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Driving Entrepreneurship

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Certified Professional | Climate-KIC

Driving EntrepreneurshipCompetency framework for Certified ProfessionalDecember 2017

certifiedprofessional.eu

http://certifiedprofessional.eu


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PrefaceNew sets of competencies are needed in the European job market to make the transition towards a low-carbon society a success. Informally and non-formally gained competencies, for example through work experience, need to be formally acknowledged to become more visible and impactful in the job market. Certified Professional (CP) addresses both issues by certifying cross-functional professional competencies for sustainable innovation and system transition.


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At a more specific level, every competency is described by a number of performance indicators that provide exemplars of the competencies’ enactment. They describe what the candidate is expected to demonstrate in order to pass the assessment of each competency.

The Structure of the CP Competency FrameworksA competency has been defined as “’sets of behaviours that are instrumental in the delivery of desired results.’ (Bartram et al, 2002). In [organisational environments], they are behaviours that support the attainment of organisational objectives.” (Bartram 2012: 3). In a similar way, the Chartered Institute of Personnel and Development defines a competency

“as the behaviours that employees must have, or must acquire, to input into a situation in order to achieve high levels of performance.” (CIPD, 2008: 1).

In our framework competencies are grouped in a number of working areas that cover the scope of three certified domains: Accelerating Transitions, Promoting Innovation and Driving Entrepreneurship. The systematic clustering of competencies accounts for the fact that a competency framework must be more than just a collection of competencies; instead, relationships between competencies must be covered as well. Thus, the definition of the working area serves to cluster and subsume competencies that have significant similarities or sets of interrelations and represents an important ingredient of the model to ensure that candidates have the required breadth of competencies in the certified domain.


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The Three CP Certificates

Accelerating Transitionfocuses on a systems level (e.g. cities, regions, countries, industrial sectors, networks of organisations, etc.). A transition in the field of climate change targets a systemic change towards a low carbon society.

Driving Entrepreneurship operates on a more detailed level, usually with clearly defined boundaries (e.g. an organisation, institution, etc.). Entrepreneurship in a climate change context not only refers to novel business initiatives, but also incorporates models of social and environmental business. The goals are development and implementation of innovative and sustainable business models –within both established and start-up organisations.

In the context of the transition towards a low-carbon society, competencies can be certified in three future-oriented domains: Accelerating Transition, Promoting Innovation, and Driving Entrepreneurship. These three certificates are closely related, yet they operate on different levels.

Promoting Innovation operates on an intermediate level between Entrepreneurship and Transition. Promoting Innovation can address both the micro level (e.g. the development of new products, processes, or services) and have implications on a systems level (e.g. systems innovation). Its goals are the development and implementation of novel and value-creating solutions with a value proposition for society in its widest sense; encompassing natural resources, biodiversity, climate protection and climate change adaptation.


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The Certificate in Driving EntrepreneurshipThis document will give you an overview on the certificate for Driving Entrepreneurship and introduce to you the backbone of that certificate: the competency framework. The general structure of the framework will be presented in order for you to thoroughly understand what the assessment will be based on. At the end of this document you will find a glossary of important terms to facilitate a common understanding.

Innovation for SustainabilityEntrepreneurship in accordance with the principles of sustainability means business conduct without compromising the ability of future generations to meet their needs. For that purpose, entrepreneurs for sustainability apply environmental, social and economic resources in a responsible manner. Furthermore, they are aware of potential detrimental consequences of their actions toward the environment and society and try to avoid or minimize them as much as possible.

Entrepreneurship and commercial enterprise are often presented as a major contribution to the degradation of the environment, through their association with resource depletion as a result of increased economic activity and consumption. In contrast, entrepreneurship can also be a substantial part of potential solutions to a range of environmental issues, including: » Sustainable business models with a

positive or substantially less negative impact on the environment and/or society » Greener products and services with a

lower environmental impact over their life cycle

» More efficient processes ‐ to minimise energy consumption, treat waste, reuse, recycle, etc. » Alternative technologies ‐ to reduce

emissions or provide renewable energy » Innovative Systems ‐ to integrate

technological and behavioural subsystems for reducing energy use and improving sustainability

Serving sustainable ends such as these, entrepreneurship is a process through which the development and use of more sustainable products, services, processes, and/or approaches are driven forward in a very proactive and goal-oriented manner. This may involve innovations, but does not have to necessarily: For instance, implementing a sustainable business model that has proven to be effective already through “copying” may not be very innovative, but require substantial and extensive entrepreneurship competencies.


