EICAA Competence Development Kit by Christian Jost

Entrepreneurial and Intrapreneurial Competences Assessment Alliance EICAA EICAA Competence Development Kit (Intervention Repository)

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Table of Content Attribution NonComercial ShareAlike 4.0 Interantional (CC BY NC SA 4.0) I Table of Content II Introduction to the EICAA Competence Development Kit 1 Module Structure Overview of the EICAA Competence Development Kit ................. 2 1. Area “Ideas and Opportunities” ......................................................................... 4 1.1. Spotting opportunities Innov8 now! 4 1.1. Spotting opportunities Tech and Trends Matrix 11 1.2 Creativity 13 1.3 Vision 20 1.4 Valuing ideas 25 1.5 Ethical and sustainable thinking ............................................................... 34 1.6 Design ...................................................................................................... 34 2. Area “Resources” 37 2.1 Self awareness and self efficacy 37 2.2 Motivation and perseverance 41 2.3 Mobilising resources 45 2.4 Financial and economic literacy Financial Basics ................................... 47 2.4 Financial and economic literacy Entrepreneurship Foundations ............. 49 2.5 Mobilising others Entrepreneurial selling 51 2.5 Mobilising others Stakeholder Mapping 54 2.6 Digital Literacy or Digital skills 56 3. Into Action 56 3.1 Taking the initiative .................................................................................. 56 3.2 Planning and management ...................................................................... 59 3.3 Coping with uncertainty, ambiguity and risk.............................................. 61 3.4 Working with others 61 3.5 Learning through experience 66

This document represents a preliminary version of the EICAA Competence Development Kit modules. The final EICCA Competence Development Kit will be featured on and integrated in the EICAA Digital Platform Once the EICAA Digital Platform is public, the EICAA Competence Development Kit is available for openaccess, however, best used in combination with the use of the EICAA Competence

Competence Development Kit provides a catalogue of entrepreneurial and intrapreneurial learning resources. The Competence Development Kit is embedded in the Entrepreneurial and Intrapreneurial Competence Assessment Alliance (EICAA) Erasmus+ Project founded by the European Union. It provides teaching resources that can be used to enhance entrepreneurial competence development within higher education programs and business training is based on the EntreComp framework developed by the EU and the European Commission.

To achieve the best learning output, the Competence Development Kit offers three proficiency levels. The proficiency levels are basic, intermediate and advanced. The proficiency level of the participants can be determined by using the EICAA Competence Monitor provided on the EICAA Digital Platform. At the basic level, participants have no or only basic understanding of the entrepreneurial competence. At the intermediate level, participants have some experience in applying or have prior basic knowledge of the competence. At the advanced level, participants have obtained desired outputs despite challenges and can actively apply the competence.

Introduction to the EICAA Competence Development Kit

The EICAA project targets the development of entrepreneurial competences among students and employees. The concise catalogue of learning resources and activities can be applied to existing or for the establishment of new student seminars and practitioner trainings. The modules proposed are therefore directed to HEIs (higher education institutions) and business trainers. The modular approach will lower barriers for application and makes the application and combination of modules possible in a flexible and individual way (“micro learning”). The EICAA Competence Development Kit is therefore a valuable asset for curriculum/training planers and educators/entrepreneurs. The resource catalogue will help HEI educators and entrepreneurs to improve performance measures in competence areas where score outcomes are considered suboptimal.

A state of the art the open educational resource will be a valuable for any educator/entrepreneur interested in enhancing learning efforts intended to foster entrepreneurial capabilities. This is particularly true when the competence assessment instrument and the repository are applied in a meaningful combination with each other.

TheMonitor.EICAA

2. Resources consists of the competences 2.1 Entrepreneurial Self awareness and self efficacy, 2.2 Motivation and perseverance, 2.3 Mobilizing resources, 2.4 Financial and economic literacy, 2.5. Mobilizing others and an additional 2.6. Digital competence. 3. Into Action includes 3.1 Taking the initiative, 3.2 (Self) Planning and management, 3.3 (Process) Planning and management, 3.4 Coping with uncertainty, ambiguity and risk, 3.5 Working with others and 3.6 Learning through experience.

1. Ideas & Opportunities

3. Into Action

The module overview includes the competence, additional competences covered by the module, learning outcomes, the target group, the proficiency levels, the estimated workload, an proposed assessment and format.

a. Main competence:

The EICAA Competence Development Kit is based on the EntreComp Framework competences and added by additional competences, if necessary. The modular template structure of the EICAA Competence Development Kit offers a clear user oriented guidance for the design and content side of the activities.

2. Resources

State other competences, which are fostered (use the EICAA competence framework only)

b. module:coveredcompetence(s)Additionalbythe

For each competence, a teaching module is assigned. However, through the interdependence of the EntreComp competences, it is possible that provided modules cover additional competences. In 1. Module Overview, the main competence and additionally covered competences are stated in the beginning. The module structure thus has the advantage to be adapted in different formats and curricula, enhancing

1. Module Overview

Module Structure Overview of the EICAA Competence Development Kit

module structure is explained in the in the following:

Theflexibility.detailed

1. Ideas and Opportunities consist of 1.1 Spotting opportunities, 1.2 Creativity, 1.3. Vision, 1.4 Valuing ideas, 1.5 Ethical and sustainable thinking and 1.6 Design. Design was added as a competence in addition to the EntreComp framework in the EICAA.

Based on the EntreComp areas of EICAA Competence Development Kit the three main competence areas are:

State the main competence using the EICAA competence framework

The resources can include for instance checklists, literature, links, number of educators/trainers necessary, preparation for educators, room set up and requirements (flip charts, beamer, etc.)

g. Assessment: Examination requirements, format of examination and suggestions for evaluation

6. Appendix:

e. Proficiency level: The proficiency level can be basic, intermediate and advanced.

3. Resource (materials) for educators and business trainers:

Participation number of instructors Module length (number of sessions, whole course, weekly, blocked format)

If necessary, links to external supporting material can be stated in this section.

The instructor manual describes the learning path in a structured way, including contents, learning activity, assignments, and instructions for educators/business trainers

h. Format:

The format indicates, if the module is: Offline or online, The participation number of students (including maximal and/ or minimal number of participants necessary)

2. Instructor Manual (Learning Path):

5. material:External/Additional

Additional learning materials are stated in the Appendix. .

f. Workload certificate,(ECTS,etc.): The workload indicates “virtual” ECTS or workload hours for the module

4. Resources for participants: If necessary, resources that are needed by participants to work on the module will be stated here.

d. Target Group: Is the module suitable for business trainers or educators (or both)

c. Learning Outcomes: State the expected learning outcomes of the module (use the I can statements from EICAAConceptual Framework/Rubric)

e. level:Proficiency

Or “crash course” style with only little input and focus on generating ideas workload: 6 8 hours

Aim of this program is to inspire people. Therefore, we do not assess their ideas. We just encourage them to keep going.

1 ECTS (9 days á max. of 3 hours = 27 hours)

Suitable for all proficiency levels:

1.1. Spotting opportunities - Innov8 now!

a. competence:Main Spotting opportunities

Find opportunities to help others (basic)

Innov8 now! Copyright Bernd Ebersberger

Use knowledge and understanding of the context to create value (intermediate) Judge opportunities (advanced)

Learners with less experience need more guidance and input than learners on more advanced proficiency levels

h. Format: Online with integrated exercises no maximal number of participants

Spot and quickly take advantage of them (advanced)

d. Target Group: Suitable for business trainers and educators

1. Area “Ideas and Opportunities”

1. Module Overview

b. module:coveredcompetence(s)Additionalbythe Creativity

c. Outcomes:Learning

Learners in the beginner level cope different with the provided material than learners in more advanced levels. The exploited opportunities differ based on the proficiency level learners with a more advanced understanding of an opportunity recognize different niches and spot more complex opportunities

Recognize opportunities to create value Explaining(basic) the opportunity to create value Describe(intermediate)different analytical approaches to identify opportunities (intermediate)

f. certificate,(ECTS,Workload etc.):

g. Assessment:

2. Instructor Manual (Learning Path):

Day 3 Creative destruction: Creative or creational destruction describes the phenomenon of the new displacing the old. New technologies displace old technologies. New products displace old products. New companies displace old companies.

Day 4 Non customer potential: You can learn and be inspired from this group of non customers. Maybe these non customers are presented from buying your products by certain barriers. Maybe these non customers do not need your products because they have other means to solve the problems your product solves. Another reason could be that these non customers do not value the benefits that your product by which we mean goods and services provides. By knowing the obstacles and barriers of your noncustomers, you can derive innovation opportunities.

Day 0 Innovation needs support: goal is to prevent the exercises and the activities of this program from being forgotten in your everyday life

Day 2 Failures are educational: Identifying successful innovations is a comparatively easy exercise, as you have already seen. A somewhat greater challenge is to remember your own failures or the flops of others. One’s own failures are often banned from our active memory by repression mechanisms. However, this is not very helpful. It is a truism that you learn from mistakes. What may be new to you is that, scientifically proven, one sometimes learns more from the mistakes of others than from one’s own mistakes.

Day 5 Without exaggeration: The German economies owe a large part of their success, as they say, to the technical precision that characterizes many innovations. However, these masterpieces of engineering are disadvantageous for economic reasons if, firstly, customers do not or cannot appreciate this precision, or if, secondly, this precision manifests itself in a multitude of functions that are only used by a small number of customers.

Day 1 Innovation is everywhere: This exercise is designed to take away the unnecessary fear of dealing with innovation and to dare to innovate yourself. If you are wondering what an innovation actually is, then first of all just let your everyday understanding guide you and assume that the word part ‘nova’ (=new) in innovation is important.

9 mini sessions, can be split to fit the schedule

Tidd, J., & Bessant, J. (2013). Managing innovation: Integrating technological, market and organizational change (5th ed.). Wiley.

Day 6 Arrrrrgh: The world would probably be (almost) perfect if all products worked the way the respective innovators imagined.

Salomo, S., Hauschildt, J., & Salomo, S. S. (2010). Innovationsmanagement. Vahlen Franz Gmbh.

Unfortunately – or perhaps thankfully , the world is not quite so perfect. This allows you to improve products continuously. Observe your customers interacting with your products.

Vahs, A. B. D. (2013). Innovationsmanagement. Schäffer Poeschel Verlag. Retrieved from References:Alexanderhttp://www.amazon.com/InnovationsmanagementBremDietmarVahs/dp/379102857X

Day 8 – The last day: Now it’s time to reflect on these inspirations and ideas and put them into action.

For the presentation and eventually as an orientation for the implementation of an idea, you need a structure. The Business Model Canvas presented by Osterwalter and Pigneur (2010) provides a good structure with which innovations can also be represented well, since the questions posed by Osterwalder and Pigneur explain very well what is behind an idea.

