WGR PR1 Digital Readiness Competence Dictionary

Foster greater gender equality and employability in the
digital era
PR1 Digital readiness competences dictionary

Developed by Mindshift Talent Advisory
The European Commission support for the product of this publication does not constitute endorsement of the contents which reflects the views
only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
© WOMEN GET READY CONSORTIUM
COUNTRY ORGANISATION
Belgium FTU asbl [FTU]
Cyprus CSI Center for Social Innovation [CSI]
Greece Universal Certification Solutions S.A – UNICERT S.A. [UNICERT]
Ireland Spectrum Research Centre [SRC]
Italy IDP SAS di Giancarlo Costantino [IDP]
Poland Danmar Computers [Danmar]
Portugal Mindshift Talent Advisory LDA [Mindshift]
Spain Iniciativas de Futuro para una Europa Social COOP V [IFESCOOP]
TABLE OF CONTENTS
Opening note ......................................................................................................................................... 4
Key concepts .......................................................................................................................................... 5
The digital readiness competences framework........................................................................................ 7
Learnability ..................................................................................................................................................... 9
Agility ............................................................................................................................................................10
Curiosity ........................................................................................................................................................11
Virtual collaboration .....................................................................................................................................12
Drive to succeed ...........................................................................................................................................13
Handling data................................................................................................................................................14
Business acumen ..........................................................................................................................................15
Digital communication..................................................................................................................................16
Mental endurance ........................................................................................................................................17
Strategic problem-solving.............................................................................................................................18
Coaching mindset .........................................................................................................................................19
How-To Guide ...................................................................................................................................... 20
List of references.................................................................................................................................. 21
OPENING NOTE
What is the digital readiness competences dictionary?
This digital readiness competences dictionary is developed as part of a strategic partnership for the adult
education project titled WOMEN GET READY – Foster greater gender equality and employability in the digital
era. Funded by the Erasmus+ programme, this project aims to foster women’s digital readiness, improve their
participation in the labour market, and reduce gender inequalities of female workers through the creation
of: a bespoke multi-level competences dictionary covering 11 skills areas; two high-quality MOOCs (massive
open online course); a digital readiness self-assessment tool; eight inspiring female avatars; and a digital
upskilling hub.
To design the digital readiness competences dictionary, all the participating organisations – FTU (Belgium),
CSI (Cyprus), UNICERT (Greece), SRC (Ireland), IDP (Italy), Danmar (Poland), Mindshift (Portugal), and
IFESCOOP (Spain) – worked closely with their Pool of Stakeholders (i.e., women, leaders, employers, and
educational providers) to identify the core competences needed to thrive in the digital 21st-century labour
market. This ensured that the competences dictionary is relevant and can generate a positive impact
regardless of the industry sector and cultural context.
The dictionary was designed following a two-level progression model based on the European Qualifications
Framework (EQF), ECVET, and EntreComp European frameworks, and it establishes the criteria for assessing
growth related to the complexity required by each level. Each competence is detailed in terms of learning
outcomes, i.e., knowledge, skills and attitudes. The framework of competences considers intermediate and
advanced levels of proficiency. The first focuses on building the independence of the user, and the second
on making them responsible for their decisions when working with others.
The competences dictionary includes the following content:

