How to Identify and Teach Abstract Skills: A Case Study of Personal Practice

Abstract

In this chapter I discuss recent research in an Australian industry sector which focused on the development of a skills recognition framework for the Australian rail industry. The research process identified that many people who are technical experts become managers in the industry despite lacking the abstract, tacit, holistic or soft skills that are required to manage and lead people. Skills recognition assessments (which include recognition of prior learning and recognition of current competencies) are a valuable component of training, human resource management and workplace development. They also have a place beyond programs that are designed to formally accredit pre-existing learning. I consider ideas and practices around recognition of learning, skills and capability as the foundations for a wider view of skills recognition; one that is forward looking, focused on learning and is more connected with workplace issues and practices. I draw attention to the tacit skills and soft skills (abstract skills) that are less likely to be recognised in formal competency-based frameworks, or even to be acknowledged as vital components of the suite of skills and experiences needed by people in managerial and senior roles in general. I identify a process for educating managers to accept that abstract skills are a vital function of management. I explain the use of informal skills recognition assessments as a means by which abstract skills – or lack thereof – can be evaluated, and detail how to teach some aspects of these skills.