Key competencies for an entrepreneurial profile

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Socioemotional skills are considered fundamental tools for entrepreneurship, as they allow students to manage their personal resources with the support of the context, for the development of strategies and behaviors that have an impact on the environment.

Social-emotional skills in university students aspiring to entrepreneurship – FORO EDUCACIONAL Nº 32, 2019

At the beginning of a university career, students are often faced with the prospect of undertaking a project or business idea, not only to generate future income, but also to cover a social need and generate an impact on the environment.

The process of entrepreneurship is a challenge for university students, as it confronts them with a dynamic social context, which requires strategies to promote a profitable business idea and professional profiles that allow them to face personal and environmental challenges during the development of entrepreneurship. Entrepreneurship is a journey full of challenges and opportunities, and to succeed in the competitive world of the market, it is not only important to develop technical skills, but also a set of socioemotional competencies (SEC) that can drive growth at a personal and professional level.

What are the most relevant SECs for the employability of an entrepreneurial profile?

1. Self-knowledge

Self-knowledge is the foundation of any successful entrepreneur. It involves understanding your own strengths, weaknesses, values and emotions. By being aware of your own capabilities and limitations, you can effectively leverage your strengths and work to develop areas for improvement. Self-awareness also allows you to make informed decisions and take mature responsibility for your actions.

2. Emotional intelligence

Emotional intelligence (EI) is a fundamental skill for entrepreneurs; it enables them to manage their own emotions and understand those of others. When you are aware of them and how they affect decision-making and relationships, you deal effectively with difficult situations. In addition, understanding the emotions of others can help you build strong relationships, negotiate effectively, and inspire and motivate your team.

3. Resilience

Entrepreneurship is not a bed of roses. It is full of setbacks, failures and obstacles. Resilience is the ability to face these challenges and move forward. It involves maintaining a positive mindset, staying positive and adapting to changing circumstances. Resilient entrepreneurs are able to see failure as an opportunity for growth and therefore learn from their failures. They are persistent and determined, even in the face of adversity.

4. Creativity and innovation

Innovation is at the heart of entrepreneurship. To stand out in a saturated market, entrepreneurs must think creatively and come up with innovative solutions. Creativity is about generating new ideas and thinking outside the box, while innovation is about implementing those ideas in a practical and impactful way. Embracing creativity and innovation not only helps to differentiate from competitors, but also to identify new opportunities and adapt to changing market trends.

5. Communication and interpersonal skills

Effective communication is essential for an entrepreneurial profile. Being able to articulate ideas clearly and persuasively is essential when presenting to investors, negotiating with partners or managing a team. In addition, strong interpersonal skills enable you to establish and maintain relationships with stakeholders, customers and employees. Active listening, empathy and conflict resolution are important aspects of effective communication and interpersonal skills.

6. Adaptability

The business landscape is constantly evolving, and successful entrepreneurs must be adaptable. Adaptability means being open to change, embracing new tools and trends, and adjusting strategies accordingly. The ability to pivot quickly and make necessary adjustments in response to market dynamics can be the difference between success and failure. Being adaptable also allows you to identify emerging opportunities and stay ahead of the competition.

7. Problem solving and decision making

Entrepreneurs face complex problems and make crucial decisions on a regular basis. The ability to analyze situations, identify possible solutions and make informed decisions is essential. Effective problem solving and decision making requires critical thinking, analytical skills and the ability to weigh the pros and cons. Being able to anticipate risks and make calculated decisions contributes to the long-term success of a business initiative.

To conclude…

In the world of entrepreneurship, technical skills are important; but it is the social-emotional competencies (SEC) that play a vital role in achieving success. Self-awareness, emotional intelligence, resilience, creativity, communication skills, adaptability and problem-solving skills are some of the most relevant SECs for a student with an entrepreneurial profile.

Developing these competencies from the educational ecosystem can improve the business trajectory of the future entrepreneur and increase the chances of achieving the proposed objectives, turning the student into a future entrepreneur with integrity.

If you work for the evaluation, assessment and development of competencies, ask for our free demo:
👉🏼 tu-demo.humanaitech.com

A reflection on self-knowledge

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How can we teach to know the world as an object without first learning to know ourselves as subjects?

