Stage 3: Conscious Competence Operate with confidence Problem solve Quickly correct errors Time: 60 minutes (6/10) Resources Required: Participant Manual page 32 Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: Read the bullet points briefly the go to the next slide for the video Activity Notes:

Stage 3: Conscious Competence Time: 60 minutes (7/10) Resources Required: Participant Manual page 32 Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: Video: Jerry Telemarketer Review Stage 3: Conscious Competence The person achieves this stage when they can perform the skill reliably at will The person will need to concentrate and think in order to perform the skill The person can perform the skill without assistance The person will not reliably perform the skill unless thinking about it---the skill is not yet second nature or automatic (driving a car) The person can demonstrate the skill to another, but is unlikely to be able to teach it well to another person The person should ideally practice the new skill and if appropriate, commit to becoming ‘unconsciously competent” PRACTICE IS THE SINGLEMOST EFFECTIVE WAY TO MOVE FROM STAGE 3-4 How can a great coach provide support between stages 3 and 4? Activity Notes:

Stage 4: Unconscious Competence Mastery Integration Build new skills Creative Time: 60 minutes (8/10) Resources Required: Participant Manual page 32 Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: Briefly review the bulleted items then move to the next slide Activity Notes:

Stage 4: Unconscious Competence Time: 60 minutes (9/10) Resources Required: Participant Manual page 32 Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: Video: Altoid experiment from The Office Review the following about Stage 4: Unconscious Competence The skill becomes so practiced that it enters the unconscious parts of the brain and becomes “second nature” Common examples are driving, sports activities, typing, manual dexterity tasks, computer literacy, listening, communicating. Can you think of others when it comes to your work? It becomes possible for certain skills to be performed while doing something else, for example, reading a book on the treadmill, knitting while watching TV, etc. The person might now be able to teach others in the skill although after some time of being unconsciously competent, the person might actually have difficulty explaining exactly how they do it because the skill has become instinctual. THIS ARGUABLY GIVES RISE TO THE NEED FOR LONG-STANDING UNCONSCIOUS COMPETENCE TO BE CHECKED WITH NEW STANDARDS OF PERFORMANCE AND SKILLS. HOW MIGHT SOMEONE AT THIS STAGE OF LEARNING BE RESISTANT TO LEARNING SOMETHING NEW? Activity Notes: