Implications of Unconscious Learning for Organisationally‐based Training

Abstract

This paper aims to achieve two things: first, to show that unconscious learning occurs, and that knowledge of it would have significant impact on training design, delivery and future research. Secondly, that a popular model used by trainers has in‐built inadequacies if its application does not take a much greater consideration of unconscious processes involved in learning. The model is used in simplistic ways consistent with prevailing popularist views of consciousness, unconsciousness and learning in general. In some ways the linear nature of the model is at fault. I suggest that it should be thought of as a circular one, for the next stage on from unconscious competence can be a return to the unconscious application of knowledge and loss from the consciousness as to how the knowledge came to be there in the first place. An elaboration of the model in this way may ensure that unconscious aspects of learning are considered in more depth. It is also possible to conceive a fifth level which would be to do with unconscious competence across all contexts. My initial thoughts are that this would be impossible to achieve, but it may focus attention on the continued need to learn even if mastery is assumed.

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