Role of Non Cognitive skills in shaping Entrepreneurs

Abstract

Thomas Alva Edison has written that Genius is 1% inspiration and 99% perspiration. newline newlineThe authentication provided by entrepreneurship literature is that cognitive skills like newline newlinepersonality traits, predict of behavior of an entrepreneur. The soft skills also known as non- newlinecognitive skills are defined as the attitude, strategies, and the behaviors of individuals. The newline newlinenon-cognitive factors are different from hard skills or cognitive skills and scholastic skills newlinewhich are generally calculated with the help of exams, tests or the work given by mentors. newlineThese skills are generally set off with cognitive skills ability in areas like literature, newlinenumerical ability, etc. which are measured by the tests or exams. Soft skills are considered newlinemore significant in comparison to hard skills in determination of the outcomes related to newlineacademic and application/employment. newline newlinePurpose of my postdoctoral research is to map the relationship between non-cognitive skills newlineand success of an entrepreneur in not just his/her professional life but also personal life. newlineFrom the detailed analysis of questionnaire, cases, and literature review, it has been newlineobserved that non-cognitive skills are basically picked up from childhood from surrounding newlineand become habit and way of life of an individual. There are certain non- cognitive skills newlinelike persistence, risk taking, self- motivation and networking which has helped many newlinepeople to perform exceptionally well in all the scenarios in life. newline newlineIt was also identified that among the top 10 skills rated as differentiating factors by newlineentrepreneurs, non-cognitive skills acquired top 3 spots. It indicates that we may fail to newlineboost cognitive skills unless we pay closer attention to non-cognitive skills. Since these newlineskills are inculcated from early age it is of crucial importance that those should be explicit newlinegoal of our education system. Consequently, this research adopts the view that education newlinepolicymakers must embrace non-cognitive skills, and design policies that protect these newlineskills and foster their developmen