▪ A summary of key concepts to ease you into the document
▪ The digital readiness competences framework that includes a two-level progression model of all 11
competences
▪ The digital readiness competences “How-To Guide” explaining how to use the framework
independently and in the context of the WOMEN GET READY project
▪ A list of references that informed our work and from which you may retrieve further information
on any topic that you found particularly interesting.
KEY CONCEPTS
What you need to know?
The digital transformation of manufacturing and production, that integrates
4.0 INDUSTRY automation, data analytics, cloud computing, the Internet of Things, cybersecurity,
and other digital solutions to maximise value creation.
The ability to develop tasks and solve problems of a higher or lower degree of
ATTITUDES
complexity and different degrees of autonomy and responsibility
A form of market research used by businesses who wish to compare their existing
BENCHMARK performance to the best practices in the industry. Organisations can gauge the
ANALYSIS best performance to be achieved and how to make changes in order to gain a
competitive advantage
Proven ability to use knowledge, skills and personal, social and/or methodological
COMPETENCE abilities, in work or study situations and in professional and personal
development.
CREATIVE A creative approach to problem-solving driven by people’s inherent innovative
PROBLEM-SOLVING potential when designing an action plan based on out-of-the-box solutions.
A process for creative problem solving. It encourages organizations to focus on the
DESIGN THINKING people they're creating for, which leads to better products, services, and internal
processes
The set of digital competences a worker needs to thrive in the 4.0 industry labour
DIGITAL READINESS
market.
The European Credit system for Vocational Education and Training (ECVET) is a
tool that promotes mobility in Europe, lifelong learning, and flexibility in learning
ECVET
pathways by facilitating validation and recognition of work skills in different
European countries.
The European Entrepreneurship Competence Framework (EntreComp) is an
adaptable tool that defines learning outcomes for entrepreneurship as a
EntreComp competence in the context of work or lifelong learning. It aims to foster
entrepreneurial activities in Europe and the entrepreneurial competence of
European citizens.
The European Qualifications Framework (EQF) is a learning outcomes-based
EQF framework used to compare national qualifications among European countries
and to promote learners and workers mobility in Europe.
A spectrum of identities constituted by socially constructed norms, behaviours and
GENDER roles that define one as a woman, man and/or non-binary. Gender is not the same
as sex which is determined at birth based on one’s primary sexual characteristics.
The idea that all people should have the same rights, responsibilities, and
GENDER EQUALITY
opportunities, regardless of their gender.
KEY PERFORMANCE Key Performance Indicators (KPI) are a set of quantitative measures used to assess
INDICATORS a company’s performance in each time period.
The outcome of the assimilation of information through learning. It is the body of
KNOWLEDGE facts, principles, theories, and practices that is related to a field of work or study.
In the EQF context, is described as theoretical and/or factual.
LEARNING Statements of what a learner knows, understands, and can do on completion of a
OUTCOMES learning process, which is defined in terms of knowledge, skills and attitudes.
Etiquette in a digital context. It refers to a set of rules of propriety, politeness, and
NETIQUETTE
courteousness in online communication.
The ability to apply knowledge and use know-how to complete tasks and solve
problems. In EQF context, are described as cognitive (use of logical, intuitive, and
SKILLS
creative thinking) and/or practical and technical (manual dexterity and the use of
methods, materials, tools, and instruments).
Analysis of the internal strengths (S) and weaknesses (W) of an institution, and the
SWOT ANALYSIS external opportunities (O) and threats (T) that may affect its performance
positively or negatively.
THE DIGITAL READINESS
COMPETENCES DICTIONARY
The digital readiness competences framework considers 11 competences likely to be required for digital
readiness. There are two types of competences: crucial and additional.
Crucial competences are all those that are transversal to any job and include: learnability, agility, and
curiosity.
Additional competences might vary according to the job. For example, as a social media copywriter, you may
need to know how to handle data and communicate digitally but are unlikely to need a coaching mindset. It
may happen that a job will demand a domain of all competences; nonetheless, some will be more relevant
than others, depending on the job description and the industry sector.
Additional competences include virtual collaboration, drive to succeed, handling data, business acumen,
digital communication, mental endurance, strategic problem solving, and coaching mindset.
The digital readiness competences framework was built according to the EQF, ECVET and EntreComp
European orientations as a set of competences, detailed in terms of learning outcomes.
The EQF helps to compare national qualifications systems and enable communication among them. The core
of the EQF is eight common European reference levels, which are described in learning outcomes: knowledge,
skills and attitudes (i.e., responsibility and autonomy). This makes it possible to compare what a learner, with
a qualification related to the EQF, knows, understands, and can do. The digital readiness competence
framework is developed according to the EQF descriptors.
EQF level descriptors elements1

knowledge skills Attitudes
Described as Described as cognitive (involving the Described as the ability of the
theoretical and/or use of logical, intuitive and creative learner to apply knowledge and
factual thinking) and practical (involving skills autonomously and with
manual dexterity and the use of responsibility.
methods, materials, tools and
instruments)
EntreComp is an adaptable tool that defines learning outcomes for entrepreneurship as a competence in the
context of work or lifelong learning. It aims to foster entrepreneurial activities in Europe and the
entrepreneurial competence of European citizens and institutions, and it was launched in 2016 as part of the
New Skills Agenda for Europe. The two proficiency levels of this digital readiness competences framework
are based on the EntreComp progression model.
EntreComp progression model2

