Entrepreneuria l Profile
Activity 4
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,
Coordination and
Implementation
Lise Lecours
Education consultant
Entrepreneurship coordinator
Cégep de Saint-Hyacinthe
Collaboration
Claire Marchesseault
Teacher
ITA de Saint-Hyacinthe
Formatting
Louise St-Germain
Office technology consultant
Graphics
Ginette Morneau
Art director
Versicolore
Design graphique enr.
English Version
Direction de la production en langue anglaise
Secteur des services à la communauté anglophone
Ministère de l’Éducation, du Loisir et du Sport
© Gouvernement du Québec
Ministère de l’Éducation, du Loisir et du Sport, 2007
FOREWORD
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.
Entrepreneurial Spirit in College 2007
ACKNOWLEDGMENTS
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
Director, Continuing education and support
Secteur de la formation professionnelle
et technique et de la formation continue
Ministère de l’Éducation, du Loisir et du Sport
Entrepreneurial Spirit in College 2007
Jean-Paul Riverin
Coordinator, Entrepreneurship
Secrétariat à la Jeunesse
Ministère du Conseil exécutif
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
Letendre, Éric
Owner
STE Services Techniques
Lemonde, Geoffroy
Owner
Boutique Anneaux du temps
ENTREPRENEURS
Entrepreneurial Spirit in College 2007
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
Cégep de Saint-Hyacinthe
RCD – Dietetics Technology
Ross, Stéphane
Entrepreneurship coordinator
Collège François-Xavier-Garneau
Legris, Pierre
Teacher
Cégep de Trois-Rivières
RCD – Arts et Lettres – Théâtre
Marchesseault, Claire
Teacher
Ornamental Horticulture Landscape
Management (Paysage et
commercialisation en horticulture
ornementale)
Entrepreneurial Spirit in College 2007
ITA de Saint-Hyacinthe
TABLE OF CONTENTS
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 .............................................................................................................
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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/v6n114f.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.
• 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
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/guidem
esure_ang_compl.pdf> (November 21, 2006).
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• A quiz to determine
one’s
entrepreneurial
profile
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
4
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.
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STRUCTURE OF THE GUIDE
Table 4.1 outlines the different sections of the guide, their intended audience and respective
functions.
TABLE 4.1 Structure of the Guide
Section
Suggested
Scenario
Implementation
Guide
Student
Documents
Function
Intended for:
Teachers
Students
Establishes the relationship with
programs of study.
Specifies the learning objectives of the
activity.
Proposes a procedure for conducting the
activity.
Provides teachers with tips and hints for
the activity.
Provides students with the resources
they need for the activity:
• Different
documents for
teachers and
students
• Entrepreneurial Qualities
• Entrepreneurial Self-Assessment
Quiz
• How to Interpret Your Results
Evaluation Grid
References
Bibliography
• Describing Your Entrepreneurial
Profile
Provides teachers with a tool to evaluate
student learning.
Provides teachers with additional
information sources.
Lists the documents consulted to
develop the activity.
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SUGGESTED SCENARIO
1.
Relationship with programs of study
This activity may be incorporated into
several different college courses or
programs. Its aim is to enable students:
• to discover different aspects of their
personality, namely, the entrepreneurial
qualities they already possess and can put
to use in their program of study and
career
• to become aware of the personal qualities
they can reinforce in order to succeed at
school and in the workplace
2.
Targeted learning objectives
The specific objectives of this activity
include:
• to understand concepts
entrepreneurial qualities
related
to
• One activity, two
possible aims
• 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
2. Teacher-led group discussion
in class
3. Taking the quiz
in class
4. Interpreting the results
in class
5. Describing their personal entrepreneurial
profile
in class or
at home
0: 30
0:
0:
0:
0:
20
10
20
30
• Importance of
having students
carry out all of the
steps
to
0: 45
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Note:
• An activity that can
complement all of
the other activities
suggested in this
kit.
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
4
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.
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IMPLEMENTATION GUIDE
This section outlines the procedure and tools
for conducting the activity in class. The
suggested procedure allows students to
construct their knowledge, making them the
most active participants in their learning.
In this activity, the learning process has been
broken down into five steps:
1. Understanding concepts
entrepreneurial qualities
related
to
2. Comparing
one’s
perceptions
of
entrepreneurial qualities with those of
others
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.
