Matakuliah : L0074/Psikologi Industri dan Organisasi 2
Tahun
: 2008
Internal Factor : Skills and Knowledge
Pertemuan 3
Conscious Competence Learning Model (Robinson,
1974)
Conscious-Competence
model
Competence
Incompetent
Competent
Conscious
Conscious
Incompetence
Conscious
Competence
Unconscious
Unconscious
incompetence
Unconscious
Competence
Consciousness
The meaning at each quadrant
(You Know
that You Don’t
Know)
You Don’t Know
that You Don’t
Know
Conscious
Incompetence
Conscious
Competence
Unconscious
incompetence
Unconscious
Competence
(You Know
that You
Know)
You Don’t
Know that
You 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
become
aware of the
existence
and
relevance of
a skill.
are unaware of
the existence or
relevance of the
skill area.
Conscious
Incompetence
Conscious
Competence
Unconscious
incompetence
Unconscious
Competence
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?
Create A-ha
moment.
Assessment
to determine
skill gaps
Build a
customized
training
program
Building
awareness
Conscious
Incompetence
Conscious
Competence
Unconscious
incompetence
Unconscious
Competence
Assist &
maintain
Practice &
learning new
skills
Excel new
skill & activity
Building
awareness?
SKILL ACQUISITION
• Skill acquisition can be get from self practice - nonintentional / 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.
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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 “catchup”.
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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
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