foundation intermediate advanced expert
Driving
Relying on
Building Taking transformation,
support from
independence responsibility Innovation and
others
growth
The digital readiness competences dictionary considers the Intermediate and Advanced levels of the
EntreComp progression model.
1
Description of the EQF elements: https://europa.eu/europass/en/description-eight-eqf-levels (last access 2022.01.18)
2
Description of the EntreComp progression model: https://ec.europa.eu/social/BlobServlet?docId=19110&langId=en (last access
2022.01.18)
COMPETENCE 1
LEARNABILITY the desire to develop and improve
level
INTERMEDIATE ADVANCED
Knowledge
Describe the importance of digital skills to succeed in Identify digital skills in high demand in the job
knowledge
any job within the 4.0 industry. market of the 4.0 industry.
Explain which digital skills are necessary to succeed in Compare the relevance of different digital skills
4.0 industry-related jobs. needed to succeed in the 4.0 industry.
Research for opportunities to improve the digital Assess own digital skills development by key areas of
skills needed to succeed in the 4.0 industry. interest and levels of proficiency.
Examine key areas of interest and own level of Identify areas to improve own digital skills.
Skills
skills
proficiency in digital skills. Prioritise opportunities to learn new digital skills.

Apply new digital skills in a safe learning
environment.
Recommend resources and training content on

Attitudes
attitudes
Discuss opportunities to learn new digital skills with

more experienced peers. digital technologies to less experienced peers.
Recognise potential gaps in previous education or Suggest how to address potential gaps in previous
work experience as opportunities for learning. education or work experience.
COMPETENCE 2
AGILITY the capability to adapt quickly and effectively
level
Explain the importance of adapting quickly and

List the benefits of adapting quickly and effectively
knowledge
knowledge
effectively to technological changes.
Research for agile techniques to adapt quickly and to technological changes.
efficiently to technological improvements. Compare different agile techniques to adapt quickly
Describe agile techniques to adapt quickly and and efficiently to technological improvements.
efficiently to technological improvements.
Identify own preferred learning methodologies to Apply own preferred learning methodologies to
become more effective in the use of new digital become more effective in the use of new digital
technologies. technologies.
skills
skills
Experiment with different learning methodologies to Assess areas to improve own preferred learning
become more effective in the use of new digital methodologies to become more effective in the use
technologies. of new digital technologies.
Show interest in overcoming technological challenges Recommend resources to become more tech-savvy
in the ever-changing 4.0 job market. to peers.
attitudes
attitudes
Demonstrate a proactive attitude towards innovation Influence peers to show a positive outlook towards
in a workplace environment. technological innovation and newness.
Adapt to new technologies and ever-changing market Evaluate trends in the market of new digital
necessities. technologies.
COMPETENCE 3
being open to change, and inquisitive and enthusiastic about new

CURIOSITY
approaches and initiatives
level
Explain the importance of being open-minded to Illustrate ways of being open-minded in a 4.0
knowledge
succeed in the 4.0 industry. knowledge industry workplace.

List the benefits of being enthusiastic about new Elaborate on the benefits of being enthusiastic about
approaches and initiatives in a workplace new approaches and initiatives in a workplace
environment. environment.
Discuss new ways of working in the 4.0 industry with Compile information about best-case practices in
peers. new ways of working in the 4.0 industry
Identify key work processes that could benefit from
skills
skills
Design a plan to implement new digital technologies

new digital approaches. to make work processes more efficient.
Suggest implementing new technologies to make work Implement a plan to implement new digital
processes more efficient. technologies to make work processes more efficient.
Communicate enthusiasm about new approaches and Influence peers to become enthusiastic about new
attitudes
attitudes
initiatives to peers. approaches and initiatives.

Demonstrate openness to an ever-changing working Support the creation of an open working
environment. environment.
COMPETENCE 4
inspiring and interacting with others remotely, and working together

VIRTUAL COLLABORATION
towards common goals
level
Explain the importance of being able to work and
collaborate remotely to succeed in a 4.0 industry Highlight best-case practices related to virtual
knowledge
knowledge
role. collaboration in the 4.0 industry.
Name virtual platforms commonly used to work and Match virtual collaboration platforms with different
collaborate remotely. workplace needs.
List netiquette rules for online communication
Experiment with different virtual collaboration
platforms to become acquainted with new ways of Solve workplace communication setbacks with
working in the 4.0 industry. virtual collaboration platforms.
skills
skills
Make use of virtual collaboration tools to make own Design a plan to implement virtual collaboration
work more effective. tools in own workplace.
Communicate with peers in virtual collaboration Implement a plan to implement virtual
platforms. collaboration tools in own workplace.
Support peers by using new virtual collaboration

attitudes
attitudes
Respect netiquette rules for online communication. tools.

