Entrepreneurial Profile - Inforoute FPT

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ENTREPRENEURIAL PROFILE

ACTIVITY 4

Entrepreneurial Spirit in College 2007

ENTREPRENEURIAL PROFILE Coordination Pierre Duchaine Direction de la formation continue du soutien Ministère de l’Éducation, du Loisir et du Sport PRODUCTION TEAM Project Director Brigitte Bourdages Coordinator Continuing Education and Training Cégep de Saint-Hyacinthe Project Development, Lise Lecours Coordination and Education consultant Implementation Entrepreneurship coordinator Cégep de Saint-Hyacinthe Collaboration Claire Marchesseault Teacher ITA de Saint-Hyacinthe Formatting Louise St-Germain Office technology consultant Graphics Ginette Morneau Art director Versicolore Design graphique enr. English Version Direction de la production en langue anglaise Secteur des services à la communauté anglophone Ministère de l’Éducation, du Loisir et du Sport © Gouvernement du Québec Ministère de l’Éducation, du Loisir et du Sport, 2007


This instructional activity was made possible by financial support received under the Youth Entrepreneurship Challenge, coordinated by the Secrétariat à la jeunesse of the Ministère du Conseil exécutif. Part of a series of suggested instructional activities, it is intended to complement various college programs. Teachers will find suggestions for helping students develop entrepreneurial qualities that are inherent in and essential to their academic success.

This activity was designed to be incorporated into all programs. By using principles of active teaching, teachers will be able to easily establish connections with their programs, be it in general education, pre-university education or technical training, and make students aware of entrepreneurship and its values through specific objectives.

This activity was validated by a multidisciplinary team made up of teachers of different programs, education consultants, specialists in individual and social entrepreneurship, entrepreneurs and members of the socioeconomic community.

We hope that by implementing this activity you will discover a taste for entrepreneurship and help students in all programs of study develop a passion for different types of projects. These projects will help students develop useful competencies not only as future entrepreneurs, but also as committed citizens.

FOREWORD


Publication of this entrepreneurial activity guide was made possible by financial support of the Secrétariat à la jeunesse of the Ministère du Conseil exécutif as part of the Youth Entrepreneurship Challenge (<www.defi.gouv.qc.ca>). This document is part of an activity kit whose aim is to help teachers promote entrepreneurial competencies and provide them with the necessary tools to do so. It is a valuable tool for helping students maintain or further develop their entrepreneurial skills in order to prepare them to better meet the many challenges ahead. As coordinators of the project, we would first like to thank the Cégep de Saint-Hyacinthe for their work in carrying out this mandate. More particularly, we are very grateful to Lise Lecours and Brigitte Bourdages, for the excellent work they accomplished, from analyzing existing literature to selecting content elements and producing the instructional materials. We would also like to thank the members of the validation committee, whose names appear on the following pages, who, through their work and their comments, contributed significantly to the quality and usefulness of this publication. Finally, we would like to thank all those who participated in the production of these materials, which we hope you will find useful.

.

Jean Noël Vigneault Jean-Paul Riverin Director, Continuing education and support Coordinator, Entrepreneurship Secteur de la formation professionnelle Secrétariat à la Jeunesse et technique et de la formation continue Ministère du Conseil exécutif Ministère de l’Éducation, du Loisir et du Sport

ACKNOWLEDGMENTS


MINISTÈRE DU CONSEIL EXÉCUTIF

Cyimpaye, Donatilla Analyst-consultant Secrétariat à la jeunesse

MINISTÈRE DE L’ÉDUCATION, DU LOISIR ET DU SPORT

Duchaine, Pierre Entrepreneurship coordinator Direction de la formation continue et du soutien

ENTREPRENEURSHIP COMMUNITY

Carrier, Lorraine Coordinator – Youth and cooperative education

Conseil de coopération du Québec

Ruel, Claude Director Institut de stratégie et de pédagogie en entrepreneuriat

Riverin, Nathaly Director – Centre de vigie et de recherche sur la culture entrepreneuriale

Fondation de l’entrepreneurship

Touzel, Pierre Development director Association des clubs entrepreneurs étudiants

SOCIOECONOMIC ORGANIZATION

Gagnon, Sagette Youth entrepreneurship awareness officer Carrefour Jeunesse Emploi Maskoutain

ENTREPRENEURS

Letendre, Éric Owner STE Services Techniques

Lemonde, Geoffroy Owner Boutique Anneaux du temps


COLLEGE NETWORK

Sylvestre, Chantal Teacher and entrepreneurship resource Cégep de Granby

Martin, Isabelle Student Cégep de Granby

Thomas, Luc Student life adviser – Entrepreneurship Collège Montmorency

Therrien, Benoit Student Collège Montmorency

Leblanc, Pierre Education consultant Cégep de Victoriaville

Landry, Denise Teacher – Business Management Cégep de Victoriaville

Lemire, Kasandra Student Cégep de Victoriaville

VALIDATION OF ACTIVITY – EDUCATION CONSULTANTS

Déry, Andrée Education consultant Cégep de Saint-Hyacinthe

Chassé, Éric Education consultant Cégep de Saint-Hyacinthe

VALIDATION OF ACTIVITY – FOUR STUDENT GROUPS

Bélair, Francine Teacher

RCD – Dietetics Technology

Cégep de Saint-Hyacinthe

Ross, Stéphane Entrepreneurship coordinator Collège François-Xavier-Garneau

Legris, Pierre Teacher

RCD – Arts et Lettres – Théâtre

Cégep de Trois-Rivières

Marchesseault, Claire Teacher

Ornamental Horticulture Landscape Management (Paysage et commercialisation en horticulture ornementale)

