock, minimizing inventory), and obtaining subsidies (e.g., from government or public organizations) (Winborg & Landström 2001; cited in Frese & Gielnik, 2014). Hint: • Develop financial, economic and enterprising know-how. Descriptors: • Estimate the cost of turning an idea into a value-creating activity. • Plan, put in place and evaluate financial decisions over time. • Manage financing to make sure my value-creating activity can last over the long term. • Take business decisions based on understanding and knowledge of key business functions. THREAD FOUNDATION INTERMEDIATE ADVANCED EXPERT Discover – Explore Experiment – Dare Improve – Reinforce Expand – Relying on support Building Taking responsibility Transform from others independence Driving transformation, innovation and growth Understand Explain simple Be able to read and Feel comfortable Use financial economic and economic concepts analyse income managing financial ratios to financial (for example, supply statements, cash and business ratios assess the concepts. and demand, market flow, profit-and-loss (for example, return financial health price, trade, accounts, balance on investment, of my valueopportunity cost, sheets, explain their return on equity, creating comparative purpose and burnt rate…) activity and advantage). differences. compare it with that of competitors. Budget.

Draw up a budget for a value-creating activity.

Find funding (and legal constitution of

Explain the main types of income and sources of funding for families, start-

Judge the cash-flow needs of a valuecreating activity. Explain how to translate the monetisation process in terms of cash generation.

I can identify public and private sources of funding for my

Apply the financial planning and forecasting concepts that I need to turn ideas into action (for example, profit or not for profit).

Create the economic and financial plan of the valuecreating activity, and balance the P&L and the cash flow according to the learning outcomes extracted from monitoring the progress of the activity.

Apply for public or private business support programmes,

I can raise funds and secure revenue from

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the new venture).

ups, businesses, non-profit organisations, and the state.

value-creating activity (for example, prizes, crowdfunding, and shares).

financing schemes, public subsidies or calls for tenders.

different sources, and manage the diversity of those sources.

Understand taxation.

Explain the purpose of taxation and how it finances the activities of a country and helps provide public goods and services.

Estimate the main accountancy and tax obligations I need to fulfil to meet the tax requirements for my activities.

Estimate how my financial decisions (investments, buying assets, goods and so on) affect my tax.

I can make financial decisions based on taxation schemes of my region/country and different countries and territories, as well.

Explain simple concepts of key business functions like marketing, sales, strategic planning, operations, structuring business deals and technicallegal aspects.

I can explain that value-creating activities can take different forms (a business, a social enterprise, a nonprofit organisation and so on) and can have different structures of ownership (individual company, limited company, cooperative and so on). (related to the legal constitution of the start-up. Could also include how to write partners agreement, and the committed responsibilities.

Use enterprising knowledge to guide department heads of various business functions in effective planning and decision making.

Take key business decisions based on my in-depth knowledge of enterprise functions like marketing, sales, strategic planning, and others.

Enterprising literacy.

Have an overview of small business management, including how to run and control the business effectively, and important procedures and systems such as recruiting, salary and reward structures, and financial monitoring.

Understand the overheads of the activity and their effects on the new venture.

Share my knowledge and make all employees more literate entrepreneurially.

Table 23. Competence “Mobilising others” in EICAA-CF Mobilising others in EICAA-CF Definitions: • Mobilising others refers the ability to involve others in the entrepreneurial project (stakeholders) in a way that generates participation and adherence to the initiative. This term is associated with interpersonal skills (Hood and Young, 1993; Vesper & McMullan, 1988; cited in Mitchelmore & Rowley, 2010) which are defined as a set of habits and behaviours aimed at achieving the necessary interaction for the development of the venture. • Persuasion: Persuasion means the communicating behaviours that a message sender performs to influence a message receiver’s attitude by language or non-language manners (Dillard & Pfau, 2002). It consists of convincing others about the value of ideas and opportunities and that they exist/can be created (Dorado, 2005). • Negotiation: process of joint decision making. It is communication, direct or tacit, between individuals who are trying to forge an agreement for mutual benefit (Peyton Young, 1991).

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•

Interpersonal skills: those that involve customers and other stakeholders in the process of finding the solution to an opportunity, and this goes beyond the simple commercial interaction with clients (Lackéus et al., 2020). Hint: • Inspire, enthuse and get others on board Descriptors: • Inspire and enthuse relevant stakeholders • Get the support needed to achieve valuable outcomes • Demonstrate effective communication, persuasion, negotiation and leadership. THREAD FOUNDATION INTERMEDIATE ADVANCED EXPERT Discover – Explore Experiment – Dare Improve – Expand – Relying on support Building Reinforce Transform from others independence Taking Driving responsibility transformation, innovation and growth Inspire and get Get inspired by role Inspire others by Inspire others, Maintain inspired. models and success example or by even in adverse, momentum with cases, and learn showing the way uncertain or my team, from these cases forward. challenging partners and what is relevant to circumstances. stakeholders my circumstances. along extended periods of time, even when the going gets tough. Persuade and Persuade others by Persuade others by Create a call to Prepare and negotiate. providing appealing to their action and get develop a good arguments and emotions. stakeholders on negotiation evidence for these board. strategy arguments. (following ethical rules for negotiation; e.g., without manipulation nor coercion). Communicate Explain the main I can communicate Communicate my Take the lead of effectively. metrics for effective my ideas clearly to ideas clearly to the social communication. others, to different others in written conversation in audiences with and oral forms, in a the community simplicity and variety of ways that my idea is elegance. (posters, videos, targeted at via role-plays) and high impact Communicate types of channels (press, imaginative design presentations trade journals, solutions. (pitches, pep talks, conferences, formal or informal community presentations). platforms…) Build narratives and stories that provide meaning and motivate, persuade and inspire.

Use media effectively.

Provide examples of inspiring communication campaigns and learn from them.

Use of social media appropriately, with awareness of my audience and purpose.

Design effective social-media campaigns to mobilise people in relation to my (my

Effectively design communication strategies to mobilize people in relation to my

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team’s) valuecreating activity.

value- creating activity.

Table 24. Competence “Digital” in EICAA-CF Digital Competence in EICAA-CF Definitions: • Digital competence involves the confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society. It includes information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), safety (including digital well-being and competences related to cybersecurity), intellectual property related questions, problem solving and critical thinking. Hint: • Manage and use the digital technologies necessary for the new venture. Descriptors: • Use digital technologies necessary at work and linked to the entrepreneurial activity. • Identify, collect, and analyse data that is relevant for the activity. • Be aware of the threads of privacy and safety and foresee processes to protect the activity. FOUNDATION INTERMEDIATE ADVANCED EXPERT THREAD Discover – Explore Relying on support from others

Experiment – Dare Building independence

Improve – Reinforce Taking responsibility

Expand – Transform Driving transformation, innovation and growth

General digital competences at work.

I can identify the key digital competences required for a task.

Use of general digital tools for work, collaboration, and digital content creation.

Critical capacity on the use of technologies for an entire project or team.

Set up an architecture of digital tools to efficiently organise work and collaboration for a multidisciplinary team and guide them on how to use their intended digital tools for work.

Digital competences for the new venture.

Knowledge of digital tools related to the new venture.

Use of digital tools (e.g., CRM, web analytics, marketing, financial analysis…) for manage day-to-day operations efficiently.

Digital tools that support creativity and innovation.

Use of digital tools that support new venture’s growth (e.g., cloud…)

Information and data literacy.

Search information in valuable sources and evaluate the quality of these sources.

Use of the basics of data analytics: collection of data and basic analytic tools (e.g., spreadsheets).

Get data analytics insights and build reporting (written and in visual form) appropriate for a specific goal or audience.

Generate, process, analyse, present meaningful information from data and develop, use, and apply artificial intelligence (AI) and related algorithmic tools and strategies in order to guide informed,

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optimized, and contextually relevant decisionmaking processes. Safety & cybersecurity.

Privacy management

Safety and cybersecurity

The ability to handle with discretion all personal information shared online to protect one’s and others’ privacy.

Implement strategies for data privacy principles (own’s and other’s data, such as personal data on customers, stakeholders, etc.).

Identify and counter threats to our digital safety and become less vulnerable to cyberattacks.

Recognize, plan, and implement organizational cyber security defences.

5.3. Competence area “Into Action” Table 25. Competence “Taking the initiative” in EICAA-CF. Taking the initiative in EICAA-CF Definitions: • Take responsibility: assuming responsibility on a given task (“I am in charge of…”). • Accountability: Someone who is accountable is completely responsible for what they do and must be able to give a satisfactory reason for it (Cambridge dictionary).. (“I am accountable for the outcomes of a given activity”) • Independence refers to the ability to decide and determine for oneself what to do. • Need of autonomy: Represents one’s strive to be independent and having control. Avoiding restrictions, rules, procedures and strong need for independence and autonomy (Moriano & Gorgievski, 2007, p. 88). • Proactivity: Proactive disposition is a tendency to initiate and maintain actions that directly alter the surrounding environment (Bateman & Crant, 1993). • Self-starting: the impetus for action coming from the entrepreneur him- or herself; the entrepreneur’s actions are less driven by other people or immediate external demands (Frese & Gielnik, 2014). Hint: • Go for it. Descriptors: • Initiate processes that create value. • Take up challenges. • Act and work independently to achieve goals, stick to intentions and carry out planned tasks. THREAD FOUNDATION INTERMEDIATE ADVANCED EXPERT Discover – Explore Experiment – Dare Improve – Expand – Relying on support Building Reinforce Transform from others independence Taking Driving responsibility transformation, innovation and growth Take Carry out the tasks I Take individual and Delegate Encourage responsibility. am given group responsibility appropriately and others to take responsibly and in in value-creating provide context and responsibility in shared activities. activities. training to ensure value-creating quality work. activities. Take responsibility in seizing new opportunities and when facing unprecedented

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challenges while implementing my business idea.

