UID:
almafu_9961532112102883
Format:
1 online resource
,
digital, PDF file(s).
Edition:
First edition.
ISBN:
1-009-11738-6
,
1-009-11758-0
,
1-009-10376-8
Content:
Through a systematic review of relevant literature and an analysis of in-depth interviews with key expert performers, this book examines the nature of expertise that enables individuals to make repeated successful transitions over the course of their career. Focusing on business, sports, and music, it examines the roles of motivation, cognitive flexibility, personal intelligence, generative thinking, and contextual intelligence in this process. It further shows how identity changes and adapts during a career transition and how self concept evolves over the course of a career. This book has wide appeal for academics in psychology, sports, music, and business, as well as coaches, mentors, talent management, and training organisations across these domains.
Note:
Title from publisher's bibliographic system (viewed on 30 May 2024).
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Cover -- Half-title page -- Title page -- Copyright page -- Dedication -- Contents -- List of Figures -- List of Tables -- Preface -- Is There Such a Thing as Transition Expertise? -- Acknowledgments -- Chapter 1 Introduction: Career Transitions in Expert Performers -- 1.1 Pursuit of Expertise -- 1.2 Transitions among Expert Performers -- 1.3 Content of the Book -- 1.4 Further Comments -- Part I Transitions -- Chapter 2 Career Stage Transitions: A Work Life Cycle Review -- 2.1 Career Stage Theories -- 2.2 Our Expert Transition Stages Model -- 2.2.1 First Transition: Studentship to Performer -- 2.2.2 Second Transition: Performer to Manager -- 2.2.3 Third Transition: Manager to Head of Department -- 2.2.4 Fourth Transition: Head of Department to Divisional Lead -- 2.2.5 Fifth Transition: Divisional Lead to Chief -- 2.3 Concluding Discussion -- Chapter 3 The Expert Transition Cycle: The Process of Change in a Transition -- 3.1 Traditional Transition Models -- 3.1.1 Vocational Models -- 3.1.2 Psychometric Personality Measures -- 3.1.3 Career Anchors -- 3.1.4 Work Adjustment Models -- 3.1.5 Ecological and Socially Embedded Models -- 3.1.6 Transition Process Models -- 3.1.7 More Recent Career Transition Models -- 3.2 Identity Transition -- 3.2.1 Working Identity -- 3.2.2 Identity Status -- 3.3 The Expert Transition Cycle -- 3.3.1 Intention -- 3.3.2 Inquiry -- 3.3.3 Exploration -- 3.3.4 Commitment -- 3.3.5 Integration -- 3.4 Concluding Discussion -- Chapter 4 Intelligence, Cognition, and Expertise: As They Inform Transition Expertise -- 4.1 Intelligence and Cognitive Generalizing Abilities -- 4.1.1 Trait and Factorial Models -- 4.1.1.1 Simple Sensory or Complex Cognitive Processes: Galton versus Binet -- 4.1.1.2 Spearman, Thurstone, and Cattell -- 4.1.1.3 Guilford -- 4.1.1.4 Carroll and His Factor Analysis Tour de Force.
