Over the past several decades of information technology growth, work has become increasingly cognitive. It is also becoming more complex, thanks in part to growing networks of information, capability, and resources that link us and our work into large, distributed teams and organizations. In this paper, we assert that skills required for complex cognitive work are acquired in ways that qualitatively differ from the ways used for training routine procedural and rule-based skill. We conducted a literature review, peer workshop, and candidate-definition evaluation to derive a definition of complex cognitive skill (CCS). The CCS definition meets a number of evaluative criteria that include addressing complex cognitive work characteristics described in the relevant literature. The definition is expected to help researchers develop a more focused and coherent CCS research base and to help training practitioners justify the types of methods and resources required for supporting CCS acquisition. Future work will include assessing the definition for clarity, unambiguity, and, more generally, usefulness and usability.