: gifted & talented in the workplace = “high potential --or-- high performer
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: Gifted & Talented in the Workplace = “High Potential --or-- High Performer. Topics. Compare & Contrast: G&T with High Potential A Closer Look at Learning Agility Other Key Concepts: Competencies, Career Stallers - PowerPoint PPT PresentationTRANSCRIPT
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Gifted & Talented in the Workplace =
“High Potential --or-- High Performer
Topics Compare & Contrast: G&T with High
Potential A Closer Look at Learning Agility Other Key Concepts: Competencies,
Career Stallers & Stoppers Development: The Whole Picture
Objectives
1. Offer a perspective you may have not known before for possible insights for education of G&T
2. Confirm the many aspects of over-lap of gifted and high potential
3. Contrast the high performer- expert as gifted but NOT high potential—yet valuable insights for them also
4. Long range goal of education: enable you to discover your abilities and maximize them (right?)
G&T : High Potential
130+ and/or achievement, rate of acquisition/ retention, demonstrated achievement, early skill development, allowing for intervening factors masking giftedness (Pa. criteria)
Demonstrating the ability to learn from experience, and subsequently apply that learning to perform successfully under new or first time conditions (aka: learning agility)
Other Views of LA
Resilience, Adaptability when needed (vs. staunch, heels dug in behavior)
Willingness to relinquish behavior that
used to work, but recognizing when it’s not producing optimal outcomes--- therefore NEW skills are needed
Examples: many ways to de-escalate conflict; motivation differs among individuals, ….
Quick Exercise
List 3 (titles) of the most memorable experiences you’ve had– that account in part for who you are today
Now identify what you learned from each one– what you internalized and was now a part of you
2-3 Examples?!?
Closer Look at Learning Agility MENTAL Agility: excellent critical thinkers who are
comfortable with complexity & ambiguity. Examine problems carefully, make fresh connections. CAN clearly explain their logic to another
PEOPLE Agility: know themselves very well and can readily deal with a wide variety of people and tough situations; cool and resilient under pressure
CHANGE Agility: Curious, like to experiment, and can effectively deal with the discomfort of change. Have a passion for ideas and are highly interested in continually improving things
RESULTS Agility: Deliver results in first time situations by inspiring teams plus having significant ‘presence’. Exhibit the sort of presence that builds confidence in themselves and others
Even Closer Look
Mental
People
Change
Results
MENTAL Curious Gets to root causes Comfortable with
Ambiguity Finds parallels &
contrasts easily Questions Conventional
Wisdom Finds solution to tough
problem Reads broadly & has wide
interests
PEOPLE Open-minded & tolerant Self Aware Comfortable with diversity &
diverse opinions Can play many roles
simultaneously Understands others Relishes helping others
succeed Politically agile Deals with conflict
constructively Skilled communicator
CHANGE
Loves tinkering & trying new things
Easily accepts challenges
Accepts responsibility & accountability
Introduces new slants on old ideas
RESULTS
Builds high performance teams
Can pull off things against all odds
Has tremendous drive to accomplish tasks
Very flexible & adaptable
Has significant personal presence
SIMILIARITIES
MENTAL Curious Gets to root causes Comfortable with
Ambiguity Finds parallels &
contrasts easily Questions Conventional
Wisdom Finds solution to tough
problem Reads broadly & has wide
interests
PEOPLE Open-minded & tolerant Self Aware Comfortable with diversity &
diverse opinions Can play many roles
simultaneously Understands others Relishes helping others
succeed Politically agile Deals with conflict
constructively Skilled communicator
CHANGE
Loves tinkering & trying new things
Easily accepts challenges
Accepts responsibility & accountability
Introduces new slants on old ideas
RESULTS
Builds high performance teams
Can pull off things against all odds
Has tremendous drive to accomplish tasks
Very flexible & adaptable
Has significant personal presence
DIFFERERNCES
Differences
Deep expertise in one discipline is considered high performance; in contrast to high potential encompassing systemic & multiple disciplines’ impact on an optimal outcome
Contrasting LearnersTRADITIONAL LEARNERS High intellect High Grades, class rank… Scores well on tests (SAT,
ACT, GRE…) High technical KSA High verbal & analytic
skills Linear problem solver–
gets THE right answer Practice yields greater
expertise
ACTIVE LEARNERS Street smarts (re: people) High initiative &
motivation High conceptual
complexity Very broad thinker Highly curious– why, how High self awareness;
knows strengths & limitations; resourceful about limitations
High-Potential Management SurveyCorporate Leadership Council, 2005
High Potentials are Mostly High Performers
93%
7%
Low PerfHi Perf
% of high potentials that are not high performers
% of high potentials that are high performers
High Performers are not always High Potentials
71%
29%
HiPo'sNot HiPo's
High-Potential Management SurveyCorporate Leadership Council, 2005
% of high performers that are high potentials
% of high performers that are not high potentials