“Autoconocimiento y formación: más allá de la educación en valores”

Self-knowledge helps us not only to understand ourselves better, but also enables us to identify our personal and professional goals in a more accurate, realistic and meaningful way. This valuable aspect of our development, however, is often overlooked in education. We focus on acquiring knowledge and technical skills, but rarely stop to explore our own identity.

Gnoseological imperative

Importance of self-knowledge

The claim of self-knowledge is as old as humanity: “know yourself”. The well-known Greek aphorism is part of that “learning to be”, that basic and ontological competence of our life and our personal development. The first step, therefore, following the Greek line, would be to recognize that we are ignorant of ourselves: “I only know that I know nothing” or that I know nothing, as we would say with Socrates.

Likewise, Kant affirmed that self-knowledge, for reason, was “the most difficult of all its tasks”. Precisely because the philosopher communicates the idea of a complete, finished and perfect self-knowledge, and not as the possibility of a gradual process of knowledge, diversified in progressive moments. The need therefore arises for a process of personal growth that includes this gnoseological aspect: to be able to develop a foundation oriented to find out gradually and in depth who and how we are in order to understand why and for what purpose we act.

Pedagogical imperative

Pedagogical and didactic importance

“Self-awareness is perhaps the greatest and most misdiagnosed learning difficulty, and the most unnoticed educational failure of human beings.”

Agustín de la Herrán Gascón – professor

Beyond, therefore, being an individual imperative, self-knowledge is also a pedagogical requirement: “self-knowledge is an educational right that, although it may not be interesting for the profitability of social systems, it is interesting for personal maturity or evolution. Therefore, from the point of view of training, its teaching, is a professional imperative of the teacher”, says Agustín de la Herrán Gascón, pedagogue, doctor in Education and professor at the Universidad Autónoma de Madrid.

Didactic premises

  • Self-knowledge is the axis of personal maturity, which in turn is the axis of formation, which in turn is the fundamental purpose of didactic
  • It is also a radical (spiral of transversals) or perennial theme. Teachers can contemplate it as an object and objective of reflection and teaching.
  • It can be communicated directly (by dealing with it) or indirectly (from other contents), as long as one acts not only with science, but also with awareness.
  • Before it can be taught, sufficient experience of awareness and experiential self-knowledge is required.
  • The didactic principles for this are coherence-exemplarity, internalization-evolution and the transmission of more concern for knowledge-consciousness, as a function of human evolution (our own, others’, collective and human in general).

Get to know yourself better, to be better.

Beyond data, there is information, beyond information there is knowledge, beyond knowledge, there is decision making, and subsequently the transformation of the person. The process of self-knowledge starts, therefore, from the knowledge of the data to end in the configuration and transformation of the personal being.

“Self-knowledge is a process linked to a result: the human being “is not born as a self […] he learns to be a self.”

K. Popper

An education, therefore, that favors the realization of meaningful and creative learning is undoubtedly a fertile education; and a Didactics that adopts self-knowledge as a formative reference can always be even more useful to know oneself better and be able to be better. Thus, self-knowledge leads the student to be able to integrate knowledge and at the same time to internalize himself as a person, a horizon to which education should aspire.

INTERNATIONAL FORUM ON ARTIFICIAL INTELLIGENCE

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More technological, more human

FIIA 2023, International Forum on Artificial Intelligence, is proposed as a space for international dialogue to discuss the present and future of artificial intelligence. On the first day organized by the Universidad Tecnológica Nacional and Ticmas; Melania Ottaviano, HumanAI advisor, and Susel Jacquet, from the Ticmas team; talked with Patricio Zunini about how technology can become a useful tool to develop social-emotional learning.

More and more voices in the intellectual sphere are calling not only to take into account the growing insensitivity that can accompany the rise of technology, but also to continue to proactively develop our human condition.

(DE)HUMANIZATION?

If, instead of apocalyptic dehumanization, technology were a tool for developing socioemotional skills? This question was the key to the dialogue between Melania Ottaviano and Susel Jacquet at FIIA2023, on August 30 in the auditorium of the Regional Faculty of Córdoba of the National Technological University.

