Change: Conscious Competence

This article is the twenty-sixth in a series about Change from Steve Roesler

Are They Unconscious? Well, Yeah, Maybe.

When it comes to making changes, learning plays a big role. The bigger and broader the initiative, the more  deliberate we need to be about learning.

One of my favorite models to visualize all of this is the one below. It can be used in a host of different situations to help people understand the steps involved in learning new things. It also highlights the importance of "being there"--of having a consciousness and attentiveness when it comes to learning and integrating new skills, ideas, and concepts.

In case you haven't seen this before or used it in this way, here's how it works for all of us:

Working our way from the bottom to the top of the hierarchy:

1. Unconscious Incompetence. We don't know what we don't know.

Think about teaching a child and shoelaces. Little kids will run around forever with their laces untied, tripping over them, smiling, crying, tripping, smiling, crying--until mom or dad intervenes and says, "I've got a good idea to help you."

2. Conscious Incompetence. Dad reaches down, ties the shoes while talking through the steps, and says, "Try them now."

Junior runs around without falling and suddenly thinks, "Aha! I don't know how to do that but it looks like a really good idea. If I had a better vocabulary, I would say, 'Gee, Mom and Dad, I think I am Unconsciously Incompetent at this shoelace thing. You've really raised my awareness.' "

3. Conscious Competence. It's such a good idea that Junior decides it's worth it to stand still for a while while Mom reaches down and gives a lesson: "Put the right lace over the left one...pull it through...", until Junior tries it a few times and gets it right.

Now he's tying them himself, all the time saying--then doing--"Right over left, pull it through..."

He's consciously and methodically completing the task a number of times until one day he stops talking to himself because he becomes:

4. Unconsciously Competent. The little guy is now tying and re-tying his shoes while running on the playground, playing tag, and talking to friends, all at the same time.

Whenever we make changes, we go through the same process ourselves. And, we need to build into our consciousness the fact that other people are doing the same thing--at their own speed.

What Kind of Competence Do You Really Want?

We really do want unconscious mastery of many tasks in life--the adverse consequences aren't serious enough to outweigh the efficiencies involved. Besides, adults look pretty strange talking to themselves while tying their shoes.

But when it come to things like, oh, "flying an airplane"--it's OK with me if the cockpit crew runs through the procedures out loud every time. I really don't want the co-pilot kicking back with a cup of coffee and saying, "We've done this a thousand times. The weather's good. Let's not waste time with that lengthy pre-flight safety check."

Go For Consciousness

Organizations learn, improve systems, and make changes as a result of a high level of consciousness and awareness. I worry when I hear a manager say, "Oh, we've done it a million times." I always wonder how many of those times it was done right. Or whether anyone ever deliberately stopped action and decided to take a closer look at how effectively it is being done.

In fact, the more we do something, the less we tend to think about it. (When you drive your car today, decide to pay attention to everything you do and you'll see what I mean).

Managerial Thought For Today: A big part of your job is to raise people's consciousness.

What can you do to create a meaningful "Aha!" today? When you do, you've created the condition for people to look at things differently.

You've created a conscious reason to change.

If you enjoyed this post, I think you'll also want to look at:

• Be Patient With the "Aha!"

• Managing Change? Manage Goals If You Want Results

• Smart People, Change, and Willingness to Learn

Comments

[Karin H.]

"And, we need to build into our consciousness the fact that other people are doing the same thing--at their own speed"

Oops, that's the point I mostly get wrong - at their own speed. And I'm sure I'm not the only one misaligning the status of who's at what stage in the learning process.
(But I'm learning, slowly ;-))

Karin H. (Keep It Simple Sweetheart, specially in business)

[peter vajda]

Hi, Steve,

So, for me, a major challenge is how to apply the model to one's "be-ing" as well as to one's "do-ing." So, my shoelaces are tied, tightly and neatly, so now I'm (verbally) stepping on people, walking over people, kicking people, tripping people up, running away from people, pushing people away....so perhaps we can adjust the body in the scanner to explore the unconscious incompetence in the heart as well...

[Karin H.]

;-) Peter, very recognisable.

Been there, done that too! Until I met someone with bigger shoes (or neater shoelaces) who stepped on my toes. That really makes you stop in your tracks to rethink and to start realigning head with heart.

Karin H.

[Joe Raasch]

Steve,

The model you are highlighting today is one of my favorites - key theme is that not everyone goes through each stage at the same time, or the same way. Every change does require a different competence level - think about the difference from moving offices to another building, or upgrading to a new financial software system.

