Talent is a Public Good (재능은 공공재이다).

Talent is a public good, not private good. 

(재능은 공공재 이다.) 

References: 

Is Education a Public Good?

http://samvak.tripod.com/publicgoods.html

Education used to be a private good with positive externalities. Thanks to technology and government largesse it is no longer the case. It is being transformed into a nonpure public good.

Technology-borne education is nonrivalrous and, like its traditional counterpart, has positive externalities. It can be replicated and disseminated virtually cost-free to the next consumer through the Internet, television, radio, and on magnetic media. MIT has recently placed 500 of its courses online and made them freely accessible. Distance learning is spreading like wildfire. Webcasts can host - in principle - unlimited amounts of students.

Yet, all forms of education are exclusionary, at least in principle. It is impossible to exclude a citizen from the benefits of his country's national defense, or those of his county's dam. It is perfectly feasible to exclude would be students from access to education - both online and offline.

This caveat, however, equally applies to other goods universally recognized as public. It is possible to exclude certain members of the population from being vaccinated, for instance - or from attending a public concert in the park.

Other public goods require an initial investment (the price-exclusion principle demanded by Musgrave in 1959, does apply at times). One can hardly benefit from the weather forecasts without owning a radio or a television set - which would immediately tend to exclude the homeless and the rural poor in many countries. It is even conceivable to extend the benefits of national defense selectively and to exclude parts of the population, as the Second World War has taught some minorities all too well.

Nor is strict nonrivalry possible - at least not simultaneously, as Musgrave observed (1959, 1969). Our world is finite - and so is everything in it. The economic fundament of scarcity applies universally - and public goods are not exempt. There are only so many people who can attend a concert in the park, only so many ships can be guided by a lighthouse, only so many people defended by the army and police. This is called "crowding" and amounts to the exclusion of potential beneficiaries (the theories of "jurisdictions" and "clubs" deal with this problem).

Nonrivalry and nonexcludability are ideals - not realities. They apply strictly only to the sunlight. As environmentalists keep warning us, even the air is a scarce commodity. Technology gradually helps render many goods and services - books and education, to name two - asymptotically nonrivalrous and nonexcludable.

Higher Education for the Public Good: Emerging Voices from a National Movement (Jossey-Bass Higher and Adult Education) 

http://www.amazon.com/Higher-Education-Public-Good-Jossey-Bass/dp/0787973823

Is Education a Public Good? If So, How Should It Be Funded?

http://www.cooperativeindividualism.org/dodson-edward_is-education-a-public-good.html

Public Goods: 

In economics, a public good is a good that is non-rivalrous and non-excludable. Non-rivalry means that consumption of the good by one individual does not reduce availability of the good for consumption by others; and non-excludability that no one can be effectively excluded from using the good.^[1] In the real world, there may be no such thing as an absolutely non-rivaled and non-excludable good; but economists think that some goods approximate the concept closely enough for the analysis to be economically useful 

http://en.wikipedia.org/wiki/Public_good

Talent development: 

Part of human resource development, is the process of changing an organization, its employees, its stakeholders, and groups of people within it, using planned and unplanned learning, in order to achieve and maintain a competitive advantage for the organization. Rothwell notes that the name may well be a term in search of a meaning, like so much in management, and suggests that it be thought of as selective attention paid to the top 10% of employees, either by potential or performance.^[1][2]

While talent development is reserved for the top management it is becoming increasingly clear that career development is necessary for the retention of any employee, no matter what their level in the company. Research has shown that some type of career path is necessary for job satisfaction and hence job retention. Perhaps organizations need to include this area in their overview of employee satisfaction.

http://en.wikipedia.org/wiki/Talent_development

On the Sources of Entrepreneurial Talent: Tacit vs. Codified Knowledge

Daniela Federici, University of Cassino - Department of Economics

Francesco Ferrante, University of Cassino - Faculty of Economics - Department of Economics (DIPSE)

Domenico Vistocco, University of Cassino

Abstract:      

There is a wide consensus that entrepreneurial talent lies in the ability to discover and exploit market opportunities by taking the relevant risky decisions. By determining the nature of the discovery and exploitation processes, institutions and technology play an essential role in shaping entrepreneurial opportunities and the nature of entrepreneurial talent. Building on these premises, the aim of the research work is to investigate the sources of entrepreneurial talent in Italy. In addition to the standard controls, various indices of occupational opportunities are used in order to determine how tacit and codified knowledge determine the returns on different occupational choices in different environments. The data are drawn from the Italian Survey of Household Income and Wealth (SHIW), a large-scale household survey conducted biannually by the Bank of Italy. The original data-set has been integrated with a wide variety of environmental variables drawn from different data sources describing the social, technological and institutional context of the entrepreneurial activity. The empirical analysis supports the conclusion that the choice to become an entrepreneur in Italy is strongly and positively affected by a privileged access to tacit knowledge, thus confirming previous analysis on the role of social learning. On the other hand, the results also suggest that the returns on codified knowledge in entrepreneurial activities may increase in more creative environments. Indeed, a further aim of the paper is, to offer more general insights into the nature of technological opportunities and talent which go beyond the Italian case.

http://papers.ssrn.com/sol3/Papers.cfm?abstract_id=1301289