Develop new knowledge and practical tools - paradigm shift in the delivery of workplace skills development to meta-skills development

我的学生生涯的广泛目标是开发新的知识和实用工具，这将产生一个范式转变，在提供工作场所的技能发展，以一个侧重于元认知过程的元技能发展。我将探讨工作型/体验型学习者发展元认知知识、从元认知经验中学习和自我调节元认知发展的方法;测量/评价/评估个体工作型/经验型学习者的元技能，作为元技能“成熟度”的指标，及其对教育提供者、雇主和社区的潜在价值（和负担），以确保所制定的方法在经济上可行。绿色等人（2016年）在对英国政府未来技能和终身学习项目的审查中，确定了“向创新经济的转变，其相应的技能和培训需求增加，以确保英国经济在欧洲新技能议程中规定的全球市场中具有竞争力和不断增长”。然而，虽然促使这种转变的技术和组织变革的步伐迅速加快，但当前和预计未来为商业和社会企业提供创新以实现经济成功和竞争优势的技能供应是有限的（Gunson &托马斯，2017）。为了解决发展中劳动力市场的需求与适当技术工人的供应之间的差距，需要将研究工作的重点放在将提高劳动力未来就业能力的举措上，以及设计工作环境以促进工作场所学习，元技能的发展已被确定为就业能力的一个重要预测因素（Finch et al，2016），以及表现出反思学习者/从业者理想属性的员工的标记（Saunila & Ukko，2015）。因此，那些为以创造性的方式处理新信息提供高阶认知策略的人，作为适应性强、有信息素养的员工，是很有吸引力的，尤其是因为他们的元技能使他们能够积极地破坏企业和社区，从而推动创新和生产力，以获得经济利益。而不是通过教育或培训培养的一套能力。例如，Mang，Brown和Paper（2017）认为元技能不能“教”。相比之下，Wiebe（2016）认为，通过特定的计划，可以培养某些能力，例如信息素养。另一个问题涉及评估这些能力的手段。例如，在他们对元认知研究方法的回顾中，Akturk和Sahin（2011）确定了设计反思能力评估工具的挑战。基于（a）元认知对研究者来说并不直接可见，（B）学习者并不总是有意识地意识到他们自己的元技能，这些作者还提出了关于特定研究方法是否适合分析内部的、往往是无意识的行为的问题。因此，我将进行研究，以（1）探索元技能的发展和测量（包括创建工具来衡量元技能成熟度，可用于长期评估未来的干预措施），（2）开发新的方法，将元技能发展纳入正规教育和基于工作/社区的学习环境。

The broad aim of my studentship is to develop new knowledge and practical tools that will produce a paradigm shift in the delivery of workplace skills development to one that focuses on metacognitive processes for meta-skills development. I will investigate the means by which work-based/experiential learners develop their metacognitive knowledge, learn from their metacognitive experiences, and self-regulate their metacognitive development; The interventions required to prompt and develop meta-skills in individual work-based/experiential learners; The measurement/evaluation/assessment of the meta-skills of individual work-based/experiential learners as indicators of meta-skills 'maturity', and their potential value (and burden) for educational providers, employers and communities to ensure that the developed approach is economically feasible. In their review for the UK government's Foresight future of skills and lifelong learning project, Green et al, 2016) identify 'a shift to an innovation economy, with its corresponding increased skill and training needs, to ensure a competitive and growing UK economy in a global marketplace as set out in the New skills agenda for Europe'. However, while the pace of technological and organisational change that prompts this shift rapidly accelerates, the current and projected future supply of skills to deliver innovation in business and social enterprises for economic success and competitive advantage is limited (Gunson & Thomas, 2017). To address the gap between the demands of the developing labour market and the supply of suitably skilled workers, research efforts need to be directed towards initiatives that will improve the future employability of the labour force, as well as the design of work environments to promote workplace learning.The development of meta-skills has been identified as an important predictor of employability (Finch et al, 2016), and a marker of employees who exhibit the desirable attributes of reflective learners/practitioners (Saunila & Ukko, 2015). Individuals who offer high-order cognitive strategies for the processing of new information in creative ways are thus attractive as adaptable, information literate employees, not least because their meta-skills enable them to positively disrupt enterprises and communities, and thus drive innovation and productivity for economic benefit.A key debate centres on the extent to which meta-skills are inherent personal attributes that may be enhanced by experience, rather than a set of competences developed through education or training. For example Mang, Brown and Paper (2017) argue that meta-skills cannot be 'taught'. In contrast Wiebe (2016) identifies that it is possible to develop certain competences, such as information literacy, through specific programmes. A further issue relates to the means by which such competencies are evaluated. For example, in their review of metacognitive research methods, Akturk and Sahin (2011) identify the challenges of designing tools for the assessment of reflective competencies. On the basis that (a) metacognition is not directly visible to researchers and (b) learners are not always consciously aware of their own meta-skills, these authors also raise questions about the suitability of particular research methods for the analysis of internal, and often unconscious, behaviours. I will thus be conducting research in order to (1) explore the development, and measurement of meta-skills (including the creation of tools to measure meta-skill maturity that can be used in the long-term for the evaluation of future interventions), and (2) develop novel approaches for the incorporation of meta-skills development into formal education and work-based/community learning settings.