The New SATs Robert Sternberg, while President of the APA,
collaborated with ____ to test application of the predictability of “practical intelligence”
Sufficient results occurred that the additional critical reasoning test section was added to the traditional Verbal & Math measures
Change is difficult for human beings and I’m not sure if the criticism has abated yet…. (Selective score reporting; some schools not requiring it, etc)
GREs Have PPI EvaluationPPI = Personal Potential Index
I. Knowledge & CreativityII. Communication SkillsIII. TeamworkIV. ResilienceV. Planning & OrganizationVI. Ethics & Integrity
Other Key Concepts: Competencies Learning Agility is the Means; the results
aimed at are increasing the development of Competencies
All Competencies are not created equally…
(see handout) mmm
Where Do Comps Come From? Extensive research since the 80’s verifies
which competencies can be learned from ‘significant experiences’
Evidence of competencies can be spotted as early as junior high & of course senior high & college
See original discovery diagram; it has only increased in sources of experiences per competencies
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CCL Original Findings on Experiences That Develop Adults
Copyright Center for Creative Leadership, 1986 All Rights Reserved
NOTE: % = Frequency , not Importance
Start-up/ Scratch andFix-it/ Turnaround are the most Powerful
Learning Agility You are either consciously Adding, Refining or
Discarding previous behavior via Learning Agility
Or you are having lesson-rich experiences and NOT Adding/Refining/Discarding skills (under-developed LA)
Learning Agility happens within the brain’s executive function– or not
Think Darwinian Adaptation for survival of the
species as one example
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Blended 70/20/10… is most powerful A more challenging job
These set the developmental challenge. Real-life important job demands trigger the motivation to learn, and provide the experience.
70%A developmental task while in current job
Role models, coaches, mentors These fuel continuous improvement.
Without frequent repeated feedback, coaching and consequences, change doesn’t take place.
20%Feedback and
Consequences
Courses and readings These provide the raw material of learning to do something different. Without some new “to-dos”, nothing meaningful can occur. Key resources!
10%Personal Learning
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DEVELOPMENT: The Whole Picture
Other Key Concepts: Stallers & Stoppers Insensitivity to Others Blocked Learner Perception of being Arrogant Not Trusted (failing to follow through on
promises, betraying trust) Have them study biographies, film, historical
events, etc for these “unintended consequences”
Identify the gap between what I/ Others intend & what the perceived impact is – to others perception is reality
Development Treatment S&S
INNOCULATION…
1. Learn to identify the unsuccessful behaviors in self & others
2. Willingness to self-edit3. Willingness to learn constructive feedback to
others4. Create a vigilance to self monitor & be aware
of intention vs impact (& asking for feedback)
Worthy of Transplant?
1. ? Increase LA with ‘experts’ ?
2. ? Increase People Agility with all ?
3. ? Integrate principles of development with Bloom levels to make mastery clearer ?
4. ? Identify a few competencies involved in enrichment/ immersions/ academic games, etc ?
5. ? Spot-light awareness of toughest competency development with secondary students ?
Increase LA With ‘Experts’ A natural evolution with Mental Agility
occurs, but… Spotlight the balancing additives of People
agility, Change agility & Results (through influencing others)
Develop self reflection protocols to parallel the ‘automatic’ mach 4 cognitive mechanisms
Reinforce sharing tacit knowledge with each other to make the learning from experience more conscious
Increase People Agility with All Give Self Management it’s due importance
and incorporate emotional intelligence as both a cognitively learned ‘discipline’
And, as an arena for skill building: Play many roles; relish paradox for the flexibility Help others succeed Deal with conflict constructively Ask & give feedback; take it as data; monitor
Intention/Impact Identify biases as impediments to Understanding
Those Different )From Me/Us)
Integrate Principles of Development with Bloom Early Strengths 70-20-10 Blind Spots ~ Feedback Tough Challenges are
Developmental Opportunities in Disguise (VADI)
Make better & better mistakes
Identify Competencies Involved w/ Enrichment, Immersions, Academic Games….
Beyond critical thinking & creative thinking, identify opportunities for practicing: Dealing with Ambiguity Learning on the Fly Perspective Conflict Management Dealing with Paradox Listening (with your 3rd ear) Personal Learning Sizing Up People (for ‘gifts differing’, for
successful roles, etc)
Begin Tough Competency Development
Dealing with Ambiguity is the kingpin Understanding Others Political Savvy (for effective &
respectful Negotiation) Beyond own Creativity, reinforce
practice of Innovation Management Conflict Management/ Composure,
etc can aid in taming (Daniel Goldberg’s ‘hijacking of the amygdala’)
Compared & Contrasted: G&T with High Potential
Took Closer Look at Learning Agility Reviewed Other Key Concepts: Competencies &
Results Pondered Development: The Whole Picture
SUMMARY