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Entrepreneurs for sustainability can be start-up founders with a sustainable business model that helps to solve environmental and/or social problems (e. g. in the renewable energy sector). However, entrepreneurs for sustainability might also be actors in traditional commercial fields, but valuing and enacting sustainability principles in the management traditional business (e. g. an apparel industry manager reforming her company’s supply chain towards more sustainability). In other words: The certification targets at both entrepreneurs with a sustainable business model and actors with traditional business model possessing the entrepreneurial competencies to make these models more sustainable in the above-mentioned sense.

Moreover, the framework is not focussed on specific professions or sectors, but can be applied to any candidate. In that sense, it is transversal. E. g. candidates can be certified for enacting the competencies of sustainable entrepreneurs if they are managers, employees, students, start-up founder or from any other background.

Entrepreneurship CompetenciesThe expertise and competencies of entrepreneurs for sustainability must not be limited to a single given field or discipline; instead, they must be applicable in multiple fields of human activity to promote and implement entrepreneurial ventures.

Entrepreneurs’ success comes from their ability of identifying and developing opportunities and of analysing their position and approach to tap these potentials.

Moreover, entrepreneurship for sustainability is in most cases co-developed and always implemented in social settings involving diverse teams and sets of stakeholders and hence call for soft-skills such as networking and team management. And most importantly, entrepreneurship for sustainability is a complex process through which entrepreneurs will be faced with multiple new and unexpected side-effects and challenges which require them to learn and adapt their approach.

Evidently, processes of entrepreneurship are not sequential; instead, they involve many iterations and cycles between the phases of identifying opportunities, modelling and model analysis, implementation and adaption.

From these considerations, it becomes clear that entrepreneurship for sustainability cannot rely on single competencies. Instead, it depends on successfully applying bundles of competencies in a way that makes it possible to fulfil a number of functions that may facilitate value creation contexts, processes and outputs. That is why the competencies are organised in working areas having in mind that competencies from several different working areas are required to effectively fulfil the functions that contribute to successful entrepreneurship. Although we therefore know that in practice entrepreneurship is a highly complex and often an iterative process (or even several parallel and intertwined processes), we introduce a rather sequential concept of entrepreneurship here to frame and present our approach. Depicted from this perspective, successful entrepreneurs for sustainability are competent in five working areas:


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Identifying or generating opportunities: creating value by spotting opportunities in the environment and developing first ideas how to address them sustainably.

Analysing and refining: knowing capabilities and resources, developing a model for realising ideas, as well as developing a business plan

Fostering cooperation: convincing other of their ideas, connecting to potential partners and important stakeholders, inspiring and empowering supporters, and effectively collaborating within a team

Implementing the business model: maintaining a strategic overview, successfully market their ideas by attracting customers

Deciding, learning and adapting to deal with uncertainty and setbacks

As already stated, different stages of entrepreneurship processes may take place in a non-linear and iterative sequence and may require enacting different competencies.

Therefore, the graphic below visualizes the main working areas and their respective competencies in a cyclic model. Please note that the working area of deciding, learning and adapting (working area E) has distinct relevance in our model: While we acknowledge that this is true for all five working areas, competencies in the area of deciding, learning and adapting are clearly relevant all along the entrepreneurial process.


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Structure of the Competency FrameworkEach of the 15 competencies has four performance indicators. The working area is described first, illustrating typical tasks in transition initiatives/projects/programmes. The description is followed by the competency descriptions. These comprise a general performance description of the competency describing the required behaviours (understanding, actions, and previous personal experiences) of the candidate for applying the competency in a proficient way.

Moreover, the competency is further defined through four performance indicators. Performance indicators are describing what the candidate is expected to demonstrate in order to pass the assessment. They can be understood as informally (e.g. via personal or work experience) acquired learning outcomes.


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Competency Framework for Driving Entrepreneurship


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A - Identifying or Creating Opportunities

Identify and/or actively generate opportunities for creating sustainable value by exploring the social, economic, political and technological landscape (e.g. market niche, social aspirations). Based on this, develop innovative ideas for realizing opportunities in a sustainable manner.


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A1 - Spotting Opportunities

A2 - Developing Ideas

Identify and/or actively generate opportunities for creating sustainable value by exploring the social, economic, political and technological landscape as well as the interdependencies between these systems (e.g. market niche, social aspirations).

