(This is a list of behaviors observed in people who possess this competence)

• They have their own life and professional goals and they aim high.

• They set the goals they want to achieve and a time frame for achieving them.

• They are capable of taking on new challenges.

• They generate opportunities in line with their own or others’ interests.

• They don’t depend on others to set the pace and content of work.

• They tackle tasks decisively.

• They are actively involved in generating fresh ideas at work.

• They analyze problems from new perspectives.

• They act independently within their area of action, without the need to consult others every step of the way.

• They encourage the innovative development of ideas in their environment.

• They stimulate creativity to improve performance and results.

• They lead and propose solutions in group work and activities.

• They have the ability to ask for help when needed.

• They provide the necessary means to achieve objectives.

• They pursue goals with determination and don’t give up until they achieve them.

• They steadfastly defend their point of view.

• They seek excellence in everything they do.

• They overcome others’ resistance to change with energy and without being discouraged.

Behaviors in the assessment questionnaire

• They don’t depend on others to set the pace and content of work.

• They make suggestions and proposals for improvement.

• They have an active attitude to work and generate fresh ideas.

• They analyze problems from new perspectives.

(This is a list of negative behaviors observed in people who do not possess this competence to a sufficient extent)

• They don’t set medium-term personal and professional goals.

• They don’t have any projects that really excite them. They live in the moment.

• They don’t carry out activities unless they are directly related to their degree.

• They have no desire to experience new things.

• They tend to have an intense fear of failure and error.

• They think things are the way they are and that’s that. They don’t see change as an improvement.

• They wait for things to fall into their lap.

• They don’t look for solutions to problems.

• They get bored with things and change activities frequently.

• They are satisfied with the status quo and feel unable to influence the situation.

• They like to do things the same way every time, and prefer not to change things that work. They are conformists.

• They need someone to hold them accountable for the work they do. They can only work under pressure.

• They limit themselves to attending compulsory classes and completing the tasks assigned to them.

• They disregard group work and activities.

• They don’t take responsibility for organizing anything.

• They frequently become discouraged and abandon projects before they are finished.

• They don’t have enough willpower to carry out medium- and long-term tasks.

• They look for immediate rewards and tasks with short-term results.

(Suggestions for questions that mentors can ask students to reflect on and, therefore, propose ways they think they can improve)

• Do you really believe that it’s possible to change things?

• Are you able to identify potential for change?

• Do you aim for constant improvement of your environment?

• Do you merely take note of the shortcomings and defects in your environment, or do you set about improving them?

• Are you aware of the opportunities offered by the university, beyond academic aspects?

• Do you do only what is required, or do you go above and beyond the requirements set for you?

• What role do you play in group work and activities?

• Have you contacted a teacher lately (to clarify doubts, deal with a project, etc.)?

• Do you constantly change activities and objectives and leave things half done?

• Do you need to see immediate results from your work, or can you keep going, even if the result takes time?

• Do you ask questions in class when you have a query, or do you wait for someone else to ask?

• Think about personal and professional goals you want to achieve in the long and short term. Write them down and, for the long-term ones, consider whether they are ambitious or somewhat conservative.

• Keep in mind that the success of the plan is your responsibility.

• Also add plans and meals you want to try, places you want to see and experiences you want to have to the list. Then, note down whether or not you can do them in the near future. If so, try to set a date for them.

• Often, smaller parts of larger projects are entrusted to us. In those cases, do you tend to keep asking what to do or do you just get on with it?

• If it’s the former, make a decision to work so that you don’t have to ask for supervision all the time. It’s perhaps a question of self-confidence; but this initiative will definitely help you.

• We learn more about things by questioning the reasons behind them, rather than simply accepting them. Therefore, to learn something better, ask questions: Why is it that way? How did we get here? This applies to all situations: the school’s rules, how a machine works or part of a subject.

• Ask yourself how you can improve the things you do every day and those that worry you. Use your answers to put solutions into practice by setting goals and schedules.

• Often we can’t find the solution on our own, so ask those who may know more than you about the subject.

• Put the proposals you have set for yourself into practice by setting a schedule and making sure you stick to it. Avoid procrastinating.

• If you find errors in your work or in daily life, solve them as soon as possible. Don’t put it off. Prepare an improvement plan so you can monitor it.

• When making decisions, take responsibility for the consequences. If something goes wrong, acknowledge it and apologize if necessary.

• With friends: organize a dinner at someone’s flat or visit another city, go on an excursion, have a day at the beach or take a cultural trip. The possibilities for organizing are endless, but always remember that you must involve everyone so that it’s the best it can be.

• At the university: organize a work group to study a subject, lead an extracurricular activity, make yourself a project leader, etc.

• With family: get involved in deciding what you’re going to do in summer, identify areas where you can help (cooking, laundry, etc.), propose plans for Sunday or the weekend, etc.

• Of course, you don’t have to organize everything, but you do have to actively participate and get involved in the things you do.