Our advisor in Argentina, Melania Ottaviano, director of the Diploma in Educational Innovation at Universidad Siglo 21 and part of the academic team of the Specialization in Virtual Learning Environments at Universidad Católica Argentina, stated that “it is extremely important to accompany all the development of Artificial Intelligence with human development”.

In the educational ecosystem, Melania continued, “it is increasingly important to begin to organically include emotional intelligence or everything that has to do with human skills in the teaching curriculum. These skills, Artificial Intelligence obviously cannot execute them, it cannot replace us (…) so it is key to include these types of skills, especially for the challenges of today’s world, for our students and also for teachers.” In a world full of technology, algorithms and big data, it is urgent to develop our more human side, since “we obviously run the risk that if we do not do it, we will not accompany this evolution”.

MORE SELF-KNOWLEDGE

“What recommendations would you give for working on the socioemotional dimension in an institution in an organization, not just in a school?”.

Regarding the development of the socioemotional part, Melania advocates for a boost in self-knowledge: “We know very little about our students, although we know if our students are good in Mathematics, Logic, Language… we know little about their level of leadership, empathy, frustration tolerance… and that is one of the challenges we also have today as teachers; to begin to know them to generate plans that can strengthen these skills”.

Self-knowledge is a fundamental part in order to develop this socioemotional dimension, and not only for students, but also for teachers and managers, since “there are few spaces in the institutions for self-knowledge, and it is essential to know what training they have and what challenges of these human skills are also necessary to develop in them”.

To this end, she stated: “I believe that the commitment of the management team is key, and to know that these are projects that are designed and must be sustained in the long term. We are very used to wanting to get results quickly and when we work with human skills, although they are malleable, they obviously require time, which is why I say that measurement is also key”.

MORE HUMANE

From this need arises the innovative proposal of Human AI: “We combine Artificial Intelligence and human development.Precisely through this application – which was developed with artificial intelligence – we can obtain a report, an analysis of our students, of more than 30 socioemotional skills; and from there we can make a project, a planning; knowing what are the opportunities for improvement and in which ones to continue growing and strengthening”.

Melania, commenting on the relationship between technology and the socioemotional part, affirmed that it is necessary to “find a balance between the use of this technology and seek a connection more and more to our essence as humans. There are always ethical limits, and in Human AI’s work there is strict data control to preserve the identity and sensitive information of each individual user. The preservation of identity is part of the ethical dimension of the company, because it is precisely sensitive information that you are having about a person, and it is very relevant”.

But she urged that this ethical debate “must be taken to the inside of each institution”. Although debates are taking place at the international and national level, I believe that we must open spaces for discussion in each institution. This is moving very fast, if we wait for the regulations to come from somewhere else, we will never be up to the task. There is a lot to discuss, some people are afraid of it, but I think we have to see it as an opportunity”.

Why is it relevant to generate creative contexts in sports?

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“Decision-making is trained by playing, making the player feel like a protagonist.”

Pep Guardiola, former soccer player and coach.

What better way to train decision making than through the game?

The magic of soccer begins when the ball is put in motion.

Players must make quick decisions, adapt to circumstances and learn to play in synchrony. With the ball stationary the defensive position is quickly structured, on the move uncertainty takes over the opponent.

Each pass, each movement is a decision made. The more you train, the more decisions are made and the better the player becomes at reading the game, generating tactics and improvised plays.

Soccer is dynamic, fluid and full of uncertainties; it is not a game of predictable movements where the pieces move following a set pattern.

The danger of automation in training is real. If players become accustomed to rigid patterns and repetitive training, they are likely to lose the ability to innovate on the field.

“I understand positional play, attacking spaces… but I believe that as coaches we have to take care of that supposed, or real, lack of creativity. I think a creative player unlocks those block defenses. A creative player is creative, inventing something different when everything is monotonous”.

Pablo Aimar, technical director of Argentina’s Under 17 team

Sporting success manifests itself when a player is able to make unique passes and plays in unpredictable situations. Innovation cannot flourish in an environment where everything is mechanical.

