Abstract
The objective of this research is to develop a theoretically driven model of human skill requirements and acquisition associated with the operation of advanced manufacturing technologies. A variety of theoretical approaches are reviewed as a basis for skill and knowledge assessment and the relations between these approaches are explored. Based on these theoretical approaches, a hybrid model is presented that integrates a number of diverse approaches into a unified conceptual framework. It is proposed that the power of the conceptual framework lies in the interactions between the model components. From the model, it can be hypothesized that, in order to move up the learning hierarchy, several requirements should be satisfied: (a) all knowledge learned from previous levels of learning is prerequisite, (b) the training abilities and performance abilities with appropriate ability levels corresponding to the skill to be acquired must exist in the trainee, (c) an adequate amount of cognitive resources for learning new skills is required, and (d) if an appropriate knowledge structure exists it will facilitate the learning process. The model developed in this work is based on the underlying assumption that different approaches to skill acquisition and training in the manufacturing environment, although traditionally viewed in isolation, are each addressing the same goal of producing a competent workforce. Understanding their interactions can directly translate into greater accuracy for employee selection, job assignment, and development of training content. The model presented in this article provides a framework for future research and holds the potential for improving corporate competitiveness through the effective and efficient investment in their personnel.
