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Knowledge, Skill and Talent
This document discusses the concepts of strength, talent, knowledge, and skill. It defines strength as a consistent near-perfect performance in an activity. Talent refers to recurring patterns of thought, feeling, or behavior that can be productively applied. Knowledge includes factual knowledge that can be taught, as well as experiential knowledge gained through experience. Skill refers to capabilities that can be transferred between people and developed through practice. The document emphasizes that to excel, one must maximize their strengths rather than focus on fixing weaknesses.
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Knowledge, Skill and Talent
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- 2. ObjectiveTo capitalize onyour strength, and manage around your weakness To be what we are, and to become what we are capable of becoming
- 3. Strength • Consistent nearperfect performance in an activity • For an activity to be a strength you must be able to do it consistently • You do not have to have strength in every aspect of your role in order to excel • You will excel only by maximizing your strengths, never fixing your weakness
- 4. S t ren gt h Talent Knowledge Skill
- 5. Knowledge Factual Knowledge • Whatyou aware of • Things you know • Can and Should be Taught Experimental Knowledge • Understandings you have picked up along the way – Experience • Less Tangible and much harder to teach • Acquiring is individual responsibility • Comes with Time, if you are Listening
- 6. Skill Skills are thehow-to’s of a ROLE They are capabilities that can be transferred from one person to another Procedural Knowledge
- 7. Skill The Best wayto teach a skill is to break down the total performance into steps, which the student then reassembles The Best Way to develop a skill is to P R A C T I C E
- 8. As we ‘learn’ theskills required of the task, the whole activity gradually shifts from conscious attention to subconscious control
- 9. • Any experienceinvolves both knowledge and skill. • But while quite different forms of experience can generate the same knowledge. • Every diffrenrt forms of experience generates different skills.
- 10. • In theory,there is no difference between theory and practice. • In practice there is • By Chuck Reid
- 11. Values Those aspects oflife that you hold dear Experimental Knowledge
- 12. As you makechoices, sometimes compromising, sometimes holding firm, you come to realize that certain aspects of your life are more importatant than others
- 13. These critical aspects,guiding the choices you make in the future. Some of these values will remain constant throughout your life. Others will change with time and reflection
- 14. Talent Recurring pattern ofthought, feeling, action or behaviour that can be productively applied
- 15. Every role, performedat excellence, requires talent because every role performed at excellence, requires certain recurring pattern of thought, feeling or behaviour
- 16. Filter (Finger Print) Acharacteristic way of responding to the world around you
- 17. • Which stimulito notice and which to ignore • Which to love and which to hate Tells you • Are you competitive? / ego driven? / altruistic? Creates your innate motivations • Are you disciplined/laissez-faire/ practical / strategic Defines how you think Forges your prevailing attitudes Are you Optimistic or cynical? Are you Calm or anxious? Are you Empathetic or Cold?
- 18. Filter Creates in youall of your distinct patterns, feelings and behaviors Your Filter is the source of your Talents
- 19. Because every humanebeing is guided by his unique filter, the same situation produces very different reactions Same stimuli, different reactions, very different performances
- 20. Your filter isconstantly at work, Sorting, Shifting, Creating your World in Real Time
- 21. Your filter isconstantly telling you the few things YOU MUST Do or Feel or Think
- 22. Your Filter, more thanyour Race, Sex, Age, or Nationality, is YOU
- 23. Talent - Examples •Instinctively inquisitive • Competitive • Charming • Persistent • Nervousness? -Along with What If?
- 24. Talent so importantto Strength Building • Every day you have small decisions to make • Talent influence every small decisions you make • Thousands of small decisions that confront you throughout the day • Unable to intellectualize every minute decision • You are compelled to react instinctively • Brain finds and follow the path of least resistance – your Talent • Sum of these tiny decisions – your performance for the day
- 25. • Skill determineif you can do something • Talent reveals something more important: how well and how often you do it
- 26. Three ways tolearn NATURALLY 1. Continue To Strengthen Your Synaptic Connections (as happens when you perfect a talent with relevant skills and knowledge) 2. Keep Losing More of Your Extraneous Connections (as also happens when you focus on your talents and allow other connections to deteriorate) 3. Develop a few More Synaptic Connections (least efficient)
- 27. • Learning isNOT an event but a Process • Ongoing support to be provided to participants AFTER the training • Talents have not only an “I can’t help it” quality to training participants but also an “ it feels good” quality.