Soccer is a sport of emotions, decisions and constant movement that requires one ingredient to transform a good player into a true genius: creativity.

Coaches have the responsibility to develop this competence by bringing out all the talent and potential of their players. This way of coaching will make the difference on the field: making exciting plays or changing the destiny of a match.

If you work in the sports world and are looking to develop socio-emotional competencies, discover our AI tool, Human AI, an innovative technology at the service of human development.

Request the test! 👉 https://lnkd.in/dGFvHXtZ

Without well-being there is no real victory

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There are many elite athletes who have shared and made visible their own situations and mental health problems in the face of the demands of a sport that puts 100% of their physical and emotional capabilities. 

“I never would have thought I would get mentally ill from a sport I loved so much.”

Te Kura Ngata-Aerengamate, New Zealand rugby player.

“For me at the time, the expectations were much higher than the level I was at at the time. The pressure got the better of me, the anxiety overcame me.”

Paula Badosa, tennis player number 8 in the world ranking.

“I continue to go to therapy because I need to fix myself. Eventually, life teaches you that depression and mental illness can affect anyone.”

Andrés Iniesta , Spanish soccer player, World Champion 2010.

“I could put on a happy face in public, but behind the doors, I was having crises that no one knew about.”

Michel Phelps, Olympic swimmer.

Sport as a daily exercise practice is undoubtedly one of the best allies of mental health, however, taken to extreme levels – and without adequate socio-emotional development -, it can become the biggest rival of mental health.

When you end up straining the muscle without training it and training it breaks down, so does the psyche.

Essential training: mental health

The importance of mental health is one of the most current issues of our generation. And it is no less so in a context in which we live in a continuous level of high demand; where stress, pressure, concentration and expectations are the daily bread.

Athletes internalize from the first training session that they must work hard to arrive, to win, to reach the goal, the record. At the same time, it is important to differentiate virtues such as perseverance, hard work, resilience and self-improvement from other types of utopian demands, toxic thoughts and vitiated attitudes that endanger mental and emotional health, and therefore sporting performance itself.

Sports mental health is not simply having high emotional resilience in the face of stressful situations. It is a holistic approach: tools, inner mechanisms and mental, social and emotional habits capable of balancing the different dimensions of the person; allowing to perform better in competition and above all generating an integral well-being.

The most widespread problems

“We hear a lot about post-Olympic depression, but I haven’t seen any research on mental health before the Olympics,” comments Zoe Poucher in her research exploring the prevalence of symptoms of common mental disorders among elite Canadian athletes in the wake of Olympic gymnast Simone Biles’ mental health retirement.

According to this study conducted at the University of Toronto, depression, anxiety and eating disorder are the most widespread problems in athletes, with depression being the most significant.

With situations such as depression, it becomes essential to give the necessary importance and space to these mental health issues in the sports career, from training, competitions to the athlete’s retirement.

Facing these types of realities does not by itself enable one to know how to manage them.

Young people cared for, successful athlete

Why not work on and develop prevention and training programs? Do we have to reach the limits of performance to become aware that emotional management and mental health are essential? Why not work with the youth, the children who are just starting to train, the sports clubs?

Working and taking care of the psychic and emotional dimension from the beginning: self-knowledge, mental strategies, concentration mechanisms, stress management, self-esteem, empathy, mutual support, etc. will ensure that in the long term young athletes will be able to reach the highest level in a healthy way, enjoying themselves and without breaking down psychologically.

No sporting success can compensate for the enormous sacrifice of one’s own well-being and personal happiness.

IRIS Award for Best Digital Collaborative Project

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IRIS, Digital Innovation Pole of Navarra has recognized HumanAI Tech with the I IRIS Award in the category of ‘Digital Collaborative Project’ in joint candidacy with the Institute of Data Science and Artificial Intelligence (DATAI) of the University of Navarra.

I Edition of the IRIS AWARDS for digitalization

The IRIS awards – organized by the Digital Innovation Pole of Navarra (IRIS) – annually recognize and reward the best initiatives and projects in the field of digitization, serving as a platform for dissemination and promotion of digital transformation in companies, entities and organizations in Navarra.