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
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.
• The learning process
broken down
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
Note: Depending on how much time you
have for the activity, step 2 may be omitted.
In this step, students are asked to read a
document that describes concepts related to
entrepreneurial qualities. Figure 4.1
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Entrepreneurial Spirit in College 2007
into
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ENTREPRENEURIAL PROFILE
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3. Taking the quiz
• 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
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.
4. Interpreting the results
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.
5. Describing
profile
entrepreneurial
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.
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.
4
one’s
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Supporting
documents
1. Understanding concepts
related to entrepreneurial
qualities
2. Comparing one’s
perceptions of
entrepreneurial qualities with
those of others
Implementation Guide
ENTREPRENEURIAL
PROFILE
3. Taking the quiz
Entrepreneurial SelfAssessment Quiz
Evaluation Grid
200- to 500-word text describing
one’s entrepreneurial profile
4. Interpreting the results
How to Interpret Your
Results
Guidelines and
Evaluation Criteria
5. Describing one’s
entrepreneurial profile
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
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Student Document
ENTREPRENEURIAL QUALITIES
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.
• 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.
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.
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of these shared traits. They are presented in
Table 4.3 below.
4
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TABLE 4.3 Traits Most Often Attributed to Entrepreneurs
Innovation
Leadership
Daring (taking calculated risks)
Independence
Creativity
Energy
Persistence
Originality
Optimism
Flexibility
Resourcefulness
Self-fulfillment
Inwardness6
Self-confidence
Long-term commitment
Proactivity
Learning
Self-affirmation
Sensitivity
Trustfulness
Money as a measure of performance
Tolerance of ambiguity and uncertainty
6. Belief in one’s abilities
Source: Québec, Ministère de l’Éducation, du Loisir et du Sport, Introduction to
Entrepreneurial Culture. Project Development Guide for Teachers, (Québec: Gouvernement
du Québec, n.d.) 13.
<http://www.inforoutefpt.org/mse/documents/guidemesure_ang_compl.pdf> (November 21,
2006).
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• A person’s
entrepreneurial
qualities are
brought out by
what is at stake in
a project.
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.
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 selfconfidence, 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.
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:
• We feel a sense of
accomplishment
when we act in
response to a need
for achievement.
• 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/guideme
sure_ang_compl.pdf> (November 21, 2006).
4
24
8. Ibid 19-25.
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TABLE 4.4 Entrepreneurial Qualities
Quality
Self-confidence
Motivation
Effort
Sense of
responsibility
Initiative
Perseverance
Solidarity
Team spirit
Resourcefulness
Determination
Brief Description
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
Wanting to do something, remaining enthusiastic about a project,
meeting challenges and anticipating the pleasure of success
Willingness to work hard, performing unpleasant tasks with a
positive attitude, anticipating the satisfaction of work well done
Taking on and completing what was agreed upon by the team,
group, organization or oneself; honouring commitments
Taking action, transforming a problem into an action that can be
undertaken, looking out for opportunities
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
Sharing goals and working towards them, believing that one can be
a resource for other people, believing that other people can make a
contribution
Acting with other people in a concerted fashion, working toward an
objective while considering the opinion of other members of the
group
Using knowledge and skills to deal with the unexpected
Imposing self-discipline, concentrating on a defined goal
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Based on the above information, answer the following questions to the best of your
knowledge:
1. Can you think of someone who, in your opinion, possesses entrepreneurial qualities?
If so, please describe this person.
2. Do you think there are advantages to being an enterprising9 person? Explain your answer.
4
26
9. A person who possesses several entrepreneurial qualities.
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3. Describe a situation in which you felt driven to take action, to devote time and energy to a
project.
4. Describe a situation in which you experienced success and name the personal qualities that
contributed to your success.
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Student Document
ENTREPRENEURIAL SELFASSESSMENT 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
That’s me exactly.
++
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 describes me to a
certain extent, depending on
the situation.
That’s definitely not me.
+Check the column that bests describes you.
• 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.
--
Read each statement carefully and ask yourself how well it describes you. Check the box that
corresponds most to your situation.
++
1
2
3
4
5
+-
--
When I take on a project, I’m usually confident that I will see it
through to the end.
Obstacles don’t discourage me; on the contrary, they allow me to
see how far I will go.
I’m comfortable doing work where I can share my ideas and skills
with others.
