Formation of entrepreneurial competencies in the younger generation Modern Russian society is one of the most important issues of the development of our education and economy. The state for sustainable development and social progress is necessary for personnel and citizens who can actively and effectively lead the country to sustainable improvement in the welfare of the nation and a cost-effective healthy future.

The relevance of the problem is due to contradictions

between the requirements for the preparation of the younger generation, which enters into life and labor activities in new rapid economic and social conditions,
between the requirements of scientific and technological progress in human production potential,
between the requirements of employers who need active, competent, business, competent young employees andthe system in which is now being conducted in the Russian general education training of a graduate of an educational institution for future independent employment, adapting to the business world and the construction of a successful career.

Unfortunately, many modern graduates of the mass school do not have sufficient independence and awareness of their professional self-determination, do not fully own the knowledge and skills of the most effective definition of their further employment path, cannot clearly set the goals of creating a successful career and find ways to solve them, learning a lot Working for this, with difficulty assesses the alternative to labor "on the organization" and labor "on themselves", have weak ideas that the country is in dire need of young people who have entrepreneurial competences, entrepreneurial thinking, business activity in order to develop and maintain Russian Small and medium businesses, which will help make it economically healthy our near future, organizing production in the country itself, oriented, creating new jobs; Profits, taxes with which will be directed to the social sphere, education, health care, etc.

Therefore, the question training entrepreneurial and active young generation - This is simply an urgent question of our life and our education, this is a strategic issue of the development of the state that meets the objectives established by the National Doctrine of Education in the Russian Federation for the period up to 2025.

On the need formation of entrepreneurial competencies and business Qualities The federal target program for the development of Russian education until 2015 also indicates, directing the actions of teachers for the integrated nature of achieving goals and objectives, uniform approaches to solving the existing problems of education in the case of responsible training and replenishment of the young intellectual and personnel potential of the country who can take care of worthy economic state of the population and the state.

In the center of educational and scientific consulting (Tsink), the problem of the formation of entrepreneurial competencies in schoolchildren is actively studied, Tsinka participates in conferences, seminars, meetings on this topic.

Tsinka invites educational institutions, scientific and public organizations, enterprises and all stakeholders to cooperate.

We will be happy to share our developments:

the model "Formation of entrepreneurial competencies in schoolchildren in social partnership" (systems of extracurricular and urgent activities with students from 1 to grade 11 of general education institutions) to create prerequisites for the focused training of the younger generation and its participation in the development of small and medium-sized businesses of Russia, the establishment of a healthy future countries;

Model of general competencies of a young entrepreneur

Entrepreneurial competencies that are formed during the passage of training items

Thing	Competences, knowledge and skills that will help to become a future entrepreneur, a business man more successful
russian language literature	knowledge of the rules of competent oral and written speech, the ability to clearly and convincingly speak, to present their plans, clearly give assignments, apply literary examples to give emotionality of a speech, the ability to conduct a business correspondence
mathematics	logical thinking, the ability to make calculations, make graphs, charts, schemes, read and analyze statistical data, the ability to draw up algorithms, quantitatively define values
computer science	the ability to use information and communication technologies, the Internet to search and transform information, draw up tables, graphs, schemes, the ability to conduct business contacts via the Internet, maintaining business correspondence via email, the ability to determine the procedure
history	understanding the historical processes and stages of the development of society, knowledge of successful examples of entrepreneurial activities, the role of the state and the private sector in the development of the economy, the ability to encourage people to energetic activities using examples from history
social science	knowledge of human activity, the importance and structure of the economic sphere of activity in the life of the state and in the life of a separate person, general ideas about the econ. processes, the role of a person in various processes, the concept of image, etiquette, behavior in certain situations, the ability to respond to the above, understanding of the presence of moral and social responsibility for action, the ability to determine the criteria for effectiveness, recognition of the importance of competition, mastering the art of negotiations, the ability to understand the essence of the problem , ability to evaluate actions
geography	spatial view of the life and laws of placement of nature, resources, farms, the characteristics of the economy of individual regions, countries, the world as a whole, the concept of leading industries, awareness of socio-economic needs
physics	the concepts of prospective studies in the field of physics and technologies used in advanced sectors of the economy
chemistry	knowledge of the main features of chemistry as a branch of the production and industry "Avangard Troika" in order to organize business
biology	concepts of modern technologies for the production of plants and animals, food
foreign language	communicability, ability to establish business contacts, the ability to use the experience of others in their activities
IO	ability to understand the importance of works of art for business organization

programs 4 prefest and specialized courses for graduates of the main and secondary (full) general education of urban and rural schools: "The world of business people", "School of the future entrepreneur", "I am a farmer", "";
2 methodological guides with recommendations for teachers for the practical application of the developed model and the organization of the social partnership system (the allowance in 2013 took 2nd place at the All-Russian competition for the development of materials to increase the financial literacy of children and adolescents conducted by the publishing house "Vita-Press"):

Gladilina I.P., Grishakina O.P., Trusov L.A. .. Forming entrepreneurial competencies from schoolchildren in social partnership. - M.: Collage LLC, 2011. - 120c.

Trusov L.A.Methodical materials for organizing classes on the formation of entrepreneurial competencies in schoolchildren. - M.: Collage LLC, 2011. - 136s.

cycle of the parent lecture on professional self-determination of schoolchildren,
model of the social partnership system of the basic institution of the experiment, helping to form and develop entrepreneurial competences of schoolchildren on specific practical examples and affairs;

A complex of the formation of entrepreneurial competencies in the conditions of social partnership

the model system of the network Internet interaction on the improvement of entrepreneurial competencies and consulting on business training of students, teachers, parents, specialists through the site work system http://pedagogogi.ru/ "Pedforum" for online counseling, conducting problem-thematic seminars and Trainings, webinars on the territory of the Moscow region and other regions of the Russian Federation.