“We want this Digital Innovation Pole not only to be a place of work, but to constitute an ecosystem in which innovation and technology coexist, bringing all this knowledge to companies, research and citizens so that it translates into tangible benefits for the whole of Navarre.”

Speech by Juan Cruz Cigudosa Cigudosa, Regional Minister of University, Innovation and Digital Transformation of the Government of Navarre

More than 150 people attended the presentation of these awards, promoted by the Government of Navarra with the collaboration of Navarra Foundation for Excellence. The master of ceremonies of the gala was DIGITALIX23, a robot that talked to SIRI to the surprise of the more than 150 people attending the event, “an act that has combined both people and technology with the aim of humanizing the latter,” reports Diario de Navarra. After the gala, a networking space was opened and a lunch was offered to all attendees.

Five award-winning entities

The jury of the Awards was made up of professionals belonging to IRIS Governing Committee members such as ADItech, AIN, Animsa, CEIN, NASERTIC, SODENA, TRACASA and the Government of Navarra, evaluating all 61 applications received and awarding prizes in 5 categories to the following companies and entities:

  1. Best Digitalized Company: NEXXYO LABS. Company that has developed and applied internally global transformative strategies, based on disruptive technologies such as blockchain in the gaming and industrial sectors.

2. Best Digital Collaborative Project: HUMAN AI, DATAI, Jesuitinas Pamplona and Navarre Employment Service. For the creation and co-design together with educational centers and training and employment entities of a solution based on artificial intelligence for the characterization of personality and socioemotional competencies from written texts, as an alternative to traditional assessment methods, avoiding the biases of self-perception and social desirability.

3. Best Digitalized Commerce: Montse’s Soaps. An artisan soap-making company awarded for adapting a traditional business model to the digital world.

4. Best Digital Public Institution: Mutua Navarra. For revolutionizing radiology services by implementing a digital system that achieves greater accuracy in diagnosis, improving the quality of life of patients

5. Digitalization of the Third Sector: ONCE NAVARRA. For improving the quality of life of blind people thanks to the implementation of digital actions (digital platform of biometric signature by voice with full legal validity).

In 2019, research and development began together with educational centers, technology companies and researchers from the Academy. In 2021 HumanAI Tech was launched and in 2022, together with the Institute of Data Science and Artificial Intelligence of the University of Navarra, we began to walk the path of collaboration and stable co-creation that is not only essential to achieve the objectives of the company but are part of the DNA of Human AI.

“Human AI puts technology and Artificial Intelligence at the service of human development. Therefore, we seek to support professionals and organizations with information on Socioemotional Competencies, helping them to act where it really matters. This award recognizes that the innovation in transfer that we do at the University can become tangible and benefit society”.

Iván Cordón, Innovation Director of DATAI.

Best Collaborative Project Award 

For his part, Roberto Aguirre, CTO of Human AI, in his speech of gratitude, mentioned the boost that the collaboration and co-creation ecosystem of the company is receiving from Latam. “This award is also for the entire community on the other side of the ‘Charco'”; especially to our advisor in Argentina Melania Ottaviano for “trusting in our enthusiasm to improve the world a little, creating a digital and purposeful company”.

The award was presented by Agurtzane Martínez, General Director of Science, Technology and Innovation; and Delia Sola, Director of Strategic Project Services of the S4. On stage were Mercedes Vilches, head of the Innovation and Experimental Projects Section of the Navarra Employment Service; Ángel Estanga, coordinator of the Educational Innovation Team at Jesuitinas; Roberto Aguirre, co-founder and CTO of Human AI; and Iván Cordón, director of Innovation at DATAI University of Navarra.

Beyond Human AI

The Polo IRIS award for ‘Collaborative Project’ is an award that goes beyond the Human AI ecosystem; it reaches out to all the people, organizations and institutions that have enabled the development of the purpose of Human AI: organizations and institutions that are already part of an open and stable innovation ecosystem.

A purpose that is intimately related to human development and decision making of professionals where it really matters: education, employment, high performance sports, personal well-being and even in applications such as mental health, justice administration or public employment services.