Work independently. “I can alone”

work

Show independence in carryout out simple valuecreating tasks.

I can initiate simple value-creating activities.

I can initiate valuecreating activities that involve contributions from others.

Praise initiative taken by others and reward it appropriately within my team and organisation. [intrapreneurship] Strive to work with autonomy and independence beyond the organisational constraints, and if necessary, avoid restrictions or procedures to pursue opportunities in the organisation.

Take action.

Show initiative in dealing with initiatives that alter the surrounding environment.

Actively face challenges, solve problems, and seize opportunities to create value.

Initiate action (impetus for action) on new ideas and opportunities, which will add value to a new or existing value-creating venture.

Encourage others to take the initiative in solving problems and creating value within my team and organisation.

Table 26. Competence “Planning and management” in EICAA-CF Planning and management in EICAA-CF Definitions: • Planning and management: it refers to the set of skills to organise the resources (material, human, financial, technological or knowledge) associated with business action. Hint: Prioritise, organise and follow up. Descriptors: • Set long-, medium- and short-term goals. • Define priorities and action plans. • Adapt to unforeseen THREAD FOUNDATION INTERMEDIATE ADVANCED EXPERT Discover – Explore Experiment – Dare Improve – Reinforce Expand – Relying on support Building Taking responsibility Transform from others independence Driving transformation, innovation and growth

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Define goals (own’s goals and goals related to the value-creating activity).

Be able to define clear and achievable goals related to a simple value-creating activity.

Be able to set shortterm goals I can act on.

Be able to define short-term, mid-term and long-term goals according to the vision of my (or my team's) valuecreating activity. (intrapreneurship) I can adapt goals according to the planned available resources in the company. Apply the basics of project management in managing a valuecreating activity.

Manage the need for creativity and the need for control so that my organisation’s capacity to achieve its goals is protected and nurtured.

Plan and organise conscientiously.

Carry out a simple plan for valuecreating activities.

Create an action plan with the different steps to achieve my goals.

Define priorities.

Able to explain the difference between urgent and important goals when stating the priority of given tasks.

Able to set my own priorities and define and prioritise the tasks accordingly.

Able to prioritise the relevant steps according to the value-creating activity (new venture).

Define the priorities in complex and uncertain circumstances, with partial or ambiguous information, to achieve the goals and vision of the new venture. (new venture)

Define and develop sustainable business plans.

Explain the elements of a business model (competitors’ analysis, marketing plan, operations, etc.) and know the templates to define one.

Define a business model that has all the elements to deliver the value I have identified: identification of users, value provided, competitors’ analysis, strategic partnerships, etc.

Develop a business plan based on the model, describing how to achieve the value identified with aspects such as marketing plans, operations, finance plan, etc.

Keep and business model and business plan updated; Adapt to changes in the market or the technology to face new challenges and unexpected outcome and mobilise others for buying into opportunities arising from them.

Be aware of the elements of the business plan to convince different stakeholders (investors, banks, clients) and can curate those based on the need and audience.

Design managerial procedures to effectively deliver value in challenging circumstances, adapting to changes where necessary.

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Table 27. Competence “Process management” in EICAA-CF.

Process management in EICAA-CF Definitions: • Transition management: ability to manage the transitions from the creation to the growth of the new venture, e.g., role transitions of the entrepreneur (skills adaptation and identity change) and role transitions of the members of the teams. • Redirection power: entrepreneurs’ agency over the entrepreneurial process, especially in relation to new information, failures and surprises (Mansoori & Lackéus, 2020). Hint: •

Descriptors: • Establish mechanisms to monitor progress of the new venture. • Adapt to changes and be able to decide whether to persevere or redirect the strategy. • Manage transitions of the new venture. • Work agile to adapt to changes of the new venture. FOUNDATION INTERMEDIATE ADVANCED EXPERT THREAD Discover – Explore Relying on support from others

Experiment – Dare Building independence

Improve – Reinforce Taking responsibility

Expand – Transform Driving transformation, innovation and growth

Monitor my own progress in a task in an objective way. Understand the difference between time invested and progress made towards the achievement of a given goal.

Set measurable indicators that are relevant to monitor the progress of my value-creating activity.

Define and implement systematic data collection procedures to measure the defined indicators to monitor how effective my value-creating activities are.

Able to make sense of data in relation to the measurable indicators and extract meaningful insights that inform about the progress made on the creatingvalue activity.

Be flexible and adapt to changes.

Be open to changes. Confront and deal with changes in a constructive way.

Change my plans to achieve goals in light of changes that are outside my control.

Be able to accept change as a fundamental element of the value-creating activity. Anticipate and include change along the valuecreating process.

When changes present themselves, I am able to either capture the opportunity in it, mitigating negative impacts, or know when not to adapt.

Redirect your strategy.

Understand the importance of making changes to the new venture according to the learning acquired along the process in information gathering activities.

Understand the need to be able to assertively follow through on my chosen strategy at times, and may need to be receptive of other stakeholders’ expectations at other times.

Be able to accept new directions of the value creating activity as new stakeholders get on board of the value creating activity (effectuation).

Redirection power: Revise the assumptions of the newventure based on information gathered from repeated testing. Be able to balance the need of persevere versus the need of changing the orientation of the value-creating idea

Monitor progress.

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Manage transitions. Ownership of the process

Work agile.

Explain the life cycle of a new venture and the different transitions in my role and my team members’ role, as well as the different competences that are required in each phase.

Explain the difference between classical management and agile management methodologies. Explain the basics of agile management of work: small increments, fast cycles, etc.

Able to use and develop different competences as they are required along the different phases of the new venture.

Use agile methodologies to work in short cycles and get feedback from stakeholders that help validate the value creating idea along the process.

Able to manage the role transitions of myself (and my team’s) as the new venture develops. Identify the need for training, mentoring or coaching to manage the transition between roles to effectively manage the new venture and achieve the intended goals.

Design agile methodologies that are appropriate to new challenges in the venture’s development.

Help my team members transition through their respective roles in relation to the different requirements of the new venture and to the others’ role transitions. Be aware of the expectations of different stakeholders at each stage of the business lifecycle. Be able to balance the need for analysis and the need for quick decision making and quick action to respond fast to the changes of the environment.

Table 28. Competence “Coping with uncertainty, ambiguity and risk” in EICAA-CF

Coping with uncertainty, ambiguity and risk in EICAA-CF Definitions: • Uncertainty refers to the perception that is given by the impossibility of assigning a probability to an event (Hoskisson & Busenitz, 2002). • Risk corresponds to situations where the decision-maker can draw the distributions of the outcomes of a set of events, whereas uncertainty refers to situations where it is impossible to estimate objective probabilities to the outcomes of events or it is even impossible to predict whether these events will occur. (Knight, 1921). In economics, risk is defined as a measure of the probability that an investment will offer a different return than expected. Risk is therefore an estimation while uncertainty is a perception. • Tolerance of ambiguity: describes one’s ability to make decision with incomplete information. Making decision in the situation of high uncertainty (Moriano & Gorgievski, 2007, p. 88). Hint: Make decisions dealing with uncertainty, ambiguity and risk. Descriptors: • Make decisions when the result of that decision is uncertain, when the information available is partial or ambiguous, or when there is a risk of unintended outcomes. • Within the value-creating process, include structured ways of testing ideas and prototypes from the early stages, to reduce risks of failing. • Handle fast-moving situations promptly and flexibly. THREAD

FOUNDATION Discover – Explore Relying on support from others

INTERMEDIATE Experiment – Dare Building independence

ADVANCED Improve – Reinforce Taking responsibility

EXPERT Expand – Transform Driving transformation,

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Cope with uncertainty and ambiguity.

Not afraid of making mistakes while trying new things. Explore my own ways to achieve things.

Be able to discuss the role that information plays in reducing uncertainty, ambiguity and risk. I can actively look for, compare and contrast different sources of information that help me reduce ambiguity, uncertainty, and risks in making decisions.

Calculate risk.

Identify examples of risks in my surroundings. Describe risks related to a simple valuecreating activity in which I take part.

Manage risk.

Identify and describe current and potential risks and ways to manage them.

tell the difference between acceptable and unacceptable risks. Weigh up the risks and benefits of selfemployment with alternative career options, and make choices that reflect my preferences. Critically evaluate the risks associated with an idea that creates value, taking into account a variety of factors. Critically evaluate the risks related to the formal set-up of a value-creating venture in the area in which I work.

Test & experiment. Related to the concept of “Lean” as a way of minimising risks

Understand the mechanisms of testing hypotheses and assumptions related to the new venture (e.g., regarding the need identified, the target value, the designed idea…).

Identify key assumptions of the value-creating idea that need to be tested and refined along the valuecreating process.

Find ways of making decisions when the information is incomplete. Pull together different viewpoints to take informed decisions when the degree of uncertainty is high

Apply the concept of affordable losses to make decisions when creating value. Compare valuecreating activities based on a risk assessment.

