How Do Adults Learn? Why Does it Matter?

by Seth Sinclair

Over the past years I have had the opportunity to work with many emerging leaders within the context of leadership development and coaching engagements.  One of the things I have noticed from this experience is that leaders often lose sight of the progress they are making over the course of a one or two year program. 

They might learn a new concept but then struggle to apply it; they may feel that they are stuck in a loop with certain leadership issues, and in some cases they even feel that they are regressing with certain behaviors.  Leaders in this position may find it helpful to reflect on the process by which adults learn.  This will shed some light on the struggles that often accompany learning and growth and in turn build new perspective on what progress looks like.  

Unlike children, who implicitly accept new information and don’t always question the relevance of what they learn, adults want to learn in areas applicable to their futures; they challenge new information; and they understand that if they need to learn something, it’s their own responsibility to seek out and find the information or skills they need.

The science of developing learning strategies for adults is called andragogy.  One of the most important contributions to understanding how adults learn was made by psychologist Noel Burch.  In the 1970s, Burch suggested a simple, four-stage model to describe how people go from ignorance to mastery of a skill, and called it the “conscious competence learning model,” pictured below:

Level 1 of the model is called “Unconscious Incompetence.”  Adults at this level are “blissfully ignorant.”  They are bad at the skill they are trying to accomplish, and they don’t even know they are poor at it.  Their confidence vastly exceeds their abilities, and they don’t even know what it is they need to learn.

People at this stage need feedback to recognize their strengths and weaknesses.  Performance reviews; individual assessments such as 360 degree assessments; informal feedback from peers, colleagues, and family; and the support of a professional coach are all good ways to get the feedback adults need to uncover skills they need to master.

“Conscious Incompetence” is Burch’s second level.  In this stage, adults have become aware of the opportunity and need to learn and improve.   They notice that others are more advanced than they are, and that their lack of skill is holding them back.

People in this stage may become overwhelmed by what seems to be a vast body of knowledge they are not quite grasping.  Many of them give up.  Staying positive and becoming determined to learn and improve, is essential to moving on to the next stage, as is practice.  They will make mistakes—but they must keep going.

In the third level, “Conscious Competence,” a person has acquired the skill he or she set out to learn, and is able to demonstrate it regularly.  His or her confidence is improving—but it still takes concentration and intention for the adult learner to do what he or she has learned.  In this level, complacency is the enemy.  Practice must be continued, and mistakes are still made: in fact, trial and error is the best way to continue learning the skill.

Finally, those who have passed through all the previous stages reach the fourth and final stage, “Unconscious Competence.”  In this stage, application of the skill is automatic, competence is high, and the skill is now a strength. Those attaining this level of competence still must continually seek feedback and guard against regression, because without practice they risk going back down the ladder to previous stages.  Sharing what you've learned with your peers and becoming a mentor is another way to stay sharp. 

A simple sports analogy can further illustrate the process.  Imagine a golfer who is consistent and generally happy with his game.  One day, an experienced pro comments on the golfer’s swing and identifies some mechanical issues that are limiting the golfer’s performance.  The golfer is surprised to receive this feedback (Unconscious Incompetence) but is intrigued by the idea of getting better.

By paying more attention to his swing and videoing himself during practice, the golfer can now clearly visualize the flaw in this swing (Conscious Incompetence).  The golfer becomes determined to address is the issue; hiring the pro to help change his swing and committing to weekly practice sessions. 

Over the next months, the golfer is slowly able to apply the new swing, albeit inconsistently and with some setbacks and frustration, and begins to notice some measurable changes (Conscious Competence).  A year later the new swing has become automatic; the golfer no longer has to actively worry about employing the proper technique.  He continues to practice regularly and is able to move on to the next challenge (Unconscious Competence).

In summary, it is important to understand that learning is a journey, not a destination.  Those who want to improve must always be willing to seek feedback, prioritize their learning needs, and be determined to succeed.  If you feel stuck, try to identify where you are in the process and what steps might help you move to the next level.  

Crucial Conversations Part III

by Seth Sinclair

In my two most recent blog posts, I’ve provided some insight into the book “Crucial Conversations: tools for talking when stakes are high,” by Kerry Patterson, Joseph Grenny, Ron McMillan, and Al Switzler. In this post, I’d like to summarize a few key take-aways to help you digest and better understand this important book. 

1)   Learn to spot crucial conversations themselves. According to the authors, a conversation is crucial when opinions vary, stakes are high, and emotions run strong.  They are conversations that have an important impact on your life, or your work.  Most of us avoid these conversations, especially when we think they won’t go well, or aren’t going well.  Instead, we need to learn to anticipate them and build up the ability to face them with confidence.  My first post on this topic identifies some common crucial conversations. 

2)   Prepare for crucial conversations before they take place. My second post on the book summarizes the eight steps that will help you create alignment and agreement by fostering open dialogue.  The eight steps boil down to this: think about what you really want to get out of a crucial conversation.  Explore your emotions.  Keep an open mind. That’s all you need to do to be successful.

3)   Learn to employ helpful behaviors during a crucial conversation. Pay attention to both the content of the conversation and the emotions of those taking part in it; watch out for counter-productive behaviors such as anger; seek a mutual purpose among all parties; speak persuasively but not abrasively; and try to remain curious about the other person’s perspective.  When dialogue is faltering, seeking to better understand what the other person is thinking can keep things moving.

4)   The end of a crucial conversation should always involve action. Come to an agreement on specific actions that will be taken and how and when follow-up will occur.  Without action, the conversation may lead to disappointment and hard feelings. 

In the final chapter of their book, the authors write: “If you read the previous pages in a short period of time, you probably feel like an anaconda that just swallowed a warthog. It’s a lot to digest.”  Practicing and adopting these behaviors is a learning process that requires commitment and time.  However, mastering the art of Crucial Conversations is undoubtedly a worthwhile effort from which anyone can benefit both personally and professionally.