During the twentieth century (especially large) organisations were shaped according to the uniformity principle. The French contributed with their functional thinking, the Germans with their hierarchical thinking and the Anglo-Saxons with their model thinking.
But the organisational structures that gave organisations their stability started to hamper a fluent operation and even inhibited growth.
The notion grew, that technological improvements and innovation had become the engine for economic growth.
After the introduction of the internet, the interconnectedness between organisations and their systems grew to a networked economy and larger dependency of organisations in their business environment and a higher organisational dynamism. To stimulate economic growth became stimulation of innovation.
But how should you do that? And how to stimulate innovative entrepreneurs.
At least we needed a language, to be able to communicate and co-operate. Authorities were in search of the right vocabulary, in order to push innovation progression.
Different efforts emerged for defining 'the right' competence model. Some of these efforts even started as long back as creating their own psychometry, but in the end, they did not know how to help the young and unexperienced innovators how to grow faster as leaders and build their organisations smarter and more effectful.

LDpe tries to follow all these developments by connecting the competence models to the Leadership Development Toolbox and build instruments to help the acceleration of the personal growth of the individual innovations, tools for developing their organisation and build the right teams for leading the organisation.

Beneath we discuss three projects that delivered competence frameworks:

1. The new European standard EntreComp: A competence framework for Entrepreneurship.
   Since we have built several additional tools with this common model, we will extend on this
   by exhibiting the framework under The European Entrepreneurship Competence Framework.
   And the further presentation of LDpe's instruments for Scale-Up organisations under the
   chapter Innovation&Change (in the blue banner at the top of the page and the sub-chapter
   Scale-Up Roles

2. The Initiative 'Your Creativity Mapped': se below

3. The Fincoda project: see below


Your Creativity Mapped

Valiz is an independent international publisher on contemporary art, theory, critique, design and urban affairs. Our books offer critical reflection, interdisciplinary inspiration, and often establish a connection between cultural disciplines and socio-political questions. 
We explored the publication No School Manifesto, A Movement of Creative Education
No School is a movement that wants to open up the meaning of learning and fundamentally questions traditional education, through creativity. Curiosity, experimentation, unrestricted thinking, making and developing—by yourself and in collaboration with others—are basic elements of all forms of learning and living together. In the current educational system these values are regularly overshadowed by rules, legislation, bureaucracy, a unitary approach, and little attention to the intrinsic inquisitiveness of both the student and the teacher.
The competence model  'Your Creativity Mapped' (YCM), which was explained in this publication is meant for young people to identify their own creativity.

LDpe has, in the LD-Toolbox connected the 14 competences of YCM to the measured behavioural preferences and to the LDT simulation module. Because of this, the participants will be able to give direction to their own personal development.
Beneath we give you an example of the YCM competences of a participant and the possible growth with the simulation scenarios.

The Fincoda project

How important Innovation is considered to be by governments and institutions may be diverted from initiatives like the FINCODA project:

In search of Innovators
'We urgently need new reliable and valid tools for innovation competencies assessment that could be used throughout the young innovators path from university to working life organizations. To improve the quality and efficiency of education and training and to enhance creativity and innovation, including entrepreneurship, at all levels of education and training we need active university-enterprise cooperation and valid tools to measure intended learning outcomes. This is at the heart of the FINCODA-project.'

The Fincoda project has a.o. delivered a Competence Model and LDpe has, in cooperation with the Utrecht University of Applied Sciences, connected the Fincoda Model of Innovation Competence to the LD-Toolbox 
Below you see an example of one of many development reports.

But, as you also can see in the Fincoda Competence model, innovation is not something you can find in a single creative person. It is teamwork you need to innovate.

However, the LDT can help the individual to improve his/her innovation capabilities.
The simulation model, for instance, will guide the individual members of the team to develop innovation competence. 

In the example below, the proposed quick-wins scenario includes minor changes in the behavioural preferences Conventional, Democratic, and Conceptual. The results of these proposed changes will be stronger competences for Innovation Gathering, Innovation, Problem Analysis, Judgment and Teamwork. Probably the interaction with the team members will also contribute to achieve this.

Even if we can help individuals to improve their innovation capabilities,
innovation is not something that can be brought about by one single person.
Innovation can emerge when people meet and exchange ideas.
The nature of innovation is that it is not the result of deliberate design, innovation emerges bottom-up, by trial and error. 

LDpe's contribution to innovation is, that we, with the help of LDT:s Advanced Team Design Tool, are able to design innovative teams.
We do this for instance in the program Gearing Up Innovation.

More about Innovation and this program you can read under the theme Innovation & Change of this website.