With this distinction, Human AI consolidates a leading position in the practical application of artificial intelligence in the service of human development, contributing to the growth of individuals and organizations in the digital era. Human AI’s proposal goes beyond its own innovative ecosystem by putting artificial intelligence at the service of human development and society.

Noticias en medios:

Europa press: Nexxyo Labs, Human AI y DATAI, Los Jabones de Montse, Mutua Navarra y Once, ganadores de los Premios IRIS Digitalización 

Diario de Navarra:  Nexxyo Labs, Human AI y DATAI, Los Jabones de Montse, Mutua Navarra y Once, ganadores de los Premios IRIS 

IrisNavarra: Nexxyo Labs, Human AI y DATAI, Los Jabones de Montse, Mutua Navarra y Once, ganadores de los premios IRIS a la digitalización 

Navarra.es: Nexxyo Labs, Human AI y DATAI, Los Jabones de Montse, Mutua Navarra y Once, ganadores de los premios IRIS a la digitalización 

Navarra Capital: Las cinco empresas y entidades ganadoras de los Premios IRIS a la digitalización 

AI and Emotional Education – SIMO EDUCATION

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Under the slogan “Education in the age of Artificial Intelligence: exploring new frontiers” SIMO EDUCACIÓN – the International Exhibition of Educational Technology and Innovation – brought together in November the leading brands in technology and cutting-edge digital content, publishing groups, technology distributors, and educational content and management platforms.

This technological and educational event – organized by IFEMA MADRID and with the collaboration of Educación 3.0 – presented to the teaching community the progress of teaching and learning processes, school management and education and training, with a wide range of content aimed at all stages of education. This last edition was attended by 125 companies from 11 countries and was visited by around 10,000 professionals.

FOUR PILLARS 

A presentation that shows the current and future trends in which technology, innovation and pedagogy play an essential role, both in the teaching activity and in the progress towards quality education, fostering creativity, motivation and emotional well-being of students, as well as market opportunities and innovation in the sector.

All of this is aligned with the UNESCO 2021 report, which refers to the transformative capacity of technology and innovation in education systems and the need for the commitment of all stakeholders, including governments, educators, learners, civil society and the private sector.

In this context, SIMO EDUCATION 2023 has focused on four pillars:

  1. Technology and innovation for the classroom and learning, attending to its value for the classroom and the improvement of student performance;
  2. The potential and weight that eSports are gaining in the education sector as a tool to motivate students and improve their skills;
  3. Mental health-emotional education, aligned with the World Health Organization;
  4. and Dual Vocational Training, which has proven to be effective in preparing young people for the workplace.

In a transversal way, the aim was to make visible the applied artificial intelligence, a technology that is transforming education and that allows to personalize learning according to the needs of each student.

AI and Emotional Education

Socioemotional competencies are fundamental in the personal and professional development of students and, although scientific evidence and international organizations such as the OECD and the EU emphasize their importance, assessing them has always been a challenge for teachers.

In this context Human AI enters SIMO EDUCATION as one of the eight technological innovation startups presented in the space SHOW UP! An area dedicated to give visibility to entrepreneurs with new technological proposals for the education sector.

Human AI is a technology and innovation tool at the service of emotional education, a solution that combines AI and psycholinguistics capable of evaluating, assessing and developing the personality and socioemotional competences of students from written texts offering objective, immediate and reliable personalized reports.

The Human AI team was in one of the booths of the SHOW UP! space showing how technology at the service of education can help to personalize and develop the socioemotional education of students.

If you want to know more about Human AI, visit our website or click on our white paper and if you want to know how it works, ask for our demo!

AI Applied to Higher Education and Employment

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“Hemispheres University hosted the “AI Applied to Higher Education and Employment” event, an initiative that explored innovative practices to advance equity through the application of artificial intelligence. The event was driven by a collaboration between the School of Government, the Institute for the Development of Culture and Society (IDECS), Red Winn and Human Al, creating a space for dialogue to share key ideas and perspectives on technological equity.

