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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


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

Reprinting – March 2008 07-00973


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


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


4 11

Activity 4


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 in which 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


Activity 4



4 12

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


4 13

Activity 4



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


4 15

Activity 4



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


Activity 4



4 16

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.


4 17

Activity 4



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 process broken down into five 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


Activity 4



4 18

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


4 19

Activity 4



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

qualities 2. 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


4 21

Activity 4



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.


Activity 4



4 22

of these shared traits. They are presented in

Table 4.3 below.


4 23

Activity 4



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).


Activity 4



4 24

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.


4 25

Activity 4



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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4 26

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.


4 27

Activity 4



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.


4 29

Activity 4



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.


Activity 4



4 30

++ +- --

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.


4 31

Activity 4



++ +- --

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.


4 33

Activity 4



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.


Activity 4



4 34

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



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


4 35

Activity 4



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








Line ++ +- --



3 Result per column

4 Final score


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.


Activity 4



4 36

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



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








Line ++ +- --



3 Result per column

4 Final score


4 37

Activity 4




entrepreneurial qualities related to initiative

and resourcefulness are aspects of your


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



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








Line ++ +- --



3 Result per column

4 Final score


Activity 4



4 38


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



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.


4 39

Activity 4



Line ++ +- --



3 Result per column

4 Final score


entrepreneurial qualities related to solidarity

and team spirit are aspects of your


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



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.


Activity 4



4 40

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


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.


4 41

Activity 4



Student Document

DESCRIBING YOUR


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


4 43

Activity 4



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:


4 45

Activity 4



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).


4 47

Activity 4



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>



Activity 4



4 48

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.inforoutept.org/mse/dpci,emts/guidemesure_ang_compl.pdf>
