Developing Expertise in the Workplace - Essay Example

Developing Expertise in the Workplace Student’s name Course Institution Date Developing Expertise in the Workplace Table of Contents Table of Contents 0 Introduction 2 Discussion 3 Using a computer application 3 Propositional knowledge 4 Factual Knowledge 4 Syntactic knowledge 5 Schematic knowledge 5 Strategic knowledge 5 Procedural Knowledge 6 Cognitive Phase 6 Associative Phase 6 Autonomous Phase 7 Alternative View 7 Metacognitive knowledge 7 Dispositional Knowledge 8 Learning Theories 8 Behaviourism 8 Cognitivism 9 Constructivism 9 Informal, modern theories 10 Other Learning Theories 10 Criticism 11 Strengths of Using Cognitive Thinking in Using Computer Applications 11 Reasoning 11 Memory 11 Intelligence 12 Information Processing 12 Limitations of Using Cognitive Theory in Computer Applications 13 Conclusion 14 References 15 Introduction Who is an expert? An expert is a person who has a skill or profession of doing something, on a given area without any or few competition from other people. They can also be identified as those who are gifted, talented or exceptional in a certain area of work. The people always undergo various learning programs in order that they gain expertise in the field they are interested and passionately inclined. After gaining the knowledge on what they would do, they will go to the field and undergo training that is the practical part which would eventually lead them to be experts (Billett, 2001). Development in the other hand refers to the outcome of an expert who has done his work perfectly or without any problem. In order for the development to occur, anybody should apply what he/she gained when they were undergoing training hence would lead to the development. AlphaTech Solution is a leading provider in the IT sector in terms of project management, application development, and security or identity management. The organization is committed to nurturing a wide-ranging network of partners and experts, as well as building its revolutionary products and tool kits, which evidently differentiates the organization from the rest in the industry. The exceptional business model grants the organization an opportunity to deliver each time high caliber experts to its clients. We also focus on offering training for system administration, business analyst, project management, security/identity management, LDAP directory services and application development. The key objective of the organization is to offer high quality training to ensure customers attain suitable training curriculum, for both their individual needs and their audience. Course developers and instructors of the organization are experts and possess overwhelming experience in their various fields. AlphaTech Solutions is a near shore large and medium company's provider of professional IT outsourcing services across the globe. AlphaTech Solutions is a one stop centre for cost-effective and top quality IT solutions. The vision of the consultant is to be a global leader in consulting and training services. It is renowned for forward-looking technological knowledge, and at the same time viewed as a trusted partner by its clients. The essay will identify one activity then by using different range of cognitive learning, describe the activity then discuss the knowledge that is required in gaining this knowledge. At the end of the discussion, the essay would be able to argue the limitations and strengths of the activity using cognitive approach. Under these topics, one would be able to know what will be involved in acquiring skills needed in computer applications. After an individual has gained these skills, he would eventually apply some skills that would lead to development at long run. Discussion Using a computer application This is the process whereby a person is in a position of using the computer without any problem, and can be able to enter any data into a computer system. This process always involves a person going for training to be able to use a computer system. While undergoing training, a learner is thought on how to use different computer applications and the importance of each computer application to the learner and how it can assist them in the near future. Once the learner has acquired that skill he or she would be in a position of using a computer system more comfortably, and in the long run make money which would make them live positively in life. In this area, learners are forced to think critically when using applications such as semantic words, databases and other applications, to represent the information that is being studied or what they essentially know about the subject. In this case, we find that use of computer applications, as a cognitive tool is an example of learning with technology rather than transforming them. This cognitive tool in using a computer application is always used as productive software (Benner, 2004). Propositional knowledge This is the knowledge that is natural and is expressed in declarative sentences or indicative understanding. However, there are different types of propositional knowledge, which can be, used in computer applications. Some of the types are: Factual Knowledge This is a form of knowledge that refers to knowing of the Domain which is under study. The richness of this understanding grows as we gain expertise and the schemes that a person uses in the description for chief clarifications will get larger and more interrelated (Billett, 2001). Under Computer Applications, it is established that for any individual to use a computer system he or she must know the right key words that a certain application has to use for her or him to use that computer application. For example, for a learner to use Microsoft Excel when entering data into a spreadsheet he or she must, first, know what