What do ex-students feel about the professionals colleges in which they studied?
At the same time, professors/teachers say, the matter is not that simple. Most students in their late teens, and early twenties, can’t stand even an iota of criticism. They are ‘rebels looking for a cause’. Then why bother?
The Penalty Students & Institutions Pay
When there is no awareness of incompetence, motivation to learn in that area is missing. Symptoms of ‘Unconscious Incompetence’ include certainty, righteousness, being closed to others’ views, denial and most importantly, delusional thinking.
Delusional thinking means to hold beliefs about one’s own performance that are inconsistent with well established facts.
How to Expose Students’ ‘Unconscious Incompetence’ Without Hurting Their Ego?
In a recent survey, 98% of the participants severely criticised their professors and teachers on one point: ‘They never bothered to expose us to what ‘we didn’t know’.
A team of interviewers from a Bangalore based IT/Consulting company visited about 160 colleges across India. From the official data collected by them, it is clear that 96% of Engineering students and 88% of management students can’t even convince an interviewer about their credentials.
At the same time, the same students rate their English skills as very good! And, no one challenged their claim - peers, seniors, or professors!
Students hate ‘Criticism’ and ‘Inferential feedback’.
Inferential feedbacks are ‘casual’, ‘general’, ‘not specific’, and ‘takes less efforts’. Usually, ‘inferential feedbacks’ are not convincing to students and is always disputable.
The types of feedback that students Appreciate
Students must see ‘it’ to believe ‘it’. Teachers can help students if they give Specific, Descriptive feedbacks. Specific feedback is needed to avoid confusion over which particular behaviour needs to be improved. Facts can be observed and can be proven. No one can deny its existence.
‘Unconscious Incompetence’ can be Exposed by Positive & Factual Feedbacks.
Criticism is rarely effective. Criticism involves a judgement, which is that either the student is right or wrong. Criticism is also the process of pointing out mistakes, which places blame and is embarrassing.
The types of feedbacks that turn students into rebellions.
InterviewLabPro provides teachers with the most effective tool to give feedback.
Only InterviewLabPro captures students’ shortcomings in realistic situations. Make them to see ‘it’. Then students believe ‘it’. It is a powerful too to give contextual, factual feedback. The teacher can leave voice comments and text comments at the right time.
Feedback Timing: Provide feedback at the right time, or while students are still mindful of the learning target, and while there is still time for them to act on it.
Most students possess a ‘mental aversion’ towards English. They are not able to forget the tedious experiences of memorizing endless lists of unusable grammar rules, and vocabulary lists. After putting all these efforts they could not acquire the desired English skills! This drains confidence away. They believe they are not capable of acquiring superior English skills.
How to build ‘Expectancy Beliefs' in students with ‘No Confidence’ or suffer from ‘English Phobia’?
The program should build confidence that:
Why Most Students Shy Away from English Communication & Interview Training Programs?
This theory holds that individuals will not engage in behaviours for which they believe they are not capable of performing. Specifically, individuals must believe that they possess or can acquire the attributes required to succeed before they will exert effort.
Valence-Instrumentality- Expectancy (VIE) theory has the answer!
How does InterviewlLabPro builds Expectancy Beliefs?
The feedback we receive reveal, from the first day, students realise the innovative nature of InterviewLabPro. They realise that they need not memorize unusable grammar lessons or mug-up vocabulary lists and embrace failure again.
If the student puts sincere efforts in this program, it will lead to high performance.
High performance will lead to the outcomes the student and his/her family is expecting.
Such an outcome will lead to the reward the student is expecting from the course.
95% of professional students fail to build a career of their choice. Reason? Inability to succeed in interviews. Even then, students laugh at English & Interview training programs! Why?
No opportunity to perform multiple times in realistic environments: Ordinary training programs are one-man, time-restricted shows that has in-built limitations.
