Career – Litemind https://litemind.com Exploring ways to use our minds efficiently. Mon, 01 Jan 2018 20:43:29 +0000 en-US hourly 1 How to Become an Expert: A Roadmap https://litemind.com/expert-roadmap/ https://litemind.com/expert-roadmap/#comments Tue, 14 Apr 2009 18:55:42 +0000 http://litemind.com/?p=97 Wouldn’t you like to intuitively know the right answers? Enter the Dreyfus model of skill acquisition, which shines a light on how we develop and master skills, helping us understand how we progress from novice to expert, including all the steps in between.

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Roadmap for Mastery

Wouldn’t you like to be an expert? To intuitively know the right answers? Enter the Dreyfus model of skill acquisition, which shines a light on how we develop and master skills, helping us understand how we progress from novice to expert, including all the steps in between.

Experts are Not Just Supercharged Novices

There’s much more to mastering a skill than just acquiring more knowledge. Just like adults are not simply bigger children, experts are not only smarter, more knowledgeable or faster than novices. The differences can be found at a more fundamental level, such as in how they perceive the world and approach problems.

Let’s take a familiar example: cooking. The novice cook needs detailed recipes to prepare even the simplest of dishes; the expert chef doesn’t need explicit recipes at all. It’s not that the chef memorized all the recipes. In fact, if he needs to make an unexpected change in how a dish is prepared — even one that was never made before — he can intuitively pull it off. Experienced folks seem to ‘just know’, don’t they?

To understand how that works, let’s turn to the ideas developed by brothers Hubert and Stuart Dreyfus in the early 80s, the Dreyfus model of skill acquisition. Their model breaks down the journey to mastery in five discrete stages, outlining what’s necessary to improve at each of them. Let’s see.

The 5 Skill Levels

1. Novices

The main goal of novices is to accomplish immediate tasks. Since they have little or no previous experience, they’re usually insecure and are focused only on having their first successes. Novices need clear rules and unambiguous instructions, and to concentrate on following them strictly. As such, they commonly don’t feel responsible for anything other than correctly following what was passed to them (“I’m just following orders!”).

To improve, novices usually need close monitoring to bring their actions as close as possible to achieve what is expected by adhering to the rules.

2. Advanced Beginners

Advanced beginners still operate following rules, but they’re able to apply them not only on the exact situations that they were intended for, but also on similar contexts. The once-rigid rules become more like guidelines. Advanced beginners try new things out, but still have difficulty troubleshooting problems. Just like novices, they’re still focused on completing tasks — they don’t want lengthy theorizing and don’t have much interest in the big picture.

To improve, advanced beginners need to gain experience dealing with real situations, preferably in limited and controlled situations (with much of the ‘real-world complexity’ filtered out).

3. Competent

As the rules and guidelines become prohibitively complex, practitioners begin organizing and sorting them by relevance, forming conceptual models. Competent practitioners can troubleshoot problems, and will work based on deliberate planning and past experience. They are willing to make decisions and to accept responsibility for their outcomes.

To improve, competent practitioners need exposure to a wide variety of typical, real-world, ‘whole’ situations. By dealing with those, they better grasp the connections between the isolated conceptual models they already use.

4. Proficient

Proficient practitioners create not only conceptual models, but a conceptual framework around their whole skill. They want the big picture, and become frustrated with oversimplified information. They’re conscious of their performance and can adjust their behaviors accordingly. They can also use and adapt others’ experiences, as well as grasp and apply maxims — which require much more sophisticated interpretation than mere rules or guidelines (as they’re much more generic and context-dependent).

To advance to the fifth and last level, proficient practitioners need even more practice — lots of it. And, as much as possible, they should practice without being hindered by policies or guidelines. The intuition of the expert starts with a vast pool of practical knowledge, and that can only be developed by experimenting freely.

5. Experts

The hallmark of experts is intuition: they just do what works — no explicit analysis or planning is involved. While proficient practitioners can intuitively identify problems, experts can go and intuitively solve them. They tap into their vast pool of knowledge and effortlessly identify patterns, applying solutions in context. Although experts are amazingly intuitive, they are usually rather inarticulate in explaining how they arrived at a conclusion.

Although technically this is the last stage in the model, experts never cease to practice and evolve in subtle ways, incorporating rarer and exceptional cases in their knowledge pool.

Common Themes: What Are the Fundamental Changes?

By looking at the five levels from a higher altitude, we can distill some common themes that emerge as one progresses from novice to expert:

  • Moving away from relying on rules and explicit knowledge to intuition and pattern matching.
  • Better filtering, where problems are no longer a big collection of data but a complete and unique whole where some bits are much more relevant than others.
  • Moving from being a detached observer of the problem to an involved part of the system itself, accepting responsibility for results, not just for carrying out tasks.

Lessons from the Dreyfus Model

How can we use the Dreyfus model in everyday life? Find below some key takeaways and ideas that speak most loudly to me. (I’m sure there are many others — feel free to contribute in the comments!)