Demonstrate that I can make decisions by weighing up both the risks and the expected benefits of a value-creating activity. Outline a risk management plan for guiding my (or my team's) choices while developing my value-creating activity. Design repeated “experiments” or tests to gather relevant information that check and revise the assumptions in any aspect of the new venture (customers, needs, value provided..).

innovation and growth Make decisions evaluating the different elements in a situation that is uncertain and ambiguous. Set up appropriate strategies for collecting and monitoring data, which help me take decisions based on sound evidence. Assess the risks my venture is exposed to as conditions change. Evaluate highrisk long-term investments using a structured approach. Use strategies to reduce the risks that may arise during the valuecreating process. Come up with strategies to reduce the risk of my value-creating initiative becoming obsolete. Use effective strategies to evaluate results of experiments, accept or reject hypotheses, and if necessary, test and make a

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new hypothesis. Table 29. Competence “Working with others” in EICAA-CF Working with others in EICAA-CF Definitions: • Human competence is the ability to work with, understand, and motivate other people, both individually and in groups (Pavett & Lau 1983; cited in Chandler & Jansen, 1992). • Entrepreneurial team: group of entrepreneurs with a common goal which can only be achieved by appropriate combinations of individual entrepreneurial actions. (Harper, 2008). • Leadership in entrepreneurship refers to the ability to influence others to strategically manage resources so that the best problem-solution fit is achieved in the search for the opportunity and the best supply-demand match is reached in the search of a competitive advantage (Covin & Slevin, 2002; cited in Ireland et al., 2003). • Entrepreneurial bonding: creation and restructuring of relationships; creation of emotionally positive instrumental relationships with partners, employees and family members; managing the transitions in these relationships (Bird 1995/2019). • The networking competence is defined as “the ability of entrepreneurs to develop and maintain long-term relationships with customers, suppliers, and other interested stakeholders” (Sajilan & Tehseen, 2019: p. 192; cited in Mejri & Zouaoui, 2020). • Building and using networks: social interaction skills that enable an individual to establish, develop, and maintain sets of relationships with others who assist them in advancing their work or career (Gianesini et al., 2018). Hint: • Team up, work together, and network. Descriptors: • Work together and cooperate with others to develop ideas and turn them into action. • Network. • Solve conflicts and face up to competition positively when necessary. • Manage instrumental relationships. THREAD FOUNDATION INTERMEDIATE ADVANCED EXPERT Discover – Experiment – Dare Improve – Expand – Explore Building Reinforce Transform Relying on independence Taking Driving support from responsibility transformation, others innovation and growth Show respect for Value and use Support diversity Develop Accept diversity others, their diversity as a within my team or strategies to (people’s background, and source of ideas organisation. enrich my differences). situations. and opportunities team’s work Respect different and as a source of with diverse Accept social and cultural learning. ideas from differences norms. outside the inside and organisation and outside of the turn them into team and enrich valuable new the value solutions or creating activity products. Effective at getting the most out of the diversity in a team, while also managing the cultural barriers and risks.

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Develop emotional intelligence.

Show and develop empathy towards others.

Express my (my team’s) valuecreating ideas assertively.

Help others develop empathy and assertivity. Effectively deal with non-assertive behavior.

Effectively manage team dynamics and conflicts effectively.

Discuss the benefits of listening to other people’s ideas for achieving my (or my team’s) goals. Explain strategies to listen to other stakeholders.

Describe different techniques for listening and managing relationships with end users.

I can put in place strategies to actively listen to my end users and act on their (implicit and explicit) needs.

Open to work alone as well as with others, playing different roles and taking some responsibility.

Work with a range of individuals and teams and know which role fits me best in a team.

I can compose the best team for a project based on the individual knowledge, skills, and attitudes of each member so that the team is balanced (has complementary skills) for the valuecreating activity.

I can pull together information from a wide range of sources to understand my end users’ needs, and (re-) interpret their needs according to meaningful insights. This is related to listening beyond the words of the users (to emotions and feelings) and they willingness to say what you want, and delve into the real needs. Able to communicate the team’s potential to develop the value-creating idea to get the necessary support from investors and other stakeholders. (intrapreneurship) Build an organisation’s capacity to create value by encouraging and fostering people to work together.

Involve others in my value-creating activities (peers, and stakeholders).

Select a team of people who can work together in implementing a business idea.

Structure a team by identifying roles and tasks to achieve the goals of the business idea.

Design working methods and incentives that enable team members to work well together.

Explain and identify instrumental relationships that provide value

Creation of emotionally positive instrumental relationships that

Manage emotionally positive instrumental relationships, including investors,

Managing the transitions of the instrumental relationships along the process (dissolving

Empathy, assertiveness, conflict resolution Listen actively. (to others’ ideas and to the customers)

Includes managing customers

Team up.

Build a team

Work together.

Manage instrumental relationships

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(Entrepreneurial bonding)

Expand your network.

in a valuecreating activity. Explain the meaning and forms of association: cooperation and peer-to-peer support (for example, family and other communities). Open to establishing new contacts and cooperation with others (individuals and groups).

support the valuecreating activity.

partners, peers and family members.

partnerships, succession planning…)

Establish new relationships to get the support needed to turn ideas into action, including emotional support (for example, joining a mentor network).

Proactively and regularly make contact with the right people inside and outside my organisation to support my (or my team's) valuecreating activity (for example, at conferences or on social media).

Use my network to bring together different perspectives to accelerate and enrich my valuecreating process. Design effective processes to build and manage networks of different or new stakeholders, assign them roles and keep them engaged.

Be effective at networking with new contacts as well as building strong ties with existing contacts.

Table 30. Competence “Learning from experience” in EICAA-CF

Learning through experience in EICAA-CF Definitions: • Learning is the process of acquiring knowledge, skills and attitudes about something, from study, practice, example/observation or experience. (Baron, 2006) • Experiential learning starts from assuming that experience provokes knowledge (Kolb, 1984). By doing something, one reflects on how one does it and is able to reach generalizations and discover patterns (Baron, 2006). • Human capital refers to the potential of people to deliver results based on their knowledge, experience or skills (Becker, 1968). Skills and capacity that reside in the people (Gianesini et al., 2018). Human capital is viewed traditionally as a function of education and experience, the latter reﬂecting both training and learning by doing. • Acquisition: refers to the transformation from experience (and not knowledge) to skills, while transfer is the application of knowledge acquire in one situation to another (Unger et al. 2011). (Gianesini et al., 2018). • Orientation towards learning: refers to the fact that successful entrepreneurs search for new knowledge and skills in order to develop themselves. It refers to participating in training and development activities, following up on new developments, knowing where to ﬁnd relevant information and being interested in new methods and techniques that are relevant for their profession (Kyndt & Baert, 2015).

Hint: •

Learn by doing. Descriptors: • Use any initiative for value creation as a learning opportunity. • Learn with others, including peers and mentors. • Reflect and learn from both success and failure (your own and other people’s). THREAD FOUNDATION INTERMEDIATE ADVANCED EXPERT Discover – Explore Experiment – Dare Improve – Reinforce

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Reflect. On failures, achievements. Give and collect feedback

Learn to learn. Understand the need of learning to learn. Actively search opportunities to learn.

Relying on support from others

Building independence

Taking responsibility

Find examples of failures that have led to valuable achievements and the creation of value.

Reflect on failures and achievements (mine and others’), their causes, and learn from them, so that I improve my ability to provide value.

Help others reflect on their achievements and temporary failures by providing honest and constructive feedback.

Anticipate that my abilities and competence will grow with experience, through both successes and failures.

Actively engaging in opportunities to improve my strengths and reduce or compensate for my weaknesses through a variety of learning opportunities (interaction with others, training, mentoring,…)

Even when opportunities for learning are not available in my organisation or network, I will proactively seek them out elsewhere.

Learn from the interaction with others (peers, mentors, stakeholders) and from the experiences (positive and negative) of the value-creating activity. Learn from my own thoughts, actions and feelings.

Learn about the business, but also about myself, my relationships, the customers and other stakeholders.

Help others to learn. Learn from experience.

Recognise what I have learnt from previous experiences and in value-creating activities. Explain the process of learning from experience and the relevance to the entrepreneurial activity.

Expand – Transform Driving transformation, innovation and growth I can take my team or the organisation to a higher level of performance, based on the feedback collected and by learning lessons from achievements and failures. Reflect on my competence of learning to learn and design strategies to improve my future learning to learn. (Meta-learning)

Help others develop their strengths and reduce or compensate for their weaknesses.

Help others reflect on their experience and interaction with others.

Help others spot barriers to learning from experience (e.g., lack of reflection, closedmindedness, …) and develop strategies to become more effective at it. (intrapreneurship) Foster a culture of learning in the organisation.

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6. Validation and final EICAA-CF

Based on the EICAA rubric system, a survey was developed which consisted in 72 items. The survey was validated and refined in two pre-tests. In the second pre-test, we performed confirmatory analysis. We observed two different factors in the competence Design, which we solved by splitting the Design competence into two: “Design Orientation” and “Design Validation”. Thus, competence “Design Orientation” contains the threads related to the identification of needs by immersing with the users: • • •

Design focus Immerse with your users Identify needs

Competence “Design Validation” entails the threads related to validating the new venture through prototyping, testing and co-creating with users: • • •

Prototype Experiment & test Co-create

Since these aspects are strongly connected with the competences related to the development of the new venture, we moved this competence to competence area “Into Action”. Additionally, thread “Experiment & test” which initially belonged to competence “Coping with uncertainty, ambiguity and risk” has been moved to this new competence due to its strong correlation with threads prototype and co-create. The second change led to changing the competence “Mobilising Resources” into “Mobilising (financial) resources” and adding a competence “Entrepreneurial Literacy” in the competence area “Resources”. Particularly, we grouped the threads that are mostly related to the aspect of acquiring resources together: • • • • •

Acquire resources (material and non-material) Make the most of limited resources Budget Find funding Understand taxation

On the other hand, we allocated the threads that deal with the knowledge of the different business and enterprising operations in a new competence labelled “Enterprising Literacy”: • • • •

Understand economic and financial concepts Understand marketing and sales concepts Enterprising literacy Technical-legal aspects

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Further details of the process of survey construction and validation are provided in the deliverables associated to work package 3. The final EICAA-Competence Framework is shown in Table 31. Figure 3 provides a graphical representation of the competence framework.

