Internal Factor : Skills and Knowledge

Pertemuan 3

Matakuliah : L0074/Psikologi Industri dan Organisasi 2Tahun : 2008

Conscious Competence Learning Model (Robinson, 1974)

Conscious-Competence model

Competence

Incompetent Competent

Consciousness

Conscious

Unconscious

  Conscious

Incompetence 

ConsciousCompetence

  Unconsciousincompetence

 

UnconsciousCompetence

The meaning at each quadrant

  Conscious

Incompetence 

ConsciousCompetence

  Unconsciousincompetence

 

UnconsciousCompetence

(You Know that You

Don’t Know)

(You Know that You Know)

You Don’t Know that You Know

You Don’t Know that You Don’t

Know

Unconscious Incompetence

In the unconscious incompetence stage, people/organization:

- are unaware of the existence or relevance of the skill area.

- are unaware that they have a deficiency in the area concerned.

- may deny the relevance of needing a new skill. - must become conscious of their incompetence

before development or learning of the new skill can begin.

Conscious Incompetence

People / organization in the conscious incompetence stage: • become aware of the existence and relevance of a skill.• are also aware of their deficiency in this area, ideally

because of an attempt to use the skill. • realize that by improving their ability in this area, their

effectiveness will improve. • have a measure of the extent of their deficiency in the

relevant skill and a measure of what is required for competence.

Conscious Competence

People / organization achieve conscious competence in a skill when they can perform it reliably at will. Those in the conscious competence stage:

• need to concentrate and think to perform the skill. • can perform the skill without assistance. • will not reliably perform the skill unless they think about

it—the skill is not yet second nature or automatic. • should be able to demonstrate the skill to someone

else, but aren't likely to show mastery of it. • should continue to practice the new skill, and, if

appropriate, commit to becoming unconsciously competent at the new skill.

Unconscious Competence

• In the unconscious competence stage, the skill becomes so practiced that it enters the unconscious parts of the brain—it becomes second nature.

• can perform certain skills while doing something else.

• may now be able to teach others the skill concerned, although after some time of being unconsciously competent, people may have difficulty explaining exactly how they do it, because the skill has become largely instinctual.

Level of awareness and having skill

  Conscious

Incompetence 

ConsciousCompetence

  Unconsciousincompetence

 

UnconsciousCompetence

are unaware of the existence

or relevance of the skill area.

become aware of the

existence and

relevance of a skill.

need to concentrate and think to perform the

skill. Put learning into

practice

skills become habits, and you

perform the task without

conscious effort and with

automatic ease.

What next to do at each quadrant?

  Conscious

Incompetence 

ConsciousCompetence

  Unconsciousincompetence

 

UnconsciousCompetence

Building awareness

Create A-ha moment.

Assessment to

determine skill gapsBuild a

customized training

program

Assist & maintain

Practice & learning new

skills

Excel new skill &

activityBuilding

awareness?

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SKILL ACQUISITION

• Skill acquisition can be get from self practice - non-intentional / incidental learning with recreational setting learning the words of a song, hearing of it.

• There is two phase for learning : - Phase of instruction trainer, self-instruction media, or observation.- Phase of practice.

INDIVIDUAL DIFFERENCES IN ABILITY

• Intelligence theory : G factor & Multiple Intelligence

• Cognitive ability useful to predict the ability to perform simple tasks and complex tasks.

• Fluid intelligence the person basic ability to perform intellectual functions requiring little learning or formal instructions.

• Crystallized intelligence interaction between G factor with learning and culture.

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INDIVIDUAL DIFFERENCES IN SKILL ACQUISITION

• Ability affects performance right from the beginning of training, so that high-ability groups start with a performance advantage.

• Sometimes, low-ability participants may partially “catch-up”.

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STRATEGIES APPLIED TO REAL-WORLD PERFORMANCE

1. Use a general intelligence measure The correlation between intelligence and performance may be as high as 0.5 or so in managerial and professional occupational, but barely larger than zero in jobs requiring manual labour.

2. Use more specialised measured that relate to the particular demands of the job basis on the analysis of the requirements of the job, and the abilities required to fulfill them.

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EMOTIONAL INTELLIGENCE

•Emotional intelligence the ability to understand and handle the emotions of oneself and others.

• Still need to be explored, especially the conceptualized in terms of personality traits such as emotional stability and conscientiousness.

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THE ROLE OF KNOWLEDGE

• Studies of expert performance confirm that people who are good at their jobs have acquired much specialised knowledge.

• E.g. a person whose hobby is tinkering with cars might make a better mechanic than a person with high spatial ability but little applied knowledge.

• The commonsense : people’s interests may reflect their aptitudes

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• Intellectual skilled tend to become increasingly specific as people move into adulthood.

• Interest and motivation are required for the sustained, effortful investment of initial abilities in acquiring specialised knowledge necessary to attain high levels of expertise.

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THE END