Performance Indicators1. Candidate scans the social, economic, political and technological landscape, paying special attention to interdependencies between these systems.2. Candidate identifies opportunities for creating sustainable value in the environment.3. Candidate actively turns social, environmental or technological challenges into entrepreneurial opportunities.4. Candidate listens to the customer and identifies customer needs, e.g. by conducting semi- structured customer interviews on a regular basis or cultivating regular client contacts.

Generate and develop innovative ideas for addressing opportunities in a sustainable manner.

Performance Indicators1. Candidate generates and develops innovative/novel solutions for addressing the identified opportunities in a sustainable manner.2. Candidate seeks feedback from the environment in order to further improve his/her ideas.3. Candidate translates the stakeholder or team feedback into a solution integrating various views of different parties.4. Candidate addresses different layers of customer needs, incrementally if needed (e. g. by first providing basic solutions/prototypes and subsequently refining and enhancing them).

A – Identifying or Creating Opportunities


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B – Analysing and Refining

Know oneself, analyse the environment and combine the insights from both. Then, transfer an initial idea into a sustainable business model by further developing and quantifying it. Specify strategy and plans through the development of business plan.


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B – Analysing and Refining

B1 - Knowing Capabilities and Resources

B2 - Developing Model for Realizing Ideas

Analyse one’s personal and professional strengths and weaknesses. Collect, organize and analyse external and internal data (e. g. via benchmarking). Understand the interaction between oneself and the environment and how this influences behaviour.

Performance Indicators1. Candidate is aware of his/her personal strengths, weaknesses and resources in relation to the enterprise.2. Candidate collects, organizes and analyses external (e. g. via benchmarking) and internal data in order to understand the complexity and interdependencies of the local and global environment.3. Candidate identifies his/her strengths and weaknesses and relates them to analysis of the environment.4. Candidate matches the external resources and his/her internal capabilities in order to act upon identified gaps.

Design a convincing, sustainable business model under consideration of economic, ecological and social aspects as well as their interdependencies. A sustainable business model does not deplete environmental, social or economic resources and could, hence, theoretically be deployed for an infinite time.

Performance Indicators1. Candidate defines a sustainable solution in the light of economic, social and ecological challenges.2. Candidate quantifies resources’ requirements and/or potential economic, social, and/or ecological outputs of the enterprise.3. Candidate develops a convincing narrative for how he/she will be able to create sustainable value.4. Candidate transforms his/her initial idea into a convincing sustainable business model, specifying economic, ecological and/or social aspects of the endeavour.


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C - Fostering Cooperation

Induce cooperation and attract support of others (e. g. stakeholders) by convincing them of ideas, connecting with them for mutual benefit, inspiring and empowering a team and collaborating effectively.


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C1 - Convincing Others

C2 - Connecting with Others

Gain clear agreement and commitment from others by convincing, negotiating and projecting credibility.

Performance Indicators1. Candidate fosters cooperation by delivering presentations and undertaking public speaking with skill and confidence.2. Candidate expresses opinions, information and key points of an argument clearly.3. Candidate sticks to his/her own values and principles and communicates them openly (e. g. when they are challenged by others).4. Candidate gains clear agreement and commitment from others by convincing, negotiating and/or integrating the different interests.

Candidate identifies weaknesses, negative side-effects and costs that are likely to be caused by the intended innovation. Moreover, they identify tension and/or anxiety both among team members and wider stakeholder groups. Especially in the field of environmental and social innovation, this is an essential part in order to deal with unintended negative consequences.

Performance Indicators1. Candidate connects to people with different interests by identifying common grounds and the potential for mutual support.2. Candidate builds and retains long-term relationships for mutual benefit.3. Candidate uses relationships for promoting his/her endeavour and obtaining resources.4. Candidate actively involves stakeholders and experts from other disciplines, especially in addressing sustainability issues.

C – Fostering Cooperation


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C3 - Inspiring & Empowering Others as Leader

In the role of a leader, provide others with a clear vision and objectives. Motivate and empower them in order to achieve full commitment. Delegate work and responsibility appropriately and fairly. Provide staff with development opportunities and coaching. Build and actively develop the team for the enterprise and set standards of sustainable behaviour by acting as a role model.