Gabriela Rodriguez, Dean IDECS opened the event with welcoming remarks and gave way to the panelists. Diego Ignacio, CEO of UHE, presented the impressive capabilities of artificial intelligence to redefine the way we learn. Emphasizing that its proper use can be a powerful tool for building a more inclusive world.

María Beunza, CEO of Human AI tech, addressed the importance of implementing artificial intelligence in the educational ecosystem. During her speech, she highlighted how technology can act as an essential enabler to ensure equitable opportunities both in higher education and in the workplace.

The event concluded with an enriching question and answer session, where attendees had the opportunity to interact with the panelists and delve deeper into the topics presented.”

*UHE Review

How to evaluate and enhance the entrepreneurial profile

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Entrepreneurship is a long-distance race: it requires a great deal of passion, effort and commitment. There is also a critical success factor in the whole process: the well-being and emotional state of the entrepreneur. Is it possible to evaluate and enhance the entrepreneurial profile?

Emotionally balanced entrepreneurs are better able to make good decisions, manage stress, anxiety and be able to build solid relationships. The emotional well-being of entrepreneurs is a fundamental ingredient for the success of the company, the team and the entrepreneur himself. Entrepreneurship is not only a matter of economic growth, it is a matter of personal transformation.

Are entrepreneurs born or made?

In the discussion about whether leaders or entrepreneurs are born or made, there is a clear question: there is a combination of genetic and social factors at play. There is a part of the personality that is influenced by genetic factors, but there is also a part that can be developed through experience, learning and the development of competencies in relation to the entrepreneurial profile.

As pointed out by Javier García Manzanedo, an expert in the psychology of entrepreneurship: “Entrepreneurs are made, without a doubt. There is a genetic part and a social part. If the person has seen entrepreneurship in his or her environment, he or she tends to… but you learn, you learn to be an entrepreneur”. As research shows, personality plays a key role in innovation and entrepreneurship.

Athletes of a marathon, athletes of their own business

Entrepreneurship is a challenging activity, with a high level of commitment, stress, investment in time, dedication, effort, money… the price of being an elite athlete is comparable to the price of founding and running a new company.

Entrepreneurs face a wide range of challenges, from financial uncertainty, negotiation with investors to possible rejection by customers. Economic challenges are in turn accompanied by their own life and personal challenges – from mental and emotional balance; challenges as important, if not more so, as formulating a business plan or obtaining financing. What is at stake is not only money, it is the person.

It is essential to look at the complex emotional functioning of entrepreneurs and to be able to provide them with the necessary tools to create healthier contexts, both financially and emotionally. Two factors, in fact, inseparable.

Relevance of the human factor

Defining a business plan, assessing its viability, creating a market niche, managing marketing, financing and investment strategies… all these technical skills are essential for entrepreneurship. At the same time, socioemotional skills (SES) play a vital role in achieving success, a success achieved from personal and business satisfaction, that is, learning to leave your skin in the game, without leaving anyone behind.e

There is a high percentage of startups that fail due to the human factor, hence the profile of an entrepreneurial person must have tolerance to stress, risk, have autonomy in decision-making, be self-sufficient, at the same time know how to listen, know how to advise, learn to locate success or failure in the decisions taken and not in luck, etc.

But is it possible to evaluate, measure and even enhance the psychological characteristics that define an entrepreneurial profile? Because if we are able to evaluate and measure the personality of the entrepreneur we will be able to predict possible future failures or successes, we will be able to develop the psychological areas likely to become obstacles, we will be able to enhance the talents and strengthen skills, create a growth plan, support and training focused on their entrepreneurial profile. In short, we will be able to predict and optimize the success or failure of the project, because by empowering the person, we optimize the company. By fostering a “healthy mens” we will guarantee a prosperous business.

Evaluation of the entrepreneurial profile. Psychology of entrepreneurship.

From Human AI – making available the technology of artificial intelligence and the knowledge of psycholinguistics – we prepared a report with the most impactful competencies for the entrepreneurial profile: open-mindedness, intellectual curiosity, cooperation, boldness, self-confidence, assertiveness or cordiality, among others.