ITA de Saint-Hyacinthe


INTRODUCTION............................................................................................................. 11

SUGGESTED SCENARIO............................................................................................... 15

IMPLEMENTATION GUIDE.......................................................................................... 17

STUDENT DOCUMENTS

Entrepreneurial Qualities .................................................................................... 21

Entrepreneurial Self-Assessment Quiz ............................................................... 29

How to Interpret Your Results ............................................................................ 33

Describing Your Entrepreneurial Profile ............................................................ 41

EVALUATION GRID ...................................................................................................... 43

REFERENCES.................................................................................................................. 45

BIBLIOGRAPHY............................................................................................................. 47

TABLE OF CONTENTS


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Getting Down to Business

INTRODUCTION

Whatever projects we undertake in our lifetime, be they academic, athletic, artistic or occupational, we must have the will to realize

our dreams.1

Why develop entrepreneurial spirit in college? Some might say for purely economic reasons. According to others, “entrepreneurship education helps students develop qualities such as self-confidence, initiative, creativity, team spirit, self-esteem, passion, self-fulfillment, the will and motivation to act, the desire to learn, intellectual curiosity, the drive to excel, appreciation for a job well done . . . ”2 These are important attitudes in education. Any individual or group activity that calls these qualities and attitudes into play and instills a desire to undertake an enterprise can be considered instructional and conducive to the development of entrepreneurial spirit.

This activity is part of the Youth Entrepreneurship Challenge, a Québec government initiative that stems from a decision to foster the development of a true entrepreneurial culture among young people across all of Québec’s regions.3 The Youth

1. Québec, Secrétariat à la jeunesse, Défi à l’entrepreneuriat jeunesse, <http//:defi.gouv.qc.ca/> (November 21, 2006) (free translation). 2. Paul Inchauspé, Cultiver le goût d’entreprendre à l’école pour que s’enracine le meilleur. Excerpt from a conference at the Forum d’automne de la Fondation de l’entrepreneurship, October 28, 2004, <http://www.jobboom.com/jobmag/2005/v6n1/v6n1-14f.html> (November 21, 2006) (free translation). 3. Québec, Secrétariat à la jeunesse. Défi de l’entrepreneuriat jeunesse, <http://www.defi.gouv.q.ca/> (November 21, 2006).

Entrepreneurship Challenge is part of a vast social undertaking. It aims to promote the development of skills that will enable young people to achieve their full potential. A teaching guide introducing the activities that are part of this initiative has been developed; we encourage you to consult it.

What is entrepreneurial culture? “Entrepreneurial culture is made up of qualities and attitudes that reflect a desire to wholeheartedly undertake and see through to completion whatever enterprise one chooses to be involved in; they include independence, creativity, initiative, self-confidence, leadership, team spirit, assiduity, responsibility, solidarity and perseverance.” 4

From this perspective, any individual or group activity that call these qualities and attitudes into play and instills a desire to undertake an enterprise can be considered instructional and conducive to the development of entrepreneurial spirit. Thus, entrepreneurial spirit is both a means of motivating students and a learning focus.

4. Québec, Ministère de l’Éducation, du Loisir et du Sport, Introduction to Entrepreneurial Culture. Project Development Guide for Teachers, (Québec: Gouvernement du Québec, n.d.) 7 <http://www.inforoutefpt.org/mse/documents/guidemesure_ang_compl.pdf> (November 21, 2006).

• Entrepreneurship as an educational value

• The Youth Entrepreneurship Challenge is a vast social undertaking inwhich the education community plays an important role.

• Entrepreneurial attributes: - self-confidence - motivation - effort - sense of

responsibility - initiative - perseverance - solidarity - team spirit - resourcefulness - determination

• Entrepreneurial spirit is both a learning focus and a means of motivating students


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Entrepreneurial profile is an instructional activity that enables students to understand what is meant by entrepreneurial spirit and how entrepreneurial qualities can help them fulfill their dreams and succeed at school.

In this activity, students develop their perceptions of entrepreneurial qualities and

discuss them with their classmates to enrich their understanding.

Once these concepts have been assimilated, students then take a quiz to identify their strengths and weaknesses with respect to various entrepreneurial qualities and draw up their own entrepreneurial profile.

• A quiz to determine one’s entrepreneurial profile


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STRUCTURE OF THE GUIDE

Table 4.1 outlines the different sections of the guide, their intended audience and respective functions.

TABLE 4.1 Structure of the Guide

Intended for: Section Teachers Students

Function

Suggested Scenario

Establishes the relationship with programs of study. Specifies the learning objectives of the activity. Proposes a procedure for conducting the activity.

Implementation Guide

Provides teachers with tips and hints for the activity.

Student Documents

Provides students with the resources they need for the activity: • Entrepreneurial Qualities • Entrepreneurial Self-Assessment

Quiz • How to Interpret Your Results • Describing Your Entrepreneurial

Profile Evaluation Grid Provides teachers with a tool to evaluate

student learning. References Provides teachers with additional

information sources. Bibliography Lists the documents consulted to

develop the activity.

