Antreprenerystės ugdymą organizacijoje įgalinanti aplinka

LTStraipsnyje siekiama atsakyti į probleminį klausimą: kokia aplinka įgalina antreprenerystės ugdymą organizacijoje. Tuo tikslu pirmiausia atskleidžiami antreprenerystės ugdymo organizacijoje ypatumai bei sąlygos. Jų pagrindu modeliuojama antreprenerystės ugdymą įgalinanti aplinka. Akcentuojama, kad antreprenerystės ugdymą įgalinančios aplinkos modelis yra orientuotas į savivaldžių komandų formavimo, jų veiklos ir mokymosi iš tos veiklos dalyvaujant įvariuose projektuose, įgalinimą bei dalyvių (darbuotojų) savivaldumą šiame ugdymo(si) procese. [Iš leidinio]Reikšminiai žodžiai: Antreprenerystė; Personalo ugdymas; Ugdymą įgalinanti aplinka; Entrepreneurship; Personnel development; Empowering environment.

ENThe aim of the article is to provide a theoretical rationale for the model of empowering environment for entrepreneurship development in an organization. The research relies on the method of research literature analysis. The article consists of three parts. The first part reveals the specific features of entrepreneurship development in organizations. The second part is devoted to the identification of the conditions for entrepreneurship development in organization, whereas the third part presents the theoretical model of the empowering environment for entrepreneurship development in organization. The theoretically identified features of entrepreneurship development in organizations as well as the highlighted entrepreneurial skills and abilities to be developed among the employees have determined the identification of the necessary conditions for creating the empowering environment for entrepreneurship development in organization. The conditions of empowering environment for entrepreneurship development become the initial elements of the theoretical model of empowering environment. The further elements of the theoretical model specify the activities directly related to learning processes. After having evaluating the initial conditions (organizational, psychological and competence), the next step of entrepreneurship development is to select the potential members for self-directed teams and to actively involve them into the activities represented by the element "learning".The element of "learning" is directly related to the element of "creating selfdirected teams" since the project activities the teams are involved may demand the additional competencies that were not identified at the start of entrepreneurship development process. The element of ‘project activities’ implies that the self-directed teams have to be purposively involved into the activities that demand to demonstrate and develop the entrepreneurship behaviour. It is worth mentioning that the order of priority of these elements ("learning", "creation of self-directed teams", "project activities" is not strictly defined, since the entrepreneurship development process may start at "creating self-directed teams" if all the members satisfy the competence conditions or, alternatively, it may begin from the learning session when the members acquire the additional competencies for their learning. [From the publication]