前几日从余波那里学习微博并注册微博。我说了句：我处在我不知道我不知道阶段啊。他是有心人，今日还记得探讨人的认知阶段，我想在这里转一个介绍，供参考：
Theory of competence
This theory states that learning is a four-stage process, which involves the journey from unconscious incompetence to unconscious competence.
Unconscious incompetence
This is where you are unaware that you do not know something or cannot do it – it is the ‘I don’t know what I don’t know’ level. There is probably little need or requirement for you to have the skill or knowledge in question and this is why you have not yet developed the awareness of your lack of competence. For example, as a very young child in a car you will have been aware of travelling from one place to another in the car, but may not have realized that you didn’t know how to drive – so were unaware of the inability.
Conscious incompetence
This is where you become aware of your lack of capability, usually because a need or desire to do something has arisen. This is the stage of ‘I know what I don’t know’. Back to our example – as a teenager who can’t drive you become aware of constantly asking for lifts to get to places and are acutely aware of your inability to drive.
Conscious competence
To become consciously competent, you will go through some form of learning – either formal or informal. Often at this stage you will do things in exactly the way you have been shown how to do them (subject to your memory). You are aware at every moment of what you are doing – you ‘know what you know’. Back to the driving example – say, for example, that at 17 you have driving lessons and duly pass your test; for a while you will still be thinking ‘mirror, signal and manoeuvre’ – you have to think about how to drive.
Unconscious competence
This is where your knowledge and skills have been used so often they are ‘habits’– you don’t need to think about the next part of the process to carry it out, as it is stored in the unconscious (or subconscious) part of your brain. It is the ‘I don’t know what I know’. When you have been driving for a few years it will have become second nature. Say, for example, you try to teach your child to drive – you are unaware of the detail of what you do when you drive as it is ingrained behaviour.
（上述英语内容转载自The Coaching Handbook: An Action Kit for Trainers & Managers）
我再举一个例子说明下：
比方开车这个事儿。
爸爸开车从上海到苏州，坐在后面的那孩子盯着车窗外欣赏美景，他从没有意识到自己不会开车。这就是“我不知道我不知道”
后来长大点，与同龄人出去玩，发现朋友会开车，突然醒悟过来：原来我不会开车啊。这就是“我知道我不知道”。
于是报名去参加驾校班学习。学会后，开始自己开车，每次都按照当初教练学的程序，灯档号刹，一一操作，属于“我知道我知道”阶段。
再后来，多年老驾驶了。每次出行，坐上车去已经再不会去思考灯档号刹的流程，已经将所有的技巧融为一体形成自然，边开车边欣赏景色或与同车的人聊天，已经到了“我不知道我知道”境界了。
就像重庆人说的：开车不打望，等于是黄棒。但这的确需要不断的修炼过程。
领导者对这个理论的运用简单介绍：
1）领导者需要遵守这个规律去学习，超越自己。尤其是第一阶段，需要好奇心和自我超越去发现自己不知道的，才能创造后续学习的紧迫性和进入学习循环。
2） 教练辅导员工需要遵守这个循序的过程。
3） 若要开发员工业绩表现，coaching仅仅是其中一个方法。领导者作为应该以不同的角色去影响员工，结合上述四个阶段，可以分别运用training，coaching，counselling，mentoring方法。
4）四个阶段与情境领导模型中员工的四个准备度有相对应的特征，同样，上述第3）条中业绩影响方法与情境领导四种领导风格也可以相互对应。
5）结合这些思考，我们专门有一门课程叫做： situational coaching （情境教练）。
以上是简单运用的一些建议。
（作者： 峻茂领导力研究中心 申时义）]]>
