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• Title:Corporate talent detection and development / Yves Richez.
  
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• Author/Creator:Richez, Yves, author.
  
• Published/Created:London, UK : ISTE, Ltd. ; Hoboken, NJ : Wiley, 2018.
  

• Holdings

  Holdings Record Display

  • Location:DAVID LAM LIBRARY stacksWhere is this?
    
  • Call Number: HF5549 .R53 2018
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Personnel management.
  Employees--Training of.
  
• Description:xviii, 391 pages : illustrations ; 25 cm
  
• Series:Innovation, entrepreneurship and management series.
  
• Summary:Talent is not a matter of status, nor a sub-component of personality, nor a commodity that can be quantified or measured. This book consists of two parts. The first offers a fertile resource (epistemological and theoretical) to consider the notion of talent, as well as notions of potential, intelligence and business skills. The second part, in turn, investigates ten major families of talents (or "Natural Operating Modes"). From Marie Curie to Walt Disney, Hans Zimmer, Gabrielle Chanel and Claude LEvi-Strauss, the illustrations and examples are intended to be precise and demonstrative. Skills relating to observation, evaluation and elucidation are developed in detail and complemented with concrete examples. Both managers and employees can use this book to acquire the solid bases required to potentiate and develop their talents within their respective company and beyond.
  
• Notes:Includes bibliographical references and index.
  