• Different documents for teachers and students


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SUGGESTED SCENARIO

1. Relationship with programs of study

This activity may be incorporated into several different college courses or programs. Its aim is to enable students:

• to discover different aspects of their personality, namely, the entrepreneurial qualities they already possess and can put to use in their program of study and career

• to become aware of the personal qualities they can reinforce in order to succeed at school and in the workplace

2. Targeted learning objectives

The specific objectives of this activity include:

• to understand concepts related to entrepreneurial qualities

• to understand how these qualities can help them achieve their personal goals

• to describe their personal entrepreneurial profile

3. Suggested procedure

Table 4.2 outlines the different steps in the activity as well as their suggested location and duration.

TABLE 4.2 Suggested Procedure and Duration

1. Preliminary activity – reading a document on entrepreneurial qualities and answering questions

in class or at home

0: 30

2. Teacher-led group discussion in class 0: 20 3. Taking the quiz in class 0: 10 4. Interpreting the results in class 0: 20

5. Describing their personal entrepreneurial profile

in class or at home

0: 30 to

0: 45

• One activity, two possible aims

• Importance of having students carry out all of the steps


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Note:

1) To achieve all of the targeted objectives, students must carry out all of the steps in the activity, as these steps correspond to steps in the learning process: exploration, acquisition, integration and transfer.

2) This activity can advantageously complement the following activities: Testimonial, Company Visit and Intern for a Day. Once they have come into contact with individuals who display many entrepreneurial qualities in their

professional lives, students could reflect on their own qualities.

3) Moreover, after participating in Debate on Business Ethics, an activity suggested for third-semester philosophy students, students could complete Entrepreneurial Profile in order to determine the entrepreneurial qualities used in debating.

4) Finally, students could be asked to take part in Entrepreneurial Project, an activity in which students put their entrepreneurial qualities to use by completing a personal project.

• An activity that can complement all of the other activities suggested in this kit.


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IMPLEMENTATION GUIDE

This section outlines the procedure and tools for conducting the activity in class. The suggested procedure allows students to construct their knowledge, making them the most active participants in their learning.

In this activity, the learning process has been broken down into five steps:

1. Understanding concepts related to entrepreneurial qualities

2. Comparing one’s perceptions of entrepreneurial qualities with those of others

3. Taking the quiz

4. Interpreting the results

5. Describing one’s entrepreneurial profile

Before conducting the activity, you should have an idea of what entrepreneurship entails and what qualities are required of entrepreneurs. To do so, try to complete part of the activity as though you were a student, and consult the list of Web sites and other sources provided in the Reference section.

Figure 4.1 illustrates the procedure recommended to students. The title of the activity, Entrepreneurial Profile appears at the centre. It is connected to the five steps in the learning process by means of arrows. Each step is labelled and numbered.

1. Understanding concepts related to entrepreneurial qualities

In this step, students are asked to read a document that describes concepts related to entrepreneurial qualities. Figure 4.1

illustrates how this document fits into the entire process. A copy of this document is provided further on in the guide.

We suggest that you begin by distributing the text to all the students in the class. Have them read it and answer the questions suggested. This step may be carried out in class or at home, depending on your preference.

The text begins with testimonials of students who have participated in the activity. These comments will give your students an idea of what they stand to gain from the activity.

2. Comparing one’s perceptions of entrepreneurial qualities with those of others

In this step, students compare their views with those of others and enrich their own perceptions during a class discussion. Depending on your preference and class size, you may wish to divide the class into smaller groups so that all students can have the opportunity to express themselves.

This step allows you to see whether everyone in the class has completed the first step and understood the procedure. It also allows students to discuss their answers to the questions.

Note: Depending on how much time you have for the activity, step 2 may be omitted.

• The learning processbroken down intofive steps

• A document written for students that presents testimonials from others who have participated in the activity and information on entrepreneurial qualities

• Sharing one’s views with others in the group


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3. Taking the quiz

In this step, students take a quiz to determine their own entrepreneurial profile. A copy of this quiz is provided further on in the guide.

Distribute the self-assessment quiz to all the students in the class. Ask them to read it and answer the questions provided. You may choose to carry out this step in class or have the students complete it at home; however, bear in mind that if the quiz is taken in class you will be able to answer the students’ questions.

Note: This quiz is designed to help students identify their entrepreneurial qualities. As such, it has no scientific value.


A guide has been prepared to help students identify their strengths and weaknesses and determine their entrepreneurial profile. You will find this document further on in the guide.

Distribute the guide to all the students in the class. Ask them to compile their results by following the recommended procedure, as this will help them prepare for the next step. You may find it useful to carry out this part of the activity in class so that you can answer any questions the students may have.


In this last step, the students are asked to write a brief text (200 to 500 words) describing their entrepreneurial profile. A document provides guidelines on how to write the text and information on the criteria that will be used to evaluate it, as well as an evaluation grid for teachers.

This step is very important as it provides closure and serves as an important anchor point for the activity. It is at this stage that the teacher and students can really see what has been learned during the activity. Take the time to go over the evaluation criteria with the students and stress how important it is for them to refer to the thoughts and reflections they had at each step of the activity. We also recommend that you give the students a copy of the guidelines for writing the text.