Performance Indicators1. Candidate designs and applies effective ways to attract talented people and keep them motivated.2. Candidate provides others with a clear vision and objectives.3. Candidate delegates responsibility and the competence of making decisions to teams/ individuals, gives autonomy and empowers others.4. Candidate is showing with his/her behaviour that he/she is valuing sustainability principles.

C – Fostering Cooperation

C4 - Collaborating within a Team as a Member

As a team member, work together and co-operate with others to develop ideas and turn them into action in a process of co-creation. Actively participate in the achievement of a common goal and if necessary solve conflicts productively.

Performance Indicators1. Candidate functions effectively as a team member.2. Candidate contributes towards achieving common objectives within a team.3. Candidate promotes participation and autonomy of other individuals within the team.4. Candidate deals with conflict in a considerate and respectful way to ensure that all parties are content with the outcome.


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D - Implementing the Business Model

Set up and manage the enterprise as a business effectively, efficiently and in a sustainable manner. Market product/ service properly and responsibly.


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D1 - Steering the Enterprise Operationally

D2 - Maintaining a Strategic Overview

Implement suitable structures and processes for the operation. Regularly review structures and processes to further enhance quality and efficiency. Coordinate activities between different individuals or teams and manage interfaces.

Performance Indicators1. Candidate establishes the necessary structures and processes for delivering the entrepreneurial idea in an efficient and sustainable way.2. Candidate integrates the required resources and monitors their engagement and use in the enterprise.3. Candidate co-ordinates and manages activities between various teams to ensure a successful collaboration.4. Candidate reviews structures and processes (e. g. to enhance quality, efficiency or to reduce potential negative impact of the operation).

Check that implementation of the entrepreneurial idea meets strategic requirements, adapting the strategy when required. Acting as a strategic point of contact between the organisation and key external stakeholders. Providing strategic progress updates to external idea owners.

Performance Indicators1. Candidate tracks the implementation progress of the strategy. 2. Candidate reviews and adapts the entrepreneurial strategy when required.3. Candidate acts as a strategic boundary role between the organisation and key external stakeholders.4. Candidate provides strategic, financial and outcome progress updates to external idea owners (i.e. governance structure and funders).

D – Implementing the Business Model


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D3 - Attracting Customers in a Responsible Manner

Market and sell the products/services by identifying and adequately addressing relevant target groups. Take into consideration the social and/or ecological consequences of the marketing campaign.

Performance Indicators1. Candidate identifies potential target groups for the service or product.2. Candidate understands the customer/recipient by demonstrating empathy and changing the perspectives.3. Candidate addresses each target group via the appropriate and most cost-effective marketing (e. g. social media, sponsoring of social events or visiting of fairs, conferences and exhibitions) and sales channels (e. g. online or local store). 4. Candidate takes into consideration potential negative consequences of marketing (e.g. social and/or ecological) and minimizes them.

D – Implementing the Business Model


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E - Deciding, Learning, Adapting

Make decisions under uncertainty. Use any possibility for learning and improving and deal with mistakes or failure in a productive manner.


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E1 - Learning and Experimenting

E2 - Making Decisions and Managing Uncertainty

Learn through both negative and positive experience by using any initiative as a learning opportunity. Test different approaches and prototypes in order to identify the optimum in an experimental way.

Performance Indicators1. Candidate identifies and makes use of any possibility to learn and improve (e.g. takes courses, seeks feedback from team and clients, formulates lessons learned).2. Candidate challenges and revises basic assumptions, especially his/her own.3. Candidate draws conclusions from experiences in a structured manner (e.g. lessons learned).4. Candidate creates a prototype or launches a pilot project and tests them with the customer.

Make decisions under uncertainty; if necessary quickly and without consensus of everyone involved. Evaluate and consciously take risks. Actively manage uncertainty to reduce risks and their potential impact.

Performance Indicators1. Candidate makes decisions under uncertainty (i. e. in a situation where not all aspects related to the outcome are known).2. Candidate takes decisions and follows through, even without the consensus of everyone involved.3. Candidate evaluates and consciously takes risks.4. Candidate actively manages uncertainty to reduce risks and their potential impact.

E – Deciding, Learning, Adapting


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E3 - Dealing with Failure and Adapting

Deal with failure, mistakes or unexpected outcomes in a professional manner by using them as a chance for improvement. Put learnings into practice by adapting and adjusting practices. In the face of adversity, demonstrate resilience.