Day 7 – Future: Innovation always means dealing with the future. Innovation is not about generating sales and success with current activities. Rather, it is about laying the foundation for success in the future with today’s activities.

That’s why it’s helpful – and that’s probably a clear understatement – to get involved with the future and try to figure out what the future might look like.

3. Resource (materials) for educators and business trainers: https://www.innov8 now.org/en/innov8 now program/

Osterwalder, A., & Pigneur, Y. (2010). Business model generation: a handbook for visionaries, game changers, and challengers. Hoboken NJ: Wiley.

A. (2007): The rela tionship between R&D collaboration, subsidies and R&D performance: Empirical evidence from Finland and Germany. Journal of Applied Econometrics 22, 1347 Czarnitzki,1366.

Dachs, B., Ebersberger, B., Pyka, A. (2008) Why do Firms Co operate for Innovation? A comparison of Austrian and

D.; Kraft, K. (2007): Mitarbeiteranreizsysteme und Innovationserfolg. ZEW Discussion Papers 07 075.

Chesbrough, H. W. (2006b): Open innovation. Researching a new paradigm. Oxford: Oxford University Czarnitzki,Press.

Bledow, R., Carette, B., Kühnel, J., & Bister, D. (2017). Learning from others’ failures: The effectiveness of failure stories for managerial learning. Academy of Management Learning & Education, 16(1), 39 53.

Bleaney, M., & Wakelin, K. (2002). Efficiency, innovation and exports. Oxford Bulletin of Economics and Statistics, 64(1), 3 15. doi:10.1111/1468 0084.00001

Chesbrough, H. W. (2006a): Open business models. How to thrive in the new innovation landscape. Boston, Mass: Harvard Business School Press.

Chesbrough, H. W. (2003): Open innovation. The new imperative for creating and profiting from technology. Boston, MA: Harvard Business School Press.

D., & Kraft, K. (2004). Innovation indicators and corporate credit ratings: evidence from German firms. Economics Letters, 82, 377 384. Czarnitzki,doi:10.1016/j.econlet.2003.09.016D.;Ebersberger,B.;Fier,

life and death: innovation and firm survival. Industrial and Corporate Change, 14(6), 1167 1192.

Cefhttps://doi.org/10.1177/0008125617745086is,E.,&Marsili,O.(2005).Amatterof

Bogers,https://doi.org/10.5465/amle.2014.0169M.,Chesbrough,H.,&Moedas, C. (2018). Open innovation: Research, practices, and policies. California Management Review, 60(2), 5 16.

Fai, F.M., von Tunzelmann, N. (2001): Industry speciﬁc competencies and converging technological systems: evidence from patents. Structural Change and Economic Dynamics 12, 141 170.

Gassmann, O.; von Zedtwitz, M. (1999): New Concepts and Trends in International R&D Organization. Research Policy 28, 231 250.

Hall, B. H. (2000). Innovation and market value. In R. Barrell, G. Mason, & M. O’Mahony (Eds.), Productivity, innovation and economic performance (pp. 177 198). Cambridge MA: Cambridge University Press.

Geroski, P. A., Machin, S., & Van Reenen, J. (1993). The profitability of innovating firms. Rand Journal of Economics, 24(2), 198 211.

Herstatt, C; Verworn, B. (Hg.) (2007): Management der frühen Innovationsphasen. Grundlagen Methoden Neue Ansätze. 2. Aufl. Wiesbaden: Gabler.

Dodgson, M.; Gann, D. M., & Salter, A. (2008). The management of technological innovation: strategy and practice. Oxford University Press on Demand.

Gerybadze, A. (2004). Technologie und Innovationsmanagement. Strategie, Organisation und Implementierung. München: Vahlen

Ebersberger, B.; Marsili, O.; Reichstein, T.; Salter, A. (2008): Fortune favors the brave. The distribution of innovative returns in Finland, the Netherlands and the UK. Structural Change and Economic Dynamics 19, 357 362.

KC, D., Staats, B. R., & Gino, F. (2013) Learning from My Success and from Others’ Failure: Evidence from Minimally Invasive Cardiac Surgery. Management Science, 59(11), 2435 2449. https://doi.org/10.1287/mnsc.2013.1720

Heinze, T.; Kuhlmann, S. (2008): Across institutional boundaries? Research collaboration in German public sector nanoscience. Research Policy 37, 888 899.

Finnish CIS 3 results. International Journal of Foresight and Innovation Policy 4, 200 229.

OECD.https://doi.org/10.1016/j.jbusres.2010.10.005(2018).OsloManual2018:Guidelines for collecting, reporting and using data on innovation (4th ed.). Paris: OECD Publishing. https://doi.org/10.1787/9789264304604 en

Ritchey, T. (2006). Problem structuring using computer aided morphological analysis: Journal of the Operational Research Society, 57(7), 792 801.

Schwarz, E., Dummer, R., & Krajger, I. (2006). Innovationskompass für klein- und mittelständische Unternehmen: Neue Ideen finden und entwickeln. Linde Stummer,Verl.

Kunz, W.; Schmitt, B; & Meyer, A. (2011). How does perceived firm innovativeness affect the consumer?: Journal of Business Research, 64(8), 816 822.

https://doi.org/10.1057/palgrave.jors.2602177Rohrbach,B.(1969):KreativnachRegeln:Methode 6-3-5. Eine Technik zum Lösen von Problemen. In: Absatzwirtschaft 10, S. 73 76.

C., Günther, M., & Köck, A. M. (2008). Grundzüge des Innovations- und Technologiemanagements. Facultas.wuv.

Osterwalder, A., & Pigneur, Y. (2010). Business model generation: a handbook for visionaries, game changers, and challengers. Hoboken NJ: Wiley.

Schlicksupp, H. (2004). Innovation, Kreativität und Ideenfindung (6th ed.). Vogel Business Media.

Salter, A.; Laursen, K. (2006): Open for innovation: The role of openness in explaining innovation performance among UK manufacturing firms. Strategic Management Journal 27, 131 150.

Schumpeter, J. A. (1912): Theorie der wirtschaftlichen Entwicklung. 1. Aufl. Berlin: Duncker & Humblot.

Reichstein, T.; Dahl, M. S.; Ebersberger, B.; Jensen, M. B. (2009): The Devil Dwells in the Tails. A Quantile Regression Approach to Firm Growth. Journal of Evolutionary Econom ics, forthcoming.

4. Resources participants:for

Canvas. Retrieved March 21, 2020, https://doi.org/10.1287/mnsc.48.7.821.2817InnovationSuccessvanhttps://trendwatching.com/trends/consumertrendcanvas/fromderPanne,G.,vanBeers,C.,&Kleinknecht,A.(2003).andFailureofInnovation:InternationalJournalofManagement,7(3),309338.VonHippel,E.(1988):Thesourcesofinnovation.NewYork:OxfordUniversityPress.VonHippel,E.;Katz,R.(2002).ShiftingInnovationtoUsersviaToolkits:ManagementScience,48(7),113.Wheelwright,S.,&Clark,K.B.(1992).Revolutionizingproductdevelopment:quantumleapsinspeed,efficiency,andquality.FreePress. https://www.innov8 now.org/en/innov8

Tidd, J. & Bessant, J. (2018). Innovation Management Challenges: From Fads to Fundamentals: International Journal of Innovation Management, 22(5), 1 13. Trendwatching.https://doi.org/10.1142/S1363919618400078(2019).ConsumerTrend

now program/ 5. material:External/Additional 6. Visual presentation: Upload the Visualization for the Module to folder 02. Visualization of the Module separately

Sutton, R. I. (2002): Weird ideas that work. 11 1/2 practices for promoting, managing, and sustaining innovation. New York: Free Press.

Tether, B.S., (2002): Who co operates for innovation and why? An empirical analysis. Research Policy 31, 947 967.

c. s:OutcomeLearning

1.1.

90 minutes 3 hours (no ECTS)

b. modulebycoverednce(s)competelAdditionathe:

Outcome: Certificate of participation (like on LinkedIn Learning > Certificate of Completion as outcome cannot be judged)

Suitable for business trainers and educators

Explain what makes an opportunity create value (by explaining each technology and trend by using inspiring start up and corporate innovation examples makes these high level concepts extremely actionable)

d. Group:Target

f. ECTS):(virtualWorkload

Proactively looking for opportunities (by introducing your team to new technologies and trends that can trigger innovative ideas)

Spotting opportunities - Tech and Trends Matrix

1. OverviewModule Tech and Trends Matrix

a. nce:competeMain Spotting opportunities

Use knowledge and understanding to create opportunities (by exploring how specific trends and technologies can impact the challenges at hand)

e. cyProficienlevel: Intermediate (learners should already have a basic understanding of the market and technical possibilities)

Offline: Matrix printed out in A2, flipcharts, markers

g. ent:Assessm No assessment, the ideas are tailored to the ideas of the learner rather feedback in terms of exploited possibilities and creativity

2. Path):(LearningManualInstructor

h. Format: Online or offline one time workshop (from 90 minutes up to Not3h)more than 10 participants per instructor

Online: PDF or Miro space (Miro is an "infinite" online whiteboard. Teams can use it to work in real time and asynchronously. Meetings and brainstorming sessions work as if everyone were in the same room and yet everyone is sitting in their home office. The board can be used to represent agile workflows and visualize strategies.) with the matrix, interactive tool for collaboration among learners

3. (materials)Resource for educators and trainers:business

13 4. Resources participants:for 5. onalExternal/Additimaterial: Additional material 1.2 Creativity 1. Module Overview a. competence:Main Creativity b. the)competence(sAdditionalcoveredbymodule: Spotting opportunities, Design c. Outcomes:Learning Understand creativity in entrepreneurship Discover customer insights (problems as Generateopportunities)ideas of solution Define concepts by means of insights Define a value preposition d. Target Group: Suitable for business trainers and educators e. level:Proficiency Suitable for all proficiency levels f. ECTS):(virtualWorkload 50 100 hours (3 ECTS)

From now on, we will call the target group just “user”, meaning that it could be a well known group of users or potential users or other target groups (society, businesses, etc). After the problem is properly identified, the ideation phase takes place.

Creativity is the ability to conceive original ideas. In entrepreneurship, originality comes from creating value for the customer/user, for the organization and/or for the society at large. In entrepreneurship, opportunity arises when there are unsolved problems (or unsatisfied needs) or when the existing solutions can be improved. This might imply not only the design of a new product or service, but a wider range of types of solutions, such as a new relationship with the customer, a new business model, improved processes in a company, etc.

The process consists of a facilitated divergence/convergence process. In the divergence stage, different problem formulations are hypothesized, while in the convergence stage, the best problem formulations are synthesized. The following figure illustrates this phase:

g. Assessment: Examination by a Business Case or a real challenge

h. Format: Offline by post its or online by a digital board like MIRO or MURAL

Phase 1-User insights (problem/need understanding)

Thus, we assume that the original idea is inspired by a problem, challenge or need of users, organizations and/or society. Consequently, the first step in the creative process is to determine this opportunity from a thorough understanding of the problem (or even discovering the problem). Consequently, the creative process starts with the identification of the problem from the point of view of the target group (i.e., user, group, society,…).

