Michael H. Morris, Ph.D. George & Lisa Etheridge Professor of Entrepreneurship
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Transcript of Michael H. Morris, Ph.D. George & Lisa Etheridge Professor of Entrepreneurship
Competency Competency :: backgroundbackground
Competence is a fuzzy concept useful in bridging the gap between education and job requirements (Boon and van der Klink (2002)
To have competencies is to possess the necessary attributes to perform competently (Burgoyne, 1988)
A characteristic of an individual that has been shown to drive superior job performance (Hartle, 1995)
Observable behaviors that superior performers exhibit more consistently than average performers (Klein, 1996)
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Competency Competency :: backgroundbackground
Competencies include knowledge, skills, attitudes, values, behaviors and characteristics that people need to do a job successfully (Bryant & Poustie, 2001)
They correlate with job performance and can be measured against standards (Bryant & Poustie, 2001)
One can contrast areas of competence (aspects of the job which an individual can perform) with competency (a person’s behavior underpinning competent performance)
Competencies are connected to activities & tasks, and tend to be interrelated (Bergevoet, Mulder & Van Woerkum, 2005)
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Why competencies Why competencies matter…matter…
‘competency’ is a term that allows for flexibility in adapting to diverse and changing organizational demands (Garman and Johnson, 2006)
a competency is something that can be learned and developed (Klarus, et al., 1999)
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Competency to ultimately do Competency to ultimately do what?what?
The capacity to perceive and act upon opportunities in the environment
The pursuit of opportunity regardless of resources controlled
The creation of something from nothing
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Entrepreneurship is…
Under what conditions…the Under what conditions…the experienceexperience
Limited Sense of Control
Loneliness AmbiguityDejection
Stress Freedom Exhilaration
Uncertainty
Responsibility Self-reliance
Learning Adaptation Discipline
Change
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Delineating competenciesDelineating competencies
Two expert panels
Three waves (first listed competencies, then rated them, then indicated whether they were entrepreneurial or managerial)
Survey Monkey
Produced total of 167 competencies
Split into two major groups: managerial and entrepreneurial
Eventually arrived at 13 core entrepreneurial competencies
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The key competenciesThe key competencies Recognizing Opportunity
Assessing Opportunity
Vision/Seeing the Future
Creative Problem-solving
Resource Leveraging/Bootstrapping
Mitigating and Managing Risk
Planning/Modeling When Nothing Exists
Innovation---Value-driven New Product and Concept Development
Building and Managing Networks
The Ability to Maintain Focus Yet Adapt
Action Orientation/Implementation
Tenacity/Perseverance
Ability to Learn from Experiences
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Distinguishing types of Distinguishing types of competenciescompetencies
managerial
Organizing Team building &
Staffing Communicating Budgeting Controlling Motivating Planning Directing Operating Assessing
entrepreneurial
Recognizing Opportunity Assessing Opportunity Creative Problem-solving Resource Leveraging Guerrilla Skills Mitigating and Managing
Risk Planning When Nothing
Exists Innovation---Products,
Services, Processes Building & Managing
Social Networks Adaptation while
Focusing Implementation of
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So we are doing bothSo we are doing both
Developing managerial competencies in the business school
Developing entrepreneurial competencies in the entrepreneurship program
Both are needed for success in an entrepreneurial context, although the relative importance of a given competency will vary
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Measurement approachesMeasurement approaches
Pre- and post- measures using rating scales
Judging experiential project portfolio
Behavioral event interviews
In class assessments tied to exercises
Student diaries or registers
Peer assessments
Self-assessments at end of program
Behavioral assessments after graduation
(see also Bird, 1995)
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Sample measurement approach using Sample measurement approach using scalesscales
148 items in self-report, scaled format; mostly 5-point, Likert-type scales (stronly agree-strongly disagree)
