TDC

From 4P (Person, Process, Product, Press) to 5A's (Actor, Action, new artifact, material and sociocultural affordances, Audience)

From a factor model to an interaction dominant process

1. Implications of the model           
   • Weakness is that the structure of connection that may occur in networks is so rich that virtually any kind of structure may emerge à complexity of the possible relationships make any such network hard to explain
   • Predicts a considerable number of properties typical of excellent human performance in many achievement domains
   • The predictions of the network model do not correspond to the idea that one specific factor, such as deliberate practice, should be primarily focused on in order to develop excellence
     • There are many possible multiplicative relationships between dynamic variable leading to excellent performance
     • So while excellence can me elicited and nurtured, the ability growth and final levels depends on genetic endowment factors (K) and in the many possible combination of variables that support the ability at issue
   • Coach or teacher should be adaptive to an idiosyncratic and changing network
     • Establish positive feedback loops between various ability-supporting components should be enhance
       • As positive links between ability-related components in individuals, lead to excellenc

• Phenomenon of emergenesis – were inheritance is multiplicated rather than additive --> not from a single gene!
  • Means that some forms of greatness may require a singular configuration of traits and abilities to be inherited for the capacity to appear at all
    • If one trait or ability is missing or below some threshold value, the entire potential is zero

à This qualifies greatness in two views:

1. Under emergenic inheritance, greatness would not likely run in family lines à it would require inheritance of the entire configuration, which is highly improbable (Galton idea would rather reflect nurture than nature)
2. The distribution is not normal (Galton said about greatness residing at the upper tail) à Under multiplicative inheritance the distribution should be highly skewed (making the highest orders of greatness much rarer)

1. Nature-Nurture Matters!
   • Nature and nurture do not always operate isolated from each other
     • They often interact in complex ways over the course of development of greatness
   • What appears to be examples of nurture could in fast be examples of nature operating incognito

1. Parents largely design their homes and family outings to match their own inclinations rather than to cultivate greatness in their children
   • The relation is the spurious result of the parents genetic makeup creating a home high in stimulation and producing children high in openness
     • The home is nothing more than a phenotypic sign of the underlying genotype for both parents and their offspring
2. Youths are not passive recipients of events, but rather act upon their world – they try to make their environment conform more closely to their inherited abilities and interest

à Environments can increasingly reinforce genetic dispositions

1. Nature is what facilitates and accentuates nurture
   • Individuals vary immensely in how ling it takes to acquires the expertise requisite for greatness 
   • Those who take less time to acquire expertise are actually better off than those who take more time
   • Greatness is positively associated with broad interest, hobbies and even versatility
2. If inherited abilities and traits have predictive validity, then nature must be contributing along with nurture

Ericsson: goes back from exceptional performance to underlying development and representive task should be used to capture superior performance. --> connection to sample based approach (VL 6)

de Groot: chess players

Growth Mindset (incremental)

• Focus on diagnos8c informa8on and selfimprovement
• Adop8on of mastery goals
• Self-referen8al self-evalua8ons
• Intrinsic mo8va8on
• Resilience high
• Evalua8ve situa8on = opportunity (regardless of competence level)
• Seeking feedback (regardless of competence level)
• Upward social comparison
• Op8mal prepara8on

Fixed Mindset (entity)

• Focus on ego defensiveness, selfenhancement,
• and self-serving biases
• Adop8on of performance goals
• Other-referen8al self-evalua8ons
• Extrinsic mo8va8on (“saving face”)
• Resilience low
• Evalua8ve situa8on = threat (par8culary when competence is low)
• Feedback avoidance (par8culary when competence is low)
• Downward social comparison
• Self-handicapping

1. Conclusion
   • Defining talent as rather innate goes together with talent management practices that are mainly directed at talent recruitment, identification and retention (exclusive talent management practice), whereas defining talent as acquired necessitates talent management practices that are strongly focused on talent development (inclusive approaches for talent management)
   • Nature-nurture interaction: benefit from assessment of factors that reflect the ability to learn (the ability to learn the things important for a job task), whereas talent development further can be enhanced by influencing personal and environmental catalysts

1. Enhance performance and self-regulation through goal-setting
2. Structure the multifaceted nature of achievement goal pursuit into a hierarchical goal system
   • Outcome goalls
   • Performance goals (self-based goals)
   • Process goal (tasked-based goals)
   • Self-control – capacity to regulate attention, emotion and behaviour in the presence of temptation
   • Grit – the tenacious pursuit of dominant superordinate goal despite setbacks
3. Differentiate achievement goals on the basis of evaluative standard and valence
   • Achievement goal approach, other-based outcome à performance goals
   • Self-based performance à Mastery goals
   • Three basis evaluative standards:
     • Other-based standards
     • Self-based standards
     • Task-based standards
4. Set approach goals rather than avoidance goals
5. Develop interventions that focus on self-based and task-based approach goals
6. Delineate athletes idiosyncratic developmental trajectories to better understand the process of goal attainment and self-regulation
7. Work on strengths and weaknesses simultaneously
8. Distinguish between high-pressure situations and athlete’s psychological reactions to pressure
9. Accept fluctuating internal states and focus on goal-relevant cues and contingencies
   • Psychological skills traininment (MAC)
10. Control the controllable Focus on the task at hand and controllable action

1. Move from clinical judgement to actuarial judgement
2. Design more sample tests for performance prediction

• Concrete guidelines to perform actuarial judgement in a performance context

1. Determine a set of relevant variables to measure
2. Determine how you will combine the variables (e.g. do some variables have more weights than other?)
3. Determine how these variables will be scored (e.g. five-point likert scale)
4. Combine the scores based on the pre-defined formula
5. Use the final score to make your selection decisions

• From the perspective of selection psychology, information with the highest validity tends to have a close correspondence to the criterion that is being predicted (one needs a sample of behaviour which is representative for the performance that is expected from the athlete)
• The dynamic athlete-environment relations remain intact in the selection situations