1. Internal Factor : Skills and Knowledge Pertemuan 3 Matakuliah: L0074/Psikologi Industri dan Organisasi 2 Tahun: 2008

2. Conscious Competence Learning Model (Robinson, 1974) Conscious-Competence model Competence IncompetentCompetent Consciousness Conscious Unconscious Conscious Incompetence Conscious Competence Unconscious incompetence Unconscious Competence

3. The meaning at each quadrant Conscious Incompetence Conscious Competence Unconscious incompetence Unconscious Competence (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

4. 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.

5. 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.

6. 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.

7. 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.

8. Level of awareness and having skill Conscious Incompetence Conscious Competence Unconscious incompetence Unconscious Competence 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.

9. What next to do at each quadrant? Conscious Incompetence Conscious Competence Unconscious incompetence Unconscious Competence Building awareness Create A-ha moment. Assessment to determine skill gaps Build a customized training program Assist & maintain Practice & learning new skills Excel new skill & activity Building awareness?

10. BINA NUSANTARA10 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.

11. 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. BINA NUSANTARA11

12. 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”. BINA NUSANTARA12

13. 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. BINA NUSANTARA13

14. 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. BINA NUSANTARA14

15. 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 BINA NUSANTARA15

16. BINA NUSANTARA16 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.

17. BINA NUSANTARA17 THE END