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luni, 5 ianuarie 2009

Technique

* artistic (not) (biased) logic; emotional (not) cerebral
* rather than political, than teacher oriented
http://en.wikipedia.org/wiki/Technique
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Skill, the ability to perform a task
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http://en.wikipedia.org/wiki/Skill
A skill (also called talent) is the learned capacity to carry out pre-determined results often with the minimum outlay of time, energy, or both. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self motivation and others, whereas domain-specific skills would be useful only for a certain job. Skill usually requires a certain environmental stimuli and situation to assess the level of skill being shown and used.
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Academic skills
Interpersonal communication

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  • Motor skills
  • Skilled labor
  • Innovation Skills

    • ...
  • Thinking and intelligence, IQ

    • [edit] See also

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    joi, 1 ianuarie 2009

    “Rank Versus Skill”

    http://www.aikidojournal.com/blog/2008/12/15/rank-versus-skill-by-salvatore-forestieri/
    “Rank Versus Skill”
    by Salvatore Forestieri

    In the martial arts we all strive for a purpose. Some of us may have multiple purposes, but in general most of us strive for physical and mental development through shugyo. Some individuals might want to develop a certain skill level; others are more concerned with rank - especially the untrained newcomer. In a recent situation that I’m sure many will recognize, an individual walked into our dojo after contacting me previously on numerous occasions. Almost immediately on arriving, he asked me, “how long would it take me to get a black belt?”. I chuckled and replied, “Oh… around 2-3 days for an average one and about 7-10 days for a really nice one from Japan”. After he looked at me quizzically for a few moments, I explained the joke to him. Fortunately he chuckled and the ice was broken.

    Of late though, I have given the underlying essence of this subject some significant thought. Not long ago, I read a particularly interesting article authored by Stanley Pranin regarding rank. Mr. Pranin made a number of pertinent observations on this subject, which hit home with me.

    These days, it seems that increasing numbers of people are becoming overly-concerned with their rank, and from whom it is received or awarded. In the past, it was almost always a given that a certain level of skill in the art was required in order to achieve a recognized level of rank. Rank then, was an outward sign of progress in the acquisition of such skills. One therefore has to question the point of awarding higher levels of rank, in the absence of a significant set of skills in the art. Just as perplexing, is the all-too-common issue of individuals with outstanding skills not having an appropriate level of rank, due to unfortunate politics.

    Surely in the martial arts, we should all be working on our own path to progress, and not get caught up in the specific successes or failures of others? Surely part of our training is to help those who may need us in a mutually beneficial environment – an environment that gives us the courage to ask for help when we ourselves need it. The outcome of such an environment is integrity. It is this integrity that diminishes thoughts of acquiring or possessing rank for its own sake, devoid of a connection to a particular and recognizable skill level. What good is your training, or your rank, if it has no practical value for you or your family? Perhaps we should ask ourselves the question: if we were really in danger, would we want one of our dojo mates to be present, based on how they train in the dojo?

    There was a time when someone had rank, and it was understood clearly what it meant - where that individual’s mind and body was at. With all of the inconsistencies in rank today, how can we give merit to something that everyone has? What separates us from the superficial? I put it to you that the difference is in our attitude to our training – in how we train and in how we use our training off the mat and outside the dojo. The difference is in how we behave as individuals in society – in our work ethic, in how we practice what we preach. It is found in our communicating Aikido to others through the skills we have worked hard to acquire, through blood, sweat and tears, and not simply by talking about rank or the color of one’s belt, or the level of one’s dan.

    For the sake of preservation, perhaps we should reflect often on those warriors who have gone before us, on those who have passed these skills on to us. Being able to receive these skills is a privilege, and so for us, our very training is a privilege. Perhaps striving to work hard in our training, striving to improve our skills, first and foremost without giving thought to rank, might make us better people.

    When, in time, the rank follows, perhaps then we might then feel better about receiving such rank, because then it truly represents that for which we have worked so hard.
    This, for me, is paramount.

    » Next: Recommended reading: “Interview with Kazuo Chiba” by Stanley Pranin

    » Previous: Recommended reading: “Fewer Words - More Understanding” by David Lynch

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    vineri, 19 decembrie 2008

    Transferable skills analysis

    http://en.wikipedia.org/wiki/Transferable_skills_analysis
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    The formal transferable skills analysis (TSA) process used by vocational evaluators consists of compiling occupations from the U.S. Department of Labor's Dictionary of Occupational Titles (DOT) to represent a person's work history, and analyzing the work activities (Work Fields) a person has performed in the previous jobs, along with the objects upon which the work activities were performed (Materials, Products, Subject Matter, and Services, or MPSMS). These data are then used to identify a set of occupations that a worker should be able to perform.
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    The method most often used to perform skills transfer operations is based upon the federal definition of skills transferability as shown below. That definition utilizes the technology described in the The Revised Handbook for Analyzing Jobs (HAJ, 1991). The HAJ describes and explains the variables used in TSA.

    Work Fields (WF's) are categories of technologies that reflect how work gets done and what gets done as a result of the work activities-the purpose of the job. DOT occupations may contain one, two, or three Work Field codes.

    MPSMS are the end products upon which the work activities are performed. MPSMS is derived from the Standard Industrial Classification (SIC) codes, which identify employers by type of business. DOT occupations may contain one, two, or three MPSMS codes.

    Specific Vocational Preparation (SVP) is defined as the amount of time required to learn the duties and acquire the information needed for a specific occupation. This training may be acquired in a school, work, military, institutional, or vocational environment.

    Worker Traits required to successfully perform a given job are also utilized in TSA process. These variables include training time (SVP), general educational development, aptitudes, temperaments, physical demands, environmental conditions, and relationships to data, people, and things. Job counsellors often search for job possibilities which best reflect a person's work experience, then eliminating those which require functionality beyond--or significantly below-the person's capabilities expressed by Worker Traits, to determine transferable skills.
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    http://www.erieri.com/index.cfm?FuseAction=EDOT.Main#jobSearch

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    http://www.erieri.com/index.cfm?fuseaction=waw.main

    ...

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