• Students take a quiz to identify the entrepreneurial qualities they possess

• Students write a short text describing their own entrepreneurial profile—an exercise in metacognition


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FIGURE 4.1 Entrepreneurial Profile – Suggested Procedure and Useful Documents

LEGEND: Circles = steps in the activity Italics = documents in this guide Black rectangles = student productions

ENTREPRENEURIAL

PROFILE

3. Taking the quiz

1. Understanding concepts related to entrepreneurial

qualities2. Comparing one’s

perceptions of entrepreneurial qualities with

those of others



Implementation Guide

Supporting documents

Evaluation Grid

Guidelines and Evaluation Criteria

200- to 500-word text describing one’s entrepreneurial profile

Entrepreneurial Self-Assessment Quiz

How to Interpret Your Results


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This document is part of a process that has been field-tested by students. Here are some of their comments:

“I found this activity interesting, even though I don’t want to become an entrepreneur.”

“This activity showed me that I possess entrepreneurial qualities I never knew I had.”

“I enjoyed this activity because it confirmed that I have an entrepreneurial side.”

“I found this activity useful and interesting because I learned a lot about myself and entrepreneurial qualities.”

“I discovered I have entrepreneurial qualities. I never thought I did.”

ENTREPRENEURIAL QUALITIES

We have all met individuals who are passionate, accomplish great things and devote countless hours and boundless energy to their work. These individuals may not all be entrepreneurs, but they are enterprising. Often, such individuals are closer to us than we think: in our families, communities, municipalities or neighbouring towns. They are people around us who, through their achievements, are known as entrepreneurs or possess a strong entrepreneurial profile.

Entrepreneurial experience is a topic that deserves to be studied, as it can help us identify all the qualities that spur us to take action and succeed. Be it to achieve success at school or to carry out a project, the more we know about these qualities, the more ingrained they become and the more they can contribute to our success. It is therefore important to discover the essential nature and dynamics of the entrepreneurial spirit.

Entrepreneurial qualities are the skills, attitudes and attributes that entrepreneurs typically possess. Several researchers have attempted to describe the traits that entrepreneurs generally share. Louis Jacques Filion,5 a professor and researcher at the H.E.C., has drawn up a rather exhaustive list

5. Holder of the Rogers—J.-A. Bombardier Chair of Entrepreneurship at the École des hautes études commerciales in Montréal.

Student Document ENTREPRENEURIAL QUALITIES

• Students’ testimonials reflect their interest in the activity

• Entrepreneurs are passionate about what they do and can devote abundant energy to their projects.

• The entrepreneurial experience can help us take action and succeed.


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of these shared traits. They are presented in Table 4.3 below.


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TABLE 4.3 Traits Most Often Attributed to Entrepreneurs

Innovation Self-fulfillment Leadership Inwardness6 Daring (taking calculated risks) Self-confidence Independence Long-term commitment Creativity Proactivity Energy Learning Persistence Self-affirmation Originality Sensitivity Optimism Trustfulness Flexibility Money as a measure of performance Resourcefulness Tolerance of ambiguity and uncertainty

6. Belief in one’s abilities Source: Québec, Ministère de l’Éducation, du Loisir et du Sport, Introduction to Entrepreneurial Culture. Project Development Guide for Teachers, (Québec: Gouvernement du Québec, n.d.) 13. <http://www.inforoutefpt.org/mse/documents/guidemesure_ang_compl.pdf> (November 21, 2006).


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Is it possible for one person to possess all of these qualities? Probably not. However, entrepreneurs who want to survive in a competitive world have no choice but to be creative and innovative. And if they have risked all of their capital, they will do everything in their power to make the most of their investment. Although opinions may vary on whether entrepreneurs are born or made, one thing is certain: perseverance is not a trait we inherit. And the amount of energy we invest in a project depends on the personal risks at stake.

What are the strengths that allow us, as students, to fulfill our dreams, succeed at school, achieve our career goals? Entrepreneurial qualities and attitudes are those that make an action effective and allow us to achieve our goals.

We could also ask ourselves why in some situations we have so much drive, while in others, we do not. The entrepreneurial spirit is, in fact, based on the need to succeed, and is demonstrated by:

• the ability to make intense, prolonged and repeated efforts to accomplish a difficult task

• the ability to work with a specific intention towards a difficult goal7

As students, you have undoubtedly experienced the pleasure of success when

7. Québec, Ministère de l’Éducation, du Loisir et du Sport, Introduction to Entrepreneurial Culture. Project Development Guide for Teachers, (Québec: Gouvernement du Québec, n.d.) 15. <http://www.inforoutefpt.org/mse/documents/guidemesure_ang_compl.pdf> (November 21, 2006).

solving a complex problem, getting a good grade on a difficult exam or completing a long, arduous task. You mobilized all your resources in order to overcome obstacles and meet challenges. The sense of accomplishment you felt is not unlike what entrepreneurs feel when they respond to their need for achievement.

In this activity we have grouped certain entrepreneurial qualities together, as suggested by Denis Pelletier:8 self-confidence, motivation, effort, sense of responsibility, initiative, perseverance, solidarity, team spirit, resourcefulness and determination. We all possess many of these qualities to varying degrees—qualities that must be developed through action, in projects or assignments. Table 4.4 provides a brief description of each of these qualities.

8. Ibid 19-25.

• A person’s entrepreneurial qualities are brought out by what is at stake in a project.

• We feel a sense of accomplishment when we act in response to a need for achievement.