- 28. Traces of Talents •Spontaneous, top-of-the mind reactions • Reactions under extreme stress • Yearnings • Rapid Learning • Satisfactions
- 29. Yearnings • Early daysin life • Child drawn to some activities and repelled by others • Differences between siblings • You should pay attention, notice it
- 30. Rapid Learning • Sometimesdoesn’t signal through yearning • Notice it comparatively late in life • Start to learn new skill • in the context of new job • new challenges • new environment • Immediately your brain light up, switch on • Skipping the steps to achieve, ahead of others If you learn rapidly, look deeper, that is your talent
- 31. Satisfaction • Feels good,when perform an activity, do it • You either feel it or you don’t • When can I do this again • Bringing order to chaos • Host an event • Delighted in Cleanliness, maintain discipline • Finding the truth
- 32. Three kinds ofTalent Striving Why of a Person Why he gets out of bed every day? Thinking How of a person How he comes to this decision? Relating Who of a person Whom he builds relationship? Whom he confronts?
- 33. MILL1ON One in amillion
- 34. P Y A A Risein Pay
- 35. TEMPER TURE A Dropin Temperature
- 36. B U T 1) T H O U G H T 2 ) T H O U G H T B u t o n s e c o n d t h o u g h t
- 37. S t ren gt h Talent Knowledge Skill Habits / Attitude/ Drive
- 38. Talent • Excellence • Innovation •Strategic thinking • Unteachable • Hard to transferable Skill • Arithmetic • Word, Excel • Give a safe Injection • Teachable Knowledge • Safety Rules • Teachable Limitation of Skill & Knowledge – Situation Specific
- 39. Range in Performance •Same Education, Same Experience, Same Brain Power, Same Willpower will end up with a range in performance • Talent is more important than • Talent only can explain why, all other factors being equal, some people excel in the role and some struggle Same Stimuli, different reaction due to talents, very different performances
- 40. C o mp e t e n c y Part Talent Part Knowledge Part Skill Talent Attitudes Habits Drive
- 41. Strength Finder Profile •To monitor your behavior and feelings over an extended period of time • Paying particular attention to clues • To find where you have the greatest potential for a strength
- 42. Themes of Strengths PersonCategory Quality Achiever Adaptability Analytical Activator Arranger Belief Command Competition Communication Deliberative Connectedness Discipline Developer Context Empathy Focus Fairness Futuristic Learner Ideation Harmony Maximizer Inclusiveness Individualization Relator Input positivity Self-assurance Intellection Significance Responsibility strategic Restorative Woo
- 43. Achiever • A constantneed for achievement, next, next • Every day starts at zero and ends with an achievement • Achievement may not be logical or focused • Working long hours without burning out • Always looking for new task and new challenges
- 44. Activator • When canwe start? • Only action can make things happen • Only action leads to performance • In you view, action and thinking are not opposite, you work while you think • Believe , action is the best device for learning • You make decision, take action, look at the result and you learn • You will not be judged by whay you say, not by what you think, but by what you get done
- 45. Analytical • You challengeothers to prove it, ask for evidence • You do not kill others idea but look fro proof • Like data very much, look for patterns and connections • Want to understand how certain pattern affects one another, how do you combine, what is the outcome, how yhis outcome fit with thoery • You peel the layers until the root causes are revealed
- 46. Arranger • You keepso many things in head at once • Love to deal with so mnay factors with a complex situations • You stay so flexible • Always looking for perfect configurations • Last minute unexpected changes will not confuse you • Jump into the confusion, devise new options, hunting new paths of least resistance, figuring out new partnerships
- 47. Belief • Family-oriented, selfless,spiritual • Value responsibility and high ethics – both in yourself and others • Core values affect your behaviors • Core values give life meaning and satisfaction • Core values directed you to set priorities • Success is more than money and prestige • Trusted and Dependable
- 48. Command • Take charge •No discomfort on imposing your ideas on others • Opinion is formed , you need to share with others • Once goal is set, you are restless until you aligned others with you • Not frightened by confrontations • Guts to say NO, tough and unpleasant decisions/info • You need things to be clear between people
