Jon Potter
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Jonathan PotterOECD
Centre for Entrepreneurship, SMEs and Local Development
Informal training• The role of informal training is
under-recognised (SME participation about half the rate of formal training)
• It responds to barriers with formal training (finding providers, aligning training with business needs etc.)
• SMEs report better outcomes from informal training
• Policy should recognise informal skills development through qualifications
• Firms should build skills development more deliberately into their business interactions
OECD Report – Skills Development and Training in SMEs
Co-workers Suppliers Clients0
5
10
15
20
25
30
35
Frequency of use of informal training sources by SMEs
For high skilled workers For low skilled workers
Per c
ent o
f SM
Es
Source: OECD Training in SMEs Survey 2011-12 in Belgium, Canada, UK, Nez Zealand, Poland and Turkey, see OECD( 2013) Skills Development and Training in SMEs
The learning organisation• Learning organisations give
employees discretion (planning tasks, monitoring quality, performance pay etc.)
• The share of learning organisation SMEs varies by country – from around 20% (Hungary, Slovakia) to 70% (Finland, Sweden)
• Learning organisation SMEs deliver more innovation; they better exploit employees skills and knowledge exchange for innovation
• Policies can promote organisational change through competitive grants to SMEs or SME networks
OECD Report – Skills and Learning Strategies for Innovation in SMEs
Source: OECD (forthcoming) Skills and Learning Strategies for Innovation in SMEs
BE
BGCZ
DK
DE
EEIE
GRESFR
HR
IT
CYLV
LT
LU
HU
MT
NL
AT
PL
PT
RO
SI
SK
FI
SE
UK
TR
2030
4050
6070
%Le
arni
ng o
rgan
isat
ions
0 20 40 60% Product and/or process innovators
R-squared = .27
% Leaning organisations by % Product and/or Process Innovators
The entrepreneurial school/university• Action-based teaching methods are
best suited for entrepreneurship• Business plan writing is common,
but students value more prototype development, visits to companies, and business idea generation
• Improving entrepreneurship teaching in schools and HEIs requires teacher training, teaching resources, and top-level support
• OECD/EC provide on-line guidance for schools (Entrepreneurship 360) and universities (HEInnovate)
OECD/EC web tools – HEInnovate and Entrepreneurship360
Source: OECD HEInnovate HEI leader surveys, 2012-14 in Germany, Bulgaria and Poland (number of HEIs = 20 Bulgaria, 23 Poland, 41 Germany).
Prototype development
Use of social media
Self-learning exercises using multimedia
Experience reports by start-ups
Visits to companies
Business Model Canvas exercises
Case studies
Business idea generation activities
Business games and simulations
Problem-based learning
Entrepreneurs as guest speakers in classes
Business plan writing
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Share of HEIs using the following entrepreneurship teaching methods