Iterative Training of Dynamic Skills Inspired by Human Coaching Techniques

2014 ◽  
Vol 34 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Sehoon Ha ◽  
C. Karen Liu
Keyword(s):  
Dynamic Skills

Generic approach 1: Modular, dynamic skills

2018 ◽  
Author(s):  
Duncan Harding
Keyword(s):  
Psychological Process ◽  
Dynamic Skills

This chapter considers a generic approach to the interview on the basis that such an approach offers a better performance and also improves our ability to learn from mistakes for the benefit of future interview attempts. The chapter starts with discussing a modular dynamic skillset, the advantage of breaking things down psychologically and packaging those skills in order to transfer them to any given situation. It looks at how this might be applied in the interview and works through an exercise to increase our flexibility of thought as an active, applied psychological process. Finally, the chapter then works to develop a way of reading the interviewer themselves in the room.

scholarly journals The facilitator, characteristics and importance for innovation teams

2018 ◽  
Vol 6 (2) ◽  
pp. 38-70 ◽  
Author(s):  
Mikael Johnsson
Keyword(s):  
Qualitative Data ◽  
Innovation Process ◽  
Personal Characteristics ◽  
Future Research ◽  
Group Dynamic ◽  
Preparation Phase ◽  
Innovation Teams ◽  
Dynamic Skills ◽  
Industrial Context ◽  
Very High

This research develops the understanding of the innovation facilitator’s (facilitator) role for inexperienced innovation teams in an industrial context. Qualitative data was collected from X-functional Innovation teams’ members and their sponsor to identify requirements of a facilitator. Forty characteristics were identified and charted in an innovation process. Significant findings, contributing to prior research, are that the facilitator’s presence and involvement in the innovation teams was crucial in the pre- and first phase of the innovation process due to the very high complexity, where personal characteristics as well as e.g. facilitating-, teaching-, coaching-, group dynamic- skills were central. The importance of the pre-phase was unexpected, resulting in an extended innovation process: The Extended Innovation Process (EIP), for which the traditional innovation process was extended with a preparation-phase before the initial ideation-phase. This knowledge is applicable when e.g. creating and educating new innovation teams within an organization. Future research is suggested.

scholarly journals Manajemen Strategi : Kajian Teori Resource Based View

2021 ◽  
Vol 12 (3) ◽  
pp. 447-454
Author(s):  
Rima Elya Dasuki
Keyword(s):  
Literature Review ◽  
Strategic Management ◽  
Competitive Advantage ◽  
Research Method ◽  
Point Of View ◽  
Internal Environment ◽  
Main Study ◽  
Resource Based View ◽  
Dynamic Skills ◽  
A Company

This paper aims to analyze the framework of the Resource-Based View theory put forward by experts in strategic management, as well as to describe the SWOT framework, especially those related to strengths and weaknesses by identifying what are the strengths and capabilities of the company and avoiding weaknesses for competitive advantage. and is expected to be able to describe the concept of Resource-Based View and analyze the development of Resource-Based View theory in strategic management, and analyze the internal environment from the point of view of strengths and weaknesses that will help the company to be able to take advantage of existing opportunities and be able to avoid possible threats. arise, and analyze the company's capabilities that will affect the final product which includes dynamic skills, capacities, and resources. The research method used is based on a historical approach and literature review from the opinions of experts who discuss the theory of Resource-Based Value, both physical and non-physical in relation to capabilities and competencies in creating superior competitiveness, with the main study based on the opinion of strategic management experts. Mahoney Joseph T, J. Rajendran Pandian, 1992. This paper will be directed to the analysis of various opinions of economists regarding the resource framework that will produce a capability, namely the skills that exist in each individual. competitive of a company

Support or competition?

Gesture ◽  
2010 ◽  
Vol 10 (2-3) ◽  
pp. 150-171 ◽  
Author(s):  
Claire D. Vallotton
Keyword(s):  
The Other ◽  
Manual Pointing ◽  
Symbolic Gestures ◽  
Dynamic Skills

Dynamic Skills Theory (DST) posits that skills within domains may promote or suppress other skills as they first develop, resulting in spurts of growth in one skill concurrently with regression in another. I test this premise by examining development of two preverbal representational skills: manual pointing and symbolic gestures. Pointing is a robust early communicative gesture, indicating infants’ awareness of others’ attention, but limited in ability to represent infants’ conceptual repertoires as they grow beyond the immediate environment. Symbolic gestures are more specific but less flexible representational tools. Both skills predict language, yet no study has addressed the effects of these skills on each other. I observed the gesturing behavior of 10 infants over 8 months in a gesture-rich environment to test the effects of each skill on the other. Supporting DST, results show early pointing predicted earlier, but not more, symbolic gesturing, while symbolic gesturing did suppress pointing frequency.

scholarly journals The developmental trajectories of spatial skills in middle childhood

2020 ◽  
Author(s):  
Alex Hodgkiss ◽  
Katie Anne Gilligan ◽  
Michael Thomas ◽  
Andrew Tolmie ◽  
Emily Farran
Keyword(s):  
Spatial Ability ◽  
Middle Childhood ◽  
Developmental Trajectories ◽  
Spatial Development ◽  
Spatial Skills ◽  
Spatial Tasks ◽  
Spatial Dimensions ◽  
Dynamic Dimension ◽  
Dynamic Skills

The multidimensional structure of spatial ability remains a debated issue. However, the developmental trajectories of spatial skills have yet to be investigated as a source of evidence within this debate. We tested the intrinsic vs. extrinsic and static vs. dynamic dimensions of the Uttal et al. (2013) typology in relation to spatial development. Participants (N = 184) aged 6-11 completed spatial tasks chosen to measure these spatial dimensions. The results indicated that the developmental trajectories of intrinsic vs extrinsic skills differed significantly. Intrinsic skills improved more between 6 and 8 years, and 7 and 8 years, than extrinsic skills. Extrinsic skills increased more between 8 and 10 years than intrinsic skills. The trajectories of static vs. dynamic skills did not differ significantly. The findings support the intrinsic vs. extrinsic, but not the static vs. dynamic dimension, of the Uttal et al. (2013) typology.

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