2. Instructor Manual (Learning Path): BASICS

This process does not imply that we should solve all problems for all types of users, nor select all potential solutions to given problems. The creative process at this point requires betting on a certain point of view about the problem and end up with a value proposition for the user.

The following figure illustrates this double process.

Phase 2 Ideation (solution ideas)

output of the synthesis stage is called user insights. The insights provide the necessary inspiration for the next step, the generation of solution ideas.

The idea generation process consists of another cycle of divergent/convergent processes. In this case, different solution ideas are generated for each insight, with the focus on quantity rather than quality. Once a wide range of ideas is obtained, the best ones are chosen and others are discarded, based on given selection criteria.

The insights generated are many. Now it's about making decisions. Bet to establish a point of view about what problem to face and for what type of clients. To do this, the team defines a type of user (person) to whom it assigns insights. Unwanted insights are flagged. They are not deleted as the process is

Step 2: Insight selection (design principles)

PROCESS

The creative process requires freedom as well as a certain discipline if what is sought is to create a concept that is attractive to the user, as well as viable for the organization and feasible to carry out. In this sense, support in the form of a repository or visual map is essential. The Creativity Mural provides this support. This tool belongs to the book “Entrepreneurship by design with ToolBoard Canvas” (Jaume Teodoro, 2022)”

Step 1: Insight identification Research techniques are developed by immersing with the user (ethnography) and in the environment (state of the art) to identify key knowledge about the user’s need in relation to the problem or latent need to which a solution is desired. It is about converting a latent need into an explicit need (a well posed problem). The team leaves the office and meets potential users. Listen and watch. You can use any (or several) of the ethnographic techniques described. Based on this research, the team generates observations. Then, the team gathers around the creativity mural and together they identify the user’s insights.

https://www.designcouncil.org.uk/news opinion/what framework innovation design councils evolved double diamond

3. (materials)Resource for educators and business trainers:

Select or combine the large set of ideas into a reduced set, by focusing on the creation of value. To do this, the team first analyzes the mural. By looking for patterns and repetitions, ideas are grouped. Once this is done, the team defines criteria for selecting the ideas. With these criteria, the main ideas are prioritized. In the mural this action corresponds to moving the key ideas to the central area of the mural and highlighting them.

• It is important to follow the steps and to work in groups

The value proposition should be brief, concise and impressive. To do this, the statement includes the customer archetype (user), the benefit (need or problem to solve), and finally the solution, which is a way of grouping the main ideas that have been determined.

iterative and it may be used later on, in the process of iterating/pivoting/modifying the point of view.

We help … [User] to … [Benefit] by doing . [Solution]

Step 3: Idea generation

The value proposition is a call to action about the benefit(s) that the idea brings to the user. This is phased in a statement such as:

USEFUL TIPS

• A maximum of 5 groups simultaneously (20 students) for a teacher with experience in creativity

• It is required to work with collaborative online tools (Miro or Mural are good references)

Step 5: Value Preposition

Step 4: Idea selection

Based on the chosen insights (the so called design principles), an idea generation session is prepared with some of the exposed techniques. For the session to work, some rules are agreed (do not criticize, do not play, do not edit the ideas) and sticky notes are used to relate ideas with insights. Before starting, you can do a warm up session (for example, from reviewing the Brief, or stretching or ice breaking exercises). Once this is done, it is about generating solution ideas related to the Insights. The creativity mural is used to place the generated ideas.

On the spot observation is another technique aimed at generating real knowledge.

a. Users research with ethnographic techniques

Shadowing in this same line is a type of observation based on following users in what they do in relation to the topic to be investigated. On some occasions, the in depth interview is complemented with focus groups aimed at capturing knowledge in groups of clients and other stakeholders.

The in depth interview is a type of interview with users and other stakeholders aimed at capturing observations about what they say, do, think and feel.

RESOURCES FOR PHASE 1

Surveys can also be used to approach a large set of users.

State-of-the-art research consists of generating insights from the environment using different techniques. Typical techniques can be: market reports, expert interviews, value chain industry analysis, Porter’s five forces analysis, and other resources. Techniques for systematic review of the literature are also included.

c. Trend map

It consists of a visual about the trends that influence the topic being investigated. It is about analyzing social, political, economic, demographic and new technology issues. For doing it there are many divulgation reviews and trend digest web sites (trendwatching.com, springwise.com, trendsdigest.com, TechCrunch, Google Trends, …)

d. Identification of customer insights

The identification of user insights starts by linking the findings resulting from the users research with insights from the environment. It is a knowledge synthesis process that is carried out in a group by the entrepreneurial team. To do this, the team uses visual

b. Research of the environment and state of the art

Ethnographic research is the main tool for generating customer insights based on what the customer needs, wants or longs for. A good approach is to understand or identify what causes the user’s frustration, fears or expectations. Ethnographic research comprises a set of tools widely used in marketing and coming from anthropological research. The list of common tools is:

Christensen (2008). The innovators dilemma. (Harvard Business Publish-ing) Ries, Eric (2011). Lean StartUp (Viking) Ash Maurya (2015). Running Lean. (0’Reilly) Vijay, Kumar (2017). 101 Design Methods (Wiley) Marc Stickdorm & Jakob Schneider (2017). This is Service Design Thinking. (BIS Publishers) Chesbrought, William (2001). Open Innovation. (McGraw Ostelwalder,Hill)Alex (2018). Value Preposition Design (Deusto)

a. Idea generation techniques

It includes brainstorming and other techniques derived from it (brainwriting, edge storming, longlist, what if, reverse brainwriting, ...). In all cases, it is about taking inspiration from the user's insights (key knowledge about the need, challenge or problem) to generate a large number of ideas without establishing any limitations in terms of suitability, feasibility or viability at the moment. The bottom line is that the people involved in the process feel free to think and without limitations beyond following the Brief of the project, that is, the problem or need that is sought to be solved

diagrams and sticky notes to identify typical users and their patterns.

b. Ideas selection techniques

RESOURCES FOR PHASE 2

c. Definition of the value proposition.

The value proposition is defined based on the benefit that the idea generates for the user. It basically formulates how the solution solves the identified problem. There are many techniques for defining the value proposition. Authors such as Steve Blanck, Geofrey Moore, Guy Kawasaki, and Alexander Osterwalder proposed different syntaxis.

4. Resources for participants:

The divergent process of idea generation is followed by a convergent process of idea selection. It is about choosing the best ideas based on given criteria. For example, impact, speed of bringing to market, technological knowledge, etc.

5. material:External/Additional

Brown, Tim (2010). Change by Design.(HarperCollins Publishers) Blank, Steve (2010). Startup Owners’s manual Clayton,(Willey)

This module presents a family business successionplanning case study. By solving the case, participants will engage in a business as well as a personal perspective.

I can develop simple future scenarios where value is created for my community and surroundings (basic).

Gunther McGrath, Rita (2009). Discovery Driven Growth (Harvard Business Press)

Essay on your case study including: Short summary of the case

a. competence:Main Vision

1-3 ECTS

g. Assessment: Essay or group presentations

Ethical and sustainable thinking,

I can use my understanding of the context to identify different strategic visions for creating value (intermediate).

d. Target Group: Suitable for business trainers and educators

1. Module Overview

e. level:Proficiency

b. the)competence(sAdditionalcoveredbymodule:

I can plan backwards from my vision to design the necessary strategy to achieve it (advanced).

c. Outcomes:Learning

IDEO (2011). Human Centered Design (Ideo)

1.3 Vision

Future Literacy has become a popular concept in prompting the importance of understanding the role of yourself and the different actors in the future and consequently creating a more conscious future. Having a clear vision from which a mission and your personal or company goals are derived from is essential for entrepreneurs. Vision therefore includes building and being able to build a vision, thinking strategically and guiding action in line with your vision.

f. ECTS):(virtualWorkload

Suitable for all proficiency levels

Succession planning process

o Selection of a “best case” scenario according to the goals that should be maximized Title page, content, main body, references (APA (6th ed.), if additional literature is Timesused)

New Roman, 12pt, 1.5 line spacing 1000 words, max. 2500 words

1 instructor / 15 participant

o Description of 3 possible scenarios for the future of the business

h. Format: offline / mediatedonlineindividual task, ~15 participants

o Evaluation of the scenarios from the different characters

3 sessions (3 steps): Intro about self awareness (60 min); participant task (120 min); evaluation (30 min)

2. Instructor Manual (Learning Path):

The Peak Succession Case Study will be the basis for the succession planning process. Thus, at first groups between 3 5 participants have to be formed and the case study should be read. Therefore instructions should be:

4 succession scenarios for your case!

After all participants have read the case study, the instructor can start explaining the succession process steps. The steps are:

Get to know your group and find a group Getnamefamiliar with your case (read & Developdiscuss)

However, for the module vision, there are three steps planned, ending with choosing a final scenario for the STEPfuture.

Leading question: What are possible scenarios for the future of theArebusiness?allfamily

members included? What is the time horizon of the scenario? What is the management solution in the Whatscenario?isthe ownership solution?

ONE – scenario development

If the instructor wants, he or she could also proceed including an implementation process, after one scenario solution was chosen as a fourth step.

Are the scenarios complete and clearly Managementunderstandable?and ownership perspective? All characters included?

Leading question: What are the consequences for the future of the business and for the characters?

Choose consultant perspective

Leading question: What is the best case scenario for the future of the business?

If more interaction between the participants is required, other groups can also give critical feedback on the scenarios described by the other groups. In an online session, the scenarios should therefore be posted into a forum, where the other groups can write comments under the forum posts. We recommend doing one scenario per post to keep it structured.

What are the constraints? What are the possibilities? What are possible conflicts? What are possible conflicts? What are risks?

Are there problems with implementing the solutions (conflicts, information asymmetries, uncertainty about entrepreneurial competence)

STEP TWO – Scenario evaluation

What are the consequences for the future of the business? What are the consequences for the family? Who wins – who looses?

STEP THREE – CHOOSE ONE SCEANRIO

Kotlar, J., & De Massis, A. (2013). Goal setting in family firms: Goal diversity, social interactions, and collective commitment to family centered goals. Entrepreneurship Theory and Practice, 37(6), 1263 Mccann1288.

For goals in family firms (advanced proficiency levels)

4. Resources participants:for

Other resources

Miller, R. (2018). Futures Literacy Laboratories (FLL) in practice: An overview of key design and implementation issues. Transforming the Future, 95 109.

III, J. E., Leon Guerrero, A. Y., & Haley Jr, J. D. (2001). Strategic goals and practices of innovative family businesses. Journal of small business management, 39(1), 50 59.

