El papel mediador de las habilidades comunicativas en la relación entre el emprendimiento multidimensional y las habilidades personales Aboutaleb Shahi Khiavlo 1 , Mohammad Rouhi Eisalou 2 , Mohammad Kheirandish 3 , Behnam Azadi 4 1 Ph.D. Candidate, Department of Public Administration, Ardabil Branch, Islamic Azad University, Ardabil, Iran. E-mail: aboutalebshahi1985@gmail.com; ORCID: https://orcid.org/0000-0002-9484-2633 2 Assistant Professor, Public Management Department, Ardabil branch, Islamic Azad University, Ardabil, Iran (corresponding author). E-mail: mhmmdroohi@yahoo.com; ORCID: https://orcid.org/0000-0002-0016-8095 3 Assistant Professor, Management Department, Ardabil branch, Islamic Azad University, Ardabil, Iran. E-mail: khirandish.m.1358@gmail.com; ORCID: https://orcid.org/0000-0002-3913-3017 4 Assistant Professor, Management Department, Ardabil branch, Islamic Azad University, Ardabil, Iran. E-mail: azadi9737@gmail.com; ORCID: https://orcid.org/0000-0002-1861-6247 Resumen. Las habilidades de comunicación son factores cruciales e inﬂuyentes que impactan muchos problemas personales y sociales. Hoy en día, en varios países se enfatiza la mejora de estas habilidades entre individuos y empleados. El artículo tiene como objetivo mostrar el papel mediador de las habilidades comunicativas en la relación entre el emprendimiento multidimensional y las habilidades personales entre empleados de instituciones gubernamentales y públicas. Para ello, se utilizó un método de muestreo por conglomerados y se recopilaron 360 cuestionarios de empleados que trabajan en una organización gubernamental. Luego de evaluar la validez y conﬁabili- dad del instrumento, se realizó un análisis de mediación. Los resultados indicaron una relación signiﬁcativa entre las habilidades de comunicación, el emprendimiento mul- tidimensional y las habilidades personales. El análisis de la mediación también reveló que las habilidades de comunicación median signiﬁcativamente la relación entre las dimensiones de creatividad, conﬁanza y resolución de problemas. Palabras clave: habilidades comunicativas, emprendimiento multidimensional, habilidades personales, análisis de mediación, creatividad. Recibido: 09/11/2024 ~ Aceptado: 20/02/2025 INTERACCIÓN Y PERSPECTIVA Revista de Trabajo Social ISSN 2244-808X ~ Dep. Legal pp 201002Z43506 DOI: https://doi.org/10.5281/zenodo.15079968 Vol. 15 (2): 421 - 430 pp, 2025

422 Shahi Khiavlo, Rouhi Eisalou, Kheirandish, Azadi Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(2): 2025 e mediating role of communication skills in the relationship between multidimensional entrepreneurship and personal skills Abstract. Communication skills are crucial and inﬂuential factors that impact many personal and social issues. Today, in several countries, the improvement of these skills among individuals and employees is emphasized. e article aims to show the mediating role of communication skills in the relationship between multidimensional entrepreneurship and personal skills between employees of government and public institutions. To do this, a cluster sampling method was used and 360 questionnaires were collected from employees working in a government organization. After evalua- ting the validity and reliability of the instrument, a mediation analysis was perfor- med. e results indicated a signiﬁcant relationship between communication skills, multidimensional entrepreneurship and personal skills. e mediation analysis also revealed that communication skills signiﬁcantly mediate the relationship between the dimensions of creativity, conﬁdence, and problem-solving. Keywords: communication skills, multidimensional entrepreneurship, personal skills, mediation analysis, creativity. INTRODUCTION Entrepreneurship has evolved beyond its traditional, one-dimensional, and primarily economic deﬁnition. It is now discussed within a multidimensional framework encompassing organizational, social, cultural, and technological aspects. is raises the question: do governmental organizations, particularly their leaders, require multidimensional entrepreneurial skills to achieve economic, so- cial, cultural, and technological productivity? Research in this area has demonstrated that multi- dimensional entrepreneurial skills are an integral part of organizations and human resource man- agement (Yamada, 2004; Westlund, 2011; Valliere, 2017). Consequently, various classiﬁcations of entrepreneurial traits and characteristics are presented in the literature. Some scholars categorize entrepreneurial traits into personal and behavioral characteristics. Among the personal characteristics highlighted in these studies are achievement orientation, self-conﬁdence, determination, talent and intelligence, adaptability, inﬂuence over others, energy and perseverance, foresight, responsiveness to challenges, openness to suggestions and criticism, quick decision-making ability, responsibility, perfectionism, positive attitude, faith, adaptability