Erasmus + project

ENTREPRENEURIAL COMPETENCIES FOR SCHOOL LEADERSHIP TEAM

ASE Bucuresti, 4-6 Martie 2015

Key issues:

Competences: a combination of knowledge, skills and attitudes appropriate to the context.

Key competences are those which all individuals need for personal fulfillment and development, active citizenship, social inclusion and employment.

The Reference Framework sets out eight key competences: 1) Communication in the mother tongue; 2) Communication in foreign languages; 3) Mathematical competence and basic competences in science and technology; 4) Digital competence; 5) Learning to learn; 6) Social and civic competences; 7) Sense of initiative and entrepreneurship; 8) Cultural awareness and expression (Directorate-General for Education and Culture, 2007).

Promoting entrepreneurship in Europe has been a core objective of the European Union ever since the Lisbon European Council decided in March 2000 to improve the EU’s performance in the areas of employment, economic reform and social cohesion.

The European Commission began the debate by publishing, at the start of 2003, a Green Paper on “Entrepreneurship in Europe”.

The European Commission has incorporated the promotion of entrepreneurship into its Europe 2020 strategy, which recognizes entrepreneurship and self-employment as one of the key enablers of smart, sustainable and inclusive growth.

The European Social Fund is working to support entrepreneurs through its financial and business support services.

The development of entrepreneurship has important benefits, both economically and socially. Entrepreneurship is not only a driving force for job creation, competitiveness and growth; it also contributes to personal fulfillment and the achievement of social objectives.

The EU considers that it has a duty to encourage entrepreneurial initiatives and unlock the growth potential of its businesses and citizens.

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The European Commission’s Directorate-General “Enterprise and Industry” has been studying the development of entrepreneurship in EU Member States for over a decade.

The 2012 edition of the survey – Flash Eurobarometer No 354 “Entrepreneurship in the EU and beyond” – covers the 27 countries currently comprising the EU as well as 13 countries from outside the EU. Several of these non-EU countries are included here for the first time, namely Brazil, Israel, India and Russia.

Entrepreneurship 2020 Action Plan

The Entrepreneurship 2020 Action Plan is built on three main pillars:

1. Entrepreneurial education and training

2. Creation of an environment where entrepreneurs can flourish and grow

3. Developing role models and reaching out to specific groups whose entrepreneurial potential is not being tapped to its fullest extent or who are not reached by traditional outreach for business support.

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Defining the entrepreneur:

An entrepreneur is someone who perceives an opportunity and creates an organization to pursue it. The entrepreneurial process includes all the functions, activities, and actions that are part of perceiving opportunities and creating organizations to pursue them (Bygrave, Zacharakis, 2010).

Table 1: Concepts about entrepreneur

Nr. crt

Definitions

1 A person that takes risks and uncertainties ( Cantillon, Thunen, Mangoldt, Mill, Hawley, Knight, Mises, Cole, Shackle).

2 A capital supplier (Smith, Turgot, Ricardo, Bohm-Bawerk, Edgeworth, Pigou, Mises).

3 An innovator (Bandeau, Bentham, Thunen, Schomoller, Sombart, Weber, Schumpeter).

4 A decision maker (Cantillon, Menger, Marshall, Wieser, Walker, Deynes, Mises, Shackle, Cole, Kirzner, Schultz).

5 An industrial leader (Say, Walker, Marshall, Wieser, Sombart, Weber, Schumpeter).

6 A manager or a supervizor (Say, Mill, Marshall, Menger).

7 An organizator or coordinator of economic resources (Wieser, Schomoller, Sombart, Weber, Clark, Schumpeter

8 A company owner (Wieser, Pigou).

9 An user of production factors (Walker, Keynes, Wieser)

10 A contractant (Bertham).

11 An umpire (Cantillon, Kirzner)

12 A person who allocates resources for alternative use (Kirznmer, Scultz, Herbert, Kink)

13 A person who imagine, develop and apply a vision (Filion)

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EU definition of SME

1. number of employees and

2. either turnover or balance sheet total.