variety of data he or she is using either a string or a variable hence would find Microsoft Excel easy and enjoy using. Syntactic knowledge It is a kind of knowledge that involves; the learning of vocabularies, abbreviations, symbols, equations and appropriate forms of sentences. For example, in a Computer Application like Microsoft Access we have to know how to make forms and be able to know how to use different vocabularies necessary while using this application (Jacobs & Jones, 1995). Schematic knowledge This is that category of knowledge which look at identification of similarities and differences among parts, as what is found to be similar would eventually be changed as one becomes an expert in that field on computer application. As in this case, we are able, or an expert will easily know, what is more, similar with another thing and can change it without altering with the functioning of the computer application. Strategic knowledge Refers to that nature of knowledge where one is attempting to solve a problem that is; more probable to change as a function of the experience an individual has within a domain. This is achieved where somebody will easily solve a problem by working on them without any hitch at all. In computer application, strategic knowledge is a need for if one application fails to function then may be able to use another application because these applications are more likely the same (Billett, 2002). Procedural Knowledge This is that style of knowledge where one has the knowledge of doing something. This set of knowledge is, however, divided into different levels namely: Cognitive Phase This is the level where desired skills to be learnt are broken down into parts, and then understanding how this parts will come together as a whole for the correct function of the job desired to do. The process of organizing these parts is known as schemas that play a pivotal role in trend and possession process. Attention, slowness, deliberation and consciousness in these levels are the key and the most valuable thing (Billett, 2006). We find that there is need to have the preferred skills for us to use any computer application under this phase and, therefore, for one to gain these skills he or she must be keen when they are being thought about the skills of using Computer Applications. Associative Phase This is the level where repetition of certain things is done, to gain that skill which is needed for a person in doing a certain job, and ineffective actions are dropped. In this, an individual sensory organ is now able to acquire accurate data, which is required, for the completion of a certain job or skill. Differentiation of principal and unimportant things is hugely influential at this level. During this level, we have in place the composition and proceduralization as a means of converting a declarative verity into assembly form. Composition is the process whereby we compile or organize different actions together into one crucial thing. As first stated in this level, learners are taught repeatedly on the importance of repetition in order to gain skills of using computer applications by their teachers (Collin & Paloniemi, 2008). Autonomous Phase This is the level where a person is needed to be perfecting his skills. In this case, the differentiation of central and unimportant things would be easier to that one would have gained skill that has then become automatic in differentiating things. The most noteworthy thing in this stage is the expertise, experience and general knowledge for that job. In this category, we find that there are three things, which dole out, as the foundation of mechanisms of tweaking that is discrimination, strengthening and generalization. Under this category, a learner would have gained or would be able to use computer applications without any problem and can be able to remove things that are of no importance while using the computer applications. Alternative View This is the level one is only needed to have knowledge of the desired end-result or its concept. In this level, there are different levels involved that are in the real sense repeated over and over until a person is capable to model a neural work which can guide a bustle aptly and precisely without much thought. While using applications under this category, a learner would only be interested by the outcome as he or she will have gotten the expertise to use computer applications. Metacognitive knowledge It refers to one’s knowledge regarding one’s cognitive processes or whatever thing associated to them. However, metacognition can be classified into three processes namely: It also refers to what an individual knows about himself and others as cognitive processors. Metacognitive Regulation refer to the regulation of cognition and learning experiences through following certain processes, which can help, an individual control his or her learning. Metacognitive Experiences refer to experiences that boast something to act with present, ongoing cognitive venture (Burger et. al, 2010). Dispositional Knowledge This refers to the ability by someone or something to act in a particular way in a definite condition. For example, we can see how a hard disk of a computer is behaving and say that it has dispositional knowledge as a person has the know-how on how to use computer applications. Learning Theories The study will examine a few theories that have been established by different scholars. The main theory that will be looked in this study is the learning theory. Under the learning theory emphasize was given to; developmental learning theory, behaviourist learning theory, and cognitive learning theory. There are extremely many things, which are involved, in cognitive learning theory so as for one to become an expert in different fields and these things are, and their theories, which