Skill

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"Do you see a man skillful in his work? He will stand before kings; he will not stand before obscure men.' - King Solomon (Proverbs 22:29)

A skill is an "ability, proficiency, facility, or dexterity that is acquired or developed through training or experience and which provides the physical capacity for effective performance."[1] In order to be considered skillful in a work setting, you must be able to do work in a timely manner.

Skill can only be determined by physical demonstration: for a child to know the letters of the alphabet in their proper order is an example of knowledge, while being able to speak them out loud in an intelligible fashion or write them legibly is an example of a skill.[2]

Dreyfus model of skill acquisition

The article Dreyfus model of skill acquisition indicates: The Dreyfus Model of Skill Acquisition was developed in 1980 by Stuart and Hubert Dreyfus through their research at the University of California, U.S. It illustrates five stages of learning that people go through when they acquire new skills. As a person progress through the stages, his or her ability with the skill increases."[3]

The 5 stages of the Dreyfus model of skill acquisition are:

1. Novice: Learners rely heavily on rules and instructions, focusing on basic features of a situation, and lack the ability to adapt to complexities.

2. Advanced Beginner: Individuals start to apply learned rules to real situations, but still need to consciously analyze options and may struggle with decision-making in unfamiliar contexts.

3. Competent: Learners develop strategies and can perform tasks independently, but may still be overly reliant on rules and can become overwhelmed by complex situations.

4. Proficient: With significant experience, individuals can intuitively recognize patterns, prioritize tasks, and adapt to changing situations with greater flexibility.

5. Expert: At the highest level, individuals demonstrate exceptional skill, making decisions almost automatically without conscious deliberation, and can anticipate potential problems.[4]

Articles/videos on the Dreyfus model of skill acquisition

Articles:

Videos:

Deliberate practice

See also: Deliberate practice

Defined by the psychologist Anders Ericsson and his colleagues, deliberate practice is “the individualized training activities specially designed by a coach or teacher to improve specific aspects of an individual's performance through repetition and successive refinement” (Ericsson & Lehmann, 1996, pp. 278–279)."[5]

Sentio University notes: "Deliberate Practice focuses on a student’s individual skill threshold, emphasizes interactive rehearsal for skill acquisition, aims for higher levels of sustained effort, and uses homework to advance clinical ability. Empirical research suggests that Deliberate Practice can significantly improve the effectiveness and efficiency of psychotherapy education and training (e.g., Goodyear & Rousmaniere, 2017; Rousmaniere, 2016; 2019)."[6]

How talent is developed

See also: Growth mindset and Grit (personality trait) and Work ethic and Neuroplasticity

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Autodidacticism (Self-education)

See also: Autodidacticism

Autodidacticism (Self-education) is the practice of education and/or learning skills without the guidance of schools/schoolmasters (i.e., teachers, professors, institutions, mentors). A person who is self-taught is an autodidact.

See also

External links

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References

  1. ↑ Johansson, Per "The INNOMET taxonomy of competences and skills". Retrieved 21 July 2008.
  2. ↑ Skill - Definition. KM-Experts (2005). Retrieved 21 July 2008.
  3. ↑ Dreyfus model of skill acquisition, Mindtools.com
  4. ↑ Dreyfus model of skill acquisition, Mindtools.com
  5. ↑ What is Deliberate Practice?, Sentio University
  6. ↑ What is Deliberate Practice?, Sentio University
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