Figure 3. Visual representation of EICAA-CF

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Table 31. Final version of the EICAA Competence Framework (EICAA-CF). Area

Competence

1.1 opportunities

Spotting

1. Ideas and Opportunities

1.2 Design orientation

1.3 Creativity

1.4. Vision

1.5 Valuing ideas

1.6 Ethical and sustainable thinking

2.1 Self-awareness and self-efficacy

2. Resources

2.2 Motivation perseverance

and

2.3 Mobilising resources

2.4 Enterprising literacy

2.5. Mobilising others

Definition Ability or capacity to perceive changed conditions and overlooked possibilities in the environment that represent potential sources of value to a venture. Ability to interact and immerse with customers (and other stakeholders) to identify their needs and design an offer that satisfy the identified needs. Ability to discover and create ideas and opportunities; to combine knowledge, experience and personal resources from different areas in new ways. A projected mental image or visualized representation that an entrepreneur or intrapreneur creates for themselves and their new venture. It serves as a guiding framework that shapes their aspirations, goals, and actions. Process of evaluating and selecting high quality opportunities and ideas and acting on them to provide value to others. Ability to conduct oneself and the new venture at hand in a social and environmental conscious manner. The individuals’ conscious belief in their own ability to bring about desired results in the performance of a particular task (Bandura, 1997) Perseverance: Ability to sustain goal-directed action and energy when confronting difficulties and obstacles that impede goal achievement (Morris et al., 2013). Ability to acquire and systematize the operating resources needed to start and grow an organization (Baum & Locke, 2004). Knowledge about the business functions and processes to develop the value creating activity efficiently.

Ability to involve others in the entrepreneurial project (stakeholders) in a way that

Threads • Analyse the context/Scan the environment • Identify, recognise challenges • Identify, create and seize opportunities • • •

Design focus Immerse with your users Identify needs

• • • •

Act creatively/Be curious and open Solve problems creatively Generate ideas Be innovative

• • •

Imagine/build a vision for the new venture and oneself Think strategically Guide action

• •

Recognise the value of ideas Share and protect ideas

• • • • • •

Behave ethically Think sustainably Assess impact Be accountable Follow your aspirations Identify your strengths and weaknesses Believe in your ability Shape your future Maintain focus (consistency of interest) Stay motivated and passionate Persevere/Tenacity/Don’t give up Be resilient

• • • • • • • • • • • • • • • • • •

Acquire resources (material and non-material) Make the most of limited resources Budget Find funding Understand taxation Understand economic and financial concepts Understand marketing and sales concepts Enterprising literacy Technical-legal aspects Inspire and get inspired Persuade and negotiate Communicate effectively

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2.6. Digital competence

3.1 Taking the initiative

3.2 Planning management

and

3. Into Action

3.3 Process management

3.4 Coping with uncertainty, ambiguity and risk

3.5 Design validation

generates participation and adherence to the initiative.

•

Use media effectively

Confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society Ability to initiate and sustain the actions required to operate and manage the new venture, while taking full responsibility for one's own actions. Process of systematically developing a strategic roadmap and implementing effective organizational practices to ensure the successful launch, operation, and growth of the venture. Ability to lead, monitor and redirect the strategy of the new venture as it evolves in response to internal and external factors.

•

General digital competences at work Digital competences for the new venture Information and data literacy Safety and cybersecurity Take responsibility Work independently Take action

Ability to effectively manage and navigate situations that involve unknown outcomes, unclear information, and potential hazards or challenges. Implementing strategies to prototype, test and experiment with the users, including strategies to include the users in the design processes (users as co-creators). Ability to understand and work with other people, both individually and in groups.

3.6 Working with others

3.7 Learning through experience

Process of acquiring knowledge, skills and attitudes about something from practice and experience, including learning from failures.

• • • • • • • • • •

• •

Define goals Plan and organise conscientiously Define priorities Make the most of your time (time management) Define and develop sustainable business plans Monitor progress Be flexible and adaptive to changes Redirect your strategy Manage transitions Work agile Cope with uncertainty and ambiguity Calculate risk Manage risk

• • •

Prototype Experiment and test Co-create

•

Accept diversity (people’s differences) Develop emotional intelligence Listen actively Team up Work together Manage instrumental relationships Get support and build a network Expand your network Reflect Learn to learn Learn from experience

• • • • • • •

• • • • • • • • • •

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7. Conclusions

The present document has presented the EICAA Competence Framework (EICAA-CF), which defines a complete set of competences that entrepreneurs and intrapreneurs should possess to turn opportunities into ideas and into the deployment and growth of value creating activities. EICAA-CF largely relies on EntreComp, the entrepreneurial competence framework developed by the European Commission. EICAA-CF maintains the same three competence areas of EntreComp (“Ideas and Opportunities”, “Resources”, and “Into Action”) as well as the underlying competences therein. However, it also adds new competences, restructures existing competences, and suggests changes on the level of threads. The final EICAA-CF presented in this document is the result of a rigorous methodology, based on a systematic literature review, several rounds of a Delphi process with experts, and the construction and validation of an associated survey of entrepreneurial competences. The first step of the methodology, the systematic literature review, covered more than 140 highly cited publications. A content analysis method was followed using the NVivo software tool, where EntreComp’s three areas corresponded to three categories in the codebook, namely ‘Ideas & opportunities’, ‘Resources’ and ‘Into action’. The coding framework allowed us to identify factors or dimensions of successful entrepreneurship that could be attributed to the existing competences in EntreComp and the identification of potential new competences not previously covered by EntreComp. A team of eight researchers participated in the coding process led by three senior researchers. The result of the process was the identification of three potential new competences (design, digital and process management), which were included in the framework with the associated threads. This also implied fine-tuning some of the existing threads of the original EntreComp framework. Next, we designed a rubric system and a survey, which was successfully refined and validated throughout several rounds of a Delphi process and two pre-test rounds with different sample sizes from students across Europe (N=72 and N=202). The online survey adopts a 5-point Likert scale for 79 items covering all entrepreneurial competences. Analyses like Reliability, Normality, Exploratory Factor Analysis, Confirmatory Factor Analysis, and Average Variances Extracted were conducted. Based on this analysis, we revised the structure of the framework and designed a final version of the framework, which is named EICAA-CF (Entrepreneurial and Intrapreneurial Competences Assessment Alliance - Competence Framework). The final framework has a validated structure with four new competences with respect to the original EntreComp framework. We also accomplished our aim of defining a more manageable framework that can be better translated into a compact selfassessment survey (EICAA-Competence Monitor). Structure-wise, the final EICAA-CF has the following features: 1) Preservation of the structure of EntreComp in areas-competences-threads. 2) Reduction of the progression levels to four: Foundation, Intermediate, Advanced, and Expert. 3) Inclusion of definitions and conceptualisations of the competences and threads according to the literature. 4) Addition of new competences and splits of existing competences within a validated structure.

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Conceptually, EICAA-CF introduces the following major aspects: •

•

Design, i.e., the competence of designing products, services and solutions under constant interaction with the target group (mainly users). Solutions arise from design focus, needs identification and immersion with the users or target group of the value creating activity (“design orientation”). They are co-created, prototyped and iterated with the target group (“design validation”). Thus, this process goes beyond the traditional approach of identifying needs. Digital: today’s entrepreneurs and intrapreneurs need to use efficiently the general digital tools and infrastructures needed to manage any kind of business (e.g., spreadsheets, email, website…) as well as those tools that are specific to the success of that specific value creating activity (e.g., analytics, CRM). Awareness and knowledge on cybersecurity and data protection are also necessary. Process-view: “entrepreneurship as a process” refers to the dynamic nature of the entrepreneurial activity, which consists of different phases from the early start-up until maturity and requires different entrepreneurial competences in each of them. This perspective counterbalances the traditional approach of planning and managing, often under the requirement of writing a solid business plan. The uncertainty present in entrepreneurial contexts makes planning either a very difficult task or a task that needs to be revised constantly. Thus, EICAA-CF emphasizes the need of adapting to changes, working in small increments, measuring progress and redirecting the strategy of the new venture when necessary. Entrepreneurs need to take ownership of the process as well, which means that they should manage the whole process, rather than being a passive (or reactive) actor along the process.