When I take on a project, I’m usually optimistic and enthusiastic.
I’m able to stay committed for a long time to a project I’ve chosen.
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Activity 4
ENTREPRENEURIAL PROFILE
Getting Down to Business
++
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
4
When I work in a team, I listen to other people’s opinions and
usually consider them as important as mine.
I can work in different fields in order to reach my goals.
When I make a commitment, I always do everything in my power
to honour it. It’s important to me.
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.
I often read and try to find out about people who have made it in
business.
My friends and family often tell me I’m ambitious and full of ideas
and big dreams.
I often start something before anyone asks me to.
I’ve started up and completed a project for which I was the main
person responsible.
I don’t get easily discouraged by difficult situations or problems.
I think working in a team yields better results than working alone
because you benefit from other people’s ideas.
I feel my experience and personal skills help me effectively carry
out tasks related to my studies or work.
I find working in a team more interesting and pleasant than
working alone.
When working on a group project involving several people, I
generally trust others.
I don’t keep track of the hours I spend on work that absorbs me.
Where others see problems, I see possibilities.
When faced with delicate or problem situations, I can make a
decision without waiting for someone to tell me what to do.
When I work on a long-term project, I keep my efforts constant. I
work hard from beginning to end.
I can take risks if the stakes are not too high.
I am generally receptive to other people’s ideas. I think they are
enriching.
I once invested everything I owned in a project I believed in.
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.
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.
I can be disciplined when I need to accomplish a difficult task.
30
Entrepreneurial Spirit in College 2007
+-
--
Activity 4
ENTREPRENEURIAL PROFILE
Getting Down to Business
++
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
+-
--
I always try to do my best when I do something.
I can often say no to my parents, friends and superiors, and express
what I feel.
I don’t tend to give up even when the end result is not in sight.
I can usually think of several alternative solutions to a problem.
My family supports my projects and dreams.
I prefer group activities, such as team sports and group projects, to
individual ones.
I aim for excellence in everything I do.
I put in all the time and effort required to solve a problem.
I do what I have to do right away; I don’t put it off until later.
I can recognize my strengths and weaknesses when I work on a
school assignment or other type of assignment.
I like to give myself challenges and develop my potential.
When I choose to take on a task, I commit myself totally to it.
When faced with difficulties, I quickly think of many solutions.
I am not afraid of working long hours without interruption.
I find teamwork stimulating.
When solving a problem, I take the time to find the best solution
possible.
I like to invent and learn new ways of doing things.
I dream of being my own boss.
New ideas that are out of the ordinary stimulate me.
Success is important to me.
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Activity 4
ENTREPRENEURIAL PROFILE
Getting Down to Business
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
++
+-
--
5
2
1
1
Total number of checkmarks
2
Factor
X3
X1
X0
3
Result per column
15
2
0
4
Final score
17
This final score shows how well you have
developed various entrepreneurial qualities.
section that corresponds to your score for
each one. This will give you an overall
picture of your entrepreneurial profile.
Note: You may do the calculations for each
group of statements and then read the
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ENTREPRENEURIAL PROFILE
Getting Down to Business
SELF-CONFIDENCE AND MOTIVATION
Questions 4, 16, 20, 27, 30, 38, 39 and 45
assess motivation and self-confidence. To
find out your score for these questions, add
up the number of checkmarks in each
column (++, +- and --) and enter the total on
line 1 of the table below. Then, multiply
each total by the factor on line 2 and enter
the result on line 3. Add up the results and
enter the total on line 4.
Line
1
Total number of checkmarks
2
Factor
3
Result per column
4
Final score
If your score is between 0 and 10, the
entrepreneurial qualities related to selfconfidence 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
4
++
+-
--
X3
X1
X0
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
34
Entrepreneurial Spirit in College 2007
Activity 4
ENTREPRENEURIAL PROFILE
Getting Down to Business
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.
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.
When you work on a project, you generally
set realistic goals and give yourself credit
EFFORT AND SENSE OF RESPONSIBILITY
Questions 1, 8, 19, 28, 29, 35, 36 and 40
assess effort and sense of responsibility. To
find out your score for these questions, add
up the number of checkmarks in each
column (++, +- and --) and enter the total on
line 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
2
Factor
3
Result per column
4
Final score
If your score is between 0 and 10, the
entrepreneurial qualities related to effort and
sense of responsibility are aspects of your
personality you could improve.