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4.1.1.5 Cattell-Horn-Carroll Theory -- 4.1.1.6 Common Elements for Generalizing Abilities in Transition Expertise -- 4.1.2 Sternberg's Triarchic Mind -- 4.1.2.1 Componential Subtheory -- 4.1.2.2 Experiential Subtheory -- 4.1.2.3 Contextual Subtheory -- 4.1.2.4 Sternberg and Transition Expertise -- 4.1.3 Multiple Intelligence Theories -- 4.1.3.1 Gardner's Multiple Intelligences -- 4.1.3.2 Gardner's Higher Level Cognitive Operations -- 4.2 Cognitive Psychology -- 4.3 Expertise -- 4.3.1 Expertise, Memory, and Knowledge Retrieval: The Question of Specificity -- 4.3.2 Mechanisms of Expert Knowledge Acquisition -- 4.3.3 The Question of Practice versus Ability and the Problematic Ten-Year Rule -- 4.3.4 Transfer of Skill -- 4.3.5 Flexibility of Knowledge Retrieval -- 4.4 Concluding Discussion -- Part II Transition Expertise -- Cognitive Flexibility -- Generative Intelligence -- Personal Intelligences: Intrapersonal and Interpersonal -- Contextual Intelligence -- Chapter 5 Cognitive Flexibility: Mental Adaptation and Evolution -- 5.1 Expert Knowledge and Processes: Flexibility and Generalizability -- 5.1.1 Cognitive Inflexibility and the Nongeneralizability of Expertise -- 5.1.1.1 Domain Processes Tied to Domain Knowledge -- 5.1.1.2 Domain-Specific Cognitive Processing Mechanisms -- 5.1.1.3 Reductive Bias -- 5.1.1.4 Routinization and Automatization -- 5.1.1.5 Functional Fixedness -- 5.1.2 Cognitive Flexibility and Expert Generalizability -- 5.1.2.1 Cognitive Flexibility -- 5.1.2.2 The Acquisition of Expertise -- 5.1.2.3 Minimizing Cognitive Processing Limitations as Transition Expertise -- 5.1.2.4 Domain-Relevant versus Creative-Relevant Skills -- 5.1.2.5 Expert Abilities That Are Not Domain-Specific -- 5.2 Data Analysis -- 5.2.1 Demonstration of Early Cognitive Flexibility -- 5.2.1.1 Early Cognitive Flexibility -- 5.2.1.2 Multiple-Domain Expertise.
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5.2.1.3 Discussion: Early Cognitive Flexibility and Early -- 5.2.2 Cognitive Flexibility during Transitions -- 5.2.2.1 General Cognitive Flexibility during Transitions -- 5.2.2.2 Avoiding Functional Fixedness and Reductive Bias -- 5.2.2.3 Interrupting Automatization -- 5.2.2.4 Discussion: Cognitive Flexibility during Transitions -- 5.2.3 Domain Expertise Generalizability -- 5.2.3.1 Generalizing Expert Domain Knowledge -- 5.2.3.2 Generalizing Expert Domain Processes -- 5.2.3.3 Discussion: Generalizing Expert Domain Knowledge and Processes during Transitions -- 5.3 Concluding Discussion -- Chapter 6 Generative Intelligence: The Intelligence of Change -- 6.1 Induction, Inference, and Analogy: The Generalizing Processes of Intelligence -- 6.1.1 Induction -- 6.1.2 Inference -- 6.1.3 Analogy -- 6.1.4 Carroll's Theory of Human Cognitive Abilities -- 6.2 Expert Reasoning and Information-Processing Models -- 6.3 Summary: Generalizing Operation of Intelligence -- 6.3.1 Some Constraints on Generalizability -- 6.3.2 Arguments for Generalizability -- 6.4 Data Analysis -- 6.4.1 Transfer of Knowledge and Experience in Similar Situations -- 6.4.1.1 Induction from the Specific to the General -- 6.4.1.2 From Like-to-Like Situations -- 6.4.1.3 Different Situation but Shared Experience and Skills -- 6.4.1.4 Using Same Skill Set to Make Transition from One Position to Another -- 6.4.2 Inference Used to Make a Transition within a Domain or across Domains -- 6.4.2.1 Inference from Performance to Management -- 6.4.2.2 Inference from Specific Domain Experience to Developing Policy -- 6.4.2.3 Using Inference to Apply Knowledge Acquired in One Domain to a Very Different One -- 6.4.3 Using Inference and Analogy to Generalize Expert Processes and Knowledge -- 6.4.3.1 Analogous Thinking to Transition from Performing to Leading.