  • Make skills acquisition as productive as possible. This is true both for individuals as well as for teams. By having a better idea of your skill level, you’re able to give yourself (or others in your team) exactly what’s needed at that particular level. If you want novices to operate at their best, they will need unambiguous rules. On the other hand, bothering the experts with intricate rules and policies is a recipe for frustration and bringing their performance down. We want to avoid ‘racing sheep and herding horses’.
  • Use it as a standard guidance and assessment framework. The Dreyfus model gives us a no-nonsense way to assess and compare skill levels in many contexts. We could use it to design better learning materials and courses, or salary ladders based strictly on skill level. Granted, the model is not 100% objective, but it’s much better than many ‘fluffy’ assessment tools I’ve seen around.
  • Pair up mentors and apprentices effectively. I’ve seen a big misconception many times, which is that the better you are at a skill the better mentor you’ll be. Not at all! In fact, experts can be the worst possible mentors, as they may lack the language (not to mention the patience) to deal with novices. It’s usually better to pair up people who are not more than two levels apart. That way, the mentor has significantly more experience than the apprentice, and can also hark back to the time he was an apprentice himself.

A Book Recommendation

Pragmatic Thinking and Learning
Most of the ideas in this article were taken from the book Pragmatic Thinking and Learning, which is my new all-time-favorite ‘how-to-use-your-brain’ kind of book.

If you’re interested in more details on the Dreyfus model, as well as many techniques and practical concepts for brain development, I highly recommend you to grab a copy. (Note: The book is marketed for software developers, but I found it’s highly readable and useful for ‘normal people’ as well) 😉



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A Whole New Mind https://litemind.com/whole-new-mind/ https://litemind.com/whole-new-mind/#comments Wed, 21 Jan 2009 14:33:58 +0000 http://litemind.com/?p=83 The rules of the game are changing: in order to thrive in this new era of abundance of cheap processing capabilities, we must acquire a new set of skills. Although “left brain skills” continue to be useful, they’re not enough anymore.

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A Whole New Mind

“The last few decades have belonged to a certain kind of person with a certain kind of mind — computer programmers who could crank code, lawyers who could craft contracts, MBAs who could crunch numbers. But the keys to the kingdom are changing hands.”

This starts and sets the tone for the thought-provoking best-seller A Whole New Mind: Why Right-Brainers Will Rule the Future by Daniel Pink. In an easy-to-read way, Dan outlines the changes that are underway, as well as how to develop ourselves in order to thrive in this new era.

Half-a-Mind Is Not Enough

A Whole New Mind is based extensively on the classic left/right brain metaphor — and I must say it’s a very useful one in making the point of the book.

In the last few decades, most of the thriving professionals were those who excelled in “left-brain thinking” — information processing, sequential thinking, analysis, logic, organization, numeric ability and attention to detail.

Lately, however, information is getting easier and easier to acquire. Knowledge that was once locked behind hard-to-earn degrees is becoming widely and cheaply available. In this new world, a great deal of the information processing we performed can now be cheaply automated or assigned to high-qualified professionals overseas — for a fraction of the cost.

Although “left brain skills” continue to be useful, they’re not enough anymore. The rules of the game are changing.

Right Brain Rising

In order to thrive in this new era of abundance of cheap processing capabilities, we must acquire a new set of skills. These skills are usually associated with “right brain characteristics”, such as holistic thinking, synthesis, intuition, estimation and emotional literacy. This paragraph from the book sums it up well:

“The capacity to detect patterns and opportunities, to create artistic and emotional beauty, to craft a satisfying narrative, and to combine seemingly unrelated ideas into something new. The ability to empathize with others, to understand the subtleties of human interaction, to find joy in one’s self and to elicit it in others, and to stretch beyond the quotidian in pursuit of purpose and meaning.”

If this sounds a bit fluffy for you, that’s exactly the point. They only sound like that because we’re too much in the habit of using only our ‘sharp’, left-brain mind. We’ve been using much less brainpower than we can. That’s a luxury we can’t afford anymore.

A Framework for Thriving in This New Era

The good news is that those “right brain skills” are already natural to humans — they only got atrophied.

In the book, Dan groups these skills in six aptitudes, exploring each one of them in detail. And this is what I most enjoy about the book: you can use the six aptitudes as a framework for developing and assessing how your skills measure up.

Here are the six aptitudes:

  1. Design (not just function). Create solutions that go beyond providing the desired utility, but that are enriched with significance and pleasantness.
  2. Story (not just argument). Create compelling narratives, enriching dry facts with emotion.
  3. Symphony (not just focus). Synthesize and put pieces together, combine seemingly unrelated ideas and be able to see the big picture.
  4. Empathy (not just logic). Be in the other guy’s shoes and learn to intuit feelings and read emotions.
  5. Play (not just seriousness). Blur the solid line between work and play and embrace well-being, lightheartedness, laughter, games and humor.
  6. Meaning (not just accumulation). Transcend the quest for material accumulation and pursue more significant desires. Find meaning in life and develop your intuition.

Contrary to what I initially thought, as ‘soft’ as these aptitudes look, you can methodically develop them. At the end of each chapter, Dan proposes exercises and provides additional resources so you can further pursue each one of them.

Downloadable Book Summaries

As I usually do with great books, I summarized it using mind mapping. Mind mapping is, in itself, a ‘whole-brain activity’, so it was particularly fun creating one for this book. Enjoy!

A Whole New Mind Book

Get the mind map for A Whole New Mind:



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