Examples of the development of entrepreneurial competencies

using materials of lessons on a separate CMC

(full version in all classes and subjects, extracurricular activities are presented in methodological manuals)

Educational and methodical set "School of Russia" Ed. A.A. Pleshakov

1 class:

Mathematics.1 class. Studies. For general education. Creative In 2 h. M.I. Moro, S.I. Volkova, S.V, Stepanova. - 10th ed. - M.: Enlightenment, 2010.-112С.

Parts, lesson numbers	Threads where emphasis can be strengthened to form the qualities necessary to the future business person, entrepreneur	(for the formation of entrepreneurial competencies)
	Numbering Numbers from 1 to 10	Concept of numbers and order
	Addition and subtraction
	Numbering. Numbers from 1 to 20.	The concept of numbers and order, components of the number. Ability to explain the actions performed
	Addition and subtraction	The ability to conduct the simplest computing. The ability to solve the tasks for the smell

Goretsky V.G. Russian alphabet.1 class: studies. For general education. institutions. 14th ed. - M.: Enlightenment. 2010.-239С.

Pages		What to do focus when learning
		Concept of goods and purchases
	Who will be? Who works by?	Acquaintance with professions
	Skillful hands	Concept of labor value
		Concept of learning
	Two comrades	The concept of mutual support
	L. Tolstoy. The truth is most expensive	The concept of honesty and truth

Educational and methodical set "School -2100"

(R.N. Buneev, E.V. Buneeva; Peterson L.G)

Mathematics.

1 class. Peterson L.G. In three parts. -M: Juven, 2002

Pages	Examples of works that can be used	What to do focus when learning (for the formation of preprin. competencies)
Part I.	Large and small. Reduction and increase	Ability to understand the difference in numbers, understand that more and less
	Groups of objects	Ability to distinguish labor products
	Comparison of groups of objects	Skill compare
	Addition	Skill to fold
	Subtraction
Part II.	Expressions	Ability to perform arithmetic action
	Table of addition	Ability to understand the composition of the numbers
		Start learning the ability to solve problems with meaning
Part III	Equations	Understanding the meaning of equations
	Account dozens	Acquaintance with a new type of numbers

Russian language.1 class. R.N. Buneeva, E.V. Buneeva, O.V. Pronin.-M.: Balam. 2004.

Lesson number	Examples of works that can be used
	Why words that sound equally written on -nyy - with a big and small letter	Show the importance of the value to be neat and competent
	We repeat the rules for making proposals on the letter	Show the importance of knowledge of the rules of the letter

Literary reading: grade 2:

textbook for students of general education institutions: 2h. / Author-compiler L.A. Efrosinina - 5 ed. -M.: Ventana Graf, 2009, Part 1.-176c, Part 2-176c.

Parts, lesson numbers	Topics, which can be strengthened by emphasis for the formation of the qualities necessary for the future business person, entrepreneur	What to do an emphasis when studying (for the formation of prerever. Competences)
	Swan, Cancer and Pike	How important to understand the need for joint actions and shared work
	M. Zoshchenko The most important thing	The concept of courage, knowledge, connection of power and mind It is important to understand what needs knowledge, not all power is stronger than the mind
	L. Panteleev Two frogs	The concepts of labor and perseverance It is important to understand what to achieve something, you need to work much
	L. Tolstoy Winter animals	Understanding of joint activities, the importance of making a general decision
	Brothers Grimm Tale about three piglets	The idea of \u200b\u200breliability and well made business. How it is important to understand that you do not need to be careless
	E. Permyak Case with a wallet	The concept of honesty. It is important to understand that honesty is a natural quality for a person.
	A. Pushkin Tale of fisherman and fish	The concept of real possibilities.

Kravchenko A. I., Pevtsova E.A. Schedule: Textbook for grade 6 general education institutions. - 11th ed.-M.: LLC "TID" Russian Word-RS ", 2008.-184c.

Parts, lesson numbers	Threads where emphasis can be strengthened to form the qualities necessary to the future business person, entrepreneur	Competences knowledge, skills, skills
	What is society?	The concept of society, the spheres of society. The ability to determine which area includes one or another
	Modern society	The idea of \u200b\u200bthe requirements for modern worker, education skills.
	Humanity as the amount of generations	The concept of generations, material and intangible culture
	Humanity, society, nature	Environmental Performance
	What is the economy?	The idea of \u200b\u200beconomics and production, needs and resources. The ability to understand what is necessary for the organization of production
		View of trade, money, banks. The ability to understand how trading is related to production, for which money serve people
	What is entrepreneurship and business	Presentation of business entrepreneurship. Ability to understand what a successful business
	Household	An idea of \u200b\u200bthe household. The ability to divide income and family expenses. Submission of savings.
	Economic activity of adolescents	The concept of youth. An idea of \u200b\u200byoung entrepreneurs.
	Work in terms of law	The concept of employee and employer, labor contract and wages.
	Social structure of society	The idea of \u200b\u200bthe groups of society, the ability to understand the causes of social inequality. The ability to understand what the position of a person in society depends
	Rules and norms of behavior in society	The concept of norms and rules of behavior, customs and traditions, etiquette. The ability to explain the rules of behavior. Acquaintance with the nravami and traditions of business communication between different countries.
	Human	The concept of responsibility, contract.
	Ideal and values	The concept of values. Ability to determine priorities

Professional competencies are a totality of knowledge, skills and skills necessary to specialists in a particular professional area and their own in the process of professional activity.

Entrepreneurs need professional knowledge:

The economic and legal foundations of entrepreneurial firms in the Russian Federation and the international market

Specifications and patterns of development of subject areas of activity (division of labor, business infrastructure)

The specifics and patterns of development of their own profits of interests and the interests of the environment.

Entities and borders of business sovereignty

Theories and practices of competitively capable business.