Opportunity recognition: 10 items from Tang, Kacmar and Busenitz (2010)
Opportunity assessment: 5 items from Tang, Kacmar and Busenitz (2010)
Risk management/mitigation: 9 items, self-developed based on Cramera,et al. (2002 and McMullen and Shepherd, 2006)
Conveying a compelling vision: 8 items based on Chen, Yao and Kotha (2009)
Tenacity/perseverance: 21 items from Duckworth and Quinn (2009)
Creative problem-solving: 12 items from Hmieleski and Corbett (2006)
Resource leveraging/bootstrapping: 15 items Politis Winborg and Dahlstrom (2011 and Brush et al., 2001)
Guerrilla skills: 2 items, self-developed
Maintain focus, yet adapt: 6 items from Haynie and Shepherd (2009)
Resilience: 9 items from Sinclair and Wallson (2004)
Self-efficacy: 11 items from Hodgkinson (1992)
Build and exploit networks: 18 items from Forret and Dougherty (2001)
Scale RefinementScale Refinement Opportunity Recognition, 6 items, alpha= 0.809
Opportunity Assessment, 5 items, alpha: 0.875
Risk Management/Mitigation, 5 items, alpha: 0.745
Conveying a compelling vision/seeing the future: 6 items, alpha: 0.827
Tenacity/perseverance: 14 items, alpha: 0.861
Creative Problem Solving/Imaginativeness, 7 items, alpha: 0.968
Resource Leveraging/Bootstrapping, 8 items, alpha: 0.931
Guerrilla skills, 2 items, alpha: 0.752
Value Creation w/ New Products, Services, Business Models: 15 items, alpha: 0.949
Ability to Maintain Focus yet Adapt , 6 items, Alpha: 0.878
Resilience: 9 items, alpha: 0.887
Self-Efficacy : 4 items, alpha: 0.895
Networking/Social Skills: 17 items, alpha: 0.87
Pilot: the EESA Program 23 American students and 15 South
African students
Rigorous 6 – week intervention
Consulting to historically disadvantaged entrepreneurs
Pre- and post measures
Improvement on all 13 competencies
Significant differences on:
• Opportunity Recognition
• Risk Management/Mitigation
• Creative Problem Solving/Imaginativeness
• Resource Leveraging/Bootstrapping
• Guerrilla • Value Creation with New Products, Services, Business Models
• Resilience• Networking/Social Skills
Setting the standard for a Setting the standard for a rubricrubric
Criterion-referenced evaluation: student performance is assessed relative to standards set by the discipline or entrepreneurship faculty
Norm-referenced evaluation: students are evaluated on the basis of comparisons to other students
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Establishing normsEstablishing norms We have no norms
Benchmarks must be established
Suggest we initially evaluate students relative to one another
Over time we might create benchmarks using successful entrepreneurs
But----are certain competencies more critical for success in certain types of contexts?
Is our focus less on achieving some absolute level on a competency ---- or more on showing improvement relative to where a student started?
Competency is a process of continual development through one’s life---not riding a bike---fades without practice
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Sample template for scalesSample template for scales(Mertler 2001)(Mertler 2001)
Beginning1
Developing2
Accomplished
3
Exemplary4
Score
Comp #1
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Comp #2
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Comp #3
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Comp #4
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Total Score = _______ Score at Program Outset _______ Average Student Score ________
Mastering a competency: Mastering a competency: how do we teach it???how do we teach it???
Knowledge and Understanding: what do you need to know about resource leveraging
Attitude/Affect and Self-Awareness: what do you need to think, believe and feel about resource leveraging?
Skills and Behaviors: what do you need to be able to do in terms of resource leveraging?
These are all learning outcomes
We can do more not just in terms of conveying knowledge, but in all three areas, especially
to the extent that we stress experiential learning
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Each competency requires a Each competency requires a definition and level of definition and level of
proficiencyproficiency Definition:
What do we mean by the competency?
Level of Proficiency:
What must the student be able to demonstrate in terms of knowledge, skills, capabilities and attitudes he competency to indicate mastery of the competency?
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An illustrationAn illustration
Example:Risk management
Definition: The ability to identify relevant risks surrounding an entrepreneurial
action and systematically mitigate those risks.