I've found that the 70-20-10 approach to training and career development is relevant here as well.

10% of learning: formal instruction (classroom, online, seminars)
20% of learning: social/relational (eg mentors, peers, colleagues)
70% of learning: experience (on the job, role-playing)

Applied to change management, imagine the difference in approach! Hard to hide one's heart in the 20 or 70, right? Most change programs I've encountered are 90% formal learning and little or no relational or experience until the change is in process. Too late.

More detail on 70 20 10 is here: http://happyburroblog.com/2007/06/21/100-career-management/

Cheers,

Joe

Karin,

So YOU'RE the one who tripped over Peter and got him all torqued up today! :-)

Hi, Peter,

You have now initiated another post. I thank you!

Hope I don't trip over my shoelaces while putting it together...

Karin,

That sounds like the organizational version of cardiac warning signs. The imagery is fascinating...

Thanks for the breakdown, Joe. My experiences with many of those types of programs mirrors yours. While people are doing "book-learning", they and their colleagues are having real-life challenges of the heart that sometimes need to be addressed in some depth before anything on a powerpoint slide can ever take place.

And thanks for the resource from your blog. Will find the right place to insert it in an upcoming article.

[Karin H.]

Hi Steve

I still 'trip' over my own feet (could be something to do with having size 9.5 UK, 43 Dutch).

Re your last comment on Joe's. That is the missing link I was trying to think of when I read his. Real-life changes of the heart not just in change-situations (and when is life not with changes?): in these circumstances it is good, healthy and profitable - one way or the other - the be able to talk these things through with other. Having a mentor or confidant is gold!

Karin H.

[Jim Stroup]

Hi Steve,

You're aware, of course, that the kids don't lace their shoes, anymore - they velcro them.

But that just underscores the value of your advice for managers: to develop conscious competence of not only what they're doing and how, but why.

Managers should always be searching for their incompetencies, hauling them out of the unconscious category. And they should be vigilant about keeping a short leash on their competencies, to keep them effectively on task and to prevent their drifting off into that unconscious category..

Great images here, and a great presentation, as always. Thanks!

[Steve Roesler]

Hi, Karin,

Well, thanks to Jim bringing us into the 21st century, we should be making the switch to Velcro. I just worry that at some inopportune moment, I'll stick to myself.

You are an ongoing example of the importance of honest friendships and mentors when it comes to talking through changes and decisions. I hope that our collective readers will pick up on that and start to meet informally with people who can be discerning sounding boards.

[Steve Roesler]

Hello, Jim,

First, thanks for the technological update on shoe-closure methodology (SCM).

Isn't it a fascinating dynamic that we humans equate "mastery" with "not having to think about it anymore"?

Now you have me wondering: Is this what we see in business meetings when a manager is asked to explain why a certain decision was made--and then seems at a loss for an answer?

There seems to be a tie-in here between Drucker's view of managers as people who paint "reality" and managers as people who promote consistent "consciousness". The two go hand-in-hand.

Thanks again for moving the conversation to another plane...

[Albert]

Very nice, Steve! In fact I think consciousness is the backbone to everything. Nothing worthwhile happens - even if you change the way you do things - if the consciousness behind the actions is still the same. This applies to everything, even charity work, or even something simple like enjoying the sunset.

Cheers,
Albert | UrbanMonk.Net
Modern personal development, entwined with ancient spirituality.

[Steve Roesler]

Hello, Albert, and thanks so much for stopping by and adding to the conversation. I enjoy stopping by your blog and hope that our readers will do the same.

Just came back indoors from a little stargazing. I went out to do a chore and noticed the clarity of the night sky and the number of stars visible...a wonderful way to spend some quiet moments!

[Wally Bock]

My breakout for an apprenticeship leadership training model is very similar to Joe's, though the categories are slightly different. Here's how it looks through my lens.

Twenty percent comes from courses, classes, and reading both directed and undirected.
Eighty percent happens on the job and includes action and feedback from peers, subordinates, mentors and self.

Another thought on the four levels is that if you're a trainer or mentor, you need to recapture a sense of "conscious competence" so you can help another person learn and develop. One reason that it's very hard for many of the best salespeople, managers, etc to teach others is that they can't articulate their process.

When I started out in training I used to select panels of great supervisors to respond to trainee questions from supervisors who were highly rated by boss, peers, and subordinates. I learned that I had to add the criterion of "able to discuss why they do what they do" in order for them to work out as panel members.