The specifics and patterns of the development of an interfirm environment of the business.

The specifics and patterns of the development of the intra-revocative business environment.

Schemes to achieve and maintain power, environmental impact methods.

The specifics and patterns of entrepreneurial administration.

For many business school entrepreneurs is life itself. However, since the end of the 20th century, various enterprise education programs (children's business schools and camp, specialized programs for students, adult programs, which have not only higher education, but also practical experience) are widespread.

The concept of entrepreneurial business planning in a wide and narrow sense. Principles planning

In a broad sense, business planning is the definition of the organization's mission, its strategy, business plan development.

In the narrow sense of business - planning is a business plan development

Principles planning

Flexibility providing for permanent adaptation to changes in the enterprise functioning environment. Its compliance requires an adjustment of the plan in various changes in the external and internal environment;

Continuity, involving the sliding nature of planning, primarily in terms of systematic revision of plans, "shifting" planning period (for example, after completion of the reporting month, quarter, year);

Communication, under which coordination and integration of efforts (or the principle of Holism on R. Akof) is understood. Everything should be interconnected and interdependent;

Participation involving the importance of involving all possible participants in the process of functioning of the enterprise;

Adequacy, i.e. Reflection of real problems and self-esteem during the planning process. Adequacy assumes that actually occurring processes with rational accuracy should be modeled in the preparation of an enterprise plan;

The complexity is as interconnection and reflection in terms of all directions of financial and economic activities of the enterprise;

Multivariates allowing you to choose the best of alternative opportunities to achieve the goal. Compliance with this principle requires the development of various scenarios of the future development of the enterprise based on probabilistic environmental scenarios;

Iteativity providing for repeatedness of linking already compiled sections of a plan (iteration). This causes the creative nature of the planning process itself.

In practice, a strategic, long-term, short-term and current planning is applied.

Strategic planning is a vision of an enterprise in the future, its place and roles in the economy and the socio-economic structure of the country, as well as the main ways and means of achieving this new state.

Long-term planning is carried out for the next 3-5 years.

Short-term planning is carried out for the next 1-3 years.

Current planning - short-term planning is usually 1 year.

58. Appointment of a business plan, its structure

BP is a document showing the investment attractiveness of any project or business.

The business plan serves three main goals:

He gives the investor an answer to the question whether to invest in this investment project.

Serves as a source of information for persons directly implementing the project.

The Bank, when making a decision on the issuance of a loan receives comprehensive information on the existing business of the borrower and its development after receiving the loan.

Business plan elements: 1. Summary 2. Description of the enterprise and industry 3. Product description (services) 4. Marketing and sales of products (services) 5. Production plan 6. Organizational plan 7. Financial plan 8. Direction and project efficiency 9. Risks and warranties 10. Appendices

Data: Generalized Competence Models

Chapter17 Entrepreneurs

Many studies over the past 25 years have shown the relationship between the motivation of achievements, entrepreneurial behaviors and success in the new and growing business.
In the early 1970s, when the methodology of the competences described in this book was developed, it seemed quite likely that other competencies were found, in addition to the motivation of achievements, which predict success in entrepreneurship.
In the autumn of 1983, the US International Development Agency (USAID) financed a cross-cultural study to determine "Personal entrepreneurial characteristics"(PPH) 2, that is, competencies that predict business creation and success in and between cultures. The purpose of the study was to repeat and expand the previous study of the motivation of achievement using the new competency assessment methodology.
An additional purpose of this study has become developmentand the rationale for practical, profitable evaluation methodsfor selection of potential entrepreneurs and those who are already engaged in business, people who, with more likelihood, will use scarce resources, such as education, and effectively invest them for economic development, including income, jobs, capital investments, tax revenues In the treasury, as well as secondary "animation effects", which produce successful small businesses in society.
USAID study presented a total valid cross-cultural model of entrepreneurs competences and is an example of a large-scale study of competencies using an extended analysis of statistical rolling.

Cross-cultural study of entrepreneurship competences

A sample of the criterion of successful and less successful entrepreneurs was defined in three developing countries: Ecuador in Latin America, Malawi in Africa and India in Asia. The samples of the Bishi are determined by the search for nominees from a number of professional sources, including banks, chambers of commerce, ministries and finance, trading companies, etc. Each country.

Researchers interviewed the 12 best and 12 medium-sized production, marketing / trade, service, only 72 people from each country, 216 for the entire sample. Each entrepreneur must be the owner or companion of the company, to participate in the opening of a business and engage in the business itself over the past three years.
Each entrepreneur was polled for two or three hours in his native language. At first they were asked a standard set of questions about their biographical data and business experience:
Questions about biographical data and experience: the number of years of study
work experience
Another experience related to the current business
The number of other companies, at the base of which participated respondents
Father and mother education
Number of other family members who have their own business
Regular affairs in the company
The number of working hours is standard for a standard week or more or less compared to the working week at the previous workplace or as an employee of another company
Company data: products and services
How much time entrepreneur owns business
Sales over the past year
Changes in sales over the past three years
Profit for the last year
Changes in profits over the past three years
Changes in products or services over the past three years
Location of the company
Main equipment, own or rented
Number of employees and their posts
Sources of financing

The interviewing method for the receipt of behavioral examples was used to obtain a detailed report on how the entrepreneur began business, and more about four key situations (the moments of takeoffs and falls), which had a place in the process of doing business.

Half interviews were recorded on the film, translated, deciphered and analyzed to determine the competences that distinguish the best entrepreneurs from the average. This preliminary model of the competencies of the BYSH is validated by the systematic coding of the remaining decodes for each competence. The ultimate competency model for entrepreneurs is shown in Table 17-1.
Several methods of statistical analysis were applied to determine the competencies that most differed in the best entrepreneurs from the average.

