What Sets RSTP Apart from Traditional Skill Transference Approaches?

There are many problems I see with traditional methods of skill transference (see “Problems with Traditional Skill Transference”).  But, to me, the worst offender is that it seems to be commonly accepted that the current state of affairs in skill transference is the best that we can do – that we’ve somehow reached the pinnacle of best practices in efficiently or effectively executing the transfer of any given skill set from one individual to another, an expert to a novice, with any amount of reliability or fidelity.  And, when we no longer see this as a problem, we stop looking for the answers – to finding a way of doing it BETTER!!!  I refuse to accept this!!  I believe this is where RSTP comes to the rescue!

Fortunately, RSTP, at its heart is all about making fine-grained distinctions.  In its methodical approach to extracting the entire skill transfer sequence, including the smallest of those distinctions from the SME (see  more info about “distinctions” “micro-distinctions”), RSTP addresses many of the problems associated with traditional approaches to skill transference, making for a greater degree of success and satisfaction for both the expert and the novice.

Below is a list of the key distinguishing features of the RSTP that set it apart from, and address the problems of, traditional skill transference approaches.

  • RSTP’s main emphasis is on making, and precisely encoding, distinctions for the successful transfer of skill – see “Distinguishing Distinctions – A Definition.
  • The protocol, by it’s very nature, is built to be very logical, methodical and systematic, in order to capture the entire skill set transfer sequence, including all the relevant distinctions, in its entirety.
  • Explicitness and precision are built into the protocol, to eliminate confusion in the transfer of the skill set – see “Explicitness/Precision.
  • The protocol is language based – the various parts of speech are the basic building blocks for building an effective skill transfer sequence – see “Language Based Skill Transfer.
  • It addresses the conscious attention capacity bottleneck by methodically moving the small skill set building blocks through the student’s conscious capacity, then reassembling them methodically– see “Conscious Attention Capacity Bottleneck.
  • RSTP Addresses all the problems in traditional skill transference methodologies – see “Problems with Traditional Skill Transference.”
    • The you’re-either-born-with-it-or-you’re-not problematic mindset demonstrates that “natural talent” is not necessary to acquire a given skill.  A methodical transference approach, containing all the essential skill DNA pieces, is what is necessary to gain proficiency.
    • The you’ve-either-got-it-or-you-don’t debilitating belief – again, this is just an erroneous belief baked into our culture that keeps us from looking for a better, more successful approach to skill transfer and acquisition.
    • You-have-to-reach-the-pinnacle-or-why-bother mentality – most of us are not looking for obtaining a skill set at some 1%, top-of-the-game level – we’re looking to gain proficiency – RSTP makes that possible!
    • The random nature of acquiring a skill set – RSTP removes ALLLL the randomness – that’s its VERY PURPOSE!
    • The problems inherent with the Subject Matter Expert – see “The Expert Doesn’t Know What They Know
      • The difficulty in extracting, from the SME, the nuances that have become unconscious for them – the RSTP process facilitates the deep-extraction necessary to get at these nuances.
      • The SME often doesn’t deem certain skill segments significant – RSTP uncovers and encodes all the necessary skill segments.  The testing process then uncovers any that may be missing because the student will fail to acquire the skill at those failure points.
      • Frequently instructors glom too many skill segments together before they are learned individually.  RSTP, again, points to these failure points.
      • The failure to build in safety measures – these are just additional skill segments that are learned into the progression at the appropriate points in the instruction.
      • The SME confuses an information dump on the student with actual skill transfer – this simply is not possible given the structure built into the protocol.
  • It’s potentially evolutionary – each iteration of any given skill set allows for an evolution to better and better “Best Practices,” each one building on the previous best practices.
  • Having a protocol in which to record the accumulated wisdom of the SME allows them to record it once well, freeing up their time to go further in their field, rather that being stuck in an endless loop of repeatedly disseminating their hard-won skill – they might as well just record it once well!
  • The “Go-Slow-to-Go-Fast” approach built into RSTP leads to a rapidly accelerates progression for the student, facilitating a feeling of THRILL in the student.
  • The methodical format of breaking the skill set down into discrete, bite-sized, single task lessons forces innovation in teaching approaches – see “Innovation.
  • It WORKS!!  It transfers skill not just information – see “Skill Transfer vs Info Dump.
  • It WORKS!!  And it transfers that skill more efficiently and effectively than traditional approaches – a 95% level of proficiency, and in 50% of the time with nearly 0% of the stress and anxiety associated with traditional skill transfer approaches.

Whew – I think that about covers it!!  For now 🙂

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