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TABLE 4.4 Entrepreneurial Qualities

Quality Brief Description

Self-confidence Feeling able to do something, having a positive perception of oneself, being certain of one’s potential, expressing one’s point of view even if it diverges from the prevailing opinion

Motivation Wanting to do something, remaining enthusiastic about a project, meeting challenges and anticipating the pleasure of success

Effort Willingness to work hard, performing unpleasant tasks with a positive attitude, anticipating the satisfaction of work well done

Sense of responsibility

Taking on and completing what was agreed upon by the team, group, organization or oneself; honouring commitments

Initiative Taking action, transforming a problem into an action that can be undertaken, looking out for opportunities

Perseverance Demonstrating constancy in what one undertakes, demonstrating an ability to see a project through to completion, overcoming frustration and the problems encountered to pursue the initial objectives despite obstacles

Solidarity Sharing goals and working towards them, believing that one can be a resource for other people, believing that other people can make a contribution

Team spirit Acting with other people in a concerted fashion, working toward an objective while considering the opinion of other members of the group

Resourcefulness Using knowledge and skills to deal with the unexpected Determination Imposing self-discipline, concentrating on a defined goal


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Based on the above information, answer the following questions to the best of your knowledge:

1. Can you think of someone who, in your opinion, possesses entrepreneurial qualities?

If so, please describe this person.

2. Do you think there are advantages to being an enterprising9 person? Explain your answer.

9. A person who possesses several entrepreneurial qualities.


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3. Describe a situation in which you felt driven to take action, to devote time and energy to a project.

4. Describe a situation in which you experienced success and name the personal qualities that contributed to your success.


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Student Document

ENTREPRENEURIAL SELF-ASSESSMENT QUIZ

Successful entrepreneurs tend to share certain entrepreneurial traits that have contributed to their success. No single person possesses them all. Every entrepreneur possesses some of these traits to varying degrees, which means that each and every one has a unique profile.

This quiz will allow you to establish your entrepreneurial profile. This will enable you to recognize your strengths and improve your weaknesses so that you can enrich your profile and use it to achieve your personal

goals, regardless of whether you want to be an entrepreneur.

Please bear in mind that this quiz is merely a tool to help you discover your entrepreneurial qualities. As such, it has no scientific value.

There are no right and wrong answers in this quiz. Try to choose the answer that best describes what you think and who you really are. Answer as honestly and spontaneously as possible by checking the extent to which each statement applies to you:

That’s me exactly.

That describes me to a certain extent, depending on the situation.

That’s definitely not me.

++ +- -- Check the column that bests describes you.

Read each statement carefully and ask yourself how well it describes you. Check the box that corresponds most to your situation.

++ +- -- 1 When I take on a project, I’m usually confident that I will see it

through to the end.

2 Obstacles don’t discourage me; on the contrary, they allow me to see how far I will go.

3 I’m comfortable doing work where I can share my ideas and skills with others.

4 When I take on a project, I’m usually optimistic and enthusiastic. 5 I’m able to stay committed for a long time to a project I’ve chosen.

• There are as many entrepreneurial profiles as there are entrepreneurs.

• A quiz to help you identify your strengths and improve your weaknesses.

• There are no right or wrong answers: the more honestly you answer, the more useful the results will be.


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++ +- -- 6 When I work in a team, I listen to other people’s opinions and

usually consider them as important as mine.

7 I can work in different fields in order to reach my goals. 8 When I make a commitment, I always do everything in my power

to honour it. It’s important to me.

9 I’m not put off by repetitive or unpleasant tasks. I think of the goal I’m trying to reach and that motivates me to do what’s necessary to achieve it.

10 I often read and try to find out about people who have made it in business.

11 My friends and family often tell me I’m ambitious and full of ideas and big dreams.

12 I often start something before anyone asks me to. 13 I’ve started up and completed a project for which I was the main

person responsible.

14 I don’t get easily discouraged by difficult situations or problems. 15 I think working in a team yields better results than working alone

because you benefit from other people’s ideas.

16 I feel my experience and personal skills help me effectively carry out tasks related to my studies or work.

17 I find working in a team more interesting and pleasant than working alone.

18 When working on a group project involving several people, I generally trust others.

19 I don’t keep track of the hours I spend on work that absorbs me. 20 Where others see problems, I see possibilities. 21 When faced with delicate or problem situations, I can make a

decision without waiting for someone to tell me what to do.

22 When I work on a long-term project, I keep my efforts constant. I work hard from beginning to end.

23 I can take risks if the stakes are not too high. 24 I am generally receptive to other people’s ideas. I think they are

enriching.

25 I once invested everything I owned in a project I believed in. 26 When there is a change at school or at work, I take the time to

understand why; it stimulates me and helps me see things differently.

27 When I work in a team, I’m not afraid to express my opinions, even if others in the group don’t necessarily agree with me.

28 I can be disciplined when I need to accomplish a difficult task.


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++ +- -- 29 I always try to do my best when I do something. 30 I can often say no to my parents, friends and superiors, and express

what I feel.

31 I don’t tend to give up even when the end result is not in sight. 32 I can usually think of several alternative solutions to a problem. 33 My family supports my projects and dreams. 34 I prefer group activities, such as team sports and group projects, to

individual ones.

35 I aim for excellence in everything I do. 36 I put in all the time and effort required to solve a problem. 37 I do what I have to do right away; I don’t put it off until later. 38 I can recognize my strengths and weaknesses when I work on a

school assignment or other type of assignment.

39 I like to give myself challenges and develop my potential. 40 When I choose to take on a task, I commit myself totally to it. 41 When faced with difficulties, I quickly think of many solutions. 42 I am not afraid of working long hours without interruption. 43 I find teamwork stimulating. 44 When solving a problem, I take the time to find the best solution

possible.