Table 17-1 General Business Competence Model

I achieve

Initiative
but. Does before it will be asked or force circumstances
b. Acts to expand business in new areas, products or services

Sees and uses opportunities
but. Sees and uses new business opportunities
b. Does not miss the unusual possibilities for obtaining financing, land, workspace or help

Persistence
but. Takes repeated or other actions to overcome the obstacle b. Takes actions on a serious obstacle

Search for information
but. Conducts its own research, how to provide a particular product or service
b. Consult with business experts or technical issues
in. Looking for information or asks questions to clarify the needs of the supplier
Mr. Personally conducts market research, analysis or study
D. Enjoys a network of contacts or information network for useful information

Caring for high quality of work
but. Makes a desire to produce or sell high-quality products or services
b. Assesses his work or work of his company positively compared to another company.

Obligations under contracts
but. Personally goes to the victims or spends incredible efforts to perform work
b. Takes full responsibility for problems with working for customers in. Energetically takes back along with the workers or works in their place to perform work. Expresses care of customer satisfaction

Orientation on efficiency
but. Looking for or finding ways to make faster or with less costs. Enjoys information or business tools to increase efficiency. Expresses caring for the costs and benefits of some improvements, changes or methods of work.

II thinking and solving problems

8. Systematic planning
but. Plans to break the great task on the part
b. Develops plans in which foresees obstacles
in. Evaluates alternatives
g applies a logical and systematic approach to action

9. Solving problems
but. Switches to an alternative strategy to achieve the goal
b. Generates new ideas or innovative solutions

III Personal Maturity <

10. Departure
but. Expresses confidence in his abilities to task or overcome the difficulties
b. Adheres to his opinion, faced with the opposite point of view or fail at the initial stage
in. Makes something, although it considers it risky

11.Expertiza
but. Has experience in the same business area
b. Has a strong technical expertise in this business field
in. Possessed the skills of working with finances before the start of his business
G. possessed accounting skills before the start of his business
d. possessed the skills of work in production before the start of his business
e. possess the skills of work in marketing / sales before its business
g. Possessed the skills of work in another related to the current field of business before opened its business

12. Recognition of the limits of its capabilities
but. Accurately determines his personal restrictions
b. Takes different actions to improve your abilities. Forms what I learned in past errors

I. V Effect

13. Belief
but. Convinces someone to buy a product or service
b. Convinces someone to provide financing
in. Convincing someone to do something else that he (entrepreneur) would like to do
g proves its competence, reliability or some other personal qualities or qualities of your company
d. Defends firm confidence in products or services of his company

14. The use of strategies for influencing
but. Takes actions to develop business contacts
b. Uses influential people as agents to fulfill their tasks
in. Selectively limits information provided to other people
g. enjoys strategy for the influence or belief of others

V Directive and Control

15. perseverance
but. Directly faces other people if there are problems
b. Tells others what to do
in. Announces reprimand or establishes strict discipline for those who failed to achieve the expected execution

16.Control
but. Develops or uses procedures that guarantee that the work is made or that it meets quality standards
b. Personally controls all aspects of the project

Vi orientation on other

17.Ability, honesty and sincerity
but. Emphasizes his honest word for others (for example, in sales)
b. Acts so to guarantee honesty or justice in working with other
in. Bring to the end of remuneration and punishment (employees, suppliers)
g reports to the buyer that he will not be able to do something (for example, perform the task), even if it means loss for business

18.Breat about the welfare of employees
but. Takes actions to improve the welfare of employees
b. Takes positive actions in response Cash requests
in. Expresses concern about the welfare of employees

19.Instation of the importance of business relationships
but. Considers interpersonal relationships by the main business resource
b. Puts long-term felt above short-term profit in business relationships
in. In relations with the client, it is always emphasized by the importance of maintaining a welcome or correct behavior.
g takes actions to build confidence or friendship
With a client

20. Provides employee training

VII Additional competencies

21. Capital construction (only in Malawi)
but. Saves money to invest them in business
b. Re-invests profit in business
22. Caring for image products and services (only in Ecuador)
but. Expresses concern about how others perceive its product, service or company
b. Demonstrates awareness about the fact that customers orally
distribute knowledge about his product or company

T-tests
Significant differences were obtained for the following competencies:

I. Achievement

1. Initiative
2. sees and uses opportunities

7. Efficiency orientation

P. thinking and solving problems

9. Solving problems

V. Directive and control
15. perseverance
16. Control

Vi. Orientation on others

The absence of distinction between the best and average entrepreneurs on the biographical and demographic variables and the presence of only two small differences between the countries (the construction of capital in Malawi and the concern for image in Ecuador).

Regressive analysis

Effectkompetes.Step-by-step multiple regression of competencies on the assessment of entrepreneurial criteria revealed three important competencies: 19 - recognize the importance of business relationships, 2 - see and use the possibilities, 16 - control.

The effect of the country.To see if the competencies differ depending on the national culture, insignificant (fictitious) variables were added to the list. The inclusion of variables for the country did not affect any competence, nor for multiple regression.

Effect of business and experience of entrepreneurs.Multiple regressions were conducted with various combinations of competences and business variables and experience. None of these variables affected the competence or multiple regression.

Discriminant functional analysis

Discriminants functional analysis was carried out to test the hypothesis: whether it is possible using a 20-point scale of competencies, distinguishing successful entrepreneurs from unsuccessful. The program of the discriminant analysis selected variables by minimizing the Wilx lambda. The phased procedure stopped after 10 points of competencies were introduced. At this stage, the canonical correlation was 0.50 (R<0,0002). Когда результаты этой программы были использованы при разбиении выборки предпринимателей на успешную и менее успешную, были верно классифицированы 81,4% менее успешной группы, 65,2% успешной группы и 72,7% от всей группы.
Further discriminant analysis was conducted in order to see if the data on the experience of entrepreneurs will increase the ability of competencies to determine successful performance. The results differed slightly from those used only points of competencies. The results of this discriminant analysis suggest that successful entrepreneurs from less successful are distinguished by competencies, not their (entrepreneurs) experience.