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6.4.3.2 Analogies from One Domain's Processes to Another Domain's Processes -- 6.4.3.3 Analogies from One Domain's Expert Knowledge to Another -- 6.5 Discussion -- 6.5.1 General Experience Transfer within a Domain to Higher Positions and Levels of Responsibility -- 6.5.2 Process and Knowledge Generalization within a Field -- 6.5.3 Cross-Domain Analogizing -- 6.6 Concluding Discussion -- Chapter 7 Personal Intelligences: Awareness of Self and Others in Transitions -- 7.1 Intrapersonal and Interpersonal Intelligences -- 7.1.1 Metacognition -- 7.1.2 Self-Regulation -- 7.1.3 Emotional Intelligence -- 7.2 Personal Intelligences and Transition Expertise -- 7.2.1 Intrapersonal Intelligence: Self-Awareness and Execution -- 7.2.2 Intrapersonal Intelligence: Self-Regulation and Metacognition -- 7.2.3 Interpersonal Intelligence: Self and Others -- 7.3 Data Analysis -- 7.3.1 Intrapersonal Intelligence -- 7.3.1.1 Self-Awareness, Self-Reflection, and Self-Assessment during Transitions -- 7.3.1.2 Choice and Decision to Transition -- 7.3.1.3 Self-Regulation in Transition -- 7.3.1.4 Discussion: Intrapersonal Intelligence in Transitions -- 7.3.2 Interpersonal Intelligence -- 7.3.2.1 Good Relationships -- 7.3.2.2 Understanding Others -- 7.3.2.3 Developing People -- 7.3.2.4 Seeking Feedback -- 7.3.2.5 Adapting Behavior -- 7.3.2.6 Discussion: Interpersonal Intelligence -- 7.4 Concluding Discussion -- 7.4.1 Intrapersonal Intelligence -- 7.4.2 Interpersonal Intelligence -- Chapter 8 Contextual Intelligence: Utilizing the Environment in Transitions -- 8.1 Two Intelligence Models That Incorporate Contextual Intelligence -- 8.1.1 Practical Intelligence -- 8.1.2 Social Intelligences -- 8.2 Other Intelligences -- 8.2.1 About Interpersonal Intelligence and Contextual Intelligence -- 8.2.2 About Sternberg's Contextual Intelligence.
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8.3 Clarifying Our Model of Contextual Intelligence -- 8.4 Data Analysis -- 8.4.1 People Resources -- 8.4.1.1 People: Expertise in the Institution -- 8.4.1.2 People: Expertise outside the Institution -- 8.4.1.3 People: Mentors -- 8.4.1.4 People: Team -- 8.4.1.5 Discussion -- 8.4.2 Environmental Resources -- 8.4.2.1 Using Physical Resources -- 8.4.2.2 Using Education and Learning -- 8.4.2.3 Administrative Acumen -- 8.4.2.4 Discussion -- 8.4.3 Cultural Awareness -- 8.4.3.1 Enabled by the Culture -- 8.4.3.2 Understanding and Accessing Cultural Knowledge -- 8.4.3.3 Shaping the Culture -- 8.4.3.4 Discussion -- 8.5 Discussion -- 8.5.1 Use of Resources -- 8.5.2 Little Use of Analytical Intelligence -- 8.5.3 Interaction with Other Intelligences -- 8.6 Conclusion -- Part III Motivation -- Motivation: Intrinsic and Extrinsic -- Purpose -- Chapter 9 Motivation: The Intrinsic Organization of Choice -- 9.1 Achievement Motivation -- 9.1.1 Expectancy × Value Theory -- 9.1.2 Change of Activity -- 9.1.3 Persistence in a Task -- 9.1.4 Competition -- 9.2 Self-Determination Theory -- 9.3 Autonomy and Control -- 9.3.1 Cognitive Mediation and Perception -- 9.3.2 Control -- 9.3.3 Attribution -- 9.3.4 Causal Beliefs -- 9.3.5 Autonomy -- 9.3.6 Summary of Control versus Autonomy -- 9.4 Competency and Mastery -- 9.4.1 Optimal Arousal -- 9.4.2 Effectance -- 9.4.3 Mastery -- 9.4.4 Challenge -- 9.4.5 Self-Actualization -- 9.5 Relatedness -- 9.6 Satisfaction -- 9.7 Extrinsic Motivation -- 9.8 Conclusion of Theoretical Discussion -- 9.9 Data Analysis -- 9.9.1 Autonomy -- 9.9.1.1 Control and Autonomy -- 9.9.1.2 Summary -- 9.9.2 Competency -- 9.9.2.1 Initiating a Career Move -- 9.9.2.2 Challenge and Competency -- 9.9.2.3 Summary -- 9.9.3 Relatedness -- 9.9.3.1 Initiating a Transition -- 9.9.3.2 Summary -- 9.9.4 Satisfaction -- 9.9.4.1 Initiating a Transition -- 9.9.4.2 Summary.
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9.9.5 Extrinsic Motivation.
Additional Edition:
ISBN 1-009-10017-3
Language:
English
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