and ﬂexibility, ability to learn from mistakes, drive, pride, imagination, spontaneity, vision, pattern rec- ognition, assertiveness, risk-taking, persistence, creativity, eﬃciency, tolerance for ambiguity, work commitment, independence, sensitivity to others, internal locus of control, honesty and integrity, altruism, skillfulness, positive mental states, self-esteem, an indomitable spirit, wealt-seeking, ambi- tion, growth-mindedness, and more. ese variables are drawn from the studies of Salehi Sadaghiani (2009), Cooper et al. (1994), Dees (2001), Brown et al. (2004), and Zahra et al. (2008). Behavioral characteristics include innovation, perseverance and determination, risk manage- ment, balanced judgment, opportunity recognition and pursuit, behavioral balance, cooperative

El papel mediador de las habilidades comunicativas en la relación entre el emprendimiento multidimensional y las habilidades personales 423 Vol. 15(2) abril-junio 2025/ 421 - 430 spirit, goal orientation, and the need for achievement (Salehi Sadaghiani, 2009; Mort et al., 2002). Some studies do not provide a speciﬁc classiﬁcation but instead broadly describe the characteristics of entrepreneurs. For example, McClelland (1961) identiﬁes the need for achievement, risk-taking propensity, internal locus of control, creativity, and independence as the characteristics of entrepre- neurs. Abdul (2018) categorizes entrepreneurial skills into four groups: personal skills (problem- solving, creative thinking); interpersonal skills (motivating others, managing conﬂicts); group skills (leading others, teamwork); and additional skills (communication). Poczwardowski et al. (2002) argue that since speciﬁc behaviors are contingent on particular situations, successful managers, in their pursuit of organizational goals, aim to anticipate, guide, control, and modify employee behavior. is process requires extensive research given individual diﬀerences, the expansion of human communications in the modern world, and cultural variances across societies. Establishing communication evokes a sense of social belonging in individuals, and through this interaction, they acquire new skills and perspectives. is extends to the point where organizations expand and grow. Communication involves the transfer of information from the sender to the receiver in a manner that is clear and comprehensible to both. If any of the essential components (sender, receiver, or message) are missing, communication does not occur (Sullivan et al., 2004). Numerous studies have shown that training in communication skills positively impacts men- tal and physical health, boosts self-conﬁdence and self-respect, strengthens interpersonal relation- ships, prevents psychological, behavioral, and social problems, and reduces anxiety, depression, and academic decline (Taremian et al., 1999, p. 28). Communication skills are those capabilities that enable individuals to engage in interpersonal interactions and the communication process; this process involves individuals sharing their information, thoughts, and emotions through verbal and non-verbal exchanges (Hargie & Dickson, 2004, p. 66). ese skills are so signiﬁcant that lacking them has been linked to feelings of loneliness, social anxiety, depression, low self-esteem, and failure in academic and professional settings (Williamson & X, 2001). Shabbir et al. (2016) categorize en- trepreneurial skills into four main areas: recognizing and generating new ideas, utilizing these ideas, creative traits and behaviors, and managerial and leadership skills. Garalis and Strazdiene (2007) divide entrepreneurial skills into three main categories: social skills, professional skills, and technological skills. Horensby et al. (1993) identify personal traits such as extraversion, adaptability, openness, sensitivity, and conscientiousness, alongside process-related variables like managerial support, job autonomy, reinforcement and rewards, time accessibility, and organizational boundaries, as key to successful entrepreneurship. In theory, each type of entrepre- neurial skill (economic, organizational, social, etc.) can independently have a positive impact on organizational eﬃciency, as demonstrated in various studies (e.g., Yamada, 2004; Westlund, 2011; Vallier, 2017). However, in practice, multidimensional entrepreneurial skills can either neutralize or reinforce each other. For instance, some skills may have a positive eﬀect on one another, while others might have negative interactions (Westlund, 2011). To our knowledge, prior research has not examined the mediating role of communication skills in the relationship between multidimensional entrepreneurship and personal skills. erefore, con- ducting such a study appears essential to ﬁll this research and knowledge gap. e present research aims to address the question: how does multidimensional entrepreneurship impact personal skills, with communication skills acting as a mediator?