When you work on an assignment or project,
you have a tendency to view obstacles or
difficulties negatively. It is important for
you to put your work into perspective, to
look at the personal goals it allows you to
++
+-
--
X3
X1
X0
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.
4 35
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Before committing to a project or
assignment, evaluate how much work is
involved to make sure you are able to see
the project through to the end. Not
completing a project you have committed to
can have negative consequences for you and
for others who are counting on you. It may
be that you do not know where to start, but
by arranging the tasks in order of priority
and by breaking them down into manageable
steps, you should be able to finish a project.
This will allow others to recognize your
ability to complete tasks for which you are
responsible.
EFFORT AND SENSE OF
RESPONSIBILITY
If your score is between 11 and 24, you
possess several entrepreneurial qualities
related
to
effort
and
sense
of
responsibility—qualities that enable you to
see projects through to completion.
When you work on an assignment or project,
you tackle unpleasant tasks with a positive
attitude. You generally put your work into
perspective, set personal goals that you are
able to attain, and invest the effort required
to achieve results that you and others will be
satisfied with. By establishing a work
method, breaking down a task into steps and
anticipating the satisfaction of a job well
done, you invest yourself more fully in your
work.
Before committing to a project or
assignment, you are generally able to
evaluate how much work is involved. This
allows you to see the project through to the
end. The fact that you commit to and can
finish projects brings you great satisfaction
and allows others to recognize your ability
to complete tasks for which you are
responsible.
INITIATIVE AND RESOURCEFULNESS
Questions 7, 12, 21, 23, 26, 32, 41 and 44
evaluate initiative and resourcefulness. To
find out your score for these questions, add
up the number of checkmarks in each
column (++, +- and --) and enter the total on
line 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
4
1
Total number of checkmarks
2
Factor
3
Result per column
4
Final score
36
Entrepreneurial Spirit in College 2007
++
+-
--
X3
X1
X0
Activity 4
ENTREPRENEURIAL PROFILE
Getting Down to Business
If your score is between 0 and 10, the
entrepreneurial qualities related to initiative
and resourcefulness are aspects of your
personality you could improve.
When faced with new situations or
problems, you have a tendency to freeze and
are unable to act. You must learn to
understand that taking action allows us to
learn and grow. It is important to analyze a
situation well, note the difficulties involved
and find solutions for each one. Make a list
of questions to ask, identify individuals who
can help you carry out your mandate or
solve a problem, and take action. There is no
such thing as results without effort, and
projects without difficulties are rare.
INITIATIVE AND RESOURCEFULNESS
If your score is between 11 and 24, you
possess several entrepreneurial qualities
related to initiative and resourcefulness—
qualities that enable you to see projects
through to completion.
When faced with new situations or
problems, you tend to recognize difficulties,
take the time to think about how to surmount
them, and take action. You do not hesitate to
ask questions or look for different ways of
doing things. You believe success depends
on action. You are not afraid to do what it
takes to get the job done.
PERSEVERANCE AND DETERMINATION
Questions 2, 5, 9, 14, 22, 31, 37 and 42
evaluate perseverance and determination. To
find out your score for these questions, add
up the number of checkmarks in each
column (++, +- and --) and enter the total on
line 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
2
Factor
3
Result per column
4
Final score
++
+-
--
X3
X1
X0
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ENTREPRENEURIAL PROFILE
Getting Down to Business
If your score is between 0 and 10, the
entrepreneurial
qualities
related
to
perseverance and determination are aspects
of your personality you could improve.
When carrying out a long-term project or
assignment, you have a tendency to expend
more energy at the beginning than you do at
the end. Hurdles, difficulties and unpleasant
tasks tend to discourage you and undermine
your efforts. As a result, work that requires a
lot of effort intimidates you.
In order to invest more of yourself in your
work and not feel discouraged, you must first
be convinced that the task you undertake will
allow you to meet your personal goals. It is
easier to invest time and energy in work that
we feel will allow us to meet our goals. You
must then put everything into perspective. A
task may seem daunting at first; however, if
you break it down into steps and take it one
step at a time, it becomes more manageable. It
becomes easier to commit to the task and
invest the effort required to see it through.
Once you have identified the steps involved,
set deadlines for each one and respect them.