- 49. Communication • You liketo explain, describe, host, speak in public and to write • You like to give life and energy to ideas • You turn events into stories and practice telling them • You want your info, idea, story, product to survive • You hunt for perfect phrase • You inspire people to act, sharpen their world • People like to listen to you
- 50. Obstacles to BuildingStrengths • Fear of Weakness • Fear of Failure • Fear of One’s True Self
- 51. Weakness Activities that areeffortless for some may be Frustratingly Difficult for others
- 52. Weakness • Working hardto mange weakness only prevent failure • It will not help to reach excellence • Understanding and cultivation strength only will reach excellence
- 53. Weakness - Definition •Anything that gets in the way of excellent performance • As soon as you find yourself in a ROLE that requires you to one of your nontalents - or area of low skills or knowledge – a weakness is born Focus on your strengths and find ways to manage your weakness
- 54. Identify weakness • Knowledgeweakness • Skill weakness • Talent weakness – definitely YES YES GAIN NO YES Practice NO
- 55. Managing a TalentWeakness 1. Get a little better at it – baseline requirement for any role – at the cost of what? 2. Design a support system- what - if Anticipate the obstacles – find alternate path A system that stops your worrying about a weakness is freeing up time to refine your strength
- 56. 3. Use oneof your strongest themes to overwhelm your weakness Pressure of performing weakness may bring out your strength Speak on stage – fear – brain work faster and words flow sponatneousely
- 57. 4. Find aPartner What is impresssive is simply each person’s willingness to admit their imperfections It takes a strong person to ask for help 5. Just stop doing it and see whether any one cares – if so, 3 out comes surprises you a. How little anyone cares b. How much respect you gain c. How much better you feel
- 58. Confessing your unfixable weakness, youmay win the trust and respect of the people around you
- 59. Fear of Failure •All failures are not equal, some are easy to digest • When the cause of the failure seems to have nothing to do with who we really are, we can accept it
- 60. • Our basicinsticts encourages us to take pleasure in another’s misfortunes;unfortunatly, the pleasure seems to incraes in direct propotion to the other perosn’s ego. The bigger his ego, the greater our pleasure in his failure.
- 61. Act, Learn, refine,Act, Learn, refine • To be bold • To be perceptive (sharp, aware, understanding, keen, observant) • To listen for performance feedback from the outside world • To keep investigating your strengths despite the many influences pulling you away from them If at first you don’t succeed, try again. Then quit. There is no point making a fool of yourself. You might be searching for your strengths in the wrong places.
- 62. It is youropportunity to take your natural talents and transform them through focus and practice and learning into consistent near perfect performance
- 63. To be whatwe are, and to become what we are capable of becoming, is the only end of life Baruch Spinoza, Philospher
- 64. Delusion: Keep acting Keep failing and donot realize it Delusion and denial is a lethal combination
- 65. Fear of One’sTrue Self Symptoms: Plain old insecurity A feeling of inadequacy Flip side of insecurity is complacency Suspect Luck and circumstances for Success NOT Strength Feel strength is Degrees, certificates as proof. Natural Talents is Strength We live with our strengths everyday without realizing / take it granted. We have to REMAIND
- 66. You will bemost Successful when you craft your Role to play to your signature talents most of the time
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- 68. Everyday, are you usingyour energy OR wasting your energy
- 69.
Editor's Notes
- #13 Ajith Movie, Dural direction, Jothika
- #25 Synaptic connections Per day 1000 decisions, 240 working day 2,40,000 decisions
- #26 Pp52 to 58
- #27 3 because your body has to expand realtively large amount of energy craeting the biological infrasturtcure to create ne s connections. Repetative training without underlying talent is drains you of energy, it is unnatural and unsatisfying- thankless task
- #32 Disciplinary committee, enquiry commitee
- #39 Situation changes, no use of skill and knowledge, only talents helps
- #40 Truck drivers, what if