424 Shahi Khiavlo, Rouhi Eisalou, Kheirandish, Azadi Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(2): 2025 eoretical Framework and Hypothesis Development Value creation is the essence of entrepreneurship, and an entrepreneur is someone capable of generating value, whether material or intangible. To achieve this, an entrepreneur must adopt a dif- ferent lifestyle and mindset. Hence, entrepreneurship is not merely a job or profession; it is a way of life, a mindset, or a cultural framework encompassing speciﬁc beliefs, values, and practices (Sa- madaghaei, 1999). Kuratko and Hodgetts (2004) described entrepreneurship as a dynamic process involving vision, transformation, and creativity. is process relies on the utilization of individuals’ energy and motivation to generate and implement new ideas and practical solutions. Westlund (2011) explored multidimensional entrepreneurship and argued that existing deﬁni- tions are often oversimpliﬁed. He views multidimensional entrepreneurship as a chain of activities, including the discovery of opportunities, their evaluation, and resource mobilization to exploit these opportunities across diﬀerent entrepreneurial contexts—organizational, economic, social, cultural, political, and technological. ese six forms of entrepreneurship may inﬂuence each other, though the direction of these eﬀects can vary. Ples (1996) found that researchers often possess the ability to work simultaneously across various research activities, absorb strong ideas, and acquire skills in multiple areas. Individual fac- tors and personal traits also play signiﬁcant roles. Murphy (1991) deﬁned personality as a set of characteristics that determine a person’s consistent response patterns to situations. Conscientious individuals can focus on multiple goals and work hard to achieve them. Personal traits such as creativity, risk-taking, perseverance, patience, and self-eﬃcacy facilitate innovation. Five personal- ity traits—diﬀerentiating creative individuals—along with intrinsic motivation (needs, interests, curiosity, and the feeling of joy) are more inﬂuential in fostering creativity than extrinsic motivation (rewards, external approval) (Barani & Rezaei, 2021). Several researchers have conﬁrmed the relationship between these variables. For example, Dehmardeh Ghalehno et al. (2015) studied entrepreneurial training models and highlighted that personal skills can impact entrepreneurship. Similarly, Samandar Habashi et al. (2016) investigated the eﬀects of entrepreneurial education on the ability to recognize entrepreneurial opportunities, showing that such education inﬂuences six factors: active search, alertness, prior knowledge, social capital, environmental factors, and cognitive and individual characteristics. Hornsby (1993) presented an interactive model of the corporate entrepreneurial process, incroporating individual characteristics such as risk-taking propensity, desire for autonomy, need for achievement, goal orientation, and internal locus of control alongside organizational characteristics such as management support, work discretion, reinforcement/rewards, time availability, and organizational boundaries. Abdul (2018) conducted a comparative analysis of entrepreneurial skills and SME growth in Nigeria and the UK, identifying four categories of entrepreneurial skills: personal skills (problem-solving, creative thinking); interpersonal skills (motivating others, managing conflicts); group skills (leading others, teamwork); and additional skills (communication). Based on these explanations, the ﬁrst hypothesis can be stated as follows: H 1 : ere is a signiﬁcant relationship between multidimensional entrepreneurship and personal skills.