are involved, are as follows: Behaviourism In this area, we find that learning is used to change behaviour as a tool, secondly, the environment in which the learner is will always shape his or her behaviour, and lastly, the principles of contiguity and fortification are the key things that explain a learning procedure. In cognitive learning theory of behaviourism, learning is found out to be the attainment of latest conduct through a process known as conditioning which are divided into two categories namely: Classical conditioning involves the response of reflex or reflex actions. Operant conditioning: Certain behaviour is brought down by use of punishment by this process. By using behaviourism theory, we find that the learner uses learning as a tool of learning Computer Applications then he or she would be able to gain that knowledge of using those applications whilst if the learner has a weird behaviour about those applications the learner would gain nothing at all about these applications (Eraut, 2004). Cognitivism This is the theory whereby behaviourists are criticized for being too relying on blatant behaviour so as they could be able to explain learning. Gestsalt theories have, however, emerged into two cognitive, which are the underlying cognitive approaches and they are: (1) Prior knowledge plays a prominent part in learning and (2) that the human brain, which is, the memory structure is an active processor of information that is organized in a certain manner. These cognitive theories are, however, used in looking beyond the behaviour in order to explain how the brain is learning. The other thing is that researchers have lately found out that the aspects of cognitivism can or is always found in learning on how to learn, intelligence, learning memory and social acquisition compared to age. Constructivism In this area, we find that learning is viewed as construction of one knowledge from individuals past events. In this area, we find out that constructivist learning involves ones or self internal concepts, personal endeavour and general principles may, therefore, be applied in the practical, real world for solutions to be caught would be ones own thinking. For this theory to be achieved well, we find that learning should be introduced to be a culture by the most skilled people so as the learners can get the ego to on learning. On this regard, we find that learning help student to explore many things and hence can be able to do work practically without any problem at all, because a teacher will always act just like a guide and will encourage in exploring more. Other aspects of constructivism can be initiated in transformational learning, reflective practice, religious practice, situated cognition and experimental learning. In constructivism, we find that there are many variations found in it, but examples are; Active learning, knowledge building and discovery learning. Informal, modern theories This is the theory where the learning process may be interrupted so as practical can be done. In this area, there should be either learning taking place for the formation of concept, for an overall initiative to be found or should the considerate of the general idea with the particulars filled in later. Other Learning Theories This are learning activities that have been developed for some reasons e.g. andragogy that is the form of helping of adults in learning. There is also multimedia learning, which is the use of multimedia in learning, and connectivism that involves the theory of networking by use of connections while learning. Criticism We find that, under this area, traditional educational practices are claiming that there is no theory like that and the attempt of comprehending this process has created more problems than it has ever solved which they claim that in order to make up the sensitivity of shortage we must first weigh the term learning and gauge it. By doing this, we will be more comfortable because we are going to having at least a view on the problem. However, there is a crisis with this approach because it is humanly meaningless. Strengths of Using Cognitive Thinking in Using Computer Applications Reasoning There is critical thinking meaning that, a person is made to think quite hard to find a solution to a problem when in use of computer applications, as opposed to behaviourism where a person does not need to think because a solution to a problem can be easily reached. In other cases of using these applications in computers, it is clear that, we are supposed to follow definite steps, which will help, in achieving the best results and hence require reasoning while using these computer applications. Memory We also find that, in cognitive development in use of computer applications, a personality is believed to be able to remember things without any difficulty. This is because things are or have been learnt practically hence not easy to forget, whereas if behaviourism is involved forgetfulness is always there because the time of problem solving is at that time when they are solving the problem and no other time hence forget fullness. Memory in this case, is extremely substantially needed, because when using computer applications one is not supposed to be carrying books or using references for you to operate a certain application hence need for an exceptionally high remembrance power (Collin & Valleala, 2005). Intelligence Decision-making is also acutely critical at this stage in that, before a learner arrives at an amicable solution when using computer applications you ought to have genuinely thought. In this area, we find that the only way for an individual to have an excellent solution is to decide because, in this area, you will find that there would be many solutions to problems you are solving so you have to decide which you are going to