Factor analysis of points of competencies. Several factor tests of competencies were carried out. The initial analysis of the initial points of competences revealed four factors with its own value. MORE 1. Then the analysis was carried out for the sample of factors 2, 3 and 4.
For criterion 0.5 factors I and II include the following competencies:

FactorI achieve
1. Initiative
3. Persistence
Reflecting and solving problems
9. Solving problems
Personal maturity
10. self-confidence
12. Aware of the limits of their capabilities
Influence
13. Belief

Factor II.

Attainment
5. Caring for high quality work
6. Liabilities under the contract
7. Orientation on the effectiveness of thinking and solving problems
8. Systematic planning

Personal maturity
10. Self-confidence policy and control
16. Control

Factor I implies a focused, analytical, dominant (self-confident and convincing) personality, and factor II is a person with a strong motivation of achievements and implementation skills: planning to achieve goals
and control to obtain feedback regarding progress towards goals. Successful entrepreneurs demonstrate significantly more than both factors of competencies (targeted, dominant: t.= 3,52; p \u003d.0.001; Achievement-oriented: / \u003d 2.63, /? \u003d 0.010).

conclusions

1. Differentiation.Personal entrepreneurial competencies distinguish successful entrepreneurs from less successful. In most of the statistical studies, seven competencies were important in four clusters of the competency model for entrepreneurs:

Attainment
1. Initiative

2. sees and uses opportunities

3. Persistence

5. Caring for high quality work
Personal maturity
10. self-confidence

Control and indication
16. Control

Orientation on others
19. Recognition of the importance of business relationships

2. Identification.The method of assessing competencies determines the characteristics other than the motivation of achievements related to entrepreneurial success, namely:

Thinking and solving problems(Cognitive competencies). Systematic planning and solving problems
Personal maturity(or self-esteem features). Includes self-confidence

Influence(due to the motivation of power). Belief and building business relationships
Directive and control.Includes monitoring (work results)

The method of assessing the competencies used in the cross-cultural study is largely confirmed by the initial data of David McCleland relating to the attitude of the motivation of achievement to business success.

3. Reference (biographic) information.Biographical and demographic data about the entrepreneur do not allow to distinguish the best entrepreneurs from medium. Entrepreneurship - Career "Equal Opportunities".

4. Consistency and sequence of characteristics.The competence of successful entrepreneurs essentially the same for three different countries. The final set of characteristics or features predicts the success of entrepreneurship in different cultural media. These characteristics are not subject to the strong influence of the education of entrepreneurs, their examination or business experience.

Development of methods for assessing entrepreneurs

For the selection of competencies, the evaluation methods were developed, four criteria were used:

1. Evidence that this competence distinguishes successful entrepreneurs from less successful.

2. Proof of the fact that this competence is found quite often to confirm the assessment of its presence from existing or potential entrepreneurs.
3. The ability to demonstrate competence prior to launching a business or receive a senior position.
4. The informative validity of the competence and its behavioral indicators as the skills necessary for launching or doing business.

Evaluation methods have been developed for the following competencies:

Initiative
Sees and uses opportunities
Persistence
Search for information
Caring for high quality work obligations under the contract orientation
Systematic planning
Solving problems confidence belief
Using influence strategies
Perseverance

In addition, the achievement motivation was estimated as a hidden personality quality, different from its behavioral expression in such competences, as an initiative, sees and uses opportunities, perseverance, information search, care for high quality work, obligations under the contract and orientation to efficiency.

Tasks for the development of assessment methods were as follows:

1. Give a valid total score, predicting entrepreneurial success to help decide on the investment of resources: who should receive money or go through training before starting or developing a business.
2. Provide data on specific competencies to use in the training programs of entrepreneurs, where feedback with a person relative to its strengths and weaknesses is very useful for determining development priorities.
3. Bring the falsification and influence of social desirability (most likely the appearance of these effects, if the candidates know that the test results will be used in determining who will receive a loan or other valuable resources).
4. Methods of assessment must be suitable and acceptable for various populations regardless of cultural context.
5. Evaluation methods should be simple in administration and counting: convenient for illiterate peoples and experts conducting an assessment that do not have a high level of skillful in interviews or psychological testing.

Some of these goals contradict each other. The so-called "reactive" methods of evaluation, for example, "paper" tests, where candidates choose answers from several proposed options, easy to conduct and count points, but they are subject to falsification and social desirability. The so-called "proactive" assessment methods provide the same stimulus material and require a candidate to give a unique answer; It is harder to fake them, but it is more difficult to conduct and evaluate in points.
Assessment methods were developed in various formats to determine which one will be simultaneously valid and practical. All methods were designed for the purpose of oral administration (conduct) for illiterate respondents. These methods are described below 4

Informational interview

Different protocols of the information interview for entrepreneurs have been developed and for those who are preparing to start a business. Both forms included questions about the biography: education and technical training, previous experience in business and business, age, marital status, occupation of parents, entrepreneurial activity of other family members, acquaintance with entrepreneurs before the start of their business, as well as the reasons that prompted to start their business.
An information interview for those who are already engaged in entrepreneurship also included questions about sales, prison, income, the number of employees and their own estimates of the entrepreneur how well its business is compared by three previous years. These data contributed to the measurement of business success for the subsequent substantiation of the assessment methods.
The information interview takes about 30 minutes.