Don’t put off until tomorrow what you can do
today—after all, procrastination is not an
entrepreneurial quality.
PERSEVERANCE AND
DETERMINATION
If your score is between 11 and 24, you
possess several entrepreneurial qualities
related to perseverance and determination—
qualities that enable you to carry out
projects efficiently.
When carrying out a long-term project or
assignment, you tend to work consistently
from beginning to end. Obstacles and
unpleasant tasks do not discourage you. You
see them as a necessary evil, as they allow you
to meet your goal. Hard work does not
intimidate you; when necessary, you do not
hesitate to put in the time and energy required.
The goal you have set for yourself is generally
clear and you are ready to do everything in
your power to attain it. You are probably very
disciplined and organized. Your agenda is
probably a valuable tool for you.
SOLIDARITY AND TEAM SPIRIT
Questions 3, 6, 15, 17, 18, 24, 34 and 43
evaluate solidarity and team spirit. To find
out your score for these questions, add up
the number of checkmarks in each column
(++, +- and --) and enter the total on line 1
4
of the table below. Then, multiply each total
by the factor on line 2 and enter the result on
line 3. Add up the results and enter the total
on line 4.
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Entrepreneurial Spirit in College 2007
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ENTREPRENEURIAL PROFILE
Getting Down to Business
Line
1
Total number of checkmarks
2
Factor
3
Result per column
4
Final score
If your score is between 0 and 10, the
entrepreneurial qualities related to solidarity
and team spirit are aspects of your
personality you could improve.
You are someone who prefers to work alone.
You have difficulty trusting others and
seeing what they can contribute to a task.
You are not particularly comfortable
working in a group and have trouble sharing
your ideas, which you would rather keep to
yourself. You do not see the advantage of
benefiting from other people’s expertise. For
you, teamwork means extra work, and
whatever benefits it may bring are not worth
it.
When working in a team, you might find it
useful to consider what others can contribute
to the task and what you yourself can bring
to the team. You should also ask yourself if
it isn’t more productive to share the work
rather than do it alone. Often, sharing the
++
+-
--
X3
X1
X0
work not only enriches the end result, but
also lightens the load.
SOLIDARITY AND TEAM SPIRIT
If your score is between 11 and 24, you
possess several entrepreneurial qualities
related to solidarity and team spirit—
qualities that enable you to carry out
projects efficiently.
You are someone who sees the benefit of
teamwork. You tend to trust others and
easily see what they contribute to a task.
You are usually comfortable working in a
group and share your ideas freely. You
know that teamwork benefits everyone
involved and that the end result is almost
always improved. You see the advantage of
benefiting from other people’s expertise.
Although teamwork may mean extra work,
its rewards are great.
ENTREPRENEURIAL EXPERIENCE
Questions 10, 11, 13, 25, 33, 46, 47 and 48
evaluate entrepreneurial spirit. To find out
your score for these questions, add up the
number of checkmarks in each column (++,
+- and --) and enter the total on line 1 of the
table below. Then, multiply each total by the
factor on line 2 and enter the result on line 3.
Add up the results and enter the total on line
4.
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Entrepreneurial Spirit in College 2007
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ENTREPRENEURIAL PROFILE
Getting Down to Business
Line
1
Total number of checkmarks
2
Factor
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.
4
++
+-
--
X3
X1
X0
ENTREPRENEURIAL EXPERIENCE
If your score is between 11 and 24, you
already have entrepreneurial experience.
Because you have already started up and
completed a project, you are now
stimulated by success. You have
promising skills that will help you make
your dreams come true.