Table 2: EU definition of SME

Company category Employees Turnover o

r

Balance sheet total

Medium-sized < 250 ≤ € 50 m ≤ € 43 m

Small < 50 ≤ € 10 m ≤ € 10 m

Micro < 10 ≤ € 2 m ≤ € 2 m

Sources of entrepreneurial revolution are triggered by changes in:

Economy Technology Social field Psychological profiles Politics Globalization

What does it take to work

• Basic intelligence

• Education and training

• Knowledge and skills of their industry

• Experience

• Attitudes and values

• Interests

• Physical energy and health

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Fig. 1 Variables that determine the entrepreneur’s evolution

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Stakeholders’ characteristics and involvement

Staff and organizational culture

Entrepreneur’s personality

Field of activity

Company’s size

Market

Economic and national culture

Functionality of the economic system

ExternalVariablesInternal

Fig. 2 Entrepreneurial process

(adapted from Cunningham and Lischeron)

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Assessment of own entrepreneurial performances

Reassessment of the need for change

Action and management

Business opportunities recognition

Fig. 3 The main stakeholders for SME’s

(Source: Nicolescu, O., Managementul IMM-urilor, Ed. Economica, 2001)

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7

5

2

3

12

11

10

9

68

4

1

SME’sStakeholders

Suppliers

Entrepreneur’s family

Company’s managers

Employees

Bank

SME’s associations, chambers of commerce

etc.

Local administration

Training & consultancy providers

Local community

Beneficiaries, distributors

Investors

Entrepreneur

Fig. 4 Characteristics of the entrepreneurial strategy

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Personalized

Characteristics

Short and medium

term oriented

Simplicity

Focused on market niche

Low degree of formality

Table 3: Types of entrepreneurial strategies

Nr. crt.

Strategies Focused on objectives

Horizon Situational feed-back

Proactivity Overlapping the planning and

acting

0 1 2 3 4 5 6

1 Complete Strong Long Low High Low

2 Critical Point

Strong Medium Medium High Medium

3 Oportunistic Low Low High High High

4 Reactive Low Low High Low No planning

5 Routine Low Low Low Low No planning

(source: M. Frese, M. Van Gelderen, M. Ombach, How to Plan as Small Scale Business Owner: Psychological Process Characteristics of Action Strategies and Success, in Journal of Small

Business Management, nr. 2, 2000)

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Fig. 5 Personal factors that affect the management performance

(Source: CIPD Survey of Performance management, 2008)

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Behaviours, Motivating

Needs, Drives, Aptitudes, &

Styles

Skills

Knowledge

Intelligence

Attitudes & Values

Interests

Literacy & Language

Education & Training

Experience

Physical & Health

COMPETENCIES that are characteristics to successful entrepreneurs (categorised according to the four key areas of Entrepreneurial Competence):

Strategic Thinking & Visioning

able to build up and implement a vision know the industry and the company’s market position know the tendencies in their specific market (risks and opportunities) understand the strategic issues of the business model understand the value chain of their business identify the needs and expectations of their key stakeholders know and apply business strategic tools able to apply scenario techniques for different commercial & financial situations know how to design and price products/services in relation to competitors demonstrate calculated risk taking develop networks, clusters aware of globalization process innovative with a “glocal” (think global, act local) orientation ability to foster the sustainability of the company

Team Building, Personnel Management & Development

understand the company’s management system have knowledge of different and effective organisational structures know the basic legal issues related to HRM perform specific activities to HRM able to motivate the human resources to be creative and participative practice management techniques “by walking around” have team leading skills build up team spirit create high energy within the company’s personnel act as coach/mentor for HR development

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Communication & Negotiation Skills

have the ability to negotiate with important stakeholders (investors, customers, suppliers) have effective communication skills inside and outside organization have problem solving abilities have knowledge of foreign languages have good communication with customers from different cultures have knowledge of EDP (electronic data processing) know to extensively use the Internet and social media (like Facebook, Twitter) to interact

and communicate with customers and co-workers

Financial Resources Mobilization & Optimization

know to attract capital capable of understanding and analysing the cost/benefit of the company know how to control the liquidity of the company know supporting financial institutions or funding programs have basic knowledge about tax law implications

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Table 4: Comparition entrepreneurs - managers

Nr. crt.

