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Skills and Behaviors for Field Studies in Conservation Ethnobiology.

Introduction

This site provides access to self-learning information about the skills and behaviors that are required for the Field School.

This site is designed to provide assistance in accomplishing the following goals.

    • Overview the set of critical skills needed for ethnobiology field studies.

    • Allow self-evaluation of the different levels of skills and behaviors for each type of skill.

    • Organize a way to achieve higher levels of skills and behaviors.

General Information about Skill and Behavioral Levels

The following description is adapted from Bridges and Lau (2006).

The potential number of skills and methodologies required to be an ethnobotanist can be overwhelming, particularly if you are expected to be highly trained in each activity. Perhaps it is unrealistic to demand high proficiency in all activities. If so, is there a way that we can systematically identify the attainment of skill levels in ways that help us discuss appropriate types of proficiency? For example, there is a vast difference between someone who has learned how to use a GPS receiver to determine the latitude and longitude of a collection location and someone who understands the differences between using the latitude-longitude and UTM models. Does everyone need to understand the location models, or are there times when a tool is useful just for simple data collection?

Dreyfus & Dreyfus (1986) proposed a five-stage skill acquisition model to describe the general skill acquisition process that people undergo when they begin to learn and then master a new skill. They argue that the progression from novice to expert is dependent on the individual’s scope of perception and experience with the task at hand. Their model was developed based on recurrent learning patterns observed during skill-acquisition research involving airplane pilots, chess players, automobile drivers, and adult learners of a second language. Their five stages are termed 1) novice, 2) advanced beginner, 3) competent, 4) proficient, and 5) expert. They observed that at each stage, an individual becomes familiar with a skill by continually performing a series of activities. The first two stages rely heavily on following a set of rules pertaining to the technical aspect of the skill. The third stage is transitional in that a person begins to take on more responsibilities by becoming involved in the decision making process of projects that utilize the skill. People who have attained the fourth and fifth stages are making decisions without being consciously aware of their applying the rules learned during the first and second stages. The last two stages essentially separate a person from being a follower of rules to an effective decision maker.

The skills and behaviors levels are generally characterized as stages with the following attributes:

Novice: Follows the rules, requires specific rules for specific circumstances, and takes no responsibility other than following the rules.

Advanced Beginner: Expanded view of situations in which the skill is applied, begins to transfer rules to related situations, still makes decisions based on rules, and does not experience personal responsibility.

Competent: Senses that the number of rules is becoming excessive, begins to organize rules by developing principles, starts developing information on the relative importance of particular rules, and begins to experience responsibility relative to decision-making resulting from the application of rules.

Proficient: Problems are solved intuitively based on extensive previous experience, sees the “whole picture,” and applies conscious decision-making by formulating a plan of action.

Expert: Doesn’t go through the normal processes but intuitively senses what should be done, often without the need for analysis.

References

Bridges, K. W. and Y. Han Lau. 2006. The Skill Acquisition Process Relative to Ethnobotanical Methods. Ethnobotany Research & Applications 4: 115-118.

Dreyfus, H.L. & S.E. Dreyfus. 1986. Mind over Machine: The Power of Human Intuition and Expertise in the Era of the Computer. Free Press.

The Skill Set

This set of skills is under development and will change considerably during the last part of 2011.

Each of the following types of skill is presented in the skill and behavioral levels context. This is new way to view the development of skills. Please understand that considerable interpretation should be used in evaluating your skills relative to the five discrete levels.

The skill set is also presented in the context of the Field School. This is similar to independent research trips to field study sites, but not identical. Use care in extrapolating some of the details presented on these pages.

Last Updated: October 1, 2011.