Search proactively for new virtual collaboration Maximise workplace efficiency by using new virtual
tools. collaboration tools.
Network with peers by using virtual collaboration
platforms.
competence 5
proactively taking initiative and following through to accomplish

DRIVE TO SUCCEED
objectives
level
Describe the importance of being proactive and Describe the importance of establishing objectives
knowledge
knowledge
taking initiative in the 4.0 industry. and KPIs in the 4.0 industry.
Summarise the value that a proactive attitude brings Name different ways to be proactive and to follow
to a 4.0 industry workplace. through in the workplace.
Establish objectives and key performance indicators

Adapt objectives and KPIs to new workplace needs.
(KPI).
Revise metrics to better suit different KPIs and
skills
skills
Assess own performance by referring to previously

maximise own performance.
determined KPIs.
Plan tasks according to workplace objectives.
Prioritise tasks according to workplace objectives.
attitudes
attitudes
Show initiative and a proactive attitude towards Influence peers to take initiative and strive for
work. excellence at work.
Demonstrate a result-oriented mindset. Facilitate a result-oriented working culture.
competence 6
evaluating situations and analysing information to form data-driven

HANDLING DATA
decisions
level
Explain the importance of data to make informed Identify best-case practices for handling data in the
knowledge
knowledge
decisions in the 4.0 industry. 4.0 industry.
List the benefits of evaluating situations and Elaborate on the benefits of evaluating situations
analysing information to make decisions in the and analysing information to make decisions in the
workplace. workplace.
Analyse data to withdraw useful information. Compare sets of data to make strategic decisions.
Compare information to reach data-driven Predict industry trends and results based on data-
skills
skills
conclusions. driven information.

Report data-based information effectively. Model decisions after data analysis.
Recognise the value of data-driven decisions in the

attitudes
attitudes
Create workplace data-based procedures.

4.0 industry.
Demonstrate proficiency in the use of data-driven
Show openness to continuously learn data analysis
information to make decisions.
tools.
COMPETENCE 7
understanding the business, the needs of customers, and developing

BUSINESS ACUMEN
new opportunities
level
Explain the importance of being customer-oriented in Elaborate on the value-for-money of being customer-
the 4.0 industry. oriented in the 4.0 industry.
knowledge
knowledge
Explain the importance of understanding the business Elaborate on the value-for-money of understanding
and the industry. the business and the industry.
List the benefits of developing a customer-oriented Identify best-case practices for customer-oriented
business. businesses.
Predict business trends based on own and

competitors’ performance.
Identify main competitors in the industry.
Define short, middle, and long-term goals based on
skills
skills
Perform a SWOT analysis.

the conclusions of a SWOT analysis.
Perform a benchmark analysis.
Identify competitive advantages based on the
conclusions of a benchmark analysis.
Communicate with customers about their needs and Communicate with peers and employees about
attitudes
attitudes
how to satisfy them. customers’ needs and how to satisfy them.

Show a creative attitude towards product/service Create opportunities for creative product/service
development. development.
COMPETENCE 8
communicating, influencing, and maintaining a rapport with others via

DIGITAL COMMUNICATION
technology
level
Explain the importance of being proficient in digital List tools to become more proficient in digital
knowledge
knowledge
communication in the 4.0 industry. communication in the 4.0 industry.

Identify the main social networks and digital Identify trends in the use of social networks and
communication platforms. digital communication platforms.
Communicate with customers via social networks, Implement a social media strategic plan to
applying and respecting netiquette rules. communicate with customers.
Make use of social networks analytics to learn more
skills
skills
Generate relevant content for the company’s social

networks and digital presence in general. about the company’s customer base.
Communicate with peers via digital communication Decide the best digital communication tools to
tools, applying and respecting netiquette rules. communicate with peers and costumers.
Demonstrate enthusiasm about new social networks Demonstrate proficient knowledge about new social
attitudes
attitudes
and digital trends. networks and digital trends.