El papel mediador de las habilidades comunicativas en la relación entre el emprendimiento multidimensional y las habilidades personales 425 Vol. 15(2) abril-junio 2025/ 421 - 430 Communication skills refer to the ability to establish eﬀective and healthy interactions with others, which includes clear verbal communication, active listening, understanding the other per- son’s perspective, and providing appropriate feedback (Moore et al., 2018). Scholars have elaborated on communication skills in various ways. One perspective sees empathy as understanding another’s emotions and having an internal connection to them. In communication, empathy means sharing a sense of unity where both the sender and receiver of a message reach a common understanding. Empathy allows an individual to adapt to their social environment, become self-aware of their ac- tions, and develop eﬀective communication based on understanding. Truax (1961) highlighted the importance of communication skills, stating that a person’s communication capability is linked to their definition of empathy. Communication skills are largely learned, and the primary reason for communication failures is the lack of proper understanding of messages and challenges stemming from misunderstandings (Vahabi et al., 2016). Communication skills involve a set of actions and interactions that fulfill individuals’ needs and appear as a human necessity in communal life. Establishing interpersonal connec- tions provides motivation, growth, a sense of usefulness, satisfaction, mutual understanding, and trust (Rahmanipour et al., 2020). Zare and Safari (2019) designed a paradigm model of social entrepreneurship with a focus on empowering female-headed households. Shabbir et al. (2016) explored factors determining entre- preneurial skills in pakistan, categorizing these skills into four areas: recognizing and generating new ideas, utilizing these ideas, creative traits and behaviors, and managerial and leadership skills. Sousa (2018) identiﬁed entrepreneurial skills in higher education as follows: capacity to be innovative and creative; capacity to diversify the business area; capability to identify and exploit new business opportunities; project management skills; ability and willingness to take risk; ability to organize re- sources to respond to opportunities; and capability to create and develop national and international networks. Westlund (2011) examined multidimensional entrepreneurship, critiquing simplistic deﬁni- tions and describing entrepreneurship as a chain of activities such as identifying opportunities, evaluating them, and mobilizing resources to leverage these opportunities across diﬀerent domains, including organizational, economic, social, cultural, political, and technological entrepreneurship. ese six dimensions of entrepreneurship interact, potentially inﬂuencing each other in varied di- rections. Finally, Dees (2001) explored strategic factors critical to social entrepreneurs, emphasiz- ing continuous opportunity identiﬁcation, ongoing innovation, ﬂexibility, learning, acting beyond available resources, and accountability as key traits. Accordingly, the second research hypothesis can be formulated as follows: H 2 : Communication skills mediate the relationship between multidimensional entrepreneurship and personal skills. Based on the discsussed theoretical framework, the present research proposes the following conceptual model:

426 Shahi Khiavlo, Rouhi Eisalou, Kheirandish, Azadi Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(2): 2025 Figure 1. e proposed conceptual model. METHODOLOGY Population and Sample e statistical population for this study included all employees and managers of the Iranian Customs, totaling 5,738 individuals. Using cluster sampling, questionnaires were sent to 10% of the population (574 individuals) via email. e recipients were informed that their names and responses would remain conﬁdential and would only be used for the analysis. Out of these, 393 question- naires were returned. After discarding incomplete or invalid responses, 358 valid questionnaires were used in the analysis. e respondents comprised a mix of men and women, with most falling within the 31-40 age group. e highest percentage of respondents held MSc while individuals with 11-15 years of experience made up 31.4 % of the total. Detailed information on respondents’ demographic characteristics is provided in Table 1. TABLE 1. Te proﬁle of respondants % Gender: % Age 78.9 20.6 Male Female 1.1 43.7 34.1 20.3 20-30 31-40 41-50 51-60 2.00 45.6 49.4 2.8 .02 Education HS Diploma BSc MSc PhD No answer 18.9 31.4 19.4 30.3 Experiences 5-10 11-15 16-20 21 and more Data Collection Instrument e ﬁrst section of the questionnaire included demographic questions such as gender, educa- tion level, age, ﬁeld of study, work experience, and type of employment. e second section fo- cused on measuring the variables. A custom questionnaire was used to assess the characteristics of multidimensional entrepreneurs. is questionnaire consisted of 45 closed-ended items rated on a Likert scale (ranging from “very high” to “very low”), based on Valliere’s (2017) deﬁnition and with ‘multidimensional entrepreneurship intent’, ‘creativity’, ‘trust’, and ‘problem-solving’ as the main components.

