Mentoring Data Talent - A framework for skill acquisition
Most organizations struggle with building talent from within. The easy button is to always hire consultants or get talent from the outside. This results in an ongoing cycle of talent retention issues coupled with high payroll costs due to market forces driving cost of talent and high recruiting costs in identifying the right talent.
As a data leader, your role is to provide the vision, establish the operating model, nurture talent and champion partnerships within and outside the company. Of these responsibilities, nurturing talent often gets left unattended to because of the unclear return on investment and the time it takes to see this return. Yet, in reality, it is the most rewarding responsibility both from a personal and a professional lens. Providing constant mentorship and engaging in thoughtful growth conversations helps both the mentor and the mentee grow.
Successful mentorship requires an understanding of the four stages of building competence. This helps the mentor effectively navigate the mentee toward their goals via a journey of self discovery versus an instructional approach. It’s the age of story of give a man a fish vs teach him how to fish.
The Four Stages of Competence, a model developed in the 1970s, provides a clear framework for understanding this progression. This model outlines the stages individuals go through as they acquire new skills, promoting self-awareness and facilitating effective learning strategies. The four stages are: Unconscious Incompetence, Conscious Incompetence, Conscious Competence, and Unconscious Competence.
The first stage, Unconscious Incompetence, is characterized by a lack of awareness regarding one’s deficiencies. At this point, individuals do not know what they do not know. They may engage in activities without recognizing the skills required for proficiency or the potential for errors. For example, a novice driver may feel confident in their abilities, unaware of the nuances of road safety and vehicle control that they have yet to learn. This is often the critical stage for the mentor, as he/she needs to engage in a constant conversation with the mentee to help them recognize the need for improvement in a certain area. Often, for new leaders, this is also the stage where they are still building the relationship with the mentee. Helping open the mentee’s eyes to the need for change can often be pivotal in terms of establishing trust and building a bond.
As individuals progress to the second stage, Conscious Incompetence, they become aware of their shortcomings and the skills they need to develop. This realization often comes with feelings of frustration and self-doubt, as learners confront the challenges of mastering a new skill.This stage is critical for growth, as it motivates individuals to seek knowledge and practice. Awareness of incompetence can drive learners to engage in training, seeking guidance and resources to improve their skills. The mentor needs to carefully navigate this stage with positive reinforcement. The focus has to be on baby steps with clear indicators of improvement, so the mentee can overcome the feelings of self doubt and frustration.
The third stage, Conscious Competence, is marked by the ability to perform a skill effectively, but with conscious effort. Learners at this stage can demonstrate their knowledge and skills but must concentrate intently to do so.This stage requires practice and repetition, as learners work to reinforce their skills and reduce the cognitive load associated with performing tasks. While conscious competence reflects significant progress, it also indicates that the learner is still in a transitional phase, needing continuous practice to achieve greater ease in their performance. This stage is where the mentor needs to shift gears in terms of providing asynchronous feedback to synchronous feedback. Often, being in the moment with the mentee, is the best way to help the mentee hone their skills and overcome the difficulty of implementing a known skill, especially if the skill requires behavioral or cognitive changes.
The final stage, Unconscious Competence, represents a level of mastery where individuals can perform skills effortlessly and intuitively. At this point, the knowledge and skills have become second nature, allowing for fluid and automatic execution. This is the aspiration for every improvement we want to make. This stage signifies the culmination of the learning process, where individuals can teach or mentor others, sharing their expertise with ease. At this point, the mentors job is done (at least as far as the particular skill is concerned). The best way to allow the mentee to grow is to ask them to teach this skill to others and experience taking a mentee through the four stages of competence.
The Four Stages of Competence offer a valuable framework for understanding the learning process and skill acquisition. By recognizing the different stages, individuals can better navigate their learning journeys, developing strategies to enhance their skills effectively. Each stage plays a vital role in fostering growth and mastery, emphasizing the importance of self-awareness and continuous improvement.
I have found that leaders who understand these stages of competence do a far better job in building skills within their reports and helping uncover competence for the organization.