Entrepreneurial Behavior

Chapter 8
Entrepreneurial Work Style
 Entrepreneurial Work Style

* as there is no one entrepreneurial

personality and people have different styles of
learning so too are there different management
and leadership styles that vary between
particular entrepreneurs, in their particular firms
facing their own particular set circumstances.
1. David Kolbs model (1973) suggests that
entrepreneurial success should be mainly
determined by the individuals ability to adapt
and dominate continual changes in the business
environment through exploring new
opportunities and learning from past successes
and mistakes.
Experiential Learning Cycle
* the cycle starts with a
concrete experience
(activist); moves on to the
stage of observation and
reflection (reflector) on what
has happened and why; then
onto making sense of what
has happened in the form of
rule or guide for repeating
successes or avoiding similar
mistakes (theorist); and
finally, setting up a new
situation to test the new
insights or rules (pragmatist)
Kolbs Learning Style
1. Diverger able to see concrete experience from different
perspectives and to pull different meanings from
experience. They are people who tend to this style of
learning as inventive and creative.
2. Assimilator attracted to creating models and concepts,
an approach that would be a strength in consultant and
marketing firms.
3. Converger prefers to apply rules and to test them. A
style that appeals to engineers and technical people, it is
useful in innovations based on R & D.
4. Accomodators at ease in working with with other
people. They like to plan and carry out new activities,
they are more prepared to accept risks and this may be
the most entrepreneurial learning style.
 Assessment 6 Learning Styles

1. Which style best reflects your own?

2. Where would you place yourself on Kolbs
grid?
3. What sort of balance of learning styles do
you think would best fit your needs?
2. Peter Drucker (1985) he maintains that
innovation no longer results from chance
activities but needs to be managed whether in
a big or small firm as an organized and
systematic process. This suggest that preferred
learning styles will be directly related to the
learning and skills needs perceived at the time
and where they work in the enterprise value-
cycle. Thus, learning styles are also likely to be
linked to preferred management and leadership
styles.
 Three broad Management Orientation

1. Structure organizational and bureaucratic

2. People social and motivational
3. Change entrepreneurial and innovative

*management styles reflect the influences of the

management orientation ( the requirements of where they
manage in the value chain and individual personality).

Two main categories used to distinguish the main

approaches:
1. Task- focused
2. People - focused
 Five broad management behavioral styles

1. Structured rules and procedures

2. Delegative happy for the subordinates to
take some direct responsibility for their own
work
3. Standards set or agree quality and
performance standards
4. Merit praise and reward good work
5. Supportive helpful and enjoy the teams
trust
Leadership Styles
1. Directive style - firm owners suggest that
most like to see themselves in command
2. Paternalistic style or participative style
growth-oriented small firms that have a history
of growth, are more likely to see themselves as
being one happy family
3. Normative style firms that are governed by
external rules and procedures
4. Innovative style task focus and generally
have a structured management style
 Assessment 9 Teamwork Ability
1. Was there a lack of shared common purposes (even if not well
articulated?
2. Did group members fail to communicate with each other?
3. Were many decisions taken spontaneously without full discussion?
4. Did some types of people dominate more than others?
5. Did some group members criticize but fail to participate in the
decisions?
6. Did group members seem dissatisfied that their views and strengths
were not paid due respect?
7. Were members unclear about their own roles or tasks in the group?
8. Did group members exhibit low commitment?
9. Did group members lack opportunities to the learn the appropriate
skills to participate fully?
10.Did you personally find it difficult to influence the decisions or
discussions of the group?
end of session