take. Information Processing We find that the way to process data in computer applications is tremendously valuable, so a learner is supposed understood how different computer applications work. A learner will not be able to use a computer application without knowing how to run the application. This is because at long run, you will make that computer application to either be able to run properly or make it to malfunction. We find that, in humanism or behaviourism of a person may know how to use a computer system but may not be able to know the steps to be followed so that application may function properly. There is the need for a learner or a person using a computer application to be able to know the key words. They are required in using a different computer application hence will help in fast processing of data into information (Anders Ericsson and Towne, 2010) Limitations of Using Cognitive Theory in Computer Applications We find that the use of cognitive theory in computer applications restricts people not only of what they know but also of their practical parts in computer applications, in that, certain criteria has to be followed when using cognitive theory in computer applications thus leads to restriction in use of computer applications. Unlike, humanism whereby no individual is restricted on what to do, because, if that person knows how a solution to the problem is achieved then he or she is in a position of performing tasks without any restriction thus undermines cognitive theory in this area. The other limitation is that in this era of computer applications, where cognitive theory is needed, job opportunities for people are always cut, in that, even if a person has the know-how to do a definite job you will not be allowed to do so. This is brought about by the belief that, experts are the people who can perform computer applications jobs only, rather than individuals who posses the notion to do so, but they are not educated on this area of cognitive theory of computer applications. Whereas behaviourism or humanism gives room to people to do their jobs as long as they have the knack to do so. Cognitive theory in computer applications never allows people to do so hence we find it a limitation in this area (Fuller & Munro, 2009). The other weakness, common with computer applications is that, preferred behaviour used is well defined and is always known. This is not the case with humanism and behaviourism where different people can report dissimilar outcome for the same problem and is widely isolated. We find that, for Computer Applications to function well there are certain criteria to be followed so, as to get the best results and as is not the case with humanism where one cannot follow certain criteria in doing so (Engeström, 2004). Bloating is also a significant problem in this area, because a learner will find that larger programs in computer applications will take many resources and contribute towards the over fitting of the solutions, whereas in humanism or behaviourism few resources are used and contributions of solutions are not over fitting. For one to get the appropriate information one is supposed to interact two programs and, therefore, one will find that a lot of computer programs will be used which will cause bloating and exhaustion among the learners hence you may not get outstanding results. Conclusion Learning theory scholars represents an effort to comprehend and describe how individuals learn. Three of the most widely recognized learning theories include developmental learning theory, behaviorist-learning theory, and cognitive learning theory. Apart from this point, there is the developmental learning theory. The foundation of developmental learning theory is the idea that learning occurs incrementally as an individual matures cognitively, emotionally, and physically. In general, developmental theories comprise the following fundamental principles: (a) Every healthy human being goes through specific stages of development, (b) Instructors should respect individual differences, which are a product of the individual’s stage of development, (c) Instructors should pay attention to the strengths and limitations of individuals at different stages of development, (d) instructors need to evaluate individuals’ developmental readiness to read and write, and (e) instructors need to deliver instruction appropriate for the individual’s level of development. Identifying which attributes individual learners possess will assist in determining their readiness for adult instructional strategies. This is for the reasons that many adults received a pedagogical education when they were young, it may be essential to introduce them to adult learning styles. A critical element in adult learning is an individual’s earlier experience. Mature learners have a wide range of experience that they can refer to and share with their workmates when participating in training activities. References Anders Ericsson, K. and Towne, T. J. (2010), Expertise. Wiley Interdisciplinary Reviews: Cognitive Science, 1: 404–416. Burger, J., Parker, K. Cason, L., Hauck, S., Kaetzel, D., O’Nan, C. and White, A. (2010). Responses to work complexity: The novice to expert effect. Western Journal of Nursing Research. 32(4), 497-510. Billett, S. (2001). Learning in the workplace: Strategies for effective practice. Crow’s Nest, NSW: Allen & Unwin. Billett, S. (2002). Workplace pedagogic practices: Co-participation and learning. British Journal of Educational Studies, 50(4), 457-483.erences Billett, S. (2006). Constituting the workplace curriculum. Journal of Curriculum Studies, 38(1), 31-48, Collin, K., & Paloniemi, S. (2008). Supporting experience sharing as participatory workplace practice. In S. Billett, C. Harteis, & A. Eteläpelto (eds). 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