45 I like to invent and learn new ways of doing things. 46 I dream of being my own boss. 47 New ideas that are out of the ordinary stimulate me. 48 Success is important to me.


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Student Document

HOW TO INTERPRET YOUR RESULTS

To get the most out of your results, you must now use what you have learned about yourself to draw up your entrepreneurial profile.

The statements in the quiz are grouped according to six themes:

• self-confidence and motivation

• effort and sense of responsibility

• initiative and resourcefulness

• perseverance and determination

• solidarity and team spirit

• entrepreneurial experience

Compile the results for each theme using the procedure described below.

PROCEDURE FOR COMPILING RESULTS

For each group of statements identified, add up the number of checkmarks in each column (++, +- and --) and enter the total on line 1 of the appropriate table. Then, multiply each total by the factor on line 2 and enter the result on line 3. Add up the results and enter the final score on line 4. An example is provided below.

Example

Line ++ +- --

1 Total number of checkmarks 5 2 1

2 Factor X 3 X 1 X 0

3 Result per column 15 2 0

4 Final score 17

This final score shows how well you have developed various entrepreneurial qualities.

Note: You may do the calculations for each group of statements and then read the

section that corresponds to your score for each one. This will give you an overall picture of your entrepreneurial profile.


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SELF-CONFIDENCE AND MOTIVATION

Questions 4, 16, 20, 27, 30, 38, 39 and 45 assess motivation and self-confidence. To find out your score for these questions, add up the number of checkmarks in each column (++, +- and --) and enter the total on

line 1 of the table below. Then, multiply each total by the factor on line 2 and enter the result on line 3. Add up the results and enter the total on line 4.

Line ++ +- --

1 Total number of checkmarks


3 Result per column

4 Final score

If your score is between 0 and 10, the entrepreneurial qualities related to self-confidence and motivation are aspects of your personality you could improve.

Before starting an assignment or project, get into the habit of identifying what your strengths and weaknesses are with respect to the tasks to be accomplished. This will allow you to build on your strengths and identify how you can overcome your weaknesses. You could apply this to any task. By identifying all of your personal resources—aptitudes, skills, past experience and competencies developed—you could put them all to use and thus improve the quality and effectiveness of your actions. If after such an analysis, you are still convinced you cannot carry out the task, you can always say no.

To strengthen your motivation, set realistic goals and give yourself credit for your

successes. By focusing your efforts on attaining personal goals, you can surmount obstacles that may arise. Do not hesitate to find additional information, consult resource persons, and ask questions on topics that interest you. Your efforts to achieve your goals can be added to your personal experience and may encourage you to take on other projects you may be passionate about. You will thus be more open to new challenges.

SELF-CONFIDENCE AND MOTIVATION

If your score is between 11 and 24, you possess several entrepreneurial qualities related to self-confidence and motivation—qualities that enable you to work effectively.

When you start an assignment or project, you often identify your strengths and weaknesses with respect to the tasks to be


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accomplished. You are thus able to build on your strengths and identify how you can overcome your weaknesses. You do the same thing for any task. By identifying all of your personal resources—aptitudes, skills, past experience and competencies developed—you put them all to use and thus improve the quality and effectiveness of your actions.

When you work on a project, you generally set realistic goals and give yourself credit

for your successes. You focus your efforts on attaining personal goals, which helps you surmount obstacles that may arise. You do not hesitate to find additional information, consult resource persons, and ask questions on topics that interest you. Your efforts to achieve your goals are part of your personal experience and spur you to take on other projects you may be passionate about.

EFFORT AND SENSE OF RESPONSIBILITY

Questions 1, 8, 19, 28, 29, 35, 36 and 40 assess effort and sense of responsibility. To find out your score for these questions, add up the number of checkmarks in each column (++, +- and --) and enter the total on


Line ++ +- --



3 Result per column

4 Final score

If your score is between 0 and 10, the entrepreneurial qualities related to effort and sense of responsibility are aspects of your personality you could improve.

When you work on an assignment or project, you have a tendency to view obstacles or difficulties negatively. It is important for you to put your work into perspective, to look at the personal goals it allows you to

attain, and invest the effort required, even if it means doing something unpleasant, in order to achieve results that you and others will be satisfied with. Establishing a work method, breaking down a task into steps and anticipating the satisfaction of a job well done will help you invest yourself more fully in your work.


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Before committing to a project or assignment, evaluate how much work is involved to make sure you are able to see the project through to the end. Not completing a project you have committed to can have negative consequences for you and for others who are counting on you. It may be that you do not know where to start, but by arranging the tasks in order of priority and by breaking them down into manageable steps, you should be able to finish a project. This will allow others to recognize your ability to complete tasks for which you are responsible.

EFFORT AND SENSE OF RESPONSIBILITY

If your score is between 11 and 24, you possess several entrepreneurial qualities related to effort and sense of responsibility—qualities that enable you to see projects through to completion.

When you work on an assignment or project, you tackle unpleasant tasks with a positive attitude. You generally put your work into perspective, set personal goals that you are able to attain, and invest the effort required to achieve results that you and others will be satisfied with. By establishing a work method, breaking down a task into steps and anticipating the satisfaction of a job well done, you invest yourself more fully in your work.