• Fear paralyses us, but the only way to overcome it is to tackle it head on. So, if you’re shy about participating in class for some reason, consider that what you want to solve isn’t the problem or query, but the shyness itself.

• Resolve queries with teachers at query sessions, in seminars or in their office.

• And, finally, think of subjects in which you can advise teachers on how to improve classes and then go to their office to talk about it.

• There are many ways to greatly improve your studies through initiative and perseverance. We have already mentioned some of these: overcoming shyness about going to the teacher’s office, creating a work group to study a subject, etc.

• Find study tools (to-do lists, calendars, etc.) and, after learning how to use them, teach other people how to use them.

• Ask students in higher years how they study and, based on the information, decide which approaches work for you.

La iniciativa y la necesidad de orientación en los estudiantes universitarios, Eugenio Frutos Cortés
Este interesante artículo de 1960 con plena vigencia, escrito por Eugenio Frutos –filósofo, poeta, antropólogo y profesor-, plantea la necesidad del alumnado de tener iniciativa en algún aspecto relacionado con la carrera, sus miedos y trabas, así como la función del profesorado en este proceso. Especialmente importante para los asesores.

48 ways to take more initiative at work and in life
De manera resumida, se exponen muchos planes y acciones para tener una mayor iniciativa.

9 formas de desarrollar la creatividad
En el artículo se exponen las teorías de Edward De Bono acerca de la creatividad, centrándose más en los distintos planes propuestos para potenciarla.

Como impulsar la creatividad en un equipo, Pilar Jericó
Centrado en la capacidad de inventiva cuando estamos en equipo, viene acompañado de un vídeo donde se exponen 29 maneras de ser más creativos individualmente

Taking Initiative
Tras definir lo que es la iniciativa, explica las 6 claves para adquirirla y que llegue a buen puerto

Los peligros de la "ceguera voluntaria", Margaret Heffernan
¿Por qué nos solemos quedar en silencio cuando hay algo que nos extraña? ¿De dónde viene ese miedo a decir algo que no es habitual? En la charla se explica esto y, lo que es más importante, la manera de afrontarlo

Por qué la comodidad puede arruinarte la vida, Bill Eckstrom
En las situaciones en las que no controlamos todo y tenemos una baja capacidad de predicción es cuando más crecemos. Basándose en su experiencia, Bill Eckstrom anima a ganar zonas en las que arriesguemos.

My invention that made peace with lions, Richard Turere
En esta charla, el niño que habla expone el problema con el que se ha encontrado en su ciudad natal, Nairobi, relacionado a la caza que realizan los leones sobre el ganado y como ha inventado artefactos para proteger al ganado y a los leones. Así mismo, cuenta como su invención ha sido utilizada por distintos ganaderos y cómo piensa mejorar su sistema de protección contra leones.

Cómo vivir antes de morir, Steve Jobs
Discurso de Steve Jobs en Stanford en la que habla sobre el perseguir los sueños, aprovechar las oportunidades que te da la vida y como no dejar que otros determinen lo que va a ser de tu futur

Atrévase a disentir, Margaret Heffernan
Las organizaciones que mejor funcionan no son aquellas que tienen un pacto de silencio, en el que no se puede cuestionar lo que se enseña. Con unos ejemplos, Heffernan nos enseña a tomar conciencia de las propias ideas y de la importancia de expresar nuestras preguntas

Iniciativa
El vídeo muestra el ejemplo de qué sucede si realizamos las acciones que pensamos diariamente pero que no ponemos en práctica por pensar que no van a cambiar en nada nuestras vidas.

Forrerst Gump, Robert Zemekis
Forrest (Tom Hanks) es una persona que está disminuida tanto físicamente como mentalmente, pero esas limitaciones no presentan excusa para lanzarse a las ideas y proyectos que tiene, y triunfando en ellos a base de perseverancia. Ficha IMDB

Moneyball, Benett Miller
Esta película presenta la historia de un equipo de baseball, los Oakland A’s, y como deben competir en una liga de un deporte injusto, donde el que tiene más dinero tiene mayor oportunidad de logro. Lo que resalta es la actitud de Billy Beane, el protagonista, de formar un equipo campeón sin basarse en las primeras apariencias, la popularidad y atractivo del equipo, sino enfocarse en aquellos que nadie quiere pero que tienen un gran potencial. Ficha IMDB

Cadena de favores, Mimi Leder
Un profesor propone una actividad a sus alumnos para conseguir un crédito extra. Consiste en pensar en una acción que ayude al mundo y que lo pongan en acción. Uno de los alumnos propone crear una cadena de favores. Ficha IMDB

Cielo de octubre, Joe Johnston
Homer es un estudiante de 17 años en un pueblo minero que queda fascinado por el lanzamiento del primer satélite, el soviético . Decide presentarse a un concurso de lanzamientos de cohetes con sus amigos para poder ir a la universidad. Pero ni el pueblo ni su padre es lo que quieren para él… Ficha IMDB