For advanced proficiency levels step three should include a session about goals. Goals in family businesses can be e.g. keeping family control, family harmony, firm growth, firm economic performance, etc. Participants should be able to argue for their solutions regarding the goals that are important to the family firm, which have to be interpreted by reading the case study. The instructors should take notes about the consistency of the line of argumentation.

Williams, R. I., Pieper, T. M., Kellermanns, F. W., & Astrachan, J. H. (2019). Family business goal formation: a literature review and discussion of alternative algorithms. Management Review Quarterly, 69(3), 329-349.

What is the best case scenario for the future of the business? Are there problems with implementing the solutions (conflicts, information asymmetries, uncertainty about entrepreneurial competence) Family first (family values, sustainability) vs. Business first (profits, growth)?

3. (materials)Resource for educators and business trainers:

25 5. material:External/Additional Additional material (Peak Case Study)

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

I can identify benefits for myself and others in ideas and opportunities identified (basic).

I can choose the most appropriate license for the purpose of protecting the value created by my ideas (intermediate)Icaneffectively outline a dissemination and exploitation plan with the involved partners and ensure its application. I can develop a tailored strategy on

I can explain how ideas can be shared and protected digitally and legally (basic).

I can assess the value of ideas, considering the different factors and stakeholders involved (advanced).

I can find the right balance between the time spent in valuing ideas and moving fast to take competitive advantage (advanced).

module:bycoverednce(s)competelAdditionathe

Spotting opportunities; Creativity; Vision; Ethical and Sustainable Thinking; Design; Mobilizing Resources; Financial and Economic Literacy; Taking the Initiative; Planning; Coping with Uncertainty, Ambiguity, and Risk; Learning through Experience

Recognize the value of ideas:

I can develop strategies to assess the value of ideas based on data driven processes and iterative assessment of the ideas in interaction with the environment and different stakeholders (advanced).

nce:competeMain

Share and protect ideas:

Valuing ideas

1.4 Valuing ideas

s:OutcomeLearning

1. OverviewModule

The module “Valuing ideas” describes the process of evaluating and selecting high quality opportunities and ideas and acting on them to provide value to others. Valuing ideas is very important when it comes to starting a new business. The participants will be able to judge what value is in social, cultural and economic terms and to recognize the potential an idea has for creating value and identify suitable ways of making the most out of ideas and opportunities.

ent:Assessm Basic level: Visualization of the generated idea, identification of the benefits, and knowing how the idea can be shared and protected digitally and legally.

The workload could be estimated in ECTS as follows:

As this module fosters also other competences such as “Spotting opportunities, Creativity, Vision, Ethical and Sustainable Thinking, Design, Mobilizing Resources, Financial and Economic Literacy, Taking the Initiative, Planning, Coping with Uncertainty, Ambiguity and Risk, Learning through Experience”, digital badges would be recommended for successfully completing the module.

Intermediate level: You are able to decide on which type of value to act on (economic value, influence value, harmony value, social value, enjoyment value) and then, to choose the most appropriate pathway to do so. Furthermore, you are capable to choose the most appropriate license for the purpose of protecting the value created by your ideas (3 ECTS).

Basic level: You are able to detect benefits for yourself and others in ideas and opportunities identified, and you know how to share and protect ideas digitally and legally (1 ECTS).

intellectual property rights, considering the growth of the venture and geographic requirements (advanced)

Group:Target Suitable for business trainers and educators cyProficienlevel: Suitable for all proficiency levels ECTS):dWorkloa(virtual

Advanced level: You are able to assess the value of ideas, considering the different factors and stakeholders involved. You are known to find the right balance between the time spent in valuing ideas and moving fast to take competitive advantage. You are able to effectively outline a dissemination and exploitation plan with the involved partners and ensure its application. You are able to develop strategies to assess the value of ideas based on data-driven processes and iterative assessment of the ideas in interaction with the environment and different stakeholders. Furthermore, you are capable to develop a tailored strategy on intellectual property rights, considering the growth of the venture and geographic requirements (5 ECTS).

Evaluation:licenses.Quantitative:

develops a written assessment of the value of the idea, outlines a dissemination and exploitation plan with the involved partners, and ensures its application. The document also outlines a tailored strategy on intellectual property rights, considering the growth of the venture and geographic requirements. In addition, each participant presents their work

level: Identification of the different values of the idea (economic, social, etc.) and choosing the most appropriate license for protecting the value created by the idea.

Qualitative: The idea is clear and well structured, the benefits are formulated clearly, and the digital and legal protection is well explained (60%) Format: The visualization of the idea is well structured

Evaluation:Quantitative:

Each participant presents an idea based on which they can apply what they have learned about different values of ideas and

Presentation of one idea (20%)

Each participant elaborates an idea and presents the identified benefits and how the idea can be shared and protected digitally and legally in front of the instructor and the other participants.

Elaborated one idea (20%)

Intermediate(20%)

Qualitative: The participants are able to decide on which type of value to act on and choose the most appropriate pathway to do so. The presentation includes all relevant arguments. The participants can explain why they chose a certain type of license. The chosen type of license is appropriate (60%)

Format: The presentation is clearly structured (20%)

Advanced level: Assessment of the value of ideas, taking into account the different factors and stakeholders involved. Finding the right balance between the time spent in valuing ideas and moving fast to take competitive advantage. Outlining a dissemination and exploitation plan and ensure its application. Development of a tailored strategy on intellectual property rights, considering the growth of the venture and geographic Eachrequirements.participant

1 instructor / 15 participants

What means the term “value” in social, economic and cultural terms?

The module “Valuing ideas” is based on recognizing the value creation potential of an idea and identifying suitable ways of exploiting the idea by developing an intellectual property strategy tailored to the respective idea.

STEP 2: Task for the participants

Since this module consists of three different performance levels, the teaching and learning methods differ.

Background material is available in the resource section below.

3 sessions: Introduction to the topic “Valuing ideas” (60 minutes); interactive part involving the participants (240 minutes); presentation (20 minutes per participant); evaluation (20 minutes per participant); the module can be offered in blocked format

STEP 1: The basic level starts with an overview on the main topics:

How can ideas be shared and protected digitally and legally?

Qualitative: The written work and the presentation are clearly and logical structured and cover all important points. The arguments are coherent and understandable (60%)

2. Path):(LearningManualInstructor

to the lecturer and the other participants using a PowerPoint presentation and answers questions.

Evaluation:Quantitative: Written work and presentation (20%)

How can an idea be valuated?

Format: The written work and the presentation are clear and conclusive (20%)

Format: offline / online ~15 participants

Basic level:

How can ideas be generated?

How can an idea be valuated? What means the term “value” in social, economic and cultural terms? What is the most appropriate license for the purpose of protecting the value created by an idea?

STEP 3: Presentation and evaluation

Valuable ideas are ideas that solvehavemattersamarketasocialproblemareeconomicallyviable and create profit are financially sustainable

2) The participants should reflect on past experiences when they have developed ideas. How did they do this? The participants should think about and discuss with the other participants what value means to them. What are their values?

3) Sharing and protecting ideas digitally and legally is a very important point when it comes to protect an idea. The participants will learn about the different ways of sharing and protecting ideas and how to use them.

Each participant elaborates an idea and visualizes the identified benefits and how the idea can be shared and protected digitally and legally. Each participant presents their ideas to the instructor and the other participants and discuss the generating process as well as the outcome.

Background material is available in the resource section below.

1) Generating ideas is about developing creative thinking, as creativity helps generate ideas of value. Sometimes it is difficult to generate ideas that will matter in social, economic and cultural terms. The participants should make a mind map and listing their ideas and try to cluster them (social, economic, cultural).

Intermediate level:

STEP 1: The intermediate level starts with an overview on the main topics:

Exercise 1: Split the class into four or five groups (depends on the size of participants). Let them think of ideas and let them spend five minutes on the idea, brainstorming on the followingWhatparameters:factsdo we know about the idea? What is positive about the idea? What is negative? What kind of feelings do the participants have when they realise the idea?

In2:a

Here are two examples for exercises:

first step, let the participants in groups create a mind map with different aspects of an idea and what aspects should be considered (economic, social and cultural).

In a second step, the participants are asked to develop strategies to make most out of the idea. Afterward, each group presents their results.

The first step to be able to identify good ideas is to assess their time adjusted value. There are two key questions to ask, when making this assessment:

1) Valuation of an idea:

How differentiated is the product or service idea? What is the future market size: how large is the market actually, how fast is it projected to grow? Does the idea generate a new market? How large could this become? When could the new product or service be launched?

How valuable is the idea?

An entrepreneurial mindset means making the best of ideas and opportunities. However, having a brilliant idea is not enough. Often even brilliant and excellent ideas are dismissed because investors and customers cannot see the potential and the value of the idea. It is therefore crucial not only to generate new ideas, but also to evaluate what potential they have (economically, socially and culturally).

STEP 2: Task for the participants

Afterward, each group presents their answers and Theconclusions.aimofthis exercise is to be conscious, that every idea has different points and aspects.

Exercise

Each participant presents an idea based on which they can apply what they have learned about different values (social, economic and cultural) of ideas and licenses.

Social and cultural value is about people and the positive and negative impact their actions have on other people, society, business, economy and the environment. Social value has an impact on health, wellbeing, diverse thinking and inclusion, innovation and on productivity. Social value is not about “doing or being good”. It is about the value people, the business sector and industry create for the society, economy and environment. Social value underlines that all decisions and actions have an impact on other people, the society, economy and the EconomicEconomicenvironment.value:valueis

3) Appropriate license for the purpose of protecting the value created by an idea:

To protect an idea it is crucial to secure the appropriate type(s) of intellectual property, i.e. licenses, patents, trademarks, copyrights, trade secrets. If the idea is not protected or not protected in the right way, the ownership of the idea could be loosed. A good overview on all forms of protecting ideas gives the World Intellectual Property Organization (WIPO, https://www.wipo.int/portal/en/).

the value that a person attaches to a good or service based on the benefits they derive from it. In terms of evaluating ideas, this means that an idea that has economic value has the potential to generate profits. The value of the win can be measured by how much money could be made. Ideally, the idea should create a sustainable profit over time.

2) The term “value” in social, economic and cultural terms: Social and cultural value:

STEP 3: Presentation and evaluation

How quickly does an idea lose value? How quickly could the competitors respond? How else could the benefit of the idea be delivered?

The assessment of the value of ideas takes into account the different factors and stakeholders involved. It is about finding the right balance between the time spent in valuing ideas and moving fast to take competitive advantage. The assessment of the value of ideas includes the outlining of a dissemination and exploitation plan and to ensure its application. It requires the development of a tailored strategy on intellectual property rights, considering the growth of the venture and geographic

Eachrequirements.participant

STEP 3: Presentation and evaluation

Each level ends with presenting and discussing the results. Evaluation can be done in a written form or personally.