Before committing to a project or assignment, you are generally able to evaluate how much work is involved. This allows you to see the project through to the end. The fact that you commit to and can finish projects brings you great satisfaction and allows others to recognize your ability to complete tasks for which you are responsible.

INITIATIVE AND RESOURCEFULNESS

Questions 7, 12, 21, 23, 26, 32, 41 and 44 evaluate initiative and resourcefulness. To find out your score for these questions, add up the number of checkmarks in each column (++, +- and --) and enter the total on


Line ++ +- --



3 Result per column

4 Final score


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If your score is between 0 and 10, the entrepreneurial qualities related to initiative and resourcefulness are aspects of your personality you could improve.

When faced with new situations or problems, you have a tendency to freeze and are unable to act. You must learn to understand that taking action allows us to learn and grow. It is important to analyze a situation well, note the difficulties involved and find solutions for each one. Make a list of questions to ask, identify individuals who can help you carry out your mandate or solve a problem, and take action. There is no such thing as results without effort, and projects without difficulties are rare.

INITIATIVE AND RESOURCEFULNESS

If your score is between 11 and 24, you possess several entrepreneurial qualities related to initiative and resourcefulness—qualities that enable you to see projects through to completion.

When faced with new situations or problems, you tend to recognize difficulties, take the time to think about how to surmount them, and take action. You do not hesitate to ask questions or look for different ways of doing things. You believe success depends on action. You are not afraid to do what it takes to get the job done.

PERSEVERANCE AND DETERMINATION

Questions 2, 5, 9, 14, 22, 31, 37 and 42 evaluate perseverance and determination. To find out your score for these questions, add up the number of checkmarks in each column (++, +- and --) and enter the total on


Line ++ +- --



3 Result per column

4 Final score


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If your score is between 0 and 10, the entrepreneurial qualities related to perseverance and determination are aspects of your personality you could improve.

When carrying out a long-term project or assignment, you have a tendency to expend more energy at the beginning than you do at the end. Hurdles, difficulties and unpleasant tasks tend to discourage you and undermine your efforts. As a result, work that requires a lot of effort intimidates you.

In order to invest more of yourself in your work and not feel discouraged, you must first be convinced that the task you undertake will allow you to meet your personal goals. It is easier to invest time and energy in work that we feel will allow us to meet our goals. You must then put everything into perspective. A task may seem daunting at first; however, if you break it down into steps and take it one step at a time, it becomes more manageable. It becomes easier to commit to the task and invest the effort required to see it through. Once you have identified the steps involved, set deadlines for each one and respect them. Don’t put off until tomorrow what you can do today—after all, procrastination is not an entrepreneurial quality.

PERSEVERANCE AND DETERMINATION

If your score is between 11 and 24, you possess several entrepreneurial qualities related to perseverance and determination—qualities that enable you to carry out projects efficiently.

When carrying out a long-term project or assignment, you tend to work consistently from beginning to end. Obstacles and unpleasant tasks do not discourage you. You see them as a necessary evil, as they allow you to meet your goal. Hard work does not intimidate you; when necessary, you do not hesitate to put in the time and energy required.

The goal you have set for yourself is generally clear and you are ready to do everything in your power to attain it. You are probably very disciplined and organized. Your agenda is probably a valuable tool for you.

SOLIDARITY AND TEAM SPIRIT

Questions 3, 6, 15, 17, 18, 24, 34 and 43 evaluate solidarity and team spirit. To find out your score for these questions, add up the number of checkmarks in each column (++, +- and --) and enter the total on line 1

of the table below. Then, multiply each total by the factor on line 2 and enter the result on line 3. Add up the results and enter the total on line 4.


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Line ++ +- --



3 Result per column

4 Final score

If your score is between 0 and 10, the entrepreneurial qualities related to solidarity and team spirit are aspects of your personality you could improve.

You are someone who prefers to work alone. You have difficulty trusting others and seeing what they can contribute to a task. You are not particularly comfortable working in a group and have trouble sharing your ideas, which you would rather keep to yourself. You do not see the advantage of benefiting from other people’s expertise. For you, teamwork means extra work, and whatever benefits it may bring are not worth it.

When working in a team, you might find it useful to consider what others can contribute to the task and what you yourself can bring to the team. You should also ask yourself if it isn’t more productive to share the work rather than do it alone. Often, sharing the

work not only enriches the end result, but also lightens the load.

SOLIDARITY AND TEAM SPIRIT

If your score is between 11 and 24, you possess several entrepreneurial qualities related to solidarity and team spirit—qualities that enable you to carry out projects efficiently.

You are someone who sees the benefit of teamwork. You tend to trust others and easily see what they contribute to a task. You are usually comfortable working in a group and share your ideas freely. You know that teamwork benefits everyone involved and that the end result is almost always improved. You see the advantage of benefiting from other people’s expertise. Although teamwork may mean extra work, its rewards are great.

ENTREPRENEURIAL EXPERIENCE

Questions 10, 11, 13, 25, 33, 46, 47 and 48 evaluate entrepreneurial spirit. To find out your score for these questions, add up the number of checkmarks in each column (++, +- and --) and enter the total on line 1 of the

table below. Then, multiply each total by the factor on line 2 and enter the result on line 3. Add up the results and enter the total on line 4.


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Line ++ +- --



3 Result per column

4 Final score

If your score is between 0 and 10, your entrepreneurial experience is just waiting to be awakened.

You may never have given much thought to being your own boss, even though you surely have many dreams of your own. You may never have had the chance to start up and complete a project. Why not give it a try? It may just be the way to make your dreams come true.

