Deliberate performance: Accelerating expertise in natural settings

Abstract

Deliberate practice—meaning drill‐like practice under the direction of a coach—is key to developing expertise in sports and music. But working professionals and businesspeople typically have no time for practice. We propose deliberate performance as a type of practice that professionals and businesspeople can pursue while they work as a way to accelerate their progression to becoming experts. Four deliberate performance exercises are described: estimation, experimentation, extrapolation, and explanation.

The Mental Model Comparison of Expert and Novice Performance Improvement Practitioners

“…Consequently, they either purposefully or accidentally form situations nurturing deliberate practices (Ericsson & Charness, 1994) or deliberate performances (Fadde & Klein, 2010) leading to well organized knowledge or mental models that are discussed as one of the indicators of expertise. Two studies from ID literature demonstrated that ID experts utilized their background knowledge and skills related to subject matter and previous experiences regarding the problem that they were trying to provide solutions (Ertmer, et al, 2008;Hardré, Ge & Thomas, 2006).…”

“…The present study utilized an online survey to reach the experts and professionals so that it was not feasible to collect any other supporting measures which Ericsson and Charness (1994) suggested. However, Fadde and Klein (2010) discussed that deliberate practices are usually more appropriate for psychomotor skills, e.g., playing an instrument, and cannot be easily identified in the jobs requiring knowledge work which all business and professional work are based; therefore, deliberate practice is impractical for business people. They offered deliberate performance, which is thought as the part of routine jobs and just-in training activity, instead of deliberate practice.…”

“…Years of experience may be a very general reason to explain expertise, especially, for the fields, like HPT, where knowledge workers are key players (Fadde & Klein, 2010). Years of experience need to be broken into more specific and detailed professional activities completed during that time frame.…”

Effects of Video-Supported Expertise- Based Training (XBT) on Preservice Science Teachers’ Self-Efficacy Beliefs

“…He presented where experts look for picking up predictive information through videos (Fadde, 2010). Fadde and Klein (2010) state professionals such as teachers can gain expertise through extensive job experience. They suggest providing opportunity on four exercises (estimation, experimentation, extrapolation, and explanation) for advanced learners (Fadde & Klein, 2010).…”

“…They suggest providing opportunity on four exercises (estimation, experimentation, extrapolation, and explanation) for advanced learners (Fadde & Klein, 2010). Fadde and Klein (2010) emphasize the importance of the awareness of resources, and time needed to complete a task; learning from the results the action; having lessons from others' actions; and concluding a result for reflective explanation.…”