: Gifted & Talented in the Workplace = “High Potential --or-- High Performer Compare & Contrast: G&T with High Potential A Closer Look at Learning Agility Other Key Concepts: Competencies, Career Stallers & Stoppers Development: The Whole Picture 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?) 1. 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) 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, …. 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?!? MENTAL Agility: PEOPLE Agility: know themselves very well and can readily deal excellent critical thinkers who are comfortable with complexity & ambiguity. Examine problems carefully, make fresh connections. CAN clearly explain their logic to another 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 Mental People Change Results MENTAL PEOPLE 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 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 RESULTS Loves tinkering & trying new things Easily accepts challenges Accepts responsibility & accountability Introduces new slants on old ideas Builds high performance teams Can pull off things against all odds Has tremendous drive to accomplish tasks Very flexible & adaptable Has significant personal presence MENTAL PEOPLE 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 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 RESULTS Loves tinkering & trying new things Easily accepts challenges Accepts responsibility & accountability Introduces new slants on old ideas Builds high performance teams Can pull off things against all odds Has tremendous drive to accomplish tasks Very flexible & adaptable Has significant personal presence Deep expertise in one discipline is considered high performance; in contrast to high potential encompassing systemic & multiple disciplines’ impact on an optimal outcome TRADITIONAL 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 7% % of high potentials that are not high performers Low Perf Hi Perf 93% % of high potentials that are high performers High-Potential Management Survey Corporate Leadership Council, 2005 % of high performers that are high potentials 29% HiPo's Not HiPo's 71% % of high performers that are not high potentials High-Potential Management Survey Corporate Leadership Council, 2005 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) PPI = Personal Potential Index I. II. III. IV. V. VI. Knowledge & Creativity Communication Skills Teamwork Resilience Planning & Organization Ethics & Integrity Learning Agility is the Means; the results aimed at are increasing the development of Competencies All Competencies are not created equally… (see handout) mmm 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 CCL Original Findings on Experiences That Develop Adults NOTE: % = Frequency , not Importance Start-up/ Scratch and Fix-it/ Turnaround are the most Powerful 23 Copyright Center for Creative Leadership, 1986 All Rights Reserved 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 A more challenging job These set the developmental challenge. Real-life important job A developmental task demands trigger the motivation to while in current job learn, and provide the experience. 25 70% Role models, coaches, mentors These fuel continuous improvement. Without frequent repeated feedback, coaching and consequences, change Feedback and doesn’t take place. Consequences 20% Courses and readings These provide the raw material of learning to do something different. Without some new “to-dos”, nothing Personal Learning meaningful can occur. Key resources! 10% 25 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 INNOCULATION… Learn to identify the unsuccessful behaviors in self & others 2. Willingness to self-edit 3. Willingness to learn constructive feedback to others 4. Create a vigilance to self monitor & be aware of intention vs impact (& asking for feedback) 1. 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 ? 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 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) Early Strengths 70-20-10 Blind Spots ~ Feedback Tough Challenges are Developmental Opportunities in Disguise (VADI) Make better & better mistakes 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) 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