• ISBN:1786303574 hardback
  9781786303578 hardback
  
• Contents:Machine generated contents note: pt. 1 Theory, Principles and Methods
  ch. 1 Rethinking the Issue of "Talent Development"
  1.1. Crisis at stake: the crisis is that of thought. We've forgotten where we think from
  1.1.1. forgetting of an "ability to think" attitude
  1.1.2. background of thought focused on ontology and mathesis
  1.1.3. What is true is not necessarily real
  1.2. Starting-introducing: where does the issue of talent development begin?
  1.2.1. Is Western talent worth it in China?
  1.2.2. Deconstructing: laying down the stones of the edifice one by one
  1.2.3. Our language shapes our way of "seeing" "talent"
  1.2.4. Western side talent (remarkable), China side talent (appreciable)
  ch. 2 Methodology and Working Principles
  2.1. Gap-distance: shifting thought and observation
  2.1.1. Transdiscipline-cross-culture: the fruitful side
  2.1.2. Looking beyond our cultural and intellectual evidence
  2.1.3. Re-engineering the seemingly "finalized" resource
  2.2. See-thinking: from where do we think when we theorize?
  2.2.1. Agreeing on our common ground
  2.2.2. When knowledge obstructs being, saying and doing
  2.2.3. Educating the "forms of looking"
  2.3. Tool-method: a specific way of operating in a situation
  2.3.1. Developing a tool for thinking to construct in thought
  2.3.2. Describe reality and not what you think of it
  2.3.3. Being is not the human: de-psychologizing the issue of talent
  2.3.4. Defining what "talent" can mean
  ch. 3 Operating Principles Related to the Issue of "Talent"
  3.1. Intelligence-talent-competency: dynamic principles before words
  3.1.1. Talent and competency: specific operating modes
  3.1.2. Intelligence, a useful concept, not a reality
  3.2. Western intelligence (analyze) and Chinese intelligence (appreciate)
  3.2.1. Similarities between ling and metis
  3.2.2. Wuwei: lingering in the wind
  ch. 4 Potential-Situation: Potential as an Exteriority to the "Self"
  4.1. Without potential, the result cannot be actualized
  4.1.1. Potential, a capacity for expansion
  4.1.2. Talent without potential has no "chance" of actualizing itself
  4.1.3. Potential, an effective support
  4.1.4. Actualization of potential: from latent to active
  4.1.5. Actualizing potential, a discreet and efficient propensity
  4.2. Measurement-assessment: the measure is fixed; the assessment, the vast space in between
  4.2.1. Measure: an abstract symbolic system
  4.2.2. Assessment: an appreciative competency of reality
  4.2.3. Assessment of MO.O.N.s: observation and correlation of the "forms of the viewed"
  4.2.4. C.U.P. theory: principle of assessment and the actualization of potential
  pt. 2 Principles and Operational Uses of MO.O.N.s
  ch. 5 Natural Operating Modes (MO.O.N.s): a Sum of Skills-Abilities
  5.1. Core components/skills-abilities: MO.O.N.s, complex dynamic principles
  5.2. Ten MO.O.N.s (to date) to grasp the sum of human activities
  ch. 6 Interpersonal MO.O.N.: Empathic-interactive
  6.1. Empathy: between China and the West, a collaborative aspect
  6.2. Empathy: three operating registers
  6.3. Mandela: the man who observed "others"
  6.4. Interaction: a dynamic principle that encourages commitment
  6.5. Interpersonal MO.O.N.: observable skills and principles
  ch. 7 Kinesthetic MO.O.N.: Gestural-material
  7.1. Celia Granger case
  7.2. sum of specific abilities
  7.3. Movement and aesthetics: a coherence of forms
  7.4. At the heart of the company: useful skills
  ch. 8 Spatial MO.O.N.: Emulative-inferring
  8.1. To spatialize the world without "seeing" it
  8.2. creator of worlds: Walt Disney
  8.3. Double backflip tail-whip: a (highly) complex sports figure
  8.4. From BMX to the "creation" of new economic activities
  8.5. use and utility of the spatial MO.O.N. within a company
  ch. 9 Musical MO.O.N.: Tonal-rhythmic
  9.1. Music is silent (ancient China tells us)
  9.2. Perceiving the sound of rain, reproducing (it) using the tip of the nail
  9.3. Touching the earth and taking it in your hand, composing Gladiator
  9.4. object of rhythmic and tonal sound
  9.5. Feeling sounds, making them visible (audible)
  ch. 10 Linguistic MO.O.N.: Phonetic-figurative
  10.1. Where does our language and our writing come from?
  10.2. "passionate" (playful) language here, an "insipid" (silent) language there
  10.3. On one side, a language that invents, and on the other, a language that renders visibility
  10.4. Explain and elucidate, two ways of exploiting "knowledge"
  10.5. Write (therefore signify) an assignment sheet
  ch. 11 Mathematical MO.O.N.: Abstract-general
  11.1. Mathematics: specific use of an operating mode
  11.2. Mathesis: pure logic
  11.3. abstract and the general within a company
  11.4. Classical Chinese mathematical thinking, a general and functional principle
  ch. 12 Scientific MO.O.N.: Correlative-pragmatic
  12.1. scientific operating mode: a principle which is inseparable from reality
  12.2. Maria Sklodowska's wonder: after two Nobel prizes
  12.3. specific way of questioning reality
  12.4. Correlating worlds without an apparent "link": inventing
  ch. 13 Naturalistic MO.O.N.: Classify-appreciate
  13.1. naturalist concept is not the naturalist's operation
  13.2. From Oppien to Darwin
  13.3. Represent, discern, draw, name: the field notebooks
  13.4. Classifying in order to appreciate the process of living things (basis for the development of talents)
  13.5. Talents and potential: new Darwinian natural selection
  ch. 14 Extra-personal MO.O.N.: Multiple-tenticular
  14.1. Rehabilitating the metis: a natural operating mode
  14.2. Before intelligence, the metis: from Metis to Plato
  14.3. metis, the classification of a hundred Greek words and expressions
  14.4. Operating in an oblique and economical way
  14.5. Deploying trickery does not imply being deceitful
  14.6. extra-personal MO.O.N. in animals
  ch. 15 Intrapersonal MO.O.N.: Autonomous-assertive
  15.1. Emancipating oneself from "I", this small (yet) cumbersome word
  15.2. Emotion, this inescapable aspect of Being
  15.3. Perceptive-emotional; when the inferiority becomes available to the exteriority
  15.4. Churchill, Woods, Ouimet and Lowery, Mauduit, etc.
  ch. 16 Summary of the Ten MO.O.N.s
  16.1. Natural operating modes: a functional concept
  16.2. Core components and assessable principles
  ch. 17 Applications and Principles for Companies
  17.1. Formalizing an operating sheet: Talent Hability
  17.2. Talent potentiation
  17.3. Potentiating positions: mentor, HR manager, tactician, leader, strategist, coach
  17.4. Observe, elucidate: factual and objective principle of assessment.