Structuring the Conditions of Training to Achieve Elite Performance: Reflections on Elite Training Programs and Related Themes in Chapters 10–13

doi:10.1017/CBO9780511609817.017

14 - Structuring the Conditions of Training to Achieve Elite Performance: Reflections on Elite Training Programs and Related Themes in Chapters 10–13

Published online by Cambridge University Press: 04 August 2010

Robert A. Bjork

Edited by

K. Anders Ericsson

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K. Anders Ericsson: Affiliation:
Florida State University

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Summary

There can be arguments as to what training revolution we are in the midst of currently (Chatham, Chapters 2 and 10; Hunt, Chapter 5), but what does not seem debatable is that our society now confronts social, technological, and cultural conditions that require a revolution in training. Personnel in industry, health, military, and the public sector have more to learn in less time. Increasingly sophisticated and rapidly changing electronic and other technologies impose additional training demands at the same time that they offer the potential to make training more effective and more portable. The chapters in this section focus on these problems from the perspective of the military, which has always tried to be at the cutting edge of research and knowledge of learning and mastery. The United States Army, for example, requested that the National Academy of Sciences commission a National Research Council Committee study on the techniques for the enhancement of human performance (Druckman & Bjork, 1991, 1994; Druckman & Swets, 1988).

From the perspective of the military, changes in technology, types of wars, and the social/cultural contexts of warfare require that training must continue after military personnel are deployed, including in combat zones. Such changes also require that an elite performer possess a high level of interpersonal and cultural skills and sensitivities, as well as a high level of traditional warfighter skills. To optimize training, given these changes and challenges, requires new perspectives and new technologies, as well as capitalizing on progress in the science of learning.

Type: Chapter
Information: Development of Professional Expertise
Toward Measurement of Expert Performance and Design of Optimal Learning Environments
, pp. 312 - 330

DOI: https://doi.org/10.1017/CBO9780511609817.017 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2009

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