How to identify your talents? Use the prototype approach!
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The document discusses the identification and development of talents in students, emphasizing the importance of intrinsic motivation and effective training over genetic factors. It outlines various definitions and psychological determinants of talent, advocating for innovative approaches to recognize and nurture individual capabilities. The document also includes practical exercises aimed at helping individuals identify their talents and suggests methods for talent development in small and medium enterprises.
How to identify your talents? Use the prototype approach!
- 1. Ing. Matthijs H.M. Hammer M.Sc. Senior lecturer Entrepreneurship School of Business, Building & Technology Research Center For Innovation & Entrepreneurship Saxion University of Applied Sciences PhD Researcher Faculty of Industrial Design Engineering Department of Product Innovation Management Delft University of Technology Use the prototype approach to enable your potential Talent Identification;
- 2. … Why this is a dog …
- 3. Menu • Introduction • Theoretical framework • Research design • Findings • Conclusions & Impications
- 4. Exercise 1A Please work for yourself. Do NOT Co-operate with your neighbours. Task: • Write down what your talents are. Please use the hand-out (Form 1) provided. After completion, transfer the answers to Form 2. Do NOT write down your name.
- 5. Introduction • What talent does a student have? • What does he need to meet the 20th Century competences and survive the ever changing future? • It is experienced as difficult to know where the talents are; no USB- or RFT-port available, • What alternatives we have to seek for help? • How about the innovative approach?
- 6. WHAT IS A TALENT? •Give examples! WHAT IS A TALENT?
- 7. Theoretical background Some definitions of talent: Old Greek: a weight or sum of money of that weight. Later the disposition or ´gift of God´. (van Dale, 2009) Best & Brightest. (Knegtmans, 2009) Exceptional disposition (Wikipedia, 2010). Spending hours of time deeply engaged in an activity (Feldhusen 2001b, p65) Relative. Talent (Dutch, English, French, African, Catalonian, Russian, German, Romanian, Icelandic, Czech, Danish, Norwegian) Hu: tehetség, Fi: lahjakkuus
- 8. Facts • Training has more effect than Genetic factors. • Top talent = (talent * mentality) / ego (T. van het Hek, 2000) • Talent is gained by internal motivation and long, effective and focused training. • Be willing to is more important than be able to. (Knegtmans, 2009)
- 9. From a scientific point of view • Talent is not precise described. • Studied in predominant the fields of: 1. Sports 2. Management 3. Education • Synonyms used for talented human beings: – Gifted – Excellence – Capacitated
- 10. Psychological determinants of excellence Commitment Quality Practice Goal Setting Imagery Planning at all levels Distraction control strategies Perceptions of pressure Performance evaluation (Abbott et al, 2002, p.23)
- 11. Development of talent detection From 1920’s: Physiological and Anthropometric Correlates of Success. After WWII: Fundamental Movement Skills. Last decades: Psychological Determinants of Excellence. Mid-nineties: Shift in paradigm started, talent is no longer was the domain of the gifted children and adults (Treffinger and Feldhusen, 1996)
- 16. But … • Still selecting cherries, • Making use of scales and checklists, • Identify them on young age, • (parents) Giving massive support, if wanted or not, • One has to enjoy an activity before entering the deliberate practice; a forced development of skills rarely turns into a world class performance.
- 17. Broad agreement on talented en giftedness: • involves more than just a high IQ; • have both, non-cognitive (e.g. motivationally driven) components and cognitive components; • environment is crucial in terms of whether potentials will perform; • are not a single thing: there are multiple forms and therefore one-size–fits-all assessments or programmes are likely to be too narrow; • measures for identifying or evaluating these individuals need to be proposed to operationalise theories and then they need to be evaluated rather than merely being assumed to be valid (Sternberg, 2004).
- 18. What do you see?
- 19. Prototyping + +
- 20. Prototyping
- 21. Prototyping • Object or pattern recognition (Matlin, 2002) • Feature-analysis model and recognition-by- components model (Biederman, 1995) • Combination of attributes associated with an object or pattern (Solso, 1999) • Methodology of cognitive psychology for talent identification (Solse, 1999, Bartel & Wiesenfeld, 2013)
- 22. Findings Identified cognitive psychological prototype of a talent: • Vastly joyful when applying • Applying without discernable effort • Better than others, acknowledged by peers (Hammer, 2015)
- 23. What to develop? • Your talents! But: 1. what are talents? 2. How to distinguish them (your talents)?
- 24. What are talents? Knowledge Application Behaviour Talent Source: N. Vloon, 2002 Structure Context
- 25. Why are talents important? Entrepreneurial dynamics; Effectuation
- 26. Position of human capital Human capital / talents
- 27. What suites You? • What do You like? • What distinguishes You? • What is appreciated? • Problem: • You don´t know for yourself.
- 28. Identify Your talents Use tools as: – 360° Feedback – Personal SWOT – Explicit Your context (write down at exercise 1b)
- 29. Exercise 2 5 minutes each •You: tell Your Neighbour about your job (or sports). •Neighbour: write down where he is positive, explores fun, smiles, is exciting, etc. Ask for examples, achieved goals, feedback from colleagues. •At the end, ask for his perceived personal strong points and weak points (about 3 aspects each). Exercise 1 b and 2, are determining your relevant talents.
- 30. Difficulties in SME’s SME-issues: – No HRM-department •job coach •assessment centres – No broad scope of specialists – Limited places to work (fte) •job rotation •spare time for development •exemplary roles
- 31. Development in SME´s • Training in the same context, maintain the talent. • Training in a different (future orientated) context, increase the talent, makes it more valuable. Exercise 3 Exercise A Please write down your talents as you see them now
- 32. Summery 1. Determine what your motivation is; what make you have fun. 2. Determine your relevant talents. 3. Determine what is your goal. 4. Create training activities in another professional context. 5. Do it! (with motivation and drive) Please hand-in form 1
- 33. Thank you for your attention Questions & Discussion