"I am interested in instrumental outcomes. The discovery of tacit knowledge and the methods found in NDM have been incredibly useful to me in the pursuit of ski

"I am interested in instrumental outcomes. The discovery of tacit knowledge and the methods found in NDM have been incredibly useful to me in the pursuit of skill acquisition. This was mostly what I was getting at in the post." Yup, no worries, I think it's a fine post in that regard. Just trying to separate your genuine insights into the practical problems faced by individuals with a certain social position (knowledge workers, aspiring entrepreneurs), and more general theories about the evolution of labor markets, technological change, and the political consequences thereof. "NDM is a field of research that focuses on taking expert intuition (which I refer to as tacit knowledge in this piece), extracting it out of the heads of professionals and then creating training methods to enable less skilled operators to learn these tacit skills on their own. The methods are primarily associated with and deployed in the military." I am only glancingly familiar with this work, but I think you've summarized it well. This basic project - of formalizing work procedures to allow for a shift in the relative amount of skilled versus unskilled labor input to a process - can be traced back to the dawn of the industrial revolution. Gaspard de Prony, Charles Babbage, F.W. Taylor (of "Taylorism" fame), and Herbert Simon (cited in the Klein/Kahneman paper) were all essentially concerned with this question. Harry Braverman and David Noble wrote interesting social histories on this theme, describing how this problem came to be seen as important, and how structuring work in this way - though it was eminently reasonable in the sort term for individual technical decision makers - might have deleterious effects in the long term for society as a whole. In a way, your recommendations give voice to the desire of many knowledge workers to return to a model of skill acquisition that would have been familiar to the members of pre- and early- modern guilds. Apprenticeship and on-the-job experience was valorized over the "book learning" of "schoolmen".