Focus interview

Focal interview is a simplified version of the interview to receive behavioral examples, which was used on the project's research phase and described in chapter 11. In this interview, the respondents are asked to describe how they entered in five situations from the past experience: when they "performed something alone", "Forced someone to do something" and "experienced difficulties with doing something."
For each of these three main issues, concrete related issues were provided to make sure that the interview had enough information to count target competencies. After clarifying the details of the behavior and thinking of the candidate in each situation, the researcher used the verification list to note the number of situations in which a person demonstrated the indicators of each competence.
The advantages of a focus interview consist in its high validity and resistance to the influence of falsification and social desirability. The negative sides are difficulties with the calculation of points. The interview should be carried out and calculated individually, and this process takes up an hour. Interview requires some learning. The non-accurate calculation of points is a potential threat to the validity of the test.

Counting focal interview points syng

(systematic multi-level monitoring of groups)

After a focal interview, the surveyers fill the additional form of calculating points, Simron, based on their interaction with interviewee. Simnging points counting requires an interviewer to estimate how often the interviewee shows each of the 26 indicators. These indicators are calculated on three basic identity measurements: authorities (dominant type - against the subject), affiliation (friendly - against hostile or alienated) and achievements (focusing on the task - and not on emotional aspects). Measurements of power and achievements of Simng are largely reminded by "achievement" and "focused on action, dominant" factors found in the study of the characteristics of more successful entrepreneurs.
For this project, a special estimated form of syng has been developed. The statements that reflect the interests that could disappear in critical situations, or reflecting behavior, described in detail in focal interviews. For example, the first three statements were such:

1. Power, status, earning a large amount of money

2. Being popular, beloved and cause admiration

3. Activate command work to achieve common goals

After the focus interview, the researcher estimated how often (rarely, sometimes or often) interviewed was demonstrated by each of the 26 indicators.

Filling and counting scores in the form of a syngling is only ten minutes.

Questionnaire for self-esteem

A sprinkler for self-assessment consists of 70 points describing typical behavioral methods. The respondents are asked to appreciate on a five-point scale, how accurately each statement describes them, from "very good" to "does not describe in any way." 65 of these items are based on 13 key competencies selected for evaluation. For example, in one of the items of the scale, the initiative is required to evaluate the following statement: "I do something before it becomes absolutely clear what you need to do." The remaining five points (70-65 \u003d 5) form a scale of social desirability, which is used to adjust the responses of some people who want to evaluate themselves too positive. Like a focal interview, a self-assessment questionnaire provides points for each of the intended competencies.
The main advantage of the questionnaire for self-assessment is the simplicity of its holding and counting points. Conduct a survey in the group in 30 minutes.
The main minus of the questionnaire for self-esteem is its susceptibility to the impact of social desirability and falsification; It is unlikely that it will be useful in situations where the test result determines who receives a loan or is accepted on the desired learning program. This tool is best used as part of the training courses of entrepreneurs to help participants determine their learning needs.

Business Cases

A questionnaire from 52 points contains brief descriptions of 20 situations with which an entrepreneur may face. After each situation, one or more pairs of alternative thoughts or actions are given. Here is an example of the situation:

You visited a potential client to determine if he has the need for the service you offer. The potential client directly declares you that it does not think that you can provide what he needs.

1. Which of the behavior options will you choose?
A. You will tell a person that your services can accurately satisfy its needs, and develop themselves as it is.

B. Thank you for the time spent time and note that you hope to be useful in the future.

Respondents chose the option that more precisely described how they are
drank in a similar situation. Each alternative is based on the use of certain competence. Business Case provides a score profile for 13 specified competencies.

In writing, the business case is easy to spend and count points. You can spend it in a group in 35 minutes. Unlike other tools, this exercise can measure the inclination to exercise competencies, the ability to demonstrate which in real situations in humans is quite limited. Negative sides of business cases are the possibility of falsification and the effect of social desirability, as well as the need for a candidate to read or listen to the exercise. If the test is performed orally, you should remember the situation and both alternatives to make a choice. In the end, the decision-making process in hypothetical situations is artificial, as information about each situation is limited to two-three sentences.

Exercise with a story on the picture

An exercise with a story on the picture is a thematic apperception test (Tat, Thematic Apperception Test), which measures three main motifs: achievement, affiliation and power. The respondents are asked to quickly look at the picture and then write (or tell) a short story based on this picture. Projective tests suggest that history written by people reflect their own hidden motivation.
The stories of respondents were encoded with the help of a simplified score calculation system, similar to the one that was designed for a focal interview. Researchers checked, were present in each story nine topics (behavior or thought), three associated with each of the three motives. Points for each motive are summed up by all stories to get common points for achieving, affiliation and power.
A two-hour practical occupation was carried out in order to determine whether it is possible to teach unprepared people to use this coding system. Four encoders have achieved satisfactory intercode reliability and consistency with experienced encoders.
Exercises with a story on the picture relatively easy to carry out and count points for their execution. With competent people, it can be carried out in writing, although it is necessary to count the scores individually. This method is less like a test than others, and therefore it is potentially more interesting to perform it. Since the "right" answers are not obvious, the likelihood of falsification and social desirability is reduced.
Disadvantages of exercise with a story in the picture are to be trained, necessary to achieve reliability when stating points, and in sensitivity exercise to situational impacts. Points for achieving motivation tend to overtake in situations that are perceived by candidates as competitive.

Validation samples

Assessment methods were originally approaculated in Malawi and India, corrected and then used in a large-scale validization study in India.

