The Long-Term Retention of Knowledge and Skills

Farr, Marshall J.

doi:10.1007/978-1-4612-1062-7

Cited by 74 publications

(24 citation statements)

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“…Cognitive procedural skills appear highly susceptible to the effects of forgetting, especially when contrasted with continuous control skills (Fleishman and Parker 1962, Schendel and Hagman 1982, Farr 1987, Arthur et al 1998, Ginzburg and Dar-El 2000. Cognitive procedural skills therefore need overlearning.…”

Section: Theoretical Issues In Ergonomics Sciencementioning

confidence: 99%

Designing training for process control simulators: a review of empirical findings and current practices

Kluge

Sauer

Schüler

et al. 2009

Theoretical Issues in Ergonomics Science

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Although simulators have been widely used as training environments in different industries (e.g. oil and nuclear power), there is little rigorous empirical work evaluating the effectiveness of the training methods employed. This article examines the use of simulator training in process control environments. The results of an exploratory field study are reported and the current practices of simulator training are described. The study revealed that simulator training varied considerably across organisations, often with little theoretical or empirical work to guide training design. To evaluate the utility and effectiveness of different methods of simulator training in process control environments, the article also presents a literature review of the research on laboratory-and field-based training. Several training methods are identified as having particular potential for temporal and adaptive transfer and are to be empirically tested in future studies.

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Section: Theoretical Issues In Ergonomics Sciencementioning

confidence: 99%

Designing training for process control simulators: a review of empirical findings and current practices

Kluge

Sauer

Schüler

et al. 2009

Theoretical Issues in Ergonomics Science

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“…Research has, demonstrated that overlearning can lead to slower decay (Farr, 1987;Wells & Hagman, 1989;Rowatt & Schlecter, 1993). This effect has direct relevance to skills within the IRR, because of the wide variability in extent of training and depth of experience among IRR soldiers.…”

Section: Research On Skill De'vy and Reacquisitionmentioning

confidence: 99%

Reacquisition of Skills by Combat Engineers Mobilized from the Individual Ready Reserve

Wisher¹,

Kern²,

Sabol³

et al. 1994

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Public rtportng bUrden Iorrtth,, COIIcgrt mf tftematod tn r to average I hour per (spo~nse. ini:luding .th,,ie t infor re iwng nrucz~enf. searchngn existing cata sources, gathering and mantu the. 9" data neede, a nd c.moltlngno re-.ewirnq the collection of einormation. For this report, skill reacquisition data were collected during a mobilization training exercise on 76 individual ready reserve (IRR) soldiers (combat engineers) who had been Separated from active duty for periods ranging up to 10 years. Military occupational knowledge was measured before and after a 5-day rapid train-up and hands-on performance for 18 110S tasks was recorded. Increases in task knowledge were strongly related to p)rior active duty status (full tour vs. initial entry training only) and Armed Forces Qualification Test (AFQT) scores (above vs. below the 50th percentile). ____--_ __We wish to express our appreciation for the support and the coordinating actions that enabled us to integrate thi3 research into the much larger Call Forward 93 (CF93) mobilization exercise. Specifically, we extend our thanks to COL Alan Sepe, Director, Mobilization Directorate, Office of the Deputy Chief of Staff for Personnel, and John Henderson, Plans and Execution Division, Training and Doctrine Command, for encouraging and supporting the insertion of our research into CF93. Coordination and scheduling required to accomplish a seamless integration of this research was made possible by staff of the 98th Division (Training) The Department of the Army, Assistant Deputy Chief of Staff for Personnel tasked the U.S. Army Research Institute for the Behavioral and Social Sciences (ARI) to develop a continuing program of study on the question of skill decay and reacquisition. This tasking stemmed from an interest in extending the knowledge gained during Operation Desert Storm, in which ARI investigated skill decay, rapid train-up, and the attitudes, motivations, and concerns of those mobilized from the Individual Ready Reserve (IRR). Procedure:Skill reacquisition data were collected on 126 IRR volunteers (99 Lcombat engineers and 27 carpentry and masonry specialists) who had been separated from active duty for periods ranging from 7 months to over 10 years. The data collection was tied into Call Forward 93 (CF93), a mobilization training exercise conducted at Fort Leonard Wood from May o July 1993. MOS school knowledge tests developed for these two MOS were given before and after a 5-day rapid train-up program. Hands-on testing of various MOS tasks occurred immediately after the training for each task, and performance was recorded in specially designed evaluation booklets. Findings:Due to the larger sample, the principal statistical analyses focused on skill reacquisition by the combat engineers. In analyzing the variability in performance on the knowledge tests (where a score of .>70% was cons lered "proficient"), a distinct pattein emerged, which was generally supported by a sim tr pattern in the hands-on testing:a. Soldiers with full, F ior-service tours w...