Level of Proficiency:
1. Understands key types of risks2. Can identify principle risks surrounding
a given entrepreneurial action3. Can prioritize risks based on magnitude
and probability of loss4. Is able to develop specific actions to
-stage the risk-share the risk-reduce the risk
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Breaking it down for teaching Breaking it down for teaching purposespurposes
Knowledge Nature of risk versus uncertainty Dimensions of risk Categories of risk General techniques for mitigating risk
Attitudes/values Willingness to assume moderate levels of risk Belief that risk is manageable Sense of association between risk level and
potential return
Behaviors/Skills Ability to estimate risk Ability to isolate risk Ability to moderate level of risk
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A second illustrationA second illustration
Example:Opportunity identification
Definition: The ability to specify unrecognized or unfilled gaps in the external environment
creating an opening for a new product, service or process.
Level of Proficiency:
1. Understands general sources of opportunity2. Is capable of scanning the environment to
identify emerging patterns & trends, competitor
shortcomings, unutilized resources & unmet needs
3. Can connect an opening in the environment to a specific target audience with a need
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Breaking it down for teaching Breaking it down for teaching purposes purposes
Knowledge Key sources of opportunity Major types of opportunity The nature of opportunities Four ways in which opportunities are identified Understanding of specific opportunity generation techniques
Attitudes/values Curiosity about why things work a certain way Value one places on being alert to opportunity Openness to being exposed to diverse and changing
situations
Behaviors/Skills Ability to draw associations Ability to grasp and hold onto ideas as they occur to us Ability to assess customer needs Response to a failure (e.g., elevator pitch loss) # of opportunities generated Novelty of ideas generated
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Teaching the competencies…Teaching the competencies…
Lectures define each competency illustrate each strategies for managing each examples relate to other competencies and
learning points repetition
Experiential learning in the classroom
Experiential learning outside the classroom
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Experiencing…and Experiencing…and experiencing again experiencing again (practice)(practice)
Cases Student incubators Tech commercialization teams Small business consulting projects Entrepreneurial audits Marketing inventions Creativity field experiences (e.g., the
Lowe’s experience) Simulations Entrepreneurs in the classroom Interviews of E’s Unique internships Mentorships and job shadowing Role plays (VC’s, family firms, etc.) Business models Business plans and competitions Social entrepreneurship projects in the
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My experience portfolioMy experience portfolio
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a) Define opportunity recognition
b) Provide examples of opportunities recognized during the program:
Opportunity 1: explain and how I discovered it
Opportunity 2: explain and how I discovered it
Opportunity 3: explain and how I discovered it
c) Provide summary of approaches you employ on ongoing basis in looking for new opportunities (e.g., pattern recognition, challenging assumptions, looking for underserved markets, etc.)
Competency mastery: Competency mastery: Opportunity RecognitionOpportunity Recognition
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a) Define the guerrilla concept
b) Examples of guerilla techniques developed during the program:
c) Guerrilla action 1: explain and how I came up with it
d) Guerrilla action 2: explain and how I came up with it
e) Guerrilla action 3: explain and how I came up with it
c) Provide summary of approaches you employ on ongoing basis in attempting to come up with new guerrilla approaches---use a scenario (e.g., reciprocity, tapping underutilized resources in my environment, using an existing resource in new and novel ways, taking advantage of my surroundings, exploiting my extended network)
Competency mastery: Competency mastery: Guerrilla SkillsGuerrilla Skills
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Competency mastery: Competency mastery: Risk ManagementRisk Management
a) Define what is meant by calculated risk taking
b) Examples of risk management techniques developed during the program:
Risk mitigation action 1: explain and how I came up with it
Risk mitigation action : explain and how I came up with it
Risk mitigation action : explain and how I came up with it
c) Provide summary of approaches you employ on ongoing basis in attempting to come up with new ways to manage and mitigate risks (e.g., staging market entry, outsourcing, partnerships, leasing instead of buying, contracting for labor, etc.)
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