These three main aspects have been translated into the creation of four new competences and the addition and relocation of the associated threads. The final framework follows the confirmatory analysis which validates of the structure of the framework. Thus, in short, the framework has the following competences in each of the three competence areas: 1) Competence area ‘Ideas and Opportunities’: It contains six competences, with the addition of competence “Design orientation”. Based on the systematic literature review and the Delphi process, we estimated that a competence “Design” was significantly different from creativity. Then, the confirmatory analysis further confirmed the need of splitting Design in two competences. The first one, “Design orientation” refers to identifying the customer needs and designing an offer tailored to these needs. The second one, “Design validation” refers to the design of experiments to validate the offer and it has been moved to competence area “Into action”. Thus, the final list of competences under this area is: o 1.1 Spotting opportunities o 1.2 Design orientation o 1.3 Creativity o 1.4. Vision o 1.5 Valuing ideas o 1.6 Ethical and sustainable thinking 126

2) Competence area “Resources”: It contains six competences, with the addition of competence “Enterprising literacy”. Based on the systematic literature review and the Delphi process, we estimated that the inclusion of the digital competence was relevant, given the current need for digital competences in any workplace, including entrepreneurship. Next, the confirmatory analysis further found inconsistent items in competences “Mobilising resources” and “Financial literacy” which caused the shift of threads and the renaming of one of the competences. The result of these changes implied that the threads directly related to financial issues stayed in competence “Mobilising (financial) resources” and the remaining enterprising skills were allocated in the renamed competence “Enterprising literacy”. Thus, the final list of competences under this area is: o 2.1 Self-awareness and self-efficacy o 2.2 Motivation and perseverance o 2.3 Mobilising resources o 2.4 Enterprising literacy o 2.5. Mobilising others o 2.6. Digital competence 3) Competence area “Into Action”: It contains seven competences, with the addition of competence “Process management” and “Design validation”. Based on the systematic literature review and the Delphi process, we included competence “Process management” to capture the need of any entrepreneur to lead, monitor and redirect the strategy of the new venture as it evolves in response to internal and external factors, as it was emphasized in the literature that we reviewed. The second new competence, “Design validation” was the result of competence “Design”, according to the confirmatory analysis. “Design validation” entails the skills related to validating the new venture through prototyping, testing and co-creating with users. The addition of this competence in this area beautifully captures the emphasis of the new entrepreneurship methods on validating the offer by designing prototypes and conducting experiments. Thus, the final list of competences under this area is: o 3.1 Taking the initiative o 3.2 Planning and management o 3.3 Process management o 3.4 Coping with uncertainty, ambiguity and risk o 3.5 Design validation o 3.6 Working with others o 3.7 Learning through experience The final framework validates the exhaustivity and completeness of EntreComp and at the same time, adds up-to-date competences that have arisen from the literature and experts’ consultation. The framework is detailed in full through a rubric system which contains the conceptualisation of each competence, references to existing work and the details of the threads and learning outcomes structured in four progression levels. Furthermore, we developed a visual, the EICAA wheel, which provides a visual aid to the comprehension of the framework. Finally, the framework is implemented in a validated survey, the EICAA Competence Monitor, which translates the rubrics into a five-point Likert scale and 79 statements that allows to assess the competence development of individuals in a class group or corporate environment.

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Any competence framework needs to stay up to date to continuously matter for educators and learners over time. Thus, EICAA-CF as much as its predecessor EntreComp can provide best guidance for aligning curricula to the competence demand of today and tomorrow’s world of work - and of the society at large - only if new competence trends or requirements are carefully and regularly considered. Therefore, while we invite to practically exploit EICAA-CF for education and training, we also ask to continuously challenge and validate the framework to keep its structure as well as its content evidencebased and up to date.

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Appendix: EntreComp competences and threads

A.1. Area Ideas & Opportunities AREA: Ideas & Opportunities COMPETENCE: SPOTTING OPPORTUNITIES HINT: Use your imagination and abilities to identify opportunities for creating value. Identify and seize opportunities to create value by exploring the social, cultural and economic landscape. Identify needs and challenges that need to be met. Establish new connections and bring together scattered elements of the landscape to create opportunities to create value. Identify, 1. I can find opportunities to help others. create and 2. I can recognise opportunities to create value in my community and seize surroundings. opportunities. 3. I can explain what makes an opportunity to create value. 4. I can proactively look for opportunities to create value, including out of necessity. 5. I can describe different analytical approaches to identify entrepreneurial opportunities. 6. I can use my knowledge and understanding of the context to make opportunities to create value. 7. I can judge opportunities for creating value and decide whether to follow these up at different levels of the system I am working in (for example, micro, meso or macro). 8. I can spot and quickly take advantage of an opportunity. Focus on 1. I can find different examples of challenges that need solutions. challenges. 2. I can recognise challenges in my community and surroundings that I can contribute to solving. 3. I can identify opportunities to solve problems in alternative ways. 4. I can redefine the description of a challenge, so that alternative opportunities address it may become apparent. 5. I can take apart established practices and challenge mainstream thought to create opportunities and look at challenges in different ways. 6. I can judge the right time to take an opportunity to create value. 7. I can cluster different opportunities or identify synergies among different opportunities to make the most out of them 8. I can define opportunities where I can maintain a competitive advantage. Uncover 1. I can find examples of groups who have benefited from a solution to a needs. given problem. 2. I can identify needs in my community and surroundings that have not been met. 3. I can explain that different groups may have different needs. 4. I can establish which user group, and which needs, I want to tackle through creating value. 5. I can carry out a needs analysis involving relevant stakeholders. 6. I can identify challenges related to the contrasting needs and interests of different stakeholders. 7. I can produce a ‘roadmap’ which matches the needs with the actions needed to deal with them and helps me create value.

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Analyse the context.

8. I can design projects which aim to anticipate future needs. 1. I can tell the difference between different areas where value can be created (for example, at home, in the community, in the environment, or in the economy or society). 2. I can recognise the different roles the public, private and third sectors play in my region or country. 3. I can tell the difference between contexts for creating value (for example, communities and informal networks, existing organisations, the market). 4. I can identify my personal, social and professional opportunities for creating value, both in existing organisations or by setting up new ventures. 5. I can identify the boundaries of the system that are relevant to my (or my team's) value-creating activity. 6. I can analyse an existing valuecreation activity by looking at it as a whole and identifying opportunities to develop it further. 7. I can monitor relevant trends and see how they create threats and new opportunities to create value. 8. I can promote a culture within my organisation that is open to spotting the weak signals of change, leading to new opportunities for creating value.

AREA: Ideas & Opportunities COMPETENCE: CREATIVITY HINT: Develop creative and purposeful ideas. Develop several ideas and opportunities to create value, including better solutions to existing and new challenges. Explore and experiment with innovative approaches. Combine knowledge and resources to achieve valuable effects. Be curious 1. I am curious about new things. and open. 2. I can explore new ways to make use of existing resources. 3. I can experiment with my skills and competences in situations that are new to me. 4. I can actively search for new solutions that meet my needs. 5. I can actively search for new solutions that improve the valuecreating process. 6. I can combine my understanding of different contexts to transfer knowledge, ideas and solutions across different areas. Develop 1. I can develop ideas that solve problems that are relevant to me and my ideas. surroundings. 2. Alone and as part of a team, I can develop ideas that create value for others. 3. I can experiment with different techniques to generate alternative solutions to problems, using available resources in an effective way. 4. I can test the value of my solutions with end users. 5. I can describe different techniques to test innovative ideas with end users. 6. I can set up processes to involve stake-holders in finding, developing and testing ideas. 7. I can tailor a variety of ways of involving stakeholders to suit the needs of my value-creating activity. 8. I can design new processes to involve stakeholders in generating, developing and testing ideas that create value. Define 1. I can approach open-ended problems (problems that can have many problems. solutions) with curiosity. 2. I can explore open-ended problems in many ways so as to generate multiple solutions.

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Design value.

Be innovative.

3. I can take part in group dynamics aimed at defining open-ended problems. 4. I can reshape open-ended problems to fit my skills. 5. I can describe and explain different approaches to shaping open-ended problems and different problem-solving strategies. 6. I can help others create value by encouraging experimentation and using creative techniques to approach problems and generate solutions. 7. I can initiate, develop, manage and complete a creative project. 8. I can use a mix of creative techniques to keep generating value over time. 1. I can assemble objects that create value for me and others. 2. I can improve existing products, services and processes so that they better meet my needs or those of my peers and the community. 3. I can identify the basic functions that a prototype should have to illustrate the value of my idea. 4. I can assemble, test and progressively refine prototypes that simulate the value I want to create. 5. I can create (alone or with others) products or services that solve my problems and my needs. 6. I can develop and deliver value in stages, launching with the core features of my (or my team's) idea and progressively adding more. 7. I can apply different design approaches to create value through new products, processes or services. 8. I can design and put in place innovative processes to create value. 1. I can find examples of innovative products, services and solutions. 2. I can describe how some innovations have transformed society. 3. I can tell the difference between types of innovations (for example, process versus product innovation and social innovation, incremental versus disruptive innovation). 4. I can judge if an idea, product or process is innovative or just new to me. 5. I can describe how innovations diffuse in society, culture and the market. 6. I can describe different levels of innovation (for example, incremental, breakthrough or transformational) and their role in value-creating activities. 7. I can identify the steps needed to research the potential for an innovative idea in light of its development into an existing enterprise, a new venture or an opportunity for social change. 8. I can manage innovation processes that respond to emerging needs and make the most of opportunities as they become available.

AREA: Ideas & Opportunities COMPETENCE: VISION HINT: Work towards your vision of the future. Imagine the future. Develop a vision to turn ideas into action. Visualise future scenarios to help guide effort and action. Imagine. 1. I can imagine a desirable future. 2. I can develop simple future scenarios where value is created for my community and surroundings. 3. I can develop (alone or with others) an inspiring vision for the future that involves others. 4. I can build future scenarios around my value-creating activity.

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Think strategically.

Guide action.