Pilot eISRext evaluation of assessment methods.Evaluation methods were experimentally tested for 45 successful and 45 less successful entrepreneurs who did not participate in an interview in the initial study; In Malawi and India, 30 entrepreneurs began their business for less than six months ago, and 30 potential entrepreneurs expressed interest in starting a business, but have not yet done so. Pilot survey of validity was equally equally represented by production, marketing / trade and service business. Focal interview separated successful entrepreneurs from less successful in Malawi and India. All competencies found in each interview were summarized in the overall score. In Malawi, the middle score of successful entrepreneurs was 17.5 (compared with 14.0 - for a less successful group). In India, the average total score of a more successful group was 39.5 (compared with 24.8 - for less successful). The successful group had higher scores for 12 competencies from 13.
Simngan estimates also separated the best entrepreneurs in Malawi, and in India.
In Malawi, the points for achievements were higher in a successful group (6.0 against 4.0), as well as points for power (5.3 against 4.4), while the affiliation scored less points (0.25 versus 1.8 ). The best entrepreneurs of India scored more points on all three estimates of the syng (for achievement - 6.40, against - 3.75; for affiliation - 8.20, against - 3.75; for power - 6.40, against - 2.50 ).
Points for the exercise-story in the picture were somewhat higher for more successful entrepreneurs in Malawi (3.0 against 2.0 to achieve; 3.0 against 2.7 for affiliation and 2.8 against 2.0 for power). In India, entrepreneurs essentially rejected this exercise, refused to tell stories or seriously refer to the instructions for performing the test.
A questionnaire for self-assessment of the exercise and business case turned out to be quite difficult for conducting and unconvincing: on measurements of the points of respondents from Malawi or India, the difference between successful and less successful entrepreneurs was not detected.

Finite cases of validity of validity of assessment methods. The finalized versions of the informational and focal interview were held with 28 potential entrepreneurs and 92 current entrepreneurs in the production sector (the following tests were excluded: a self-assessment questionnaire, a business case and a description of the pictures).

Samples. Criteria for three samples were established: successful, medium and potential entrepreneurs. Middle and successful entrepreneurs had to begin and conduct a valid production business for 3-10 years.

To be called successful, the entrepreneur should be recommended as an outstanding at least two different companies, well informed about entrepreneurs in those geographical areas where the interview was conducted. Recommended companies included state banks development and private banks, entrepreneurs training institutions, chambers of commerce and government investment and promotional organizations. Middle entrepreneurs must be known at least one of these organizations, but not to be considered outstanding. Potential entrepreneurs were people without previous entrepreneurial experience, which demonstrated interest in the founding of the business, contacting the loan or posting for training for entrepreneurs.
To check the accuracy of recommendations as a criterion, a factor analysis of the business variables of all entrepreneurs was carried out. The result was four factors with their own value more than one, three of which seemed sustainable and clear. Factor 1 represented recent sales; Factor 2 - recent profits, and factor 3 - sales and profit for the second year of doing business (if business existed for more than four years). In these factors, factor points were calculated and introduced into a two-group dispersion analysis. This analysis revealed a very meaningful difference between the two groups of entrepreneurs (Wilx lambda values \u200b\u200b\u003d 0.692; r\u003d 0.0002) by factor 1 and 2, but the differences in factor 3 were not observed.
In total, 46 successful and 46 medium entrepreneurs were interviewed. The interview was held on Hindi, English or other languages \u200b\u200bon which the interviewer and entrepreneur said. Interviewers did not know whether they estimate the best or middle entrepreneur.
Groups of secondary and successful entrepreneurs were compared on biographical data and business variables estimated during an information interview, as well as on the points of competencies and motivation of the syng, measured during the focus interview. The most important thing was that successful entrepreneurs demonstrated much more competencies in focal interviews and a higher motivation of achievements and power in Simng.
G-tests and chi-square analysis revealed little differences between groups on personal data or demographic variables. Successful entrepreneurs occupied a higher position on the social class index created on the basis of some biographical information, but these social differences do not matter to differences in competencies between successful and medium groups.

Analysis of the differences in competencies

For all 15 competencies, average values \u200b\u200band standard deviations for two groups were calculated. More successful entrepreneurs had a much higher score on eight competencies of 15 than the average:

Sees and uses the capabilities of 0.035
Perseverance 0,007
Search for information 0,000
Caring for high quality of work 0.054
Obligations under the contract 0,050
Systematic planning 0.005
Self-confidence 0,025
Use of influence strategies 0,014

Dispersion analysis showed a high meaningful difference between more and less successful entrepreneurs (Wilx lambda values \u200b\u200b\u003d 0.638; r\u003d 0.001). The discriminant analysis made according to the data gave a significant function (lambda \u003d 0.638; p \u003d.0.0013). Search for information and systematic planning demonstrated the coefficients of the discriminant function above 0.4.

Analysis of the relationship between points for competence

Factor analysis of points for assessing competencies revealed four factors with its own value more than one. The criterion of rocky use determined that only the first three of them are stable. Using the criterion of the load coefficient equal to 0.5 or higher, and putting the competence to the factor on which it demonstrates a large load if the criterion 0.5 occurs more often than once, the aforementioned three factors were defined as:

Factor 1.

Initiative

Sees and uses opportunities

Caring for high quality of work

Contract commitment

Orientation on efficiency

Solution of problems

Self confidence

Control

Caring for the well-being of others

This factor covers a 36% dispersion, contains nine competencies of fifteen and, apparently, represents proactive concern for quality and standards.

Factor 2.

Persistence

Perseverance

Using influence strategies

This factor covers an additional 13% dispersion and represents a stubborn care for the effect on others.

Factor 3.

Systematic planning

Conviction

This factor explains the additional 8% dispersion and is in systematic planning.
A two-group dispersion analysis - an analysis of the differences between two groups of entrepreneurs in three factors - confirmed the high importance of differences (Wilx lambda values \u200b\u200b\u003d 0.715; p \u003d.0,00001).

Analysis of Syneng points

Successful entrepreneurs have gained much more points on the synglasses of achievement and power. A two-group dispersion analysis of this data provided additional support to these data (Wilx lambda values \u200b\u200b\u003d 0.832; /? \u003d 0.0012).

conclusions

1. Validation.The Competence Model of Entrepreneursted, developed at the first stage of the project, was validated by focal interviews and synglas evaluating data collected on the second criterion sample. Eight competencies of fifteen estimated distinguish the best entrepreneur from the average with statistical levels of significance.
2. Acceptability.Focal interviews and Simng estimates, although they require some training for conducting, are the most acceptable and effective methods for assessing the competence of entrepreneurs.