3. andeducatorsfor(materials)Resource

Resources for the introduction:

Advanced level

Quality instead of quantity: Assessing ideas for innovations. Retrieved from:

STEP 2: Task for the participants

Basic level: Visualization and presentation of the generated Intermediateidealevel: Presentation of the identification of the different values of the idea (economic, social, etc.) and choosing the most appropriate license for protecting the value created by the idea. Advanced level: Written work and presentation

STEP 1: The advanced level starts with an overview on the main topics of it and the related literature. Background material is available in the resource section below.

Results of the module “Valuing ideas”:

4. :participantsforResources

https://www.trendexplorer.com/en/about us/idea assessment/ (Accessed 28 July 2022)

Online access to the external materials detailed below.

trainers:business

How can I estimate the value of new product ideas? Retrieved

5. material:ditionalExternal/Ad

6. Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). En treComp: The Entrepreneurship Competence Framework. Luxembourg: Pub lication office of the European Union; EUR 27939 EN; BasicRC101581/lfna27939enn.pdfhttps://publications.jrc.ec.europa.eu/repository/bitstream/Jdoi:10.2791/593884;level:7.ValueIdeas:https://www.entrepreneuracademy.eu/training/valueideas/WhatisanIdeaWorth?:https://ideascale.com/whatisanideaworth/

ResourcesResourcesproductmanagement/howhttps://www.aha.io/roadmapping/guide/ideafrom:--can-i-estimate-the-value-of-new--ideas(Accessed28July2022)forideaassessment:Ideaassessmentworksheet.Retrievedfrom:https://www.business.qld.gov.au/runningbusiness/growingbusiness/becominginnovative/developing-products/evaluatinginnovation/ideaassessment(Accessed28July2022)Evaluateyourbusinessidea.Retrievedfrom:https://sba.ubc.ca/businessbasics/evaluatingyourbusinessidea(Accessed28July2022)Ideaevaluation–livingtheinnovationdefinition.Retrievedfrom:https://learnfrominnovators.com/ideaevaluationlivingtheinnovationdefinition/(Accessed28July2022)fortailoredstrategyonintellectualpropertyrights:WorldIntellectualPropertyOrganization(WIPO):https://www.wipo.int/portal/en/

All levels:

Design Dash a super fast introduction to design thinking methods & mindsets

tba

Creativity, Problem solving, working with others, spotting opportunities, valuing ideas

1. Module Overview

a. Main competence: Design

c. Outcomes:Learning

1.5 Ethical and sustainable thinking 1.6 Design

19 Fresh Ways to Find a Business https://entrepreneurshandbook.co/19Idea:fresh ways to AdvancedIntermediatefind-a-business-idea-d52c115d6419level:WhereGoodIdeasComeFrom:https://www.ted.com/talks/steven_johnson_where_good_ideas_come_fromMeasuringtheValueofYourProduct:https://www.phase2technology.com/blog/measuringvalueyourlevel:AStepByStepIPStrategyChecklistforSMEs:https://www.wipo.int/sme/en/checklist.htmlManagingIntellectualPropertyRightsinInnovation:TheKeytoReachingtheMarket:https://www.wipo.int/wipo_magazine/en/2021/01/article_0009.html

I can design and put in place innovative processes to create value

I can apply different Design approaches to create value through new products, processes or services.

I take action on new ideas and opportunities, which will add value to a new or existing value creating venture. I can discover and frame a challenge around human needs

b. modulecoveredcompetence(s)Additionalbythe:

an extensive „Facilitator’s guide“ for instructors to read prior to running the exercise and then guide participants through the activity. It provides a detailed timing and instructions, as well as suggestions on how to announce every step of the process. The instructor should have some experience in human centered design/design thinking and be aware of the goal of this activity. With those prerequisites covered, the design dash provides for a structured, ready to use activity.

The design dash is a simple activity that makes participants experience a simplified design (thinking) process. Each of the 9 sheets/pages in the activity represents a part of the design process from understanding and framing the problem to creating a user centered solution and Thereprototype.is

h. Format:

No assessment. A short presentation + feedback of the ideas and prototypes at the end of the module is highly recommended

f. Workload (virtual ECTS): between 1 3 hours

I can learn about my own ideas, rather than defending them.

This is an offline activity for 3 20 participants. Teams should consist of 3 4 participants. Ideally, one instructor/coach per team is available; however, experienced facilitators can handle several teams at the same time. The activity should be run in one instance and can be adjusted to the time available (1 3 hours).

The design dash is meant to be open source, extensible, and customizable. It expands or contracts to fill different time slots and it’s free (as long as you give credit and release any

2. Instructor Manual (Learning Path):

g. Assessment:

d. Target Group: Suitable for business trainers and educators.

e. Proficiency level: Suitable for all proficiency levels

The topic (‘challenge’) can be left to choose randomly by the participants or set by the instructor according to the business/education context. Refer to the website for more tips on how to choose a good topic

Every team (3-4 people) needs a print out of the design dash PDF, single sided, on A3 paper. Set up working spaces that accommodate groups of 3 4 people. Prepare a minimum of 1 pad of square post its per person, as well as 1 pen per Prototypingperson.material

Something long, thin, and semiflexible (e.g., wire, pipe cleaners)Something flat and foldable (e.g., paper, Somethingfabric)flat and stiff (e.g., cardboard, wood)

Have at least 1 supply from each of these categories:Something long, thin, and flexible (e.g., string, yarn)

introduction to the material as well as a step by step guide, please refer to the facilitator’s guide PDF

Created by Molly Wilson at the HPI School of Design Thinking.

modifications under a Creative Commons Forlicense)adetailed

If(optional)youhave a projector, you can project the activity pages. This sometimes helps people stay oriented. (optional) a noisemaker (chime, gong, app etc.)

3. Resource (materials) for educators and business trainers: Facilitators

Something to make marks with (e.g., markers)

Something to cut with (e.g., Somethingscissors) adhesive (e.g., tape)

printrequirements:outofthefacilitator’s guide

Team spaces requirements:

(can be anything as long as there is some variety)

Something long, thin, and stiff (e.g., sticks, skewers)

b. modulecoveredcompetence(s)Additionalbythe: Motivation and Perseverance

Find more information, languages and file formats on https://mollyclare.com/writing/design dash/

a. competence:Main Self Awareness and Self Efficacy

c. Outcomes:Learning

Participants will evaluate and reflect on their strengths and weaknesses and will be able to identify the necessary changes in response to new opportunities

This module results in personal development, therefore digital badges would be recommended

Other than that, bring any materials you have around (office supplies, recycled material, cardboard boxes etc.)

d. Target Group: Suitable for business trainers and educators

Participants will identify their personal goals, and their strengths and weaknesses concerning this goal (basic).

No other than stated above

5. material:External/Additional Additional material (Design Dash)

4. Resources participants:for

1. Module Overview

Participants(intermediate).will be able to use their personal strengths and achievements to inspire others in their personal development (advanced).

Created by Molly Wilson at the HPI School of Design Thinking Area “Resources”

e. Proficiency level: Suitable for all proficiency levels

2.1 Self-awareness and self-efficacy

f. Workload (virtual ECTS):

Basic level: Self-awareness - You know who you are! (1 IntermediateECTS)level: Self confidence You know you can do it! (2 ECTS)

Passing the module would be based on the presentation (STEP 3 see below) of the results by the students. The presentation should represent that the students were able to identify and evaluate their own self awareness.

instead of ECTS therefore the ECTS below are estimation related to the workload. The badge would indicate the followings:

Each level starts with a discussion of the importance of self awareness and self efficacy in general and the related literature (background material is available in the resources section below).

1 instructor / 15 participant 3 sessions (3 steps): Intro about self awareness (60 min); participant task (120 min); evaluation (30 min)

h. Format: offline / mediatedonlineindividual task, ~15 participants

STEP 2: TASK for the participants

2. Instructor Manual (Learning Path):

g. Assessment:

Since the module embraces a reflection of personal characteristics, which first of all, are hard to evaluate but should also be free of judgement. Also, students should be motivated to follow and go through the activities described in this module, therefore evaluation should be limited to ‘passing/ non passing’, whereas a traditional evaluation in terms of grade points is not suggest.

The module is based on the development of self awareness, but in different ways for different proficiency levels.

Advanced level: Self representation/Personal brand building You know how to inspire others to be better! (3 ECTS)

STEP 1: What is self efficacy

The outcome of the exercise is the creation of a "Self improvement journey" by the participants. In this, the following details are elaborated: What do I need to change to reach my goals; Who can I follow (role models); How can I change my everyday routineMethods

At this level, the aim of the training is to explore the participants' personal development pathways.

Basic level: WHO AM I?

At this level, the aim of the training is to expand the personalities of the participants to inspire others

Intermediate level: HOW CAN I GET BETTER?

HOW CAN I INSPIRE OTHERS?

Method utilised to compile the self awareness report:

Outcome of the exercise: the creation of a "Personal branding action plan" by the participants containing the followings: What are my unique values that I would like to show to the public; How can I manage my personal representation (social media); What is the message that I would like to be associated with; How can I bring this message to theMethodspublic utilised to compile Personal branding action plan:

Outcome of the task: compilation of a "Self awareness report" by the participants. My strengths; my weaknesses; my ideal self; my goals; my fears

Listing your previous successes (as (2)benchmarks)Role-model collection (collecting inspiring personalities)

(1) Self awareness tests (see point 5 below)

At this level, the aim of the training is for the participant to become aware of his/her own identity and to reach a basic level of self awareness

(3) Listening to inspirational & motivational Advancedtalkslevel:

utilised to compile the self improvement journey:(1)

Each level ends with a moderated discussion of the results. It can be done in a written form or personally also.

Scherbaum, C. A., Cohen-Charash, Y., & Kern, M. J. (2006). Measuring general self efficacy: A comparison of three measures using item response theory. Educational and Psychological Measurement, 66(6), 1047 1063.

Online access to the external materials detailed below.

5. material:External/Additional All Giladlevel:Chen and team New General Self Efficacy Scale: https://sparqtools.org/mobility measure/new general self efficacy scale/

(2) Personal social media content generation (videos, talks, etc.)

Resources for the introduction – What is self efficacy:Bandura, A. (1997). Self efficacy. The exercise of control. New York: W.H. Freeman and Company. Emory University, Division of Educational Studies, Information on Self Efficacy: A Community of Scholars. Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self efficacy scale. Organizational Research Methods, 4(1), 62 Margolis,83. H., & McCabe, P. (2006). Improving Self Efficacy and Motivation: What to Do, What to Say. Intervention in School and Clinic, 41(4), 218 227.

Basic level: Big5 personality test: https://www.truity.com/test/big five personality test

Cattell 16 personality factor test: https://openpsychometrics.org/tests/16PF.php

STEP 3: Evaluation and presentation

4. Resources participants:for

3. Resource (materials) for educators and business trainers:

(1) Personal social media accounts evaluation & harmonization

Participants will be able to list their professional goals and identify the reasons why they are important Participants(basic).willevaluate and reflect on their professional goals and will be able to identify the potential barriers and the way they can tackle them in order to reach their goals (intermediate). Participants will be able to inspire others by highlighting them the importance of their own professional goals (advanced).