5. I can use my understanding of the context to identify different strategic visions for creating value. 6. I can discuss my (or my team's) strategic vision for creating value. 7. I can develop (alone or with others) and compare different future scenarios. 8. I can show different audiences the benefits of my vision during turbulent times 1. I can explain what a vision is and what purpose it serves 2. I am aware of what is needed to build a vision. 3. I can explain the role of a vision statement for strategic planning. 4. I can prepare a vision statement for my (or my team's) value-creating activity that guides internal decision-making throughout the whole process of creating value. 5. I can plan backwards from my vision to design the necessary strategy to achieve it. 6. I can encourage enthusiasm and a sense of belonging around a convincing vision. 1. My vision for creating value drives me to make the effort to turn ideas into action. 2. I can decide what type of vision for creating value I would like to contribute to. 3. I can identify the changes needed to achieve my vision. 4. I can promote initiatives for change and transformation that contribute to my vision. 5. I can identify challenges related to my (or my team's) vision, while respecting the different levels of the system and the variety of stakeholders affected. 6. I can create (alone or with others) a ‘roadmap’ based on my vision for creating value.

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AREA: Ideas & Opportunities COMPETENCE: VALUING IDEAS HINT: Make the most of ideas and opportunities. Judge what value is in social, cultural and economic terms. Recognise the potential an idea has for creating value and identify suitable ways of making the most out of it. Recognise 1. I can find examples of ideas that have value for myself and others. the value of 2. I can show how different groups, such as firms and institutions, create ideas. value in my community and surroundings. 3. I can tell the difference between social, cultural and economic value. 4. I can decide which type of value I want to act on and then choose the most appropriate pathway to do so. 5. I recognise the many forms of value that could be created through entre-preneurship, such as social, cultural or economic value. 6. I can break down a value chain into its different parts and identify how value is added in each part. 7. I can develop strategies to effectively make the most of opportunities to create value in my organisation or venture. 8. I can state the value of a new idea from different stakeholders' perspectives. Share and 1. I can clarify that other people’s ideas can be used and acted on, while protect respecting their rights. ideas. 2. I can explain that ideas can be shared and circulated for the benefit of every-one or can be protected by certain rights, for example, copyrights or patents. 3. I can tell the difference between types of licences that can be used to share ideas and protect rights. 4. I can choose the most appropriate licence for the purpose of sharing and protecting the value created by my ideas. 5. I can tell the difference between trademarks, registered design rights, patents, geo-graphical indications, trade secrets, confidentiality agreements and copyright licences, including open, public-domain licences such as creative com-mons. 6. When creating ideas with others, I can outline a dissemination and exploitation agreement that benefits all partners involved. 7. I can develop a tailored strategy on intellectual property rights that deals with geographic requirements. 8. I can develop a strategy on intellectual property rights that is tailored to the age of my portfolio.

A.2. Area Resources AREA: Resources COMPETENCE: SELF-AWARENESS AND SELF-EFFICACY HINT: Believe in yourself and keep developing. Reflect on your needs, aspirations and wants in the short, medium and long term Identify and assess your individual and group strengths and weaknesses. Believe in your ability to influence the course of events, despite uncertainty, setbacks and temporary failures. Follow your 1. I can identify my needs, wants, interests and goals. aspirations. 2. I can describe my needs, wants, interests and goals. 3. I can commit to fulfilling my needs, wants, interests and goals. 4. I can reflect on my individual and group needs, wants, interests and aspirations in relation to opportunities and future prospects. 5. I can translate my needs, wants, interests and aspirations into goals that help me reach them.

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Identify your strengths and weaknesses.

Believe in your ability.

Shape your future.

6. I can help others to reflect on their needs, wants, interests and aspirations and how they can turn these into goals 1. I can identify things I am good at and things I am not good at. 2. I can judge my strengths and weaknesses and those of others in relation to opportunities for creating value. 3. I am driven by the desire to use my strengths and abilities to make the most of opportunities to create value. 4. I can team up with others to compensate for our weaknesses and add to our strengths. 5. I can help others identify their strengths and weaknesses. 1. I believe in my ability to do what I am asked successfully. 2. I believe in my ability to achieve what I intend to. 3. I can judge the control I have over my achievements (compared with any control from outside influences). 4. I believe I can influence people and situations for the better 5. I believe in my ability to carry out what I have imagined and planned, despite obstacles, limited re-sources and resistance from others. 6. I believe in my ability to understand and take the good out of experiences that others may label as failures. 1. I can list different types of jobs and their key functions. 2. I can describe which qualities and abilities are needed for different jobs, and which of these qualities and abilities I have. 3. I can describe my skills and competences relating to career options, including selfemployment. 4. I can use my skills and competences to change my career path, as a result of new opportu-nities or from necessity. 5. I can discuss how a realistic understanding and evaluation of my personal attitudes, skills and knowledge can influence my decision-making, relationships with other people and quality of life. 6. I can choose professional development opportunities with my team and organisation based on a clear understanding our strengths and weaknesses. 7. I can design professional development strategies for my team and organisation based on a clear understanding our strengths and weaknesses, in relation to both current and future opportunities to create value. 8. I can design strategies to overcome my (or my team’s or organisation’s) weaknesses and to develop our strengths in anticipating future needs.

AREA: Resources COMPETENCE: MOTIVATION AND PERSEVERANCE HINT: Stay focused and don't give up. Be determined to turn ideas into action and satisfy your need to achieve. Be prepared to be patient and keep trying to achieve your long-term individual or group aims. Be resilient under pressure, adversity, and temporary failure. Stay driven 1. I am driven by the possibility to do or contribute to something that is good for me or for others. 2. I am motivated by the idea of creating value for myself and others. 3. I can anticipate the feeling of achieving my goals and this motivates me. 4. I can regulate my own behaviour to stay driven and achieve the benefits of turning ideas into action. Be deter- 1. I see tasks as challenges to do my best. mined 2. I am motivated by challenges. 3. I can set challenges to motivate myself. 4. I am willing to put effort in and use resources to overcome challenges and achieve my (or my team's) goals.

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Focus on what keeps you motivated.

Be resilient.

Don’t up.

give

5. I drive my effort by using my desire for achievement and belief in my ability to achieve. 6. I can coach others to stay motivated, encouraging them to commit to what they want to achieve. 7. I can create the right climate to motivate my team (for example, by celebrating successes, by learning from failures and by encouraging innovative ways to tackle problems). 8. I consider all outcomes as temporary solutions appropriate to their time and context, and so am motivated to make sure they develop in a continuous cycle of improvement and innovation. 1. I can recognize different ways of motivating myself and others to create value. 2. I can reflect on the social incentives associated with having a sense of initiative and creating value for myself and others. 3. I can tell the difference between personal and external factors that motivate me or others when creating value. 4. I can use strategies to stay motivated (for example, set goals, monitor performance and evaluate my progress). 5. I can use strategies to keep my team motivated and focused on creating value. 6. I can design effective ways to attract talented people and keep them motivated. 7. I can reward initiative, effort, and achievement appropriately within my team and organisation. 1. I show passion and willingness to achieve my goals. 2. I am determined and persevere when trying to achieve my (or my team's) goals. 3. I can over-come simple adverse circumstances. I can judge when it is not worth continuing with an idea. 4. I can persevere in the face of adversities when trying to achieve my goals. 5. I can devise strategies to overcome standard adverse circum-stances. 6. I can cope with unexpected change, setbacks and failures (for example, job loss). 7. I can make sure that my team or organisation stay positive when making difficult decisions and dealing with failure. 1. I do not give up and I can keep going even when facing difficulties. 2. I am not afraid of working hard to achieve my goals. 3. I can delay achieving my goals in order to gain greater value, thanks to prolonged effort. 4. I can maintain effort and interest, despite setbacks. 5. I can celebrate short-term achievements, in order to stay motivated. 6. I can inspire others to work hard on their goals by showing passion and a strong sense of ownership. 7. I can stay focused on my vision and goals, despite challenges.

AREA: Resources COMPETENCE: MOBILISING RESOURCES HINT: Get and manage the resources you need. Get and manage the material, non-material and digital resources needed to turn ideas into action. Make the most of limited resources. Get and manage the competences needed at any stage, including technical, legal, tax and digital competences (for example through suitable partnerships, networking, outsourcing and crowd-sourcing). Manage 1. I can recognise that resources are not unlimited. resources 2. I can appreciate the importance of sharing resources with others.

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(material and nonmaterial).

Use resources responsibly.

Make the most of your time.

Get support.