Show concern in maintaining a good online presence. Show concern in becoming an online influencer.
Build interest in maintaining a rapport with others via Maximise the potential of networking by
technology. maintaining a rapport with others via technology.
COMPETENCE 9
MENTAL ENDURANCE resilience and the ability to cope with pressure and setbacks
level
Describe the importance of being resilient and having Identify key benefits of being resilient and having the
knowledge
knowledge
the ability to cope with pressure and setbacks. ability to cope with pressure and setbacks.
List strategies to be able to cope with pressure in the Select strategies to be able to cope with pressure in
workplace. the workplace based on own’s personal needs.
Compile minor tasks to delegate to other members

of the team.
Plan tasks ahead.
Organise the team’s work calendar to reconcile your
skills
skills
Organise your own calendar to reconcile work and

own work and leisure.
leisure.
Design a team-building calendar of activities to relax
and enjoy time with peers.
Create moments for peers to talk about setbacks at

attitudes
attitudes
Assess when to ask for help.

work.
Create moments to relax and enjoy time with peers.
Suggest new ways to deal with setbacks at work to
Discover new ways to deal with setbacks at work.
peers.
COMPETENCE 10
STRATEGIC PROBLEM-SOLVING solving problems creatively and balancing the needs of all stakeholders
level
Identify strategies to solve problems at work

Define creative problem-solving.
knowledge
knowledge
creatively.
Identify the 4 core principles of creative problem-
Elaborate on the 4 core principles of creative
solving.
problem-solving.
Identify key business stakeholders.
Assess the needs of key business stakeholders.
Create opportunities for peers and employees to

Utilise brainstorming techniques to address problems
brainstorm about solutions to problems at work.
at work.
Make use of design thinking strategies to solve
skills
skills
Create mind maps to organise your own thought

problems creatively.
pattern.
Improve business relations with stakeholders with an
Survey stakeholders to address their needs.
effective networking strategy.
attitudes
attitudes
Show creativity and enthusiasm about new Suggest new strategies of creative problem-solving
approaches to problem-solving. to peers.
Demonstrate a positive attitude at work. Influence others to show a positive attitude at work.
COMPETENCE 11
supporting the development of others and motivating them through

COACHING MINDSET
feedback and encouragement
level
Intermediate Advanced
Describe how coaching improves employees’

Knowledge
Define coaching. Knowledge

performance at work.
List different coaching techniques.
Explain different coaching techniques.
Identify main strategies to motivate peers through
Describe the main strategies to motivate peers
feedback and encouragement.
through feedback and encouragement.
Select your preferred techniques to practice active

Experiment with different techniques to practice
listening, effective questioning (inquisitiveness),
active listening, effective questioning (inquisitiveness),
Skills
Skills

Apply different techniques to practice active
Analyse the importance of communication dynamics
listening, effective questioning (inquisitiveness) and
in coaching relationships.
Research opportunities to improve your coaching

Attitudes
Attitudes
Assess own coaching skills.

skills
Support the development of others to become more
Assess peers’ responses to different coaching
successful at work.
techniques.
HOW-TO GUIDE
How to use the digital readiness competences dictionary?
The digital readiness competences dictionary was created having in mind the 11 competences that female
workers should acquire to be successful in the labour market of the 4.0 industry. The dictionary offers a
comprehensive description and framework of learning outcomes in a two-level progression model that
addresses intermediate and advanced proficiencies while helping the user assess their or their learners’
development.
WOMEN GET READY provides two MOOCs (Massive Open Online Courses) for women to develop all the 11
competences at intermediate and/or advanced levels. The contents of the MOOCs are developed for
microlearning-based training and are structured by competence. The aim is to empower women to enter the
current labour market and give them greater control in defining a personalised and flexible learning path.
While going through the videos, lectures, texts, visual aids, quizzes, and user forum, women can refer to the
digital readiness competences dictionary for further clarification on the expected learning outcomes.
WOMEN GET READY also provides a self-assessment tool that women can use to evaluate their progress in
any of the 11 competences defined in the dictionary. This is a user-friendly tool that enables individuals to
reflect on the extent to which one of the 11 competences is currently embedded in their practices. This will
support them to choose the respective level of training required. The result of the assessment will be a
guidance report, including suggested training by using the respective MOOC content. To use the self-
assessment tool in a more efficient manner, women may refer to the digital readiness competences
dictionary to understand their level of proficiency at a given competence and which learning outcomes, i.e.,
knowledge, skills, and attitudes they should master as an intermediate or advanced learner.
WOMEN GET READY also provides a digital upskilling hub with eight female avatars representing different
sectors/industries/jobs with whom women can identify. These will act as role models and represent a
meaningful and effective way to engage women and help them visualise concrete vocational profiles, as well
as recognise the competences they need to either develop or strengthen. The avatars are connected to
relevant interactive exercises and additional resources. Women may refer to the digital readiness
competences dictionary to learn more about the competences they need to develop to achieve their
professional goals as per the avatars’ suggestions.
All these resources provide women with an opportunity to upskill and enhance their digital competences and
take a step towards greater gender equality in the workplace and labour market of the 4.0 industry.
LIST OF REFERENCES
4.0 industry
https://www.forbes.com/sites/bernardmarr/2018/09/02/what-is-industry-4-0-heres-a-super-easy-
explanation-for-anyone/ (last access 2022.01.18)
https://www.i-scoop.eu/industry-4-0/ (last access 2022.01.18)
Benchmark analysis
https://www.ey.com/en_gl/assurance/benchmark-analysis (last access 2022.01.18)
Compare national qualifications frameworks across Europe

