Knowledge And Skills

By analyzing the results of experiments that use a wide variety of training tasks including those that were predominantly perceptual, cognitive, or motoric, this volume answers such questions as: Why do some people forget certain skills faster than others? What kind of training helps people retain new skills longer? Inspired by the work of Harry Bahrick and the concept of "permastore," the contributors explore the Stroop effect, mental calculation, vocabulary retention, contextual interference effects, autobiographical memory, and target detection. They also summarize an investigation on specificity and transfer in choice reaction time tasks. In each chapter, the authors explore how the degree to which reinstatement of training procedures during retention and transfer tests accounts for both durability and specificity of training. Researchers and administrators in education and training will find important implications in this book for enhancing the retention of knowledge of skills. "You have to read this book. Anyone interested in training will want to read it. This book provides the theoretical bases of the acquisition of durable skills for the next decade. It advances and demonstrates a new principle of skill learning that will prove to be as important as the encoding specificity principle and its corollary, the principle of transfer appropriate processing. This new principle is that highly practiced skill learning will be durable when the retention test embodies the procedures employed during acquisition. This principle, and the other important findings reported in this text, will have a great impact on the evolution of memory theory and on the wide range of applications." --Douglas Hermann, University of Maryland

A. INTRODUCTION AND BACKGROUNDl,2 This report reviews and interprets research on the nature and magnitude of the effects of those factors which influence how well knowledge and skills (K&S) are retained over relatively long periods of nonuse. Our interest lies in the kinds of knowledge domains and skills that military personnel must master to function effectively on their jobs. The practical concern impelling this study is that K&S degradation or loss (which we will refer to as "decay") can and does occur, often and severely enough, to jeopardize military preparedness. There are occasions in all the military services when personnel who have just completed their training do not receive an opportunity to practice or use their new capabilities for weeks or months. In the case of reservists who may be called back to active duty, the period of nonuse of relevant military job skills may be counted in terms of years. B. OBJECTIVES The overall objective is to critically analyze the relevant scientific literature which relates the processes involved in learning to those of memory, taking into account the characteristics of the learner and the learning tasks. More specifically, we have focused on the following sub-objectives: 1. Identify, describe and rank the influence and the interactions of the important major variables that affect long-term retention (LTR); 1 I am indebted to Dr. Jesse Orlansky, Institute for Defense Analyses, for his encouragement and guidance through all phases of this report.

New technology and organizational structures are transforming the workplace, but management skills have not yet caught up. Harnessing knowledge and using it as a competitive advantage is one of the key priorities of organizations today. Honing Your Knowledge Skills looks at how to define knowledge working and identifies the practical skills of knowledge management needed by line managers. This book shows you how to *handle information overload *become an expert *harness new ideas *turn knowledge into action * keep knowledge skills fresh * understand IT resources and knowledge based systems The New Skills Portfolio is a groundbreaking new series, published in association with the Industrial Society, which re-defines the core management skills managers and team leaders need to be competitive. Each title is action-focused blending 20th century management initiatives/trends with a new flexible skills portfolio. The Industrial Society is one of the largest public training providers in the UK. It has over 10,000 member organisations and promotes best practice through its publishing, consultancy, training and advisory services. For more information contact their website on www.indsoc.co.uk

Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.

This book will provide you with the initial developing knowledge and skills needed to practice ethically and effectively with children and families. It will take you on a journey, introducing you to all the relevant theory, legislation and skills for practice, using case studies, activities and research summaries to help you navigate the complexities and challenges along the way. Since launching in 2003, Transforming Social Work Practice has become the market-leading series for social work students. These books use activities and case studies to build critical thinking and reflection skills and will help social work students to develop good practice through learning. This best-selling student series is: · Affordable · Written to the Professional Capabilities Framework · Mapped to the social work curriculum · Practical with clear links between theory and practice

This book provides the first comprehensive literature review on the acquisition and retention of complex skills in High Reliability Organizations. Based on this review, it introduces a theoretical model of how skill and knowledge acquisition for complex tasks is accomplished and shows how this model can be used to derive training methods and instructional techniques. Successful acquisition and retention of complex technical skills within High Reliability Organizations requires a full understanding of the learning process, knowledge structure, and skill requirements associated with the effective operation and management of technology. For researchers and for organizations, the understanding of these processes is vital for designing training programs as well as for reducing errors with severe consequences for human lives and the environment. Until now, only theoretical fragments exist on this topic, and only a very limited number of publications actually address complex tasks in vocational/occupational settings. “The Acquisition of Knowledge and Skills for Task Work and Teamwork to Control Complex Technical Systems ” uses its literature overview and theoretical model to formulate training principles, that can be used to develop training experiments for further empirical investigations as well as training methods for applied organizational contexts.

Debates frequently focus on the role of training as an indicator of quality, but far less attention is given to understanding how to work effectively with young children, and how the knowledge to do this is built. This book examines the development and sources of this ′know-how′ - from the knowledge the early years workforce already have to the knowledge they will develop in their practical and theoretical training. This also includes the knowledge that cannot be described but is nonetheless important in guiding the daily work of the early years sector. Both theoretical and practical knowledge are brought together while encouraging critical consideration of alternative forms of knowledge such as attitudes and beliefs. Providing international examples and theoretical discussions on the challenges and rewards of working in the early years, this book seeks to identify, recognise and celebrate how those who work in early years education deliver best practice when working with young children. This book is not available as a print inspection copy. To download an e-inspection copy click here or for more information contact your local sales representative.

The third in a series of Cedefop publications dealing with technical aspects of the European Qualification Framework and European Credit Transfer System, this book analyses current practice in countries that have made progress with evaluating and defining competence. It proposes a typology of knowledge, skills and competence, to be used not as an instrument of 'harmonisation' between countries, but as a template to enable comparison. The aim is to promote mobility in every sense, bringing work-based learning and knowledge acquired in higher education closer together.