Training Programs are old wine in new bottles: Most training programs don’t have anything novel, that can build confidence in students and make them ignore the failures of the past.
Inference: Why Ordinary Training Programs Fail to Build Trust & Confidence?
Ordinary training programs ignore these crucial requirements because it involves years of research, innovation, and expertise in advanced technologies.
No opportunity to receive timely, specific, contextual feedbacks: Students get limited inference feedbacks.
Why RIEOTS Methodology Only Can Ensure Success?
It is the Only Program where students get accurate, actionable feedback: The evaluation, and feedback features help students with feedbacks in voice & text with meaningful reference.
It is the Only Way to Build Confidence in Students by providing realistic challenges : Instead of memorizing grammar, they get Simulator-powered, interactive, interesting, meaningful lessons.
It is the Only Method to Build Success Expectancy Belief in Students: As students can attempt realistic interviews and practice sessions any number of times, they are sure of their performance.
How SpeakEnglishGym transforms
‘Unconscious Competence’ to ‘Conscious Incompetence’?
At the ‘Unconscious Incompetence’ level, students are blissfully ignorant: they have a complete lack of knowledge and skills in a specific area, and they are unaware of this.
As we see, students’ confidence therefore far exceeds their abilities.
To move out of this level, experts recommend students using tools like Personal SWOT Analysis and a Training Needs Assessment to identify their strengths and weaknesses, and to understand which skills they need to learn.
However most students refuse to appear for such assessments! They don’t ask other people for their input, so that they can uncover weaknesses and skill needs that they might otherwise miss. How to overcome this tricky situation?
SpeakEnglishGym creates realistic environments where students are obliged to participate - like a job interview. Student sees him/her performing. They realise what is going wrong and what is going right. Knowledge strikes! Then there is no ambiguity, "we don't know that we don't have this skill", or that "we need to learn it".
Here they reach the stage of ‘Conscious Incompetence". Whole-hearted Learning begins here.
How SpeakEnglishGym transforms
‘Conscious Incompetence’ to ‘Conscious Competence’?
When students reach ‘Conscious Incompetence’ level, they possess the knowledge that "We know that we don't have this skill"
That means by this stage, students have discovered that they need to learn new skills. They realize that others are much more competent than they are, and that many others can easily do things that they are struggling with.
To some students, this level can be demoralizing, causing students to lose confidence or even give up on their learning efforts altogether. Therefore, it's important to stay positive at this stage.
SpeakEnglishGym’s features like Practice Sessions, Guide's advices, Best responses etc are like affirmations to combat negative thinking. InterviewLabPro methodologies of ‘Content-based Instruction’, ‘Practicing any number of times’ etc build ‘expectancy of success’ in students. Learning might be uncomfortable in the short term, but these skills will help them reach them goals and build a better life.
When students reach ‘Conscious Competence’ level, they possess the ‘knowledge’/’self awareness’ that "We know that we have this skill".
How SpeakEnglishGym transforms
‘Conscious Competence’ to ‘Unconscious Competence’?
When they reach ‘Conscious Competence’ level, students know that they have acquired the skills and knowledge they need.
However, it is crucial for students to put their learning into practice regularly thereby gain even more confidence as they use their new skills.
Students still need to put special efforts and concentrate when they perform these activities, but, as they get more practice and experience, these activities become increasingly automatic.
SpeakEnglishGym provides infinite number of meaningful, relevant exercises and realistic imitations so that the activities become increasingly automatic. To move successfully from ‘Conscious competence' to ‘Unconscious competence', students must look for opportunities to use their skills as often as they can. For example, they could volunteer for projects that require their new skills, or craft their job to use these skills more often in their current role.
At this level, students use your new skills effortlessly, and they perform tasks without conscious effort. Students are completely confident of success.
“When They Don’t Know What They Don’t Know.”
The Power of Precise, Contextual Feedback.
The Crucial Factor: How to Build ‘Expectancy Beliefs’?
is the Only Way?