3. I can experiment with different combinations of resources to turn my ideas into action. 4. I can get and manage the necessary resources to turn my idea into action. 5. I can develop a plan for dealing with limited resources when setting up my value-creating activity. 6. I can get together the necessary resources to develop my value-creating activity. 7. I can allocate enough resources to each step of my (or my team's) action plan and for the value- creating activity (for example, time, finances, and my team’s skills, knowledge and experience). 8. I can judge the key resources needed to support an innovative idea or opportunity to develop an existing business, launch a new venture, or initiate a social enterprise. 1. I value my possessions and use them responsibly. 2. I can describe how resources last longer through reuse, repair and recycling. 3. I can discuss the principles of circular economy and resource efficiency. 4. I use re-sources responsibly and efficiently (for example, energy, materials in the supply chain or manufacturing process, public spaces). 5. I take into account the non-material cost of using resources when taking decisions about my value-creating activities. 6. I can choose and put in place effective resource- management procedures (for example, life-cycle analysis, solid waste). 7. I can identify the opportunities that use resources efficiently and the circular economy brings to my organisation. 8. I can design and put in place innovative ways to lower the overall impact of my value-creating activity on the environment, the community and society, and measure the improvement. 1. I can recognise different uses for my time (for example, studying, playing, resting). 2. I value my time as a scarce resource. 3. I can discuss the need for investing time in different value-creating activities. 4. I can use my time effectively to achieve my goals. 5. I can manage my time effectively, using techniques and tools that help make me (or my team) productive. 6. I can help others manage their time effectively. 7. I can put in place effective timemanagement procedures. 8. I can develop effective timemanagement procedures that meet the specific needs of my value-creating activity. 1. I can look for help when I am having difficulty achieving what I have decided to do. 2. I can identify sources of help for my value-creating activity (for example, teachers, peers, mentors). 3. I can describe the concepts of division of labour and job specialisation. 4. I can find and list public and private services to support my value-creating activity (for example, incubator, social enterprise advisors, start-up angels, chamber of commerce). 5. I can find digital solutions (for example, free, paid for, or open-source) that can help me manage my value- creating activities efficiently. 6. I can find support to help me take advantage of an opportunity to create value (for example, advisor or consultancy services, peer or mentor support). 7. I can effectively delegate tasks within and outside my organisation to make the most value (for example, outsourcing, partnering, acquisitions, crowdsourcing).

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8. I can develop a network of flexible and responsive providers from outside the organisation who support my value-creating activity. AREA: Resources COMPETENCE: FINANCIAL AND ECONOMIC LITERACY HINT: Develop financial and economic know-how. Estimate the cost of turning an idea into a value-creating activity. Plan, put in place and evaluate financial decisions over time. Manage financing to make sure my value-creating activity can last over the long term. Understand 1. I can recall basic terminology and symbols related to money. economic 2. I can explain simple economic concepts (for example, supply and demand, and market price, trade). financial 3. I can use the concept of opportunity costs and comparative advantage to concepts. explain why exchanges happen between individuals, regions and nations. 4. I can read income statements and balance sheets. 5. I can explain the difference between a balance sheet and a profit-and-loss account. 6. I can build financial indica-tors (for example, return on investment). 7. I can use financial indicators to assess the financial health of a valuecreating activity. 8. I can use financial indicators to compare the financial health of my valuecreating activity with that of competitors. Budget. 1. I can judge what to use my money for. 2. I can draw up a simple household budget in a responsible manner. 3. I can draw up a budget for a value- creating activity. 4. I can judge the cash-flow needs of a value-creating activity. 5. I can apply the financial planning and forecasting concepts that I need to turn ideas into action (for example, profit or not for profit). 6. I can judge the cash-flow needs of a complex project. 7. I can judge the cash-flow needs of an organisation that handles many value- creating activities that depend on each other. 8. I can create a plan for the financial and economic long-term sustainability of my (or my team's) value-creating activity. Find 1. I can identify the main types of income for families, businesses, non-profit funding. organisations and the state. 2. I can describe the main role of banks in the economy and society. 3. I can explain that value-creating activities can take different forms (a business, a social enter-prise, a non-profit organisation and so on) and can have different structures of ownership (individual company, limited company, co-operative and so on). 4. I can identify public and private sources of funding for my value-creating activity (for example, prizes, crowd-funding, and shares). 5. I can choose the most appropriate sources of funding to start up or expand a value- creating activity. 6. I can apply for public or private business support programmes, financing schemes, public subsidies or calls for tender. 7. I can raise funds and secure revenue from different sources, and manage the diversity of those sources. 8. I can judge an opportunity as a possible investor. Understand 1. I can outline the purpose of taxation. taxation. 2. I can explain how taxation finances the activities of a country and its part in providing public goods and services. 3-4. I can estimate the main accountancy and tax obligations I need to fulfil to meet the tax requirements for my activities. 5. I can estimate how my financial decisions (investments, buying assets, goods and so on) affect my tax.

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6. I can make financial decisions based on current taxation schemes. 7. I can make financial decisions based on taxation schemes of different countries and territories.

AREA: Resources COMPETENCE: MOBILISING OTHERS HINT: Inspire, engage and get others on board. Inspire and enthuse relevant stakeholders. Get the support needed to achieve valuable outcomes. Demonstrate effective communication, persuasion, negotiation and leadership. Inspire and 1. I show enthusiasm for challenges. get 2. I am actively involved in creating value for others. inspired. 3. I do not get discouraged by difficulties. 4. I can lead by example. 5. I can get endorsement from others to support my value-creating activity. 6. I can inspire others, despite challenging circumstances. 7. I can maintain momentum with my team, partners and stakeholders when involved in a challenging situation. 8. I can form coalitions to turn ideas into action. Persuade. 1. I can persuade others by providing a number of arguments. 2. I can persuade others by providing evidence for my arguments. 3. I can persuade others by appealing to their emotions I can pitch effectively in front of potential investors or donors. 4. I can overcome resistance from those who will be affected by my (or my (team's) vision, innovative approach, and value-creating activity. 5. I can create a call to action that gets internal stakeholders on board, such as co-workers, partners, employees or senior managers. 6. I can negotiate support for ideas for creating value Communi1. I can communicate my ideas clearly to others. cate 2. I can communicate my team's ideas to others persuasively by using effectively. different methods (for example posters, videos, role-play). 3. I can communicate imaginative design solutions. 4. I can communicate the value of my (or my team's) idea to stakeholders from different backgrounds effectively. 5. I can communicate the vision for my (or my team's) venture in a way that inspires and persuades external groups, such as funders, partner organisations, volunteers, new members and affiliate supporters. 6. I can produce narratives and scenarios that motivate, inspire and direct people. 7. I can take part in constructive discussions with the community that my idea is targeted at. 8. I can get all relevant stakeholders to take responsibility to act on an opportunity for value creation. Use media 1. I can provide examples of inspiring communication campaigns. effectively. 2. I can discuss how different media can be used to reach audiences in different ways. 3. I can use various methods, including social media, to communicate valuecreating ideas effectively. 4. I can use media appropriately, showing that I am aware of my audience and purpose. 5. I can influence opinions in relation to my value- creating activity, through a planned approach to social media. 6. I can design effective social- media campaigns to mobilize people in relation to my (or my team’s) value-creating activity. 7. I can define a communication strategy to mobilize people in relation to my (or my team’s) value- creating activity.

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8. I can sustain and increase the support for my vision.

A.3. Area Into action AREA: Into Action COMPETENCE: TAKING THE INITIATIVE HINT: Go for it. Initiate processes that create value. Take up challenges. Act and work independently to achieve goals, stick to intentions and carry out planned tasks. Take 1. I can carry out the tasks I am given responsibly. responsibility 2. I am comfortable in taking responsibility in shared activities. 3. I can take individual and group responsibility to carry out simple tasks in value-creating activities. 4. I can take individual and group responsibility in value-creating activities. 5. I can delegate responsibility appropriately. 6. I can encourage others to take responsibility in value-creating activities. 7. I take responsibility in complex value-creating activities. 8. I can take responsibility in seizing new opportunities and when facing unprecedented challenges in value-creating activities. Work 1. I show some independence in carrying out tasks I am given. independently. 2. I can work independently in simple value-creating activities. 3. I can initiate simple value-creating activities. 4. I am driven by the possibility of being able to initiate value-creating activities independently. 5. I can initiate value-creating activities alone and with others. 6. I can help others work independently. 7. I praise initiative taken by others and reward it appropriately within my team and organisation. Take action. 1. I can have a go at solving problems that affect my surroundings. 2. I show initiative in dealing with problems that affect my community. 3-4. I actively face challenges, solve problems and seize opportunities to create value. 5. I take action on new ideas and opportunities, which will add value to a new or existing value-creating venture. 6. I value others taking the initiative in solving problems and creating value. 7. I can encourage others to take the initiative in solving problems and creating value within my team and organisation.

AREA: Into Action COMPETENCE: PLANNING AND MANAGEMENT HINT: Prioritise, organise and follow up. Set long-, medium- and short-term goals. Define priorities and action plans. Adapt to unforeseen Define 1. I can clarify what my goals are in a simple value-creating activity. goals. 2. I can identify alternative goals to create value in a simple context. 3. I can describe my goals for the future in line with my strengths, ambitions, interests and achievements. 4. I can set short-term goals that I can act on. 5. I can define long-term goals arising from the vision for my (or my team's) value-creating activity.

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Plan and organise.

Develop sustainable business plans.

Define priorities

Monitor your progress.

Be flexible and adapt to changes.

