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When working with subject-matter experts, the trainer should be focused on determining these concepts. This isn’t as easy as it sounds. It is not uncommon to be overwhelmed by all the possible content topics and miss the bigger idea.
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What if we simply asked the experts what they understand that others do not? This sounds like a simple solution, but one of the outcomes of growing expertise, is the tendency to forget what it is like to be a novice. The conscious competence model illustrates the movement from unconsciously incompetent to unconsciously competent well:
When working with subject matter experts, the trainer must lead the expert to another level of competence—an awareness of unconscious competence. What is it that the expert appreciates, knows, practices or adapts that contributes to their results? In the next installment of this series, we will talk more about how the conscious competence model influences training design and share how to structure a needs assessment conversation to get to the core concept. Note: This is the first of a four-part series on getting to the concept. Subscribe to our blog to continue this dialogue. Cheers, 1 Medina, John. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home and School. Seattle: Pear Press, 2008.
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