“Experience may be the best teacher, but it is a ruthless schoolmaster!” Unknown Advertisements
Do & Done becomes Get & Gotten…
“If You Always Do What You’ve Always Done, You Always Get What You’ve Always Gotten.” Unknown but invariably accredited to (Quote Investigator, 2016): Henry Ford (?, Car Maker); Jessie Potter (1981, Educator and counsellor on family relationships and human sexuality); Dayle K. Maloney (1984, In a seminar ‘Secers of Selling); Cathy Bolger (1984, Counsellor); Dan… Read More
Combat Effectiveness: Leadership & Troop Quality
Research Paper Title Soldier Capability – Army Combat Effectiveness (SCACE): Volume III, Historical Combat Data and Analysis. Abstract This study included: A survey of historical literature related to troop quality and capability; A survey of psychological literature dealing with the relationship of individual aptitude to group performance, with special attention to the group performance of low-aptitude individuals; A… Read More
Training & Cognitive Bias: Any Link?
Research Paper Title Training Induces Cognitive Bias: The Case of a Simulation-Based Emergency Airway Curriculum. Introduction Training-induced cognitive bias may affect performance. Using a simulation-based emergency airway curriculum, we tested the hypothesis that curriculum design would induce bias and affect decision making. Methods Twenty-three novice anesthesiology residents were randomized into 2 groups. The primary outcome measure was the initiation… Read More
Training Transfer & Motivation to Learn: Supervisor’s have a Supporting Role
Research Paper Title Supervisor’s Role as an Antecedent of Training Transfer and Motivation to Learn in Training Programmes. Background Training and development programme literature highlights two major characteristics of a supervisor’s role: support and communication. The ability of supervisors to provide adequate support and practice good communication style in relation to training programmes may lead to… Read More
Learning Strategies: What Does Work?
I am an avid reader of the New Scientist and have a continuous thirst for learning new things. Last week the New Scientist combined the two with an article on learning strategies. Yesterday, I highlighted some of the “most common methods to boost learning [which] are surprisingly useless”, as noted by the New Scientist (2015,… Read More
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