Performance Indicators1. Candidate uses failure as a chance for enhancing understanding and improvement.2. Candidate deals with negative developments constructively.3. Candidate transfers learnings into practice by adapting and adjusting.4. Candidate demonstrates resilience, bounces back after failure and continues striving towards his/her objectives.

E – Deciding, Learning, Adapting


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Glossary

Aim (vs. “goal” vs. “objective”)

Attitude

Backcasting

This glossary explains terms used in the competency framework in order to help applicants making their submissions.

An aim is a general statement that gives direction and identifies an intention to act. A goal is a high-level, often non-measurable statement concerning a broad measure of achievement. An objective is a more precise statement about what is to be achieved in concrete terms. “You aim to accomplish a goal in order to achieve your objective”. So you might aim to lose weight before your holidays with the goal of fitting into your summer clothes and your objective is to lose 10 kilogrammes in total.

A competency consists of knowledge, skills, and attitude elements.Attitude refers to an individual’s evaluation of something or someone, and their reaction towards it, as expressed in their behaviours, emotions and/or thoughts. Hence, attitude describes an individual’s motivational mind-set and determines how the individual addresses problems and/or projects.

Backcasting is a way of planning towards a desirable future › scenario. It is an approach performed to reach that desired future and is frequently used in planning scenarios where the future is particularly difficult to ‘forecast’. Whereas forecasting starts by trying to predict the unknown future from known trends to date, backcasting establishes a strong vision of the desired future (unknown) and defines stepping stones and pathways towards that future. Backcasting recognises the current reality but is not restricted by it. The more uncertain the anticipated future, the more useful is backcasting from a desired vision.In practice, the method starts with defining that scenario (vision) and then works backwards by defining milestones and developing strategies to reach them and thus connect the specified scenario to the present.


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Competence

Competency

Complexity

Compromise

Competence means the proven ability to use knowledge, skills and personal, social and/or methodological abilities in professional settings. The European Qualification framework refers to knowledge, skills, and attitudes (KSA).

A competency is a persistent pattern of behaviour resulting from a cluster of knowledge, skills, and attitudes (abilities + motivation). Hence, the concept of competency adds on an intrinsic motivational factor to the concept of competence. In light of economic, social, and environmental trade-off decisions, we deem this to be an essential element in the context of a transition towards a low-carbon society.

When something is described as complex it is made up of many interconnected parts. Within systems thinking, complexity is a fundamental principle for understanding how › systems function, with focus on the interconnections and interrelationships rather than just the individual parts. Systems thinking allows us to map complexity so we can understand, manage, and predict complex systems in meaningful ways. Complexity is often made up of repeated patterns which themselves may be quite simple but when combined lead to complexity – much like playing chess or the piano. The word complicated is similar to complex but implies that the fundamental patterns themselves are intricate, elaborate, and confusing.

Compromise refers to the process of reaching agreement betweenparties with conflicting interests. The starting point is different from › consensus, as there is conflict or defined disagreement before the discussions for a solution start. Compromise is based on all parties modifying their claims to reach an agreement or a solution. Work towards reaching a compromise can be quite formal and often involves a mediator in the negotiations.

Glossary

Collaboration Collaboration refers to the act of (voluntarily) working together on a project and/or for achieving a common goal. Many transition projects can only be achieved through collaboration as the goals can be larger than the ability or scope of individual actors or stakeholders. Collaboration is a deep engagement process through which the main stakeholders understand and respect shared goals, consensus, and participative and distributed leadership practices.


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Emergence

Environment(al)

Interdependency

Interdisciplinary

Emergence is a › complex process in a system. It leads to the phenomenon that larger elements arise through interactions among smaller or simpler elements of that system. These larger entities exhibit characteristics that smaller/simpler entities do not. Social systems are usually sufficiently complex to produce emergent processes.

Environment regularly refers to nature, plant and animal life as used in environmental science and ecology. But it can also stand for the total of surroundings of individuals or groups including symbolic, social and artificial components. So one can refer to the ecological, social or the technological environment. A clear definition is needed if one is not or not only referring to the ecological environment. The use of the adjective environmental generally stands for the ecological environment, such as in terms like “environmental movement” or “environmental politics”.

Interdependency refers to a mutual dependency between actors, projects, organizations etc. Often two or more of these are legally independent though they may depend on one another in many different ways. For example, a business may rely on a supplier for raw material and the supplier may be dependent on the business as a major customer. It is the key constituent to a › system.