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“…Retention (generally considered the outcome of successful learning) appears to be a straightforward concept in which success is typically measured by having the learner recognise, recall, repeat or reproduce what he/she has acquired (Farr, 1987). But the relationship between acquisition and retention is far from simple and can be positively or negatively impacted by factors including the stage of training at which retention is assessed, the criterion utilised to determine successful skill or knowledge acquisition and the extent to which the testing environment during acquisition replicates workplace conditions (Farr, 1987).…”

Section: Figure 21 Learning Pyramid Modelmentioning

confidence: 99%

Section: Figure 21 Learning Pyramid Modelmentioning

confidence: 99%

“…But the relationship between acquisition and retention is far from simple and can be positively or negatively impacted by factors including the stage of training at which retention is assessed, the criterion utilised to determine successful skill or knowledge acquisition and the extent to which the testing environment during acquisition replicates workplace conditions (Farr, 1987). Research has demonstrated that a high degree of over-learning, increased repetitions, drill and practice will strengthen memory traces in an individual, will reduce skill/knowledge loss or decay and increase the repeatability of high-standard performance (Broad, 1997;Farr, 1987;Hargie, 2010;McDonald, Doyle & Lieberman, 2012). Research across a range of professional applications has also shown that skills and knowledge decay over extended periods of non-practice and non-use and that decay can be mitigated both in the training environment through over-learning and in the workplace by supervised or mentored application (Broad, 1997;Farr, 1987;McDonald, Doyle, & Lieberman, 2012).…”

Section: Figure 21 Learning Pyramid Modelmentioning

confidence: 99%

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Skill acquisition, transfer and application: a study of investigative interviewing training in the Queensland Police Service

Mount¹

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The ability of a police officer to elicit case-relevant information from a witness, victim or suspect of a crime is a fundamental component of policing capability. The police officer must be able to elicit accurate, complete and timely information from the individual in a manner that is effective, efficient and legally compliant. The officer must also be able to adapt their elicitation techniques to suit the circumstances of the encounter -whether it is a roadside field interview with a witness to a vehicle accident or a formal investigative interview of a homicide suspect. The interpersonal and communication skills required to effectively undertake the elicitation task, I propose, comprise both 'hard' procedural and 'soft' cognitive components. Neither hard nor soft interviewing skills are typically innate and the police officer must be formally trained in their uses. Once acquired in the training environment, the skills must then be transferred effectively and applied regularly in a workplace setting. At each junction in the acquisition-transfer-application pathway a variety of factors will either enable or inhibit the journey and, ultimately, impact on the effectiveness of the investigative interview that is conducted in the workplace. Using the Queensland Police Service (QPS) as a case study, my research expands upon existing knowledge associated with the skill acquisition-transfer-application pathway. The research also addresses research gaps associated with training delivery and workplace utilisation of both hard and soft investigative interviewing skills.My findings suggest that there is an imbalance of emphasis on hard skills in investigative interviewing training with soft skills relegated to a cursory status. My findings also indicate that QPS Level 1 (Foundation) investigative interviewing training is not satisfying the skill demands of the most common interviewing scenarios for uniformed officers -the Field Interview. My findings suggest that the acquisition-transfer-application pathway for QPS Level 2 (Complex Investigations) is, with some adjustments, more likely to lead to effective investigative interviews. My research has implications for both the design and delivery of investigative interviewing training and the future development and management of this key component of policing capability.iii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.

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The Long-Term Retention of Knowledge and Skills

Cited by 74 publications

References 0 publications

Designing training for process control simulators: a review of empirical findings and current practices

Designing training for process control simulators: a review of empirical findings and current practices

Reacquisition of Skills by Combat Engineers Mobilized from the Individual Ready Reserve

Skill acquisition, transfer and application: a study of investigative interviewing training in the Queensland Police Service

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