Characteristics Entrepreneurs Managers

1 Strategic emphasize On available opportunities On resources controlling

2 Ways for approaching the opportunities

In short term In long term

3 Resources allocation In short term and multi-phases

Long term and one phase

4 Resources Control From others, especially by rent and borrowing

Owns and by buying

Table 5: Managerial characteristics of the entrepreneur-manager

Nr. Characteristics

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crt.

Decisional and actional independence

Superior control competencies

Limited resources

Dependency to the company’s environment

Closer relationships with the stakeholders

Higher potential to own certain activities

Higher responsibility

Higher autonomy

Awareness of economic-management interdependencies

More prone to change

Use of informal communication

Taking higher risks

Speed of reaction

Developping the networking

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Skills for the function of headmaster / deputy director (OMEC 5660, annex 7):

I. Communication and relational skills

Selecting appropriate ways and means of communication in order to improve managerial approach

Adapting to different situations to solve educational problems Resolving conflict situations, following investigation, mediation and negotiation, to

ensure a climate of trust and responsibility

II. Psychosocial skills

Valorizing individual and group particularities of interlocutors, in order to achieve effective communication

Adopting an adequate behavior in relations with interlocutors in order to create a climate of collaboration

III. ICT skills

Synthesizing information in order to create a useful database for management Valorization of database information for decision-making in accordance with the specific

realities of the educational environment Using computerized techniques and information technology for efficiency and quality

assurance

IV. Management and coordination skills

Design activities to achieve a quality educational approach Organizing activities to achieve the objectives of the management plan Coordinating the educational process to achieve academic progress Managing taking responsibility of decision-making and delegating responsibilities within

the working groups in the school

V. Assessment skills

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Setting objectives and evaluation criteria, respecting the principles of total quality management

Using specific evaluation techniques and tools Evaluating in order to identify staff training needs

VI. Management skills and resources management

Managing financial and material resources according to priorities of the managerial plan, in compliance with the general and specific legislation

Selecting human resources according to the specific of the school

VII. Institutional development skills

Analyzing educational context in which the institution is operating to design an appropriate strategy for institutional development

Designing institutional development strategy Promoting national and European values in education through programs and partnerships

VIII. Self-management skills

Self-assessment of the activity in order to improve quality management Route selection for career development in accordance with personal aspirations and the

institution goals

APPLICATION FIELDS

1. work climate

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2. counseling and office hours

3. relationship with the community and partner institutions

4. communication with students

5. professional deontology

6. management activity

7. educational process

8. management meetings

9. educational process

10. initial and continuing staff training

11. financial and material resources

12. human resources

13. institutional framework

14. projects, programs and partnerships

15. career management

Potential competencies to be developed for school leaders

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C1 Analysis of the educational needs of the local community in which the school is operating in consultation with stakeholders (students , parents, school mediator or equivalent, representatives of business - economic) and design / business strategic planning (strategic direction, management plan , institutional development plan, operational plan).

C2 Internal human resource potential analysis, design and implementation of a system drive, motivation for engaging in appropriate educational coaches.

C3 Analysis of legislative requirements for educational activities (social, environmental, risk, etc.) and implementation of specific standards for their work organization and harmonization with international standards.

C4 Official communication skills and communication applied skills to different categories of people who interacting school (children, parents, vulnerable groups, minorities)

C5 Skills design, implementation system performance indicators for entrepreneurship education, taking account of human resources management, attracting financial resources and financial reporting using appropriate community support and its members).

C6 Competences related to ethics and social responsibility, promoting EU horizontal objectives: equality, environmental protection, promotion of ICT.

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