1. Module Overview

e. level:Proficiency Suitable for all proficiency levels

c. Outcomes:Learning

Intermediate

a. :competenceMain Motivation and Perseverance

Self Awareness and Self Efficacy; Mobilizing others

2.2 Motivation and perseverance

d. Group:Target Suitable for business trainers and educators

This module results in personal development, therefore digital badges would be recommended instead of ECTStherefore the ECTS below are estimation related to the workload. The badge would indicate the followings:

buildinghttps://personalbrand.com/13PersonalAdvanceddevelopmenthttps://www.betterup.com/blog/personalpracticalhttps://www.lifehack.org/articles/lifestyle/42level:-waystoimproveyourself.htmllevel:brandbuilding:essentialtoolspersonalbrand/

b. moduleby(s)competenceAdditionalcoveredthe:

f. ECTS):(virtualWorkload

Basic level: Goals are set - You know where you should go! (1 ECTS)

Intermediate level: Challenge taker You know how you should reach your goals! (2 ECTS)

Different proficiency levels end with different outputs, therefore assessment shall also be different: Results & Evaluations:

The motivational speech has a clear aim and persuasive enough (60%) Style & Format: The motivational speech is easy to understand and inspiring (40%)

i. offline / online

g. :Assessment

Advanced level: Motivational speech (personal/video

The module is based on identifying the professional goals and ways how to tackle challenges in reaching them.

Intermediate level: Personal motivation pathway

Format: The presentation of the goals is well structured (20%)

l. 3 sessions (3 steps): Intro about motivation (60 min); participant task (180 min); presentation & evaluation (20 min/participant)

Basic level: Personal goal map (visual content)

Evaluation:Quantitative: Having enough goals collected (min. 3) Qualitative:(20%)The goals are realistic and well detailed (60%)

j. mediated individual task, ~15 participants

Evaluation:(infographic)Quantitative: Having enough challenges & solutions collected (min. 3) (20%) Qualitative: The solutions to tackle the challenges are realistic and well detailed (60%) Format: The presentation of the pathway is well structured (20%)

h. Format:

k. 1 instructor / 15 participant

Advanced level: Motivator You know how to inspire others to believe in your goals! (5 ECTS)

Evaluation:recording)Content:

2. Instructor Manual (Learning Path):

STEP 2: TASK for the participants

STEPprocess.1:

Different proficiency levels reflect different part of this

At this level, the aim of the training is for the participant to become aware of his/her own professional goals.

Methodbe…)utilised to compile the Goal map:

FOR TACKLING THE CHALLENGES TO REACH YOUR GOALS!

Outcome of the task: compilation of a "Goal map" by the participants. The “Goal map” covers the followings: list of main professional goals (‘I want to …’) reason why each goal is important (‘This goal is crucial for me, because…’)

At this level, the aim of the training is to set up a pathway to identify challenges and ways to beat them in order to reach the participants’ goals

What are my main goals? What are the challenges & barriers that prevent me to reach my goals?

(2)

- Vision about reaching it (‘When I reach this it will

How can I beat these challenges?

(1) Mind mapping

IntermediateBrainstorminglevel:PREPARE

The outcome of the exercise is the creation of a "Motivation pathway" by the participants. In this, the following details are elaborated:

What is motivation and why it is important?

Each level starts with a discussion of the importance of motivation and perseverance in general and the related literature (background material is available in the resources section below).

Methods utilised to compile the “Motivation pathway”:

Basic level: IDENTIFY YOUR GOALS!

At this level, the aim of the training is to use the motivational skills of the participants in order to inspire othersOutcome of the exercise: A motivational speech (personal or recorded) by the participants. This short (max 8 minutes) speech intend to highlight the importance of the participants own professional goals and persuade others to believe in these goals.

Results:Basic level: Personal goal-map (visual content) Intermediate level: Personal motivation pathway Advanced(infographic)level: Motivational speech (personal/video recording)

Each level ends with presenting and discussing the results. Evaluation can be done in a written form or personally.

(4) Public speaking techniques

Methods utilised to make the motivational speech:

Advanced level: MOTIVATE OTHERS!

STEP 3: Evaluation and presentation

3. (materials)Resource for educators and business trainers:

Resources for the introduction

(3) Role play games

(3) Benchmarking (listening to motivational talks & videos)

What is self efficacy: Silvervarg, A., Haake, M., & Gulz, A. 2018. Perseverance Is crucial for learning. “OK! but Can I take a break?”. In: Artificial Intelligence in Education 19th International Conference, AIED 2018, Proceedings, Vol. 10947, pp. 532 544, Springer: London. https://doi.org/10.1007/978 3 319 93843 1_39

(1) Listing your goals (for this: see Basic level (2)above)Benchmarking (collect good practices from those who have reached these goals)

Stakeholder Mapping

You May Face When You Set https://stunningmotivation.com/goalGoals setting challenges/

Advanced level: TED: Simonvationhttps://www.ted.com/tted.comalks/dan_pink_the_puzzle_of_motiSinek:https://simonsinek.com/

4. Resources participants:for

Souders, B. 2020. 20 Most popular theories of motivation in psychology. Retrieved Toshalis,2020)theorieshttps://positivepsychology.com/motivationfrom:--psychology/.(Accessed02AprilE.2015.MakeMe!Understanding and Engaging Student Resistance in School. Harvard Education Press.

Boxing Scene 2020. Perseverance as a virtue. Retrieve (Accessedhttps://www.boxingscene.com/motivation/51575.phpfrom:17July2020)

5. alExternal/Additionmaterial:

Online access to the external materials detailed below.

All Entrepreneurlevel: Magazine and Entrepreneur Network channel: https://www.youtube.com/c/entrepreneur

2.3 Mobilising resources

1. Module Overview

Basic level: How to set goals and achieve https://www.betterup.com/blog/howthem to set goals and achieve 15Intermediatethemlevel:CommonChallenges

e. Proficiency level: Basic

b. modulecoveredcompetence(s)Additionalbythe: Mobilizing Others

I can get inspired by role models and success cases and learn from these cases what is relevant to my Icircumstances.canpersuade others by providing arguments and evidence for these Iarguments.canexplain the key metrics for effective communication. I can provide examples of inspiring communication campaigns and learn from them.

c. Learning Outcomes:

Information on the kind of exam: oral, written, take home, open book, multiple choice, paper, etc.

h. Format: i. Hybrid j. No indication k. No indication

Given the fact that both the paper and the presentation is a team based effort, team participation will be evaluated by a peer to peer review. If it turns out that you score below norm (so not on norm of above norm) you will not pass this course and need to take a re take

g. Assessment:

The exam is based on a presentation and a paper.

f. Workload (virtual ECTS): 3 ECTS

Detailed information about grading (i.e. the weight of the different components; e.g. project, exam, class participation keep in mind we need at least 50% individual grading).

Grading depends on the following: Team presentation of the assignment Team(30%) paper of the assignment (70%)

d. Target Group: Suitable for educators

a. Main competence: Mobilizing Resources

This can be taught in undergraduate and graduate level courses on innovation management, collaborative innovation, strategy, entrepreneurship, or marketing. Students will learn about the management challenges of using open innovation in the development of sustainable products or Byservices.theend

How to successfully innovate as an established organization ranging from identifying growth opportunity areas to implementing innovation projects?

of this course the student will be able to answer the following questions:

l. 14 sessions spread across 2 weeks

2. Instructor Manual (Learning Path):

3. Resource (materials) for educators and business trainers: 4. Resources for participants: 5. 2.4material:External/AdditionalFinancial and economic literacy - Financial Basics 1. OverviewModule Financial Basics --> Link to LinkedIn a. nce:competeMain Financial and economic literacy b. lAdditiona

What external modes of innovation are available and when to apply?

Why is entrepreneurship so important for already established companies and why do so many fail to successfully innovate?

How to organize for innovation in terms of organization, culture and leadership?

-How does a corporate entrepreneur think and act? Meet the corporate entrepreneur.

Draw up a budget for a value creating activity (by describing how banks operate and explain rules of thumb for obtaining loans, describing the best strategies for investing in stocks, comparing different ways to invest in stocks and bonds) Judge the cash flow needs Apply the financial planning and forecasting concepts that I need to turn ideas into action (by estimating savings needed for retirement, comparing different vehicles for retirement investing)Createthe

g. ent:Assessm

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

Adapted from LinkedIn Learning, digital certificate / 90 min.

f. ECTS):(virtualWorkload

Quiz at the end of the online course

h. Format: Online course, no max. number of participants,

c. s:OutcomeLearning

e. cyProficienlevel: Basic

d. Group:Target Suitable for educators

modulebycoverednce(s)competethe:

WhatBondsETFsis diversification of your portfolio?

4) RetirementFour principles for retirement

3. (materials)Resource for educators and trainers:business

Could be designed to be a workshop or a “lecture style” unit Most importantly would be a checklist and all the material.

WhenStockmoneymarkettoadjust assets?

Tax deferred investments

4. Resources participants:for 5. 2.4onalExternal/Additimaterial:Financial and economic literacyEntrepreneurship Foundations 1. OverviewModule Entrepreneurship Foundations > Link to LinkedIn a. nce:competeMain Financial and economic literacy b. nce(s)competelAdditiona Self Awareness and Self Efficacy

What is a brokerage account? Mutual funds

Rules of thumb

1) SavingHowmoneydo banks operate?

duration max. 90 minutes

What are certificates of deposits? How does a credit score work?

Value of a stock

Individual retirement account (IRA) vs. Simplified employee pension (SEP)

Path):(LearningManualInstructor

2) Investing

InsuranceBasicsLifeinsurancePropertyinsuranceHealthinsurance

What are bank rates?

90 min. (no ECTS)

Budget & Funding: draw up a budget for value creating activity, judge cashflow needs, explain income sources (by distinguishing between different methods of financing a startup business as an entrepreneur, exploring ways to raise awareness of your personal brand, differentiating between the types of advisers available to an Explainentrepreneur)simple economic concept (benefits of engaging with early adopters, issues in starting a new business as an entrepreneur, distinguish between different methods of financing a startup business as an entrepreneur)

Assessment could be an online quiz at the end of the course (see LinkedIn Learning)

This is your basic entrepreneurship and business foundations 101. Participants should learn:

modulebycoveredthe:

e. cyProficienlevel: basic

h. Format: Online, no maximum participants

2. Path):(LearningManualInstructor

1. Why are they starting a new business:

c. s:OutcomeLearning

f. ECTS):(virtualWorkload

Several short videos 7 min. max. per video

g. ent:Assessm

d. Group:Target Suitable for educators

6. Scale your business Traction and scaling Growth

BusinessStrategy plan

4. Build your company from the ground up: Mentors and advisors Cofounders and team members

5. Marketing:Findyour market and lead customers Product partnerships

7. SelfSelfManagement:motivationand goal setting Work/life Coachingbalance

educators

Branding and public relations Social media management

Short videos with transcripts would be best. Also reading Doesmaterial.not require a classroom or teaching techniques as the course could be fully online.

