Adaptive skill as the Conditio sine qua non of expertise.

Ward, Paul; Gore, Julie; Hutton, Robert J. B.; Conway, Gordon; Hoffman, Robert R.

doi:10.1016/j.jarmac.2018.01.009

Cited by 91 publications

(116 citation statements)

References 71 publications

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“…Indeed, adaptivity has recently been labelled as the conditio sine qua non of professional expertise (Ward et al 2018). Defined as "the ability to employ multiple ways to succeed and the capacity to move seamlessly among them" (Hoffman et al 2014, pp.…”

Section: Constructivist Epistemologymentioning

confidence: 99%

Self-directed learning: A fundamental competence in a rapidly changing world

2019

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Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the present article is to review key issues concerning self-directed learning in terms of (1) what are the historical foundations of the self-directed learning concept?; (2) who may benefit from self-directed learning?; (3) who is likely to carry it out?; and (4) what does research show regarding outcomes of the self-directed learning process? The author takes into consideration humanistic philosophy, pragmatic philosophy and constructivist epistemology, which together concern a process of learning that is individual, purposeful and developmental. Potentially everyone can benefit from self-directed learning competence, but both societal and individual factors may influence whether self-directed learning is likely to be carried out. The author discusses a number of empirical studies that examine outcomes of the self-directed learning process in informal/non-formal online contexts and in formal educational settings. Research findings highlight the importance of realising the opportunity to foster learners' self-directed learning competence in formal educational settings.

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Section: Constructivist Epistemologymentioning

confidence: 99%

Self-directed learning: A fundamental competence in a rapidly changing world

2019

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“…In line with Grenier and Kehrhahn's model of expertise redevelopment (2008), we have described the acquisition of new knowledge and skills as a shift from reliance on other resources toward a level of "transcendence" in which the possession of high-level domain-specific knowledge and skills is accompanied by a growing confidence, herewith providing a platform for starting new expertise renewal episodes. The alternation between the exploration and materialization cycles resembles the model of adaptive skill of Ward et al (2018) to the extent that flexperts were both "making sense" of a preliminary idea to renew, and while "doing" things they were finding ways to materialize their idea or new area of expertise for multiple stakeholders.…”

Section: Contribution To the Hrd Scholarshipmentioning

confidence: 95%

How flexperts deal with changing expertise demands: A qualitative study into the processes of expertise renewal

Frie

Potting

Sjoer

et al. 2018

Human Resource Dev Quarterly

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Flexperts are a particular category of experts who are in the possession of in‐depth domain‐specific knowledge and skills combined with the ability to develop and materialize new areas of expertise, that is, expertise renewal. This ability enables them to decisively respond to new expertise demands that arise as a result of changes in their expertise territories. Thus far, there is a limited understanding of how flexperts develop new areas of expertise in a complex, professional setting, and how they accomplish to materialize this new expertise for multiple stakeholders, both inside and outside organizations. In this qualitative interview study, we aim to increase our understanding of the processes by which flexperts accomplish the renewal of their expertise. Ten Dutch flexperts, known for their high level of expert performance and ability to renew their expertise, and from a variety of disciplines, were interviewed. Based on the findings of our study, we have developed a model that summarizes their expertise renewal processes. This Model of Expertise Renewal extends process models on expertise redevelopment and adaptive expertise, and provides directions for future research on how the ability of expertise renewal contributes to the career sustainability of experts. Furthermore, it provides experts, Human Resource Development (HRD) practitioners, and line managers with a framework for creating learning paths and interventions for renewing expertise in case expertise territories are about to change.

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“…Furthermore, appropriate decisions also depend on future conditions. Not only can information about the current situation be incomplete, future conditions are often imperfectly predictable, and hence provide an inconsistent context to which pilots must actively adapt (for a description of adaptive skill, see Ward, Gore, Hutton, Conway, & Hoffman, 2018). In short, many aviation decisions simply cannot be automatized and will always be resource-demanding, independent of the level of pilot expertise.…”

Section: Known Signatures Of Expertisementioning

confidence: 99%

“…Good aviation judgment depends on good situation awareness but is distinct from it in its focus on the specific choice or action to be generated and then taken on the basis of a dynamic situation assessment. Ward et al (2013) referred to decision making and the situation assessment process (i.e., sensemaking) as two reciprocal sides of the same dynamic system (e.g., Neisser, 1976; for a model of how these two processes work collectively to bring about adaptive performance, also see Ward et al, 2018). Hence, we might expect the quality of aviation decision making to be driven by some but not all of the factors that drive SA.…”

Section: Decision and Judgmentmentioning

confidence: 99%

The Classic Expertise Approach and Its Evolution

Gobet

2019

The Oxford Handbook of Expertise

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This chapter reviews the “classic expertise approach,” which is defined as the research line starting with Simon and Chase’s (1973) chunking theory, culminating in the early 1980s, and dominating expertise research until the 1990s. After briefly reviewing early research (e.g., Binet, 1894b; De Groot, 1946), an overview of the key experimental and theoretical results obtained with this approach is provided. The chapter also discusses influential theories stemming from the classic approach, such as long-term working memory (Ericsson & Kintsch, 1995), EPAM-IV (Richman, Staszewski, & Simon, 1995) and template theory (Gobet & Simon, 1996). The discussion highlights the defining research methods and theoretical assumptions of this approach. Directions of research for the future are discussed, based on the characteristics that made the classic approach highly successful.

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Adaptive skill as the Conditio sine qua non of expertise.

Cited by 91 publications

References 71 publications

Self-directed learning: A fundamental competence in a rapidly changing world

Self-directed learning: A fundamental competence in a rapidly changing world

How flexperts deal with changing expertise demands: A qualitative study into the processes of expertise renewal

The Classic Expertise Approach and Its Evolution

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