El papel mediador de las habilidades comunicativas en la relación entre el emprendimiento multidimensional y las habilidades personales 427 Vol. 15(2) abril-junio 2025/ 421 - 430 The remaining sections of the structured questionnaire examined skill-related dimen- sions, including leadership skills, human relations skills, technical skills, and innate ability, derived from previous studies. Leadership was adapted from Jong and Hartog (2007), human relations from Adejimola (2008), technical skills from Chandler and Jansen (1992), and in- nate ability from Silva (2006). Respondents rated the items on a 5-point Likert scale from 1 (“very low”) to 5 (“very high”). e dependent variable, “multidimensional entrepreneurship skills,” comprising constructs such as ‘critical thinking’, ‘creativity’, and ‘problem-solving’, was adapted from Prüfer and Prüfer (2020). e validity of the questionnaire, assessed by experts using the CVR formula, was 0.89. e reliability, determined by Cronbach’s alpha, was 0.81. Statistical Analysis e collected data were analyzed in two phases: descriptive and inferential statistics. Given the normal distribution of the data, structural equation modeling (SEM) was employed, which requires normality in the observations. e study utilized advanced statistical techniques, including correlation analysis and the Hayes’ PROCESS macro for SPSS (2017), calculated using SPSS version 24.0. RESULTS Table 2 presents the means, standard deviations, and correlation coeﬃcients of the variables. In alignment with the hypotheses, personal skills related to communication showed a signiﬁcant positive correlation (r = 0.73, p < 0.01), as did the relationships between communication skills and the constructs of multidimensional entrepreneurship skills: creativity (r = 0.59, p < 0.01), critical thinking (r = 0.36, p < 0.01), and problem-solving (r = 0.44, p < 0.01). e mean and standard deviation for personal skills were 3.92 and 0.83, respectively. Com- munication skills had a mean of 4.02 and a standard deviation of 0.809. Problem-solving had the lowest mean at 3.25, with a standard deviation of 0.66. Table 2 provides comprehensive information on correlation coeﬃcients, means, and variances of the variables. Hypothesis Testing To test the mediating role of leadership styles, Model 4 was applied, controlling for demo- graphic variables (age, education). e results generated using Hayes’ PROCESS macro for SPSS (2017) are shown in Table 2. Communication skills signiﬁcantly predicted creativity (β = 1.41, t = 1.442; see Table 2). However, the mediation analysis did not yield signiﬁcant results for critical thinking (β = 1.77, t = 0.362) or problem-solving (β = 1.42, t = 0.11), leading to the rejection of Hypotheses H21 and H22. us, the mediating path between communication skills and multidi- mensional entrepreneurship skills is signiﬁcant.

428 Shahi Khiavlo, Rouhi Eisalou, Kheirandish, Azadi Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(2): 2025 TABLE 2. Correlations between the variables Variables 1 2 3 4 M SD Cronbach’s alpha Personal skills -- 3.92 .838 .88 Communication skills .73** -- 4.02 .809 .91 Creativity .63** .59** -- 3.99 .881 .90 Critical thinking .08 .36** .43** -- 4.12 .793 .76 Problem-solving .46** .44** -.21** .35** 3.25 .660 .84 TABLE 3. Mediating result Creativity R 2 =.04 Critical thinking R 2 =.02 Problem-solving R 2 =.05 B SE 95% CI B SE 95% CI B SE 95% CI LLCI, ULCI LLCI, ULCI LLCI, ULCI Constant 2.17 .33 1.41, 2.68 2.33 .42 1.01, 2.08 1.97 .29 1.61, 2.88 Age -.09 .07 .09, .05 .05 .06 .09, .05 .10 .05 .09, .05 Education -.09 .056 -.08, .19 .07 .041 .11, 1.42 .13 .055 .04, .25 Communication skills 1.41 .16 .13, .18 1.77 .19 .14, .28 1.42 .11 .08, .21 CONCLUSION The purpose of this research was to examine the role of communication skills in mediat- ing the relationship between employees’ personal skills and their entrepreneurial skills. Among various entrepreneurial skills, the results showed that communication skills can mediate the effect of personal skills on problem-solving, creativity, and critical thinking. Essentially, in- dividuals with strong communication skills can leverage their ability to transfer and share knowledge effectively for problem-solving. Such individuals can better receive information and share it appropriately with others, using problem-solving skills to manage conflicts and increase their influence within the workplace. Moreover, people with high communication skills can easily connect with others holding dif- ferent viewpoints, helping them to understand and engage with diverse perspectives. is ability allows them to approach issues from multiple angles, fostering creativity and generating new ideas in various situations. Additionally, eﬀective communication helps individuals listen to diﬀering opinions, demonstrating greater openness and adaptability, and ultimately enhancing their critical evaluation of various situations. is research highlights that communication skills play a crucial role in harnessing personal skills to develop entrepreneurial abilities. erefore, individuals with strong personal capabilities can achieve better outcomes by strengthening their communication skills.

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