Unconscious competence

Many experienced diversity and inclusion practitioners say that, in learning to be inclusive, people need to go from unconscious incompetence to conscious incompetence to conscious competence to unconscious competence (Howell, 1982 Tung, 1993). This process parallels similar models used regarding results and method of achievement, challenge and support, tasks and relationships, information known to self and known to others, and so on. From a practical standpoint, this means practitioners must... 

Unconscious competence You are very knowledgeable and experienced regarding the subject at hand. 

Turning safe self-directed behavior (when the person is consciously competent) into a safe habit (unconscious competence). 

Long-term implementation of a motivational intervention, coupled with consistent supportive intervention, can lead to good habits. In other words, with substantial motivation and support, other-directed safe behavior can transition to unconscious competence without first becoming self-directed. 

Figure 5.1 reviews this intervention information by depicting relationships between four competency states (unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence) and four intervention approaches (instructional intervention, motivational intervention, supportive intervention, and self-management). When people are tmaware of the safe work practice (i.e., they are unconsciously incompetent), they need repeated instructional intervention until they understand what to do. Then, as depicted at the far left of Figure 5.1, the critical question is whether they perform the desired behavior. If they do, the question of behavioral fluency is relevant. A fluent response becomes a habit or part of a regular routine, and thus the individual is unconsciously competent. 

At what stage of habit formation are you when you get in the back seat of someone else s vehicle, like a taxi cab It is possible to be "unconsciously competent" in some situations but be "consciously competent" or "consciously incompetent" in another situation for the same behavior. For example, wearing safety glasses, ear plugs, and steel-toed shoes might be a safe habit on the job, but which of these safe behaviors are followed when mowing the lawn in your backyard ... 

When safe work practices are relatively convenient, like putting on PPE or buckling a safety belt, the behavior can become habitual. When such behavior becomes a natural part of the work routine, the participant is considered "unconsciously competent." However, some behaviors, like locking out a power source, are relatively complex and never reach the automatic stage. Regular supportive intervention is often needed to keep these inconvenient behaviors going, unless the individual is self-directed with regard to the particular behavior. 

Inhalation Prompt medical attention is mandatory in all cases of overexposure. Rescue personnel should be equipped with self-contained breathing apparatus. Conscious victims should be carried (not assisted) to an uncontaminated area and inhale fresh air with supplemental oxygen. Quick removal from the contaminated area is most important. Keep the patient warm, quiet, and under competent medical observation until the danger of delayed pulmonary edema has passed (at least for 72 h). Any physical exertion during this period should be discouraged as it may increase the severity of the pulmonary edema or chemical pneumonitis. Bed rest is indicated. Unconscious persons should be moved to an uncontaminated area, and if breathing has stopped, administer artificial resuscitation and supplemental oxygen. Once respiration has been restored they should be treated as above. 

Physicians may consciously or unconsciously communicate to the patient whether or not they are concerned about the patient s problem, or certain about the diagnosis and about the value of prescribed therapeutic measures. In the care of a physician who projects personal warmth, competence, and confidence, the patient in turn feels comfortable and less anxious and optimistically anticipates recovery. 

Inclusion requires individuals to become culturally competent. As the first step, individuals must work on becoming aware of microinequities and their conscious as well as unconscious biases. The journey to becoming more culturally competent... 

An instructional intervention is typically an activator or antecedent event used to get new behavior started or to move behavior from the automatic (habit) stage to the self-directed stage. Or it is used to improve behavior already in the self-directed stage. The aim is to get the performer s attention and instruct him or her to transition from unconscious incompetence to conscious competence. You assume that the person wants to improve, so external motivation is not needed—only external and extrinsic direction. 

I am "imconsciously competent" about some safe driving practices, particularly safety-belt and turn-signal use, but these behaviors were not always habitual. With safety-belt use, I can recall going through each of the stages in Figure 8.11. When lap belts first appeared in vehicles, I barely noticed them. I even remained "unconsciously incompetent"... 

Figure 9.9 Awareness (conscious vs. unconscious) and safety-related behavior (competence vs. incompetence) determine which of four types of interventions is relevant.

Why did the clinical staff decide to take action, after being explicitly told by a mentally competent patient that she declined certain kinds of care Although we have no inside information on this case, we suspect that certain biases were involved. When the patient lapsed into unconsciousness, the overconfidence and confirmation biases may have caused the staff to judge that they were correct about the life-saving necessity of a blood transfusion. The deformation professionnelle bias may have limited the treatment team s frame of reference to that of healer and left them unable... 

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