Sharleen attended a conference on holistic medicine and participated in a session on Reflective consciousness.
The speaker presented a model to describe some key observations about learning and performance -- and the assessment of performance. The learner of a new skill begins at stage 1 -- 'unconscious incompetence', and ends of stage 4 - ' unconscious competence', having passed through stage 2 - 'conscious incompetence' and -3 'conscious competence'.
This model is a 2 X 2 matrix. See the URL sites for more details.
Various references can be found to an ancient Oriental proverb, which inverts the order of the highest two states:
He who knows not, and knows not that he knowns not, is a fool – shun him (= Unconscious Incompetent)
He who knows not, and knows that he knows not is ignorant – teach him, (= Conscious Incompetent)
He who knows, and knows not that he knows, is asleep – wake him, (=Unconscious Competent)
But he who knows, and knows that he knows, I sa wise man – follow him (=Conscious Competent
This is somewhat similar to the matrix above.
It is clear that consideration of this model can become important in teaching. If the teacher is unaware where the student fits into this matrix, the method of teaching may not be appropriate.
“Trainers often make the mistake of assuming that a learner is at state 2, and focus their effort toward achieving stage 3, when in fact the learner is still at stage 1. This is a fundamental reason for training failure – because the learner simply has not recognized the need for new learning. Until the learner has achieved awareness of a weakness or a training need (conscious incompetence), the learner has no interest, attention or motivation for the learning process. Learners only respond to training or teaching when they are aware of their own need for it, and the personal benefits they will derive from it.”
This model would be incomplete if it did not acknowledge the idea of a 5th level which has sometimes been called “reflective competence” or even “enlightened competence”. The model illustrates how skills become so integrated that they become “unconscious” and instinctual. But if we stopped there, it would give the impression that this “unconsciousness” is the highest state of learning – such as the artist, dancer, craftsman who practices their skill at the highest level but cannot articulate it or teach it to others. Of course, the level beyond this is the coach, the expert teacher, the mentor, the master craftsman, who can demonstrate a skill in practice and also articulate the fine details of the skill, art or craft.
“When someone becomes conscious of incompetence, emotions of “anxiety’, ‘happiness’, fear’ and or ‘deial’’ may be experienced. Feelings of ‘threat’ (to previous learning), ‘guilt’ (at departing from previous leanring) and possibly ‘depression’ (at having to relearn) can arise until a firm commitment is made to the new learning. If the commitment to the new learning is not strong, feelings of ‘hostilityu’ or ‘disillusionment’ can arise. The ability to demonstrate the skill partially is the beginning of a “gradual acceptance’, which through practice then naturally leads to Conscious Competence. A lack of discipline I in this area could repeat emotional sequence of earlier transitions. Mastery at this stage enables Unconscious Competence and builds confidence to teach others the skill. This is arguably the fifth ‘reflective’ stage.
“I would not call mastery ‘unconscious’. It is simply ‘wired in.’ that, literally, occurs when the neuro-cognitive system acquires new brain cells.”
If you are interested in delving deeper into this matrix and its meaning here are several URLs that go into these ideas in more details.
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