Two tools, a questionnaire for self-assessment and business cases do not distinguish the best entrepreneurs from less successful and turned out to be long and difficult in conducting. Tat also failed to distinguish the best entrepreneurs and was rejected by Indian respondents.

NOTE

1 See McClelland, D.C.(1976), The Achieving Society (Chapters 6 - 8), New York: Irvington; McClelland, D.C., & Winter, D.(1971), Motivating Economic Achievement, New York: Free Press; Or Literature Review
IN. Spencer, L.M.(1986, April 1), An Update On Achievement Motivation Theory and EntrePreneurship, Paper Perged At The Seminaire EntrePreneurship, Ecole Des Hautes Etudes Commerciales, Luniversity De Montreal. BOSTON: MCBER. 2. Mansfield, R.S., McClelland, D.C, SPENCER, L.M., & Santiago, j.(1987), The Identification and Assessment
Of Competencies and Other Personal Characteristics of EntrePreneurs in Developing Countries, Final Report: Project No. 936-5314, EntrePreneurship and Small Enterprise Development, Contract No. DAN-5314-
C-OO-3065-00. Washington, DC: UNITED STATES AGENCY FOR INTERNATIONAL DEVELOPMENT; BOSTON: MCBER.3 This chapter is a brief presentation of reports prepared by Richard Mansfield,
Doctor of Pedagogical Sciences and Statistical Analysis, held by Dr. Science Joe Zhef Dyasettett; in work Mansfield, R.S., McClelland, U.K., SPENCER, L.M., & Santiago, j.(1987), The Identification and Assessment of Competencies and Other Personal Characteristics of EntrePreneurs in Developing Countries. Final Report: Project No. 936-5314, EntrePreneurshfp and Small Enterprise Development, Contract No. DAN-5314-C-00-3065-00. Washington, DC: UNITED STATES AGENCY FOR INTERNATIONAL DEVELOPMENT; Boston: Mcber. Methods and tools, with detailed instructions for administration and calculate the ball
Likes are located in Appendix A ("Manual for Selection and Impact Measures", Mcber, August 1985) to the menssfield, et. Al. Final Report Op. Cit.Inted on the instrument developed by Professor Harvard University Beels R.F. To assess interpersonal behavior. See Bales, R.F., & Cohens.p.(1979), Symlog, New York: Free Press. For instructions for calculating points for the motivation of achievement and attachment, see ATKINSON.J.W.
(Ed.). (1958), Motives in Fantasy, Action and Society, Princeton, NJ: Van Nostrand; For calculation points for motivation of force, see Winter, D.g.(1973), The Power Motive, New York: FREE PRESS.

Scientific publications (articles and monographs) with a keyword business competencies The Creative Economy issued in the publishing house (found: 6 for the period C 2010 to 2017).

1. Korchagin I.V., Rogova K.V., Korchagin R.L.
// Russian entrepreneurship. (No. 16/2017).
Innovative entrepreneurship is of great importance in the modernization of the country's economy and is among the strategic priorities of Russia. The most important resource for its development is the human capital of active, competent, educated people, including student. However, the level of student involvement in innovative entrepreneurship is quite low. The article applies the place of innovative entrepreneurship in the career plans of Russian students, shows the need for more active involvement of students in innovative entrepreneurship. Based on the critical analysis, the possibilities and restrictions on the existing mechanisms of involvement of students in innovative entrepreneurship are disclosed. New conceptual provisions and applied recommendations for the intensification of students' participation in innovative business activities are proposed. The conclusions of the articles can be used in the development of programs, projects for the development of innovative entrepreneurship, when planning and implementing measures to involve students in innovative entrepreneurship.

Korchagin I.V., Rogova K.V., Korchagin R.L. Involvement of Russian students in modern innovative entrepreneurship // Russian entrepreneurship. - 2017. - Volume 18. - No. 16. - with. 2301-2316. - DOI: 10.18334 / RP.18.16.38218.

3. Zavyalov D.V., Sagynova O.V., Zavyalova N.B.

The article discusses the problems and trends in the development of small and medium-sized businesses in Russia, summarized the factors that impede the active development of entrepreneurship and are planned ways to revitalize work in line with the tasks of the new business development strategy.

Zavyalov D.V., Sagynova O.V., Zavyalova N.B. Problems and objectives of the development of small and medium-sized businesses in Russia // Russian entrepreneurship. - 2017. - Volume 18. - No. 3. - s. 203-214. - DOI: 10.18334 / RP.18.3.37285.

4. Saginova O.V., Grishina O.A., Shoveno D.A.
// Russian entrepreneurship. (№ 3/2017).
The article discusses the problems and prospects for cooperation of universities with entrepreneurial structures, justifying the need to include in the number of university university small and medium-sized businesses and describes the experience of using the description of the real problems of these enterprises in the project training system.

Saginova O.V., Grishina O.A., Shoveno D.A. Project training of students based on orders of small and medium-sized entrepreneurial structures // Russian entrepreneurship. - 2017. - Volume 18. - No. 3. - s. 417-425. - DOI: 10.18334 / RP.18.3.37306.

6. Mikusheva T.Yu.
// Russian entrepreneurship. (№ 2/2010).
The widespread dissemination of new equipment and technologies is the economic basis
innovative activity of enterprises. The process is under the influence of socio
Economic factors related to the investment and tax policies of the state, intellectual property policies and training, state support for entrepreneurship.

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Model competences and qualities of entrepreneurs. Positive experience of the formation of entrepreneurship skills, effective behavior in the labor market and in the labor collective. Analysis of Syneng points

Data: Generalized Competence Models

Chapter17 Entrepreneurs

Cross-cultural study of entrepreneurship competences