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Entrepreneurial Spirit in College 2007
Activity 4
ENTREPRENEURIAL PROFILE
Getting Down to Business
Student Document
DESCRIBING YOUR
ENTREPRENEURIAL PROFILE
GUIDELINES
Based on your thoughts and perceptions before taking the quiz and on your results, write a
200- to 500-word text that describes:
• what an entrepreneur or enterprising person is to you
• the entrepreneurial qualities you possess (with supporting examples)
• the entrepreneurial qualities you should develop (with supporting examples)
• what you stand to gain by developing these qualities
• what you have learned in this activity
EVALUATION CRITERIA
The following criteria will be used to evaluate your work:
• inclusion of all elements
• statements well supported
• quality of the presentation and the language used
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Getting Down to Business
EVALUATION GRID
Item to include
Insufficient
information
provided –
statements poorly
supported
Incomplete,
succinct
information
provided –
statements
lacking support
Introduction
Definition of
what an
entrepreneur or
enterprising
person is
Entrepreneurial
qualities you
possess
Entrepreneurial
qualities you
should develop
What you stand to
gain by
developing these
qualities
What you have
learned
0%
2%
3%
5%
0%
6%
10%
15%
0%
10%
18%
25%
0%
10%
18%
25%
0%
8%
14%
20%
0%
8%
7%
10%
Partial, sufficient
information
provided –
statements well
supported
Clear, complete
information
provided –
statements fully
supported
COMMENTS:
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REFERENCES
WEB SITES
Canadian Council for Small Business & Entrepreneurship (CCSBE). The CCSBE is the
only national membership-based organization in Canada whose goals are to promote and
advance the development of small business and entrepreneurship through research, education
and training, networking and dissemination of scholarly and policy-oriented information. This
site provides access to certain research studies conducted in the field of education:
<http://www.ccsbe.org/index_en.htm>.
Fondation de l’entrepreneurship. Portal for entrepreneurship in Québec, link to an
entrepreneurship library and search engine for articles or books on the topic:
[in French] <http://www.entrepreneurship.qc.ca/fr/accueil>
Institut de stratégie et de pédagogie en entrepreneuriat. Nonprofit organization working in
the field of entrepreneurship and international communications. The Institut will soon be
launching a community of practice, which will enable all interested parties to share their
knowledge, questions, solutions, points of view, enthusiasm and experience on the Internet
with other parties throughout the world: [in French] <http://www.institutentrepreneuriat.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 45
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BIBLIOGRAPHY
Business Development Bank of Canada (BDC). Entrepreneurial self-assessment. Are you the
entrepreneurial type? <http://www.bdc.ca/en/business_tools/entrepreneurial_selfassessment/Entrepreneurial_self_assessment.htm?cookie%5Ftest=2&iNoC=1>
(November 21, 2006).
Filion, L. J. Pour une vision inspirante en milieu scolaire. 2nd edition. Cap-Rouge: Les
Presses Inter Universitaires, 2005.
Fondation de l’entrepreneurship. Questionnaire ISCE. [in French]
<http://www.entrepreneurship.qc.ca/fr/passez_test/Questionnaire.asp> (November 21,
2006).
Fortin, Paul-A. Devenez entrepreneur. Québec: Les presses de l’Université Laval, 2001.
Fraser, Pierre. La pensée réflexive en pratique. Québec: Éditions Marie-France ltée, 2005.
Gasse, Yvon. Sensibilisation à l’entrepreneuriat : Construction et validation empirique d’un
outil pratique. Québec: Université Laval. Faculté des sciences de l’administration.
<http://www.entrepreneuriat.com/Gasse.pdf> (November 21, 2006).
Government of Canada. Western Economic Diversification Canada. Am I an Entrepreneur?
<http://www.wd.gc.ca/tools/xindex_e.asp> (November 21, 2006).
Lemieux, Sylvie. "Les cordes sensibles de l’entrepreneur." PME. October 2005, 30-31.
L’Heureux, Danielle, Pierrette Dupont and Marcelle Gingras. Évaluation de mes qualités
entrepreneuriales. Centre de recherche interuniversitaire sur l’éducation et la vie au
travail (CRIEVAT). Université de Sherbrooke. [in French]
<http://gpsao.educ.usherbrooke.ca/documents/evaluation_qualites_entrepreneuriales.pdf>
(November 21, 2006).
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ENTREPRENEURIAL PROFILE
Getting Down to Business
Morissette, Rosée and Micheline Voynaud. Accompagner la construction des savoirs.
Montréal: Chenelière/McGraw-Hill, 2002. p. XV.
Québec. Ministère de l’Éducation.
Gouvernement du Québec, 1995.
Sensibilisation
à
l’entrepreneurship.
Québec:
Québec. Ministère de l’Éducation, du Loisir et du Sport. Introduction to Entrepreneurial
Culture. Project Development Guide for Teachers. Québec: Gouvernement du Québec,
n.d.
<http://www.inforoutefpt.org/mse/documents/guidemesure_ang_compl.pdf>
(November 21, 2006).
4
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