Interdisciplinary approaches involve two or more disciplines and try to combine respective methodologies and practical habits. Originally, this referred to academic disciplines but has more recently expanded into a wider context and is used to describe the combination of different approaches (for instance technology and language) to develop and implement a new approach.

Glossary

Consensus Consensus can refer to both a majority of opinion and general agreement or harmony. The root of the word is consent, meaning “agreement of opinion”.


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Multidisciplinary

Organisationallearning

Paradigm (shift)

Scenario(development)

Multidisciplinary approaches involve a combination of different disciplines similar to › interdisciplinary approaches. In multidisciplinary settings, however, each discipline works with their own methodologies and practical habits. The results are combined at a later stage. This is separate to Interdisciplinary approaches, as explained above, as there is no effort to develop a new approach using the combined competencies.

Organisational learning is the process of creating, retaining and transferring knowledge within an organisation. Such an organisation improves over time as it gains experience. From this experience, the organisation can create knowledge again and foster changes in behaviour.

A paradigm is a model or pattern of thinking and assumptions held by a group. It strongly influences how joint efforts are approached. Often a paradigm is not clearly stated and in fact there can be quite different levels and types of understanding between individuals within a group. This can lead to confusion. A paradigm shift describes a collective change in how a group perceives and thinks about a certain issue and/or the world as a whole.

A scenario is a future situation. When communicating about long term projects, it is often necessary to create one or several scenario(s) that engage(s) stakeholders, very often including “worst-case” and “best-case” scenarios (also see › backcasting and › visioning) and several ones in between these extremes. Scenario development needs to be realistically grounded and consider current trends. It is not a way of predicting the future; instead it is a planning technique for envisioning it and for preparing for it by identifying the ways in which the future might develop and what the parameters are that will most likely influence and shape this development.

Glossary

Knowledge A competency consists of knowledge, skills, and attitude elements. Knowledge means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories, practices and methods that is related to a field of work or study. Knowledge can be theoretical and/or practical.


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Skills

Social capital

Sociotechnical(systems)

Sustainability

A competency consists of knowledge, skills, and attitude elements. Skill means the ability to apply knowledge and use know-how to complete tasks and solve problems. Skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments).

The term social capital refers to an productive capacities of an individual’s or a group’s social relationships. In its simplest form, social capital can be understood as the gain a person can derive from being part of social networks. Social capital results from social interactions and transactions marked by reciprocity, trust, and cooperation. It is an important ingredient to the success of sort of social endeavour, and the more (quantitatively) and the more diverse (qualitatively) the people involved, the more essential the development and use of social capital becomes.

Society operates using different degrees of technology. The level of technology is one factor influencing interactions within society. The term sociotechnical system refers to the interplay between society and technology and how this manifests in practice.

We follow the commonly accepted Brundtland definition of sustainability: “meeting the needs of the present without compromising the ability of future generations to meet their own needs”.1

Report of the World Commission on Environment and Development: Our Common Future, p. 16 http://www.un-documents.net/our-common-future.pdf

Glossary

Sense-making Sense-making means explaining or describing and usually refers to new narratives or stories. Many of us carry within us a mental model of how the world works and this can be a barrier to accepting radical change. Such models can be held at both an individual and a collective level. Sense-making refers to how we might re-imagine our models and thus re-tell our underlying narrative.

http://www.un-documents.net/our-common-future.pdf


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Stakeholders

Strategy/strategicplanning

System

Systematic

Stakeholders are individuals and organisations with direct and indirect interest in a project, business, or enterprise. For instance, in a business stakeholders include shareholders and employees, but also customers, suppliers, creditors, local communities, government authorities, media representatives, and/or environmental and consumer organizations. Many projects concerned with moving towards a low carbon society have to and want to involve a wide number of stakeholders to reach shared goals and to do this through persuasion rather than legislation.

A strategy is a long term, high level plan for a project/organisation to achieve one or more goals under conditions of uncertainty. Strategic planning is the process of defining a strategy to reach defined goals and making or preparing decisions on allocating resources to reach these goals and thus implement the strategy.

Systems are collections of elements (social, ecological, technological, political, legal, etc.) characterised by à interdependencies. Besides elements, systems usually feature different levels. The more elements and/or levels a system consists of, the more complex it becomes. Complex systems are additionally characterised by emergence.

Systematic refers to a methodological approach to a task or solving a problem, for example, solving a problem by going through a predefined sequence of steps. Such an approach does not necessarily involve recognising a systems thinking (systemic) approach.