3. (materials)Resource for and

3. Money/ Financial competence: Startup financing models Bootstrapping / Venture Capital / Seed funding

4. Resources participants:for 5. 2.5onalExternal/Additimaterial:Mobilising others - Entrepreneurial selling 1. Module Overview Entrepreneurial selling a. Main competence: Mobilizing Others b. competence(s)Additional Design

trainers:business

2. Actual start up process: Test your product, know your customers, get to know the market Name your company, start to make business decisions

What does it take to be a business owner What do they need to know (law, economics, business administration) What could possible challenges be?

g. Assessment:

covered by the module:

d. Target Group: Suitable for educators

I can provide examples of inspiring communication campaigns and learn from them.

The aim of the assignment is to see that you: - understand each of the principles discussed during the course

The student grading on this course is based on two papers the students must hand in. Both papers will be based on group works. The groups correspond to the groups in which the student will perform their master project.

f. Workload (virtual ECTS): 3 ECTS

c. Learning Outcomes:

Select a product or service you know well, or you are considering purchasing. Could be anything. You can complete the assignment alone or as a group. As a group select shops that sell this product. Each member of the group picks one shop to evaluate. Visit the shop and pretend you are interested to purchase this product. 5 Master in Innovation and Entrepreneurship

The first paper is on ‘Mystery Shopping’ Counts for 40% of the total grade.

- can apply these principles to any product or Evaluateservice. how each of the techniques discussed during the course:

Paper/Assignment Description:

e. Proficiency level: basic

- creativity and originality of the solution proposed: 20%

GOOD: good work, several observations: 13

VERY GOOD: the work is better than average, albeit with some observations: 16

Provide your opinion:

case chosen: 10%

- could be applied to persuade customers

- quality of the written work submitted: 10%

is applied to persuade customers

- understanding of the overall issues: 30%

Counts for 60% of the total grade: Paper/Assignment Description:

- What did you learn from this assignment?

-Entrepreneurshiprelevancyofthe

- How could they do it even better?

- use the theoretical concepts presented in class: 30% 6 Master in Innovation and

During our course, we have reviewed many different theories, tools and techniques you can use to persuade others to change their opinion and to influence their behaviour. Now it is your turn to apply them on your master project. If your master project it is not applicable, you can choose another topic like the recruitment process of Master Students for the MIM program for in stance. Use one specific persona and behaviour you would like to change with your project and think about how you could apply all the techniques you have learned during the course.

EXCELLENT: great work with little to no minor observations: 18

The assignments will be graded as follows:

SUFFICIENT: ok work, many serious observations: 10

The scores given on both assignments will be:

- How do they compare to their competitor?

The second paper is on ‘Persuasion and Behavioural Change

- Are they doing it well?

h. Format: NoNoHybrid.indicationindication6classesspread

3. (materials) for and business for others - Stakeholder Mapping

2. Instructor Manual (Learning Path):

1. Overview

across 2 weeks

b. modulecoveredcompetence(s)Additionalbythe: Design

educators

Stakeholder Mapping

c. Learning Outcomes: I can get inspired by role models and success cases and learn from these cases what is relevant to my Icircumstances.canpersuade others by providing arguments and evidence for these arguments.

INSUFFICIENT: work is not considered satisfactory and requires some rework: less than 10

After this course, the students will: know how people make decisions and how to influence them

participants: 5. 2.5material:External/AdditionalMobilising

Resource

trainers: 4. Resources

How to pitch your ideas using persuasive -argumentsHowto use the different persuasion techniqueslearnhow to motivate people to act on their convictionsLearnhow to design a process to influence customer’s behaviors.

a. Main competence: Mobilizing Others

Module

g. Assessment: Self assessment

f. Workload (virtual ECTS): No indication

h. Format: Online, Miro Board (Could also be done TimeNoNooffline)indicationindicationdepends on the performer since it is an exercise and no teaching is required

For the Miro board HERE

Step Two

I can provide examples of inspiring communication campaigns and learn from them.

Step Three

I can explain the key metrics for effective communication.

e. Proficiency level: basic

Step One: The students have to write their stakeholders related to the project and answer questions like Who is going to take part? What are their roles?

The quadrants tell you how to work with these specific stakeholders and involve them in the project.

on the side are there to help you with how to react if a project is being blocked.

2. Instructor Manual (Learning Path):

Interest/availability: how dedicated are they to the project? Will they show up for all meetings?

d. Target Group: Suitable for business trainers

For each stakeholder, think about their power and interest in relation to the project.

The quadrants tell you how to work with these specific stakeholders and involve them in the Theproject.arrows

3. Into Action

I show some independence in carrying out tasks that I am given.

I can initiate and work independently simple value creating activities.

I am driven by the possibility of being able to initiate value creating activities independently.

a. Main competence: Taking the initiative

Laptop and Internet, if online Paper, Flip Charts, etc if offline Resources for participants: or Digital skills

3. Resource (materials) for educators and business trainers:

5. 2.6material:External/AdditionalDigitalLiteracy

Planning and management, working with others, learning though experience, mobilizing resources, self awareness & self efficacy, ethical and sustainable thinking

Tba

c. Outcomes:Learning

Power/influence: do they have the power to influence the project? Can they block something? Can they influence others?

3.1 Taking the initiative

Initiating value creating processes is a core activity for entrepreneurial actions. Taking the initiative is thus a competence filling the gap between opportunity recognition and ideas to action. This includes taking up challenges, acting and working independently to achieve goals, sticking to intentions and carry out planned tasks. However, organizational structures and high education institutions are predestined to limit taking the initiative capabilities, since they often have rigid hierarchical structures. To foster entrepreneurship, the following module targets participants to train them to take initiative.

b. modulecoveredcompetence(s)Additionalbythe:

1. Module Overview

h. Format: online or offline End presentation of group work or written Groupreport

number between 3 5 participants In an online format max. 30 participants or 6 groups per instructor

g. Assessment: End presentation of group work, attendance of the workshop, written diary about the initiatives taken along the way over the duration of the module.

2. Instructor Manual (Learning Path):

The aim of the module is to enhance participants to be more proactive. Therefore, the way of how to solve an exercise should not be determined, but rather participants will have to keep a diary where they write down what they have done in order to achieve the goals. The instructor can choose freely on which topic the participants should work. The idea is to realize a business idea. The instructor can give the participants a topic, e.g., “go green” and let them come up with their own (community) initiative on how to make a small impact. Then, the participants should bring the idea into action. Therefore, we propose to work along the 4P marketing mix (product, place, price, promotion). However, participant need to

I show initiative in dealing with problems that affect my community.

e. Proficiency level: Suitable for all proficiency levels

I can take responsibility in seizing new opportunities and when facing unprecedented challenges in valuecreating activities.

I praise initiative taken by others and reward it appropriately within my team and organization and I can encourage others to take responsibility in value creating activities.

I can take individual and group responsibility to carry out simple tasks in value creating activities.

f. Workload (virtual ECTS): 7,5 ECTS

I can initiate value-creating activities alone and with others.

d. Target Group: Suitable for business trainers and educators.

Takingmarket a sustainable initiative on campus or on workplace, e.g., organizing a cleanup Organizeday a clean-up day in the community (e.g., trash and plastic reduction in nature nearby or) Start a crowdfunding campaign for a topic named above Organize a first aid workshop

If the module is online, the topics to work on should be adapted to an online content or creation of an online event.

take an initiative at each stage, e.g., create a reel, a website to promote their event. Depending on the proficiency level, more advanced concepts than the 4P Marketing Mix might be chosen. Outcomes could for instance be creating stickers to turn off lights, when leaving a room (printing, selling, prompting them, giving them out in the community, recruiting partners that use the sticker). Other, participants can create a TikTok dance to promote sustainability/ their workshop or their topic.

Miles (2022): Take the initiative: A how to guide in 10 steps. Available under: https://www.betterup.com/blog/taking initiative (Accessed: 22/08/2022)

Exercises and topics that can be used by the instructor:Organize workshop, e.g., Friday for StartFuturean initiative targeting elderly, e.g., organize events where participants help out setting up cell phones or other digital advices for digital non natives Implement a social media campaign on e.g., Instagram (let them document the process on how they got followers). Participating in a community run Organizing a second-hand clothing

3. Resource (materials) for educators and business trainers: 4. Resources participants:for 5. material:External/Additional

d. Group:Target Suitable for business trainers

3.2 Planning and management

b. modulebycoverednce(s)competelAdditionathe: Working with others

f. ECTS):(virtualWorkload 4 hours (no ECTS)

a. nce:competeMain (Process) Planning and management

1. OverviModuleew Identity Creation Canvas

c. s:OutcomeLearning

Explain the elements of a business model: competitors’ analysis, marketing plan, operations, etc (Overall description of the organization) Explain different tools and different methodologies that help create the business model and business Developplan. a business plan based on the model, describing how to achieve the value identified. The business plan involves aspects such as marketing plans, operations, and finance plan, etc. (Give a response to the question “who are you?” To do this we need to give some account of; how the organization sees the world; what is of value; what problem the organization solves for; what we do specifically; how we do this; and who for)

e. cyProficienlevel: Intermediate (Beginner level could be achieved through an input session)

g. ent:Assessm No Assessment, rather an appreciation of the finished canvas and the achievements in a team

markers, flipchart

1) Why does the company exist? Context of the organization and the changes their facing

h. Format:

3) What is our approach? Approach to solve the challenges and help people realize their opportunities

3. (materials)Resource for educators and trainers:business Canvas

Length: no longer than 4 hours

2. Path):(LearningManualInstructor

idea sketching 4. Resources participants:for 5. onalExternal/Additimaterial: Additional Material (Identity Creation Template)

2) Why Challenges and Opportunities? Describing challenges and opportunities created by those changes

NotOfflinemore than 10 participants per instructor (ideally one team per session)

4) How? What products or services can be offered to overcome the challenges and deliver value

5) Who do you do it for? What is the main user of your service (printed), of

1. Module Overview

tba

This section differentiates between group and team. A group is a set of people. A team is a group which is organized to carry out a specific mission. The entrepreneurial team is created, in the first instance, upon the balance of skills, with the awareness that its strength comes from the correct balance between a large number of skills, both general and specialist,

h. Format:

3.4 Working with others

d. Target Group: Suitable for business trainers and educators

The quintessence of entrepreneurship is teamwork and in methodologies such as Design Thinking, the multidisciplinary team is at the root of the creative strategy. In a nascent entrepreneurship project, the founding group is the first asset available and therefore the development of a good team is a task prior to any other activity.

