April 21, 2013 ~ Conscious Competency with Observation

Cultivating awareness, or conscious competency, of the element of observation in our NVC pracitice…

Sunday, April 21, 2013 ~
Conscious Competency with Observation

Last week we explored Improvisational OFNR 

This week we will focus on the four levels of competency with reference to improvising Observation, specifically.

An Arab proverb:

He who knows, and knows he knows,
He is a wise man, seek him.
He who knows and knows not he knows,
He is asleep, wake him.
He who knows not, and knows he knows not,
He is a child, teach him.
He who knows not, and knows not he knows not,
He is a fool, shun him.

Sometimes learning NVC can resemble:

Gabriela Montero describes improvisation as an experience where there isn’t a sense of failure, but/rather an exhilarating sense of freefall, like jumping off a cliff, in which anything can happen…

Gabriela Montero, Bizet’s “Toreador’s Song”. The Aldeburgh

Choose a scenario from this past week and explore…

The good news about a burgeoning awareness of when and where we ‘fumble the ball’ is that, as with anything improvised, it’s not so much a marred performance but a heightened sense of attunement to a developing skill.

Consciousness Competence Matrix

Last week, on April 14, 2013, I offered an example of how to interweave the element of observation in a contentious dialogue about Gitmo (inspired by an improvisational pianist riffing off of an element/theme offered by an audience member).

Gabriela MonteroImprovisation on Bach’s Goldberg Variations

See also:  Gabriela Montero improvises on Rachmaninoff’s third piano concerto

Bearing witness to the improv of Gabriela Montero illuminates the path to competency…

When we find that we don’t know something important, we’re often motivated to learn more. However if we’re blissfully unaware of our ignorance, there’s little we can do about it.

One of the first steps on the journey to acquiring new skills is therefore to be aware of what you don’t know. This discovery can be uncomfortable, as can be the experience of not being very good at what you’re trying to do (as you won’t be, when you first start to learn.)

The Conscious Competence Ladder is a popular and intuitive approach (attributed to many different possible originators) that helps us manage our own emotions during a sometimes dispiriting learning process.

Explaining the Model:

According to this approach, consciousness is the first step towards gaining knowledge. To learn new skills and to gain knowledge you need to be conscious of what you do and do not know…

(continues here: Competence Ladder)

Courtesy of Radical Compassion – Pathways to Liberation MATRIX

Pathways to Liberation
Self-Assessment Matrix

Unskilled
No knowledge
of the skill.
Unconsciously Incompetent

Awakening
Becoming aware
of the skill.

Consciously Incompetent

Capable
Able to use the skill,
with effort.
Consciously Competent

Integrated
Naturally uses the skill
with ease and flow.
Unconsciously Competent

Observing:  Noticing (and possibly describing) our sensory and mental experiences, and distinguishing these experiences from the interpretations we ascribe to them. Habitually confuses interpretation with observation; assumes that evaluations and interpretations are facts. Becoming aware of interpretations as distinct from observations when reviewing past events; little skill or clarity of this distinction when interacting in real time. Increasingly remembering and making the distinction between observation and interpretation. Effortlessly able to distinguish observations from interpretations.

More details:  Conscious Competence Matrix

Model

Courtesy of http://www.businessballs.com/consciouscompetencelearningmodel.htm

Conscious Competence Matrix

competence incompetence
conscious 3 – conscious competence

  • the person achieves ‘conscious competence’ in a skill when they can perform it 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’
  • the person should be able to demonstrate the skill to another, but is unlikely to be able to teach it well to another person
  • the person should ideally continue to practise the new skill, and if appropriate commit to becoming ‘unconsciously competent’ at the new skill
  • practise is the singlemost effective way to move from stage 3 to 4
2 – conscious incompetence

  • the person becomes aware of the existence and relevance of the skill
  • the person is therefore also aware of their deficiency in this area, ideally by attempting or trying to use the skill
  • the person realises that by improving their skill or ability in this area their effectiveness will improve
  • ideally the person has a measure of the extent of their deficiency in the relevant skill, and a measure of what level of skill is required for their own competence
  • the person ideally makes a commitment to learn and practice the new skill, and to move to the ‘conscious competence’ stage
unconscious 4 – unconscious competence

  • the skill becomes so practised that it enters the unconscious parts of the brain – it becomes ‘second nature’
  • common examples are driving, sports activities, typing, manual dexterity tasks, listening and communicating
  • it becomes possible for certain skills to be performed while doing something else, for example, knitting while reading a book
  • the person might now be able to teach others in the skill concerned, although after some time of being unconsciously competent the person might actually have difficulty in explaining exactly how they do it – the skill has become largely instinctual
  • this arguably gives rise to the need for long-standing unconscious competence to be checked periodically against new standards
1 – unconscious incompetence

  • the person is not aware of the existence or relevance of the skill area
  • the person is not aware that they have a particular deficiency in the area concerned
  • the person might deny the relevance or usefulness of the new skill
  • the person must become conscious of their incompetence before development of the new skill or learning can begin
  • the aim of the trainee or learner and the trainer or teacher is to move the person into the ‘conscious competence’ stage, by demonstrating the skill or ability and the benefit that it will bring to the person’s effectiveness

Fifth stage‎: Some refer to reflective ability, or “conscious competence of unconscious competence”, as being the fifth stage…

“When improvising,” Gabriela Montero says, “I connect to my audience in a completely unique way – and they connect with me. Because improvisation is such a huge part of who I am, it is the most natural and spontaneous way I can express myself. I have been improvising since my hands first touched the keyboard, but for many years I kept this aspect of my playing secret. Then Martha Argerich overheard me improvising one day and was ecstatic. In fact, it was Martha who persuaded me that it was possible to combine my career as a serious ‘classical’ artist with the side of me that is rather unique.”

Martha Argerich

Rachmaninov Piano Concerto No 3 D Minor

Advertisements
This entry was posted in Arts & Literature, Practice Resources - Manske's Radical Compassion, Self-Responsibility, What's Up Next? and tagged , , , , . Bookmark the permalink.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s