https://europa.eu/europass/en/compare-qualifications (last access 2022.01.18)
Creative problem-solving
https://www.creativeeducationfoundation.org/what-is-cps/ (last access 2022.01.18)
https://www.mindtools.com/pages/article/creative-problem-solving.htm (last access 2022.01.18)
https://www.oecd.org/pisa/innovation/creative-problem-solving/ (last access 2022.01.18)
Description of the eight EQF levels

https://europa.eu/europass/en/description-eight-eqf-levels (last access 2022.01.18)
Design Thinking
https://designthinking.ideo.com/ (last access 2022.01.18)
https://www.interaction-design.org/literature/topics/design-thinking (last access 2022.01.18)
Digital Readiness
https://assessment.aon.com/en-us/assessment-solutions/digital-readiness (last access 2022.01.18)
https://oden.io/blog/what-is-digital-readiness/ (last access 2022.01.18)
EntreComp: The Entrepreneurship Competence Framework

https://ec.europa.eu/social/BlobServlet?docId=19110&langId=en (last access 2022.01.18)
Gender and gender equality

https://unfoundation.org/what-we-do/issues/girls-and-
women/?gclid=CjwKCAiA55mPBhBOEiwANmzoQo9KP2TbV2TjD_FvvvdbyvRQNPq30ZICkc_dyfj999QZbr5ovo
Vz2RoCkWMQAvD_BwE (last access 2022.01.18)
https://www.un.org/sustainabledevelopment/gender-equality/ (last access 2022.01.18)
https://www.who.int/health-topics/gender#tab=tab_1 (last access 2022.01.18)
Key Performance Indicators

https://kpi.org/KPI-Basics (last access 2022.01.18)
https://www.investopedia.com/terms/k/kpi.asp (last access 2022.01.18)
Netiquette
https://www.kaspersky.com/resource-center/preemptive-safety/what-is-netiquette (last access
2022.01.18)

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Foster greater gender equality and employability in the

PR1 Digital readiness competences dictionary

The competences dictionary includes the following content:

EQF level descriptors elements1

EntreComp progression model2

LEARNABILITY the desire to develop and improve

proficiency in digital skills. Prioritise opportunities to learn new digital skills.

Recommend resources and training content on

Discuss opportunities to learn new digital skills with

AGILITY the capability to adapt quickly and effectively

Explain the importance of adapting quickly and

being open to change, and inquisitive and enthusiastic about new

succeed in the 4.0 industry. knowledge industry workplace.

Design a plan to implement new digital technologies

initiatives to peers. approaches and initiatives.

inspiring and interacting with others remotely, and working together

Support peers by using new virtual collaboration

Respect netiquette rules for online communication. tools.

proactively taking initiative and following through to accomplish

Establish objectives and key performance indicators

Assess own performance by referring to previously

evaluating situations and analysing information to form data-driven

conclusions. driven information.

Recognise the value of data-driven decisions in the

Create workplace data-based procedures.

understanding the business, the needs of customers, and developing

Predict business trends based on own and

Perform a SWOT analysis.

how to satisfy them. customers’ needs and how to satisfy them.

communicating, influencing, and maintaining a rapport with others via

communication in the 4.0 industry. communication in the 4.0 industry.

Generate relevant content for the company’s social

and digital trends. networks and digital trends.

Compile minor tasks to delegate to other members

Organise your own calendar to reconcile work and

Create moments for peers to talk about setbacks at

Assess when to ask for help.

Identify strategies to solve problems at work

Create opportunities for peers and employees to

Create mind maps to organise your own thought

supporting the development of others and motivating them through

Describe how coaching improves employees’

Define coaching. Knowledge

Select your preferred techniques to practice active

feedback and encouragement.

Research opportunities to improve your coaching

Assess own coaching skills.

Compare national qualifications frameworks across Europe

Description of the eight EQF levels

EntreComp: The Entrepreneurship Competence Framework

Gender and gender equality

Key Performance Indicators

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