3.3 Coping with uncertainty, ambiguity and risk

a. competence:Main Working with others

Self awareness and self efficacy, Mobilizing resources, Mobilizing others

Know each other’s Understand the meaning of teamwork

e. level:Proficiency Intermediate and advanced levels

f. (virtualWorkloadECTS): 10 25 hours (1 ECTS)

g. Assessment: Examination by a Business Case or a Team Challenge

b. modulecoveredcompetence(s)Additionalbythe:

c. Outcomes:Learning

Know what makes a team strong Learn to work Createtogether)teamswith entrepreneurial potential (Team up)

Offline by post its or online by a digital board like MIRO or MURAL

2. Instructor Manual (Learning Path): Basic description

talent, which lies in the task organization system and the forms of relationship between people. This collective talent, also referred to as intellectual capital, expresses the team's potential to achieve its goals.

which is based on the complementary skills of all the members, which can be explicated by establishing roles and functions according to the knowledge and skills of each member. Cohesion of the members, which is achieved by sharing the mission and vision of the project within a compatible cultural and values substrate.

that is, linked to the field where the entrepreneurship is circumscribed.

In well functioning teams, two types of talents coexist:The individual talent treasured by each of the membersCollective

In the literature, the term good team refers to a high performance team (HPT). These are teams of people who are recognized for their rapport, energy and group creativity. High performance teams are characterized by the existence of strong relationship ties between their members, which is attributed to characteristics such as:

Commitment to the project that is achieved by sharing the expectations and motivations of each member based on a clear structure of Competence,incentives.

Trust, which maintains focus, prevents loss of energy, and is based on the creation, over time, of bonds of trust between people. The team's rules of the game (commonly accepted rules that in the medium term can lead to partner agreements) are the basis of this trust.

In every entrepreneurial project that seeks financing and therefore in every entrepreneurial pitch, there are underlying questions regarding “us”: Why us? Why are we going to do it better than others? Why is it worth trusting us?

The investor buys the idea but above all he/she “buys” the team. CBInsights study on newly created projects (startups less than 3 years old) and refer to

Team Up Map method confronts the group with its self knowledge, as a strategy to create bonds of Itunion.canbe

personal business cards.

Although it is a free creation, you can follow a five part scheme such as: Basic data. You draw yourself in the center of the card or put a photo on it. Below it, the identification data (name, age, city of residence, education, ...) are placed. From this central drawing the other aspects are placed around this area in four divisions. Competencies. Each one tells what he/she is good at doing, as well as knowledge or experiences that she/he has. Identity. This part of the sheet explains aspects such as hobbies, tastes, values, and references.Personality. In this area, each one explains how it is. How others see him/her. One can place the results of a personality test, as well.

For the team creation process, the Team Up Map tool used is detailed in the following figure (at the end).

StepProcess1:Create

TheMethod

"the team" as one of the main causes of failure of entrepreneurial projects.

developed between i) unknown people who want to take on a challenge and create a team or ii) between people with previous relationship ties who share an embryonic entrepreneurial idea.

Each member of the team prepares their personal business card. It is an original creation of each participant. The card is used to introduce oneself. Visual language is used. The content is condensed on a DIN-A5 size card.

As a result, the method delivers a first team-project fit. This initial fit is perfect ed iteratively as the entrepreneurial project progresses, thanks to the use of the "entrepreneurial team canvas" that is dynamic, flexible and agile to solve.

Mission. The team defines the mission based on the challenge to work on.

Step 3: Making the Map

The creation of the Team from the group is a process that is addressed with the Team Map tool.

Personal business cards are the excuse to create the team from a group of people. There can be two dynamics: already existing groups or groups to be formed.Existing

Interests. This section explains the individual’s interest in the challenge to take on or possible challenges that might be addressed. Motivation and expectations are included.

Step 2: Participants matching

groups (people already known). In this case, each member of the group introduces himself using the personal business card. A conversation is created from questions to deepen or questions that open a sincere dialogue. Groups to form. It is a dynamic of fitting people. In this case, it proceeds in the style of a speed dating. Personal business cards are left on a visible board. Everyone can see them and get an idea. Alternatively, each one is presented in 30 seconds. Once this is done, pairs can be created. To do this, each person chooses another. The couples exchange points of view. The next step is to create groups of four people building upon the recently created pairs. To do this, the pair cards are grouped in the visible panel. Alternatively, each couple introduces themselves in 30 seconds indicating what they are looking for to complete the group of 4. Once the group of 4 has been created, a dialogue is established between the members of the team.

To do this, in this step, the team works together with the tool, looking for answers to the questions raised in the map. It is about discussing among all and using a virtual whiteboard or sticky notes to advance the answers with the following order:

Why startups fail? By CBInsights. Team is a major reason why startups fail. https://www.cbinsights.com/research/startup failure reasons top/

Organization. The map is traversed starting in the box corresponding to commitment. From this point the map is traversed clockwise: commitment-competencecohesion-trust. The teams discuss how to fill in each section of this journey and agrees on their contents. The map can be used as a reference framework of the teamwork because it serves as a reminder of their commitments. The approach can be revised and adapted as long as the team progresses in their entrepreneurial idea.

LAZEAR, EDWARD P. 2005. Entrepreneurship. Journal of Labor Economics, 23, 649 680. The theory of balancing skills, also referred to as "Jack of all trades" shows that the entrepreneur is characterized by having a wide menu of varied skills rather than being a great specialist. Different empirical studies have made it possible to observe how it is precisely the imbalance between competencies that ends up penalizing entrepreneurship.

The MIT Human Dynamics Laboratory study provides knowledge around what makes a High Performance Team (HPT). The book “Creating Hight performance teams: applied strategies and tools for managers” by Ray Aldag and Loren Kuzuhara is a reference in this regard.

3. Resource (materials) for educators and business trainers:

4. Resources participants:for

Participants will identify their personal goals, and their strengths and weaknesses in regard to this goal (basic). Participants will evaluate and reflect on their strengths and weaknesses and will be able to identify the necessary changes in response to new opportunities (intermediate).

3.5 Learning through experience 1. Module Overview a. competence:Main Self Awareness and Self Efficacy b. modulecoveredcompetence(s)Additionalbythe: Motivation and Perseverance c. Outcomes:Learning

Scale: https://sparqtools.org/mobility measure/new general self-efficacy-scale/

Online access to the external materials detailed below.

5. material:External/Additional All Giladlevel:Chen and team New General Self Efficacy

Basic level: Big5 personality test: https://www.truity.com/test/big five personality test

Cattell 16 personality factor test: buildinghttps://personalbrand.com/13PersonalAdvanceddevelopmenthttps://www.betterup.com/blog/personalpracticalhttps://www.lifehack.org/arIntermediatehttps://openpsychometrics.org/tests/16PF.phplevel:ticles/lifestyle/42waystoimproveyourself.htmllevel:brandbuilding:-essential-tools-personalbrand/

Basic level: WHO AM I?

Participants will be able to use their personal strengths and achievements to inspire others in their personal development (advanced).

Each level starts with a discussion of the importance of self awareness and self efficacy in general and the related literature (background material is available in the resources section below).

d. Target Group: Suitable for business trainers and educators

1 instructor / 15 participant

2. Instructor Manual (Learning Path):

g. Assessment:

3 sessions (3 steps): Intro about selfawareness (60 min); participant task (120 min); evaluation (30 min)

At this level, the aim of the training is for the participant to become aware of his/her own identity and to reach a basic level of self awareness

- Method utilised to compile the self-awareness report:

STEP 2: TASK for the participants

(1) Self awareness tests (see point 5 below)

The module is based on the development of self awareness, but in different ways for different proficiency levels.

STEP 1: What is self efficacy

f. Workload (virtual ECTS):

Outcome of the task: compilation of a "Self awareness report" by the participants. My strengths; my weaknesses; my ideal self; my goals; my fears

h. Format: offline / mediatedonlineindividual task, ~15 participants

e. Proficiency level: Suitable for all proficiency levels

Resources for the introduction What is self efficacy:

- At this level, the aim of the training is to explore the participants' personal development pathways.

- Methods utilised to compile Personal branding action plan:(5)Personal social media accounts evaluation & harmonization

(6) Personal social media content generation (videos, talks, etc.)

3. Resource (materials) for educators and business trainers:

At this level, the aim of the training is to expand the personalities of the participants to inspire others

HOW CAN I INSPIRE OTHERS?

Intermediate level: HOW CAN I GET BETTER?

utilised to compile the self improvement journey:(1)

Each level ends with a moderated discussion of the results. It can be done in a written form or personally also.

(3) Listening to inspirational & motivational Advancedtalkslevel:

STEP 3: Evaluation and presentation

Listing your previous successes (as (2)benchmarks)Rolemodel collection (collecting inspiring personalities)

Basic level: Big5 personality test: https://www.truity.com/test/big five personality test

Bandura, A. (1997). Self efficacy. The exercise of control. New York: W.H. Freeman and Company. Emory University, Division of Educational Studies, Information on SelfEfficacy: A Community of Scholars. Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale. Organizational Research Methods, 4(1), 62Margolis,83. H., & McCabe, P. (2006). Improving Self Efficacy and Motivation: What to Do, What to Say. Intervention in School and Clinic, 41(4), 218 227.

Scherbaum, C. A., Cohen Charash, Y., & Kern, M. J. (2006). Measuring general self efficacy: A comparison of three measures using item response theory. Educational and Psychological Measurement, 66(6), 1047 1063.

4. Resources participants:for Online access to the external materials detailed below.

Cattell 16 personality factor test: buildinghttps://personalbrand.com/13PersonalAdvanceddevelopmenthttps://www.betterup.com/blog/personalpracticalhttps://www.lifehack.org/articles/lifestyle/42Intermediatehttps://openpsychometrics.org/tests/16PF.phplevel:waystoimproveyourself.htmllevel:brandbuilding:essentialtools-personalbrand/

5. material:External/Additional All Giladlevel:Chen and team New General Self Efficacy Scale: https://sparqtools.org/mobility measure/new general self efficacy scale/

EICAAprojecttwitter.com/ facebook.com/EICAAproject Linkedin.com/companyeicaaproject/

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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EICAAwww.eicaa.euProjectCoordinatorFlorianBratzkeUnivationsGmbHbratzke@univations.de

EICAA Competence Development Kit

Articles inside

2.5 Mobilising others - Entrepreneurial selling

2.5 Mobilising others - Stakeholder Mapping

3.5 Learning through experience

2.4 Financial and economic literacy - Entrepreneurship Foundations

2.3 Mobilising resources

Introduction to the EICAA Competence Development Kit

2.2 Motivation and perseverance

Module Structure Overview of the EICAA Competence Development Kit

2.4 Financial and economic literacy - Financial Basics

1.3 Vision

1.4 Valuing ideas

1.2 Creativity