Adaptive expertise: Effects of type of experience and the level of theoretical understanding it generates

Abstract

This research investigates the development of transferable-"adaptive"-expertise. The study contrasts problem-solving performance of two kinds of experts (business consultants and restaurant managers) on novel problems at the intersection of their two domains, as well as a group of novices (non-business undergraduates). Despite a lack of restaurant experience, consultants performed better than restaurant managers and undergraduates, even though the problems concerned a restaurant. Process measures suggest this was due to the use of more theoretical reasoning. Analyses show this resulted from differences in work experience and not other factors (e.g., education). We discuss aspects of experience that might be responsible for development of theoretical understanding and, thus, expertise that transfers to novel problems. One possible explanation, consistent with existing research from multiple approaches, is that to transfer to novel problems, experience must include substantive variability. The social context of learning may also play a role. Some argue that learning does not transfer to novel situations, and therefore that education should focus on teaching the precise knowledge that will be needed later (Detterman, 1993). However, educators cannot predict exactly what individuals will need to know in a rapidly changing world. Thus many problems faced, at work and elsewhere, will necessarily be new and unfamiliar. How can performance on such novel problems be enhanced, that is, how can transferable or so-called "adaptive" expertise (Hatano, 1982) be developed? several anonymous reviewers for helpful comments on previous versions of this article; Laura Eselius, Amy Leahy, Jai Sweet, and Jack Young for painstaking help with coding; Cara Olsen for invaluable help with statistical issues; and the participants and "super-exper t" judges for giving freely of their time.

The power of work experiences: Characteristics critical to developing expertise in strategic thinking

“…Ericsson (1996) identifies expertise development as a cycle of defining challenging tasks, engaging in intensive practice, receiving feedback, and having the opportunity for correction and repetition. In addition to these features, other theorists point to different types of experience as being important, such as that with novel or varied situations, or where there are certain social role expectations or support (Barnett & Koslowski, 2002;Cheetham & Chivers, 2001;Hatano, 1982). This begs the question of which aspects of experience (variety, roles, support, etc.)…”

Employer Perceptions of Critical Information Literacy Skills and Digital Badges

“…Adaptive experts are much more likely to "evolve their core competencies and continually expand the breadth and depth of their expertise as the need arises or as their interests demand." 50 One who becomes an adaptive expert may be better equipped to handle the skills and competencies that are expected for lifelong learning and change. Adaptive experts frequently have experience in solving ill-structured…”

Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported complex systems curricula in high school science

“…In our research, we are interested in understanding what expertise might look like and how it can be developed with new or reform-oriented curricula and instruction. How to enhance performance on novel problems has been characterized as adaptive expertise (Barnett & Koslowski, 2002;Hatano, 1982;Scardamalia & Bereiter, 1993). Adaptive expertise goes beyond simply having more years of experience or possessing more knowledge in a content domain or pedagogy.…”