Glossary

Sustainable BusinessModel

“[A] sustainable business model can be defined as a business model that creates, delivers, and captures value for all its stakeholders without depleting the natural, economic, and social capital it relies on.” (Breuer & Lüdeke-Freund 2014) As this definition is a bit over-restrictive, we would relativize the term “without depleting” and instead state “with minimal depletion of the natural, economic, and social capital it relies on.”


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Transdisciplinary

Visioning

Transdisciplinary approaches include both theory-based (scientific) and practice-based approaches. They attempt to bridge the worlds of academia and practice in order to provide science-based solutions for real world problems.

Visioning is the communicative process of providing a long-term perspective and of helping to overcome taken-for-granted thought patterns and existing structures. It consists of developing and communicating a vision guided by selected principles (e.g. ethical values) and built on system analysis. Visioning is often a participatory group process and may be complemented by › scenario development or other planning activities.

Glossary

Systemic Systemic refers to the system as a whole. It also means recognising the properties of a system such as complexity, specific boundary issues, and thresholds or tipping points in relation to failure. Taking a systemic approach means acting in a manner that recognises the characteristics of a given system. In common use, the terms systematic and systemic are often interchangeably, but the distinction is very important for this competency framework.


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References and Further Reading

Anderson, N., Potočnik, K. and Zhou, J. (2014): Innovation and creativity in organizations a state-of-the-science review, prospective commentary, and guiding framework. Journal of Management 40.5: 1297-1333.

Andringa, J., & Weterings, R. (2008): Competenties van Transitieprofessionals. Competentiecahier no. 2. Competentiecentrum Transities. Utrecht.

Aronson, Z. H., Reilly, R.R. and Lynn, G.L. (2008): The role of leader personality in new product development success: an examination of teams developing radical and incremental innovations. International Journal of Technology Management 44.1-2: 5-27.

Bartram, D., Robertson, I. and Callinan, M. (2002): Introduction: A Framework for Examining Organizational Effectiveness. In: Robertson, I., Callinan, M. and Bartram, D. (eds.): Organizational Effectiveness: The Role of Psychology. Wiley: Chichester.

Bacigalupo, M., Kampylis, P., Punie, I. and van den Brande, L. (2016): EntreComp: The Entrepreneurship Competence Framework. Brussels: Publications Office of the European Union.

Barron, F., and Harrington, D. (1981): Creativity, intelligence, and personality. Annual review of psychology 32.1: 439-476.

Bartram, D. (2012): The SHL Universal Competency Framework. SHL UK: Surrey. http://connectingcredentials.org/wp-content/uploads/2015/02/The-SHL-Universal-Competency-Framework.pdf

Batey, M., Furnham, A. and Safiullina, X. (2010): Intelligence, general knowledge and personality as predictors of creativity. Learning and individual differences 20.5: 532-535.

Benza, R. (2015): Teaching Innovation Skills: Application of Design Thinking in a Graduate Marketing Course. Business Education Innovation Journal VOLUME 7: 43.

http://connectingcredentials.org/wp-content/uploads/2015/02/The-SHL-Universal-Competency-Framework.

http://connectingcredentials.org/wp-content/uploads/2015/02/The-SHL-Universal-Competency-Framework.


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Bezarra, C. (2011): Building Innovation Competencies: Proceedings of the Canadian Engineering Education Association.

Breuer, H. & Lüdeke-Freund, F. (2014):Normative Innovation for Sustainable Business Models in Value Networks, in: Huizingh, K.; Conn, S.; Torkkeli, M. & Bitran, I. (Eds.): The Proceedings of XXV ISPIM Conference – Innovation for Sustainable Economy and Society, 8-11 June 2014, Dublin, Ireland.

Broberg, T. and Krull, P. (2010): Where Creativity and Innovation go to School: A Case Study of The KaosPilot School of Leadership and Social Entrepreneurship. Designing Management Education: A special theme issue of The Journal of Corporate Citizenship (Issue 39) 39: 57.

CEDEFOP. (2010): Skills for green jobs. European synthesis report. Luxemburg: European Centre for the Development of Vocational Training.

Chiru, C., Tachiciu, L., & Ciuchete, S. G. (2012):Psychological factors, behavioural variables and acquired competencies in entrepreneurship education. Procedia-Social and Behavioral Sciences, 46, 4010-4015.

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