ENTREPRENEURIAL EXPERIENCE

If your score is between 11 and 24, you already have entrepreneurial experience.

Because you have already started up and completed a project, you are now stimulated by success. You have promising skills that will help you make your dreams come true.


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Student Document

DESCRIBING YOUR ENTREPRENEURIAL PROFILE

GUIDELINES

Based on your thoughts and perceptions before taking the quiz and on your results, write a 200- to 500-word text that describes:

• what an entrepreneur or enterprising person is to you

• the entrepreneurial qualities you possess (with supporting examples)

• the entrepreneurial qualities you should develop (with supporting examples)

• what you stand to gain by developing these qualities

• what you have learned in this activity

EVALUATION CRITERIA

The following criteria will be used to evaluate your work:

• inclusion of all elements

• statements well supported

• quality of the presentation and the language used


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EVALUATION GRID

Item to include Insufficient information provided –

statements poorly supported

Incomplete, succinct

information provided – statements

lacking support

Partial, sufficient information provided –

statements well supported

Clear, complete information provided –

statements fully supported

Introduction 0% 2% 3% 5% Definition of what an entrepreneur or enterprising person is

0% 6% 10% 15%

Entrepreneurial qualities you possess

0% 10% 18% 25%

Entrepreneurial qualities you should develop

0% 10% 18% 25%

What you stand to gain by developing these qualities

0% 8% 14% 20%

What you have learned 0% 8% 7% 10%

COMMENTS:


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REFERENCES

WEB SITES

Canadian Council for Small Business & Entrepreneurship (CCSBE). The CCSBE is the only national membership-based organization in Canada whose goals are to promote and advance the development of small business and entrepreneurship through research, education and training, networking and dissemination of scholarly and policy-oriented information. This site provides access to certain research studies conducted in the field of education: <http://www.ccsbe.org/index_en.htm>.

Fondation de l’entrepreneurship. Portal for entrepreneurship in Québec, link to an entrepreneurship library and search engine for articles or books on the topic: [in French] <http://www.entrepreneurship.qc.ca/fr/accueil>

Institut de stratégie et de pédagogie en entrepreneuriat. Nonprofit organization working in the field of entrepreneurship and international communications. The Institut will soon be launching a community of practice, which will enable all interested parties to share their knowledge, questions, solutions, points of view, enthusiasm and experience on the Internet with other parties throughout the world: [in French] <http://www.institut-entrepreneuriat.org/>

INTERESTING REFERENCE DOCUMENT

Québec. Ministère de l’Éducation, du Loisir et du Sport. Direction de la formation continue et du soutien. Introduction to Entrepreneurial Culture. Project Development Guide for Teachers. (Québec: Gouvernement du Québec, n.d.)

<http://inforoutefpt.org/mse/documents/guidemesure_ang_compl.pdf> (November 21, 2006).


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BIBLIOGRAPHY

Business Development Bank of Canada (BDC). Entrepreneurial self-assessment. Are you the entrepreneurial type? <http://www.bdc.ca/en/business_tools/entrepreneurial_self-assessment/Entrepreneurial_self_assessment.htm?cookie%5Ftest=2&iNoC=1> (November 21, 2006).

Filion, L. J. Pour une vision inspirante en milieu scolaire. 2nd edition. Cap-Rouge: Les Presses Inter Universitaires, 2005.

Fondation de l’entrepreneurship. Questionnaire ISCE. [in French] <http://www.entrepreneurship.qc.ca/fr/passez_test/Questionnaire.asp> (November 21, 2006).

Fortin, Paul-A. Devenez entrepreneur. Québec: Les presses de l’Université Laval, 2001.

Fraser, Pierre. La pensée réflexive en pratique. Québec: Éditions Marie-France ltée, 2005.

Gasse, Yvon. Sensibilisation à l’entrepreneuriat : Construction et validation empirique d’un outil pratique. Québec: Université Laval. Faculté des sciences de l’administration. <http://www.entrepreneuriat.com/Gasse.pdf> (November 21, 2006).

Government of Canada. Western Economic Diversification Canada. Am I an Entrepreneur? <http://www.wd.gc.ca/tools/xindex_e.asp> (November 21, 2006).

Lemieux, Sylvie. "Les cordes sensibles de l’entrepreneur." PME. October 2005, 30-31.

L’Heureux, Danielle, Pierrette Dupont and Marcelle Gingras. Évaluation de mes qualités entrepreneuriales. Centre de recherche interuniversitaire sur l’éducation et la vie au travail (CRIEVAT). Université de Sherbrooke. [in French] <http://gpsao.educ.usherbrooke.ca/documents/evaluation_qualites_entrepreneuriales.pdf> (November 21, 2006).


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Morissette, Rosée and Micheline Voynaud. Accompagner la construction des savoirs. Montréal: Chenelière/McGraw-Hill, 2002. p. XV.

Québec. Ministère de l’Éducation. Sensibilisation à l’entrepreneurship. Québec: Gouvernement du Québec, 1995.

Québec. Ministère de l’Éducation, du Loisir et du Sport. Introduction to Entrepreneurial Culture. Project Development Guide for Teachers. Québec: Gouvernement du Québec, n.d. <http://www.inforoutefpt.org/mse/documents/guidemesure_ang_compl.pdf> (November 21, 2006).

Entrepreneurial Profile - Inforoute FPT

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