The report is based on two sources. On the one hand, a scientific evidence research has been carried out to evaluate the impact of socioemotional competencies (SES) on the entrepreneurial personality based on the OCEAN personality model. On the other hand, the assessment of the competencies is collected through a survey of 40 experts with experience in the world of entrepreneurship – entrepreneurs, businessmen, consultants, investors and academics – in which, based on their knowledge and experience, they have ranked them in order of importance for a person to develop an entrepreneurial profile. From both sources – scientific evidence and experts – they have established the groupings of competencies in order of importance: critical, relevant or necessary competencies. 

Thus, an ideal entrepreneurial profile will score high or very high (in green) all those belonging to the “OCEA”, i.e. the big four: Openness to experience, Conscientiousness, Extraversion, Agreeableness . On the other hand, those related to emotional dysregulation (Neuroticism), as they are inverse, will score low or very low.

The psychology of entrepreneurship allows, therefore, to evaluate the capacity for entrepreneurship, to demonstrate statistically and mathematically the entrepreneurial profile, to be able to access a report with an evaluation of those competencies that influence and impact on the entrepreneurial attitude of a person, and to be able to make decisions based on these evaluations. In short, to be able to work on the strategic business approach based on the socioemotional knowledge of the entrepreneur, in order to know how to guide him/her and how to empower him/her humanly.

TutorIA: Innovation in Evaluation and SES Development

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The project “TutorIA for the evaluation and development of SES” has been selected as one of the thirty most innovative projects in the VII edition of the convocation of Dualiza Grants from CaixaBank Dualiza and FPEmpresa.

This project – led by several vocational Training Centers of the Aspasia Group – aims to use the artificial intelligence tool Human AI to create a system that evaluates and develops socioemotional skills to promote personal development and improve the employability of its students.

Five entities will participate in this initiative: Alcazarén School of Professionals and TEMAT of Valladolid; European School of Oviedo; Institute for Qualifications of Cantabria and the Virgen del Buen Suceso Center of León.

Synergies between FPs and Companies

Close collaboration between vocational training centers and companies is essential, according to Luis García Domínguez, president of FPEmpresa. This synergy makes it possible to achieve the levels of excellence required for the labor market, thus strengthening the direct relationship between VET and the business fabric.

These initiatives will be carried out hand in hand with a company or collaborative entity; and it will be the students who will be in charge of developing them to improve their learning. In this way, companies are encouraged to actively participate in the training process of students, through the development and implementation of projects that contribute to improve their learning, providing them with new skills while adapting their profile to the needs of the labor market.

Of the total number of centers and projects selected in the Call, 21 have been chosen to promote ideas on their own, while the rest will collaborate to carry out network projects, developed and implemented by centers from different provinces and even from different autonomous communities, such as TutorIA.

“When selecting these 30 projects, the evaluation committee has taken into account that they should be innovative, encourage co-participation between centers, have a social impact, diversify the participating agents, establish coordination and communication mechanisms, contemplate sustainability to provide long-term results, be transferable, facilitate the communication of the achievements and seek to impact the achievement of the Sustainable Development Goals,” says the Dualiza Grants Resolution.

HUMAN AI at the service of Vocational Training and Employability

The collaborating company to carry out the “TutorIA for SES assessment and development” project with FPAspasia centers will be Human AI Tech. The Human AI artificial intelligence tool offers immediate personality and social-emotional competence (SES) assessments by simply entering a natural language text of the person to be assessed. It also supports voice notes, which the tool automatically transcribes. This avoids self-perception bias and the investment of effort and time in traditional questionnaires.

The personality assessments provide the five traits of the OCEAN model and their facets in individual, immediate, accurate, user-friendly and easy-to-use reports. These reports will be used by project managers to achieve the desired competency improvement objectives.

This project will enable teachers to obtain individualized reports of their students’ competencies, providing them with tools and documentation to improve the competencies of current and future students. The students, as well, will obtain accreditation of their competencies, and the internship companies will receive detailed reports on the SES competencies of the interns, along with guidelines to help improve them.

Thanks to the use of Human AI, different soft skills will be evaluated and accredited, helping each student to enhance the skills and competencies necessary for their future job search and job placement.

🔗 News in the media:

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