Deliberate Performance
- deliberate: Done consciously and intentionally
- Deliberate Performance: 의도적 실행
의도적 연습 (Deliberate Practice)
전문성 습득을 가속시키는 방법.
Cambridge Handbook of Expertise and Expert Performance (2006)을 기점으로 전문성 연구가 조명받게 됨. HBR, 그리고 Fortune지에도 기사로 실리고, Talent is Overrated (Colvin, 2008: 재능은 어떻게 단련되는가?), Outliers (Malcolm Gladwell, 2008), The Talent Code (Daniel Coyle, 2009: 탤런트 코드) 등의 책이 나오기 시작.
이 책들의 공통점은 의도적인 연습의 역할을 강조한 것. 10년 혹은 1만 시간동안 의도적 연습을 하는 것.
의도적 연습의 한계
의도적 연습 on-the-job performance는 포함하지 않는다.
의도적 실행 (Deliberate Performance)
Skill learning의 중요한 요건
반복 (Repetition)
시기 적절한 피드백 (Timely feedback)
과업의 다양성 (Task variety)
점진적인 어려움 (Progressive difficulty)
의도적 퍼포먼스가 위의 요건을 만족시키려면
- 매일의 업무 수행과 긴밀히 연결(be tied)되어야 한다. (많은 추가 시간을 들이지 않고서.)
- Not impinge on the performance of the job task at hand
- 시의적절한 피드백과 함께 다양한 반복을 제공한다. Offer varied repetitions with timely feedback
- 피드백을 위해서 전문가의 판단이 필요하지 않아야 한다. Not require expert judgement for feedback
다음과 같은 연습들이 적절함.
추정 (Estimation)
실험 (Experimentation)
외삽 (Extrapolation)
설명 (Explanation)
Wikipedia에서
One of Ericsson's core findings is that how expert one becomes at a skill has more to do with how one practices than with merely performing a skill a large number of times. An expert breaks down the skills that are required to be expert and focuses on improving those skill chunks during practice or day-to-day activities, often paired with immediate coaching feedback. Another important feature of deliberate practice lies in continually practising a skill at more challenging levels with the intention of mastering it.
Deliberate Practice in Medical Education
Duvivier et al. reconstructed the concept of deliberate practice into practical principles to describe the process as it relates to clinical skill acquisition. They defined deliberate practice as:
- repetitive performance of intended cognitive or psychomotor skills.
- rigorous skills assessment
- specific information feedback
- better skills performance[10]
They further described the personal skills learners need to exhibit at various stages of skill development in order to be successful in developing their clinical skills. This includes:
- planning (organize work in a structured way).
- concentration/dedication (higher attention span)
- repetition/revision (strong tendency to practice)
- study style/self reflection (tendency to self-regulate learning)[10]
While the study only included medical students, the authors found that repetitious practice may only help the novice learner (year 1) because as expertise is developed, the learner must focus and plan their learning around specific deficiencies. Curriculum must be designed to develop students' ability to plan their learning as they progress in their careers.
Finally, the findings in the study also have implications for developing self-regulated behaviors in students. Initially, a medical student may need focused feedback from instructors, however as they progress they must develop the ability to self-assess.