6. I can match short-term, mid-term and long-term goals to the vision for my (or my team's) value-creating activity. 7. I can design a strategy to achieve goals in line with my (or my team's) vision. 8. I can manage the balance between the need for creativity and for control so that my organisation’s capacity to changes. achieve its goals is protected and nurtured. 1. I can carry out a simple plan for value-creating activities. 2. I can deal with a range of simple tasks at the same time without feeling uncomfortable. 3. I can create an action plan which identifies the necessary steps to achieve my goals. 4. I can allow for the possibility of changes to my plans. 5. I can summarise the basics of project management. 6. I can apply the basics of project management in managing a valuecreating activity. 7. I can develop and stick to a detailed project management plan, adjusting to changing circumstances to make sure goals are reached. 8. I can design managerial procedures to effectively deliver value in challenging circumstances. 1. I can develop a business model for my idea. 2. I can define the key elements that make up the business model necessary to deliver the value I have identified. 3. I can develop a business plan based on the model, describing how to achieve the value identified. 4. I can organise my value-creating activities using planning methods such as business and marketing plans. 5. I can keep my planning methods updated and adapt them to changing circumstances. 6. I can adapt my value-creating activity’s business model to face new challenges. 1. I can recall the order of steps that was needed in a simple value-creating activity I took part in. 2. I can identify the basic steps that are needed in a value-creating activity. 3. I can prioritise the basic steps in a value-creating activity. 4. I can set my own priorities and act on them. 5. I can define the priorities to meet my (or my team’s) vision. 6. I can stay focused on the priorities set, despite changing circumstances. 7. I can define priorities in uncertain circumstances, with partial or ambiguous information. 1. I can recognise how much progress I have made on a task. 2. I can monitor whether a task is going to plan. 3. I can identify different types of data that are necessary for monitoring the progress of a simple value-creating activity. 4. I can set basic milestones and observation indicators to monitor the progress of my value-creating activity. 5. I can describe different methods for performance and impact monitoring. 6. I can define what data is needed to monitor how effective my valuecreating activities are and an appropriate way to collect them. 7. I can develop the performance indicators I (or my team) need to monitor progress towards a successful outcome in changing circumstances. 8. I can design and put in place a data-collection plan to monitor whether my venture is achieving its aims. 1. I am open to changes. 2. I can confront and deal with changes in a constructive way. 3. I can change my plans based on the needs of my team.

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4. I can adapt my plans to achieve my goals in light of changes that are outside my control. 5. I can embrace change that brings new opportunities for value creation 6. I can anticipate and include change along the value-creating pro-cess. 7. I can use the results of monitoring to adjust vision, aims, priorities, resource planning, action steps or any other aspect of the value- creating process. 8. I can communicate effectively to the organisation the reason for changes and adjustments. AREA: Into Action COMPETENCE: COPING WITH UNCERTAINTY, AMBIGUITY AND RISK HINT: Make decisions dealing with uncertainty, ambiguity and risk. Make decisions when the result of that decision is uncertain, when the information available is partial or ambiguous, or when there is a risk of unintended outcomes. Within the value-creating process, include structured ways of testing ideas and proto-types from the early stages, to reduce risks of failing. Handle fast-moving situations promptly and flexibly. Cope with 1. I am not afraid of making mistakes while trying new things. uncertainty 2. I explore my own ways to achieve things. and 3. I can discuss the role that information plays in reducing uncertainty, ambiguity. ambiguity and risk. 4. I can actively look for, compare and contrast different sources of information that help me reduce ambiguity, uncertainty, and risks in making decisions. 5. I can find ways of making decisions when the information is incomplete. 6. I can pull together different viewpoints to take informed decisions when the degree of uncertainty is high 7. I can make decisions evaluating the different elements in a situation that is uncertain and ambiguous. 8. I can set up appropriate strategies for collecting and monitoring data, which help me take decisions based on sound evidence. Calculate 1. I can identify examples of risks in my surroundings. risk. 2. I can describe risks related to a simple value-creating activity in which I take part. 3. I can tell the difference between acceptable and unacceptable risks. 4. I can weigh up the risks and benefits of self-employment with alternative career options, and make choices that reflect my preferences. 5. I can apply the concept of affordable losses to make decisions when creating value. 6. I can compare value-creating activities based on a risk assessment. 7. I can assess the risks my venture is exposed to as conditions change. 8. I can evaluate high-risk long-term investments using a structured approach. Manage 1. I can critically evaluate the risks associated with an idea that creates value, risk. taking into account a variety of factors. 2. I can critically evaluate the risks related to the formal set-up of a valuecreating venture in the area in which I work. 3. I can demonstrate that I can make decisions by weighing up both the risks and the expected benefits of a value-creating activity. 4. I can outline a risk management plan for guiding my (or my team's) choices while developing my value-creating activity. 5. I can use strategies to reduce the risks that may arise during the valuecreating process. 6. I can come up with strategies to reduce the risk of my value-creating initiative becoming obsolete.

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AREA: Into Action COMPETENCE: WORKING WITH OTHERS HINT: Team up, work together, and network. Work together and cooperate with others to develop ideas and turn them into action. Network. Solve conflicts and face up to competition positively when necessary. Accept 1. I can show respect for others, their background and situations. diversity 2. I am open to the worth that others can bring to value- creating activities. (people’s 3. I can combine different contributions to create value. differences). 4. I can value diversity as a possible source of ideas and opportunities. 6. I can support diversity within my team or organisation. 7. Outside of my organisation, I can find ideas that create value and make the most of them. Develop 1. I can show empathy towards others. emotional 2. I can recognise the role of my emotions, attitudes and behaviours in intelligence. shaping other people’s attitudes and behaviours and vice versa. 3. I can express my (or my team's) value-creating ideas assertively. 4. I can face and solve conflicts. 5. I can compromise where necessary. 6. I can deal with non-assertive behaviour that hinders my (or my team's) value -creating activities (for example, destructive attitudes, aggressive behaviour and so on). 7. I can manage conflicts effectively. Listen 1. I can show empathy towards others. actively. 2. I can discuss the benefits of listening to other people’s ideas for achieving my (or my team's) goals. 3. I can listen to other people’s ideas for creating value without showing prejudice. 4. I can listen to my end users. 5. I can describe different techniques for managing relationships with end users. 6. I can put in place strategies to actively listen to my end users and act on their needs. 7. I can pull together information from a wide range of sources to understand my end users’ needs. Team up. 1. I am open to working alone as well as with others, playing different roles and taking some responsibility. 2. I am willing to change my way of working in a group. 3. I can work with a range of individuals and teams. 4. I share the ownership of value-creating activities with the members of my team 5. I can build a team based on the individual knowledge, skills and attitudes of each member. 6. I can contribute to creating value by teaming up with distributed communities through digital technologies. 7. I can design physical and virtual spaces that encourage team members to work together. 8. I can build an organisation’s capacity to create value by encouraging people to work together. Work 1. I am open to involving others in my value- creating activities. together. 2. I can contribute to simple value- creating activities. 3. I can contribute to group decision- making constructively.

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Expand your network.

4. I can create a team of people who can work together in a value-creating activity. 5. I can use techniques and tools that help people to work together. 6. I can give people the help and support they need to perform at their best within a team. 7. I can work with a remote team of people who can independently contribute to a value-creating activity. 8. I can design working methods and incentives that enable team members to work well together. 1. I can explain the meaning and forms of association, co-operation and peer-to-peer support (for example, family and other communities). 2. I am open to establishing new contacts and cooperation with others (individuals and groups). 3. I can use the relationships I have to get the support I need to turn ideas into action, including emotional support. 4. I can establish new relation-ships to get the support I need to turn ideas into action, including emotional support (for example, joining a mentor network). 5. I can use my network to find the right people to work on my (or my team's) value-creating activity. 6. I proactively make contact with the right people inside and outside my organisation to support my (or my team's) value-creating activity (for example, at conferences or on social media). 7. I can use my network to bring together different perspectives to inform my (or my team's) value-creating process. 8. I can design effective processes to build networks of different or new stake-holders and keep them engaged.

AREA: Into Action LEARNING THROUGH EXPERIENCE HINT: Learn by doing. Use any initiative for value creation as a learning opportunity. Learn with others, including peers and mentors. Reflect and learn from both success and failure (your own and other people’s). Reflect. 1. I can find examples of great failures that have created value. 2. I can provide examples of temporary failures that have led to valuable achievements. 3. I can reflect on failures (mine and other people’s), identify their causes and learn from them. 4. I can judge if and how I have achieved my goals, so that I can evaluate my performance and learn from it. 5. I can reflect on my (or my team's) achievements and temporary failures as things develop so as to learn and improve my ability to create value. 6. I can help others reflect on their achievements and temporary failures by providing honest and constructive feedback. 7. I can take my team or the organisation to a higher level of performance, based on the feedback collected and by learning lessons from achievements and failures. Learn to 1. I can provide examples that show that my abilities and competence have learn. increased with experience. 2. I can anticipate that my abilities and competence will grow with experience, through both successes and failures. 3. I can reflect on the relevance of my learning pathways for my future opportunities and choices. 4. I am always looking for opportunities to improve my strengths and reduce or compensate for my weaknesses.

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Learn from experience.

5. I can find and choose opportunities to over-come my (or my team’s) weaknesses and to develop my (or my team’s) strengths. 6. I can help others develop their strengths and reduce or compensate for their weaknesses. 7. I can identify opportunities for self-improvement in my organisation and beyond. 8. I can design and put in place a strategy for my venture to continue to generate value. 1. I can recognise what I have learnt from taking part in value- creating activities. 2. I can reflect on my experience in taking part in value-creating activities and learn from it. 3. I can reflect on my interaction with others (including peers and mentors) and learn from it. 4. I can filter the feedback provided by others and keep the good from it. 5. I can integrate lifelong learning into my personal development strategy and career progress. 6. I can help others reflect on their interaction with other people and help them learn from this interaction. 7. I can learn from the impactmonitoring and evaluation activities that I have designed to track the progress of my value-creating activity. 8. I can learn lessons from monitoring and evaluation processes and establish them into my organisation’s learning processes.

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EICAA Project Coordinator Florian Bratzke Univations GmbH mailto:bratzke@univations.de

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The information and views set out in this publication are those of the authors and do not necessarily reflect the official opinion of the European Union. Neither the European Union institutions and bodies nor any person acting on their behalf may be held responsible for the use which may be made of the information contained therein.

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