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Fig. 9 Analysis of skill pairs in Q-I.
not defined Fig. 12 Analysis of skill pairs in Q-ATAS.
Data in percent, basis = skill in the column Fig. 11 Analysis of skill pairs in Q-ATAC.
Data in percent, basis skill in the column Fig. 10 Analysis of skill pairs in Q-ERC.
Because all three aspects are involved, and the connections of skill pairs can vary considerably over the different Q matrix models, there is no fixed rule regarding how to revise a certain skill.
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Aspect (ii): The overlap of all skill pairs for the four single Q matrix models is depicted in Appendix 5, Figs. 9, 10, 11, 12.
The reduction of the initial set of fourteen skills to seven skills caused a balanced consideration of (i) how often a skill was represented by the tasks, (ii) how often a skill was part of a skill pair in tasks, and (iii) how important the skill was with regard to content validity aspects.
(1) Empirically and/or practically important skills, with a low tendency to be part of a high overlapping skill pair, were maintained as initially introduced (e.g., "TOOL").
The training intervention was a 15 hour face-to-face course involving presentations, video example consultations, written materials and rehearsal of skills in pairs.
The results for this skill pair indicated that they should be merged into one skill.
For me personally, a degree didn't make sense because I didn't want debt and I was motivated to teach myself different types of skills that pair well together.
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