“Novice to Expert”

In every occupation or field of work there will be individuals entering the work force, those are our novice employees and colleagues. Our responsibility as persons with experience is to ensure they are provided with the tools, guidance, mentorship, coaching, and a support system that will allow them to be successful.

 The Collins dictionary describes a novice as an individual who has been doing a job for a short period of time and is not experienced at it. Novice individuals are sometimes treated like they do not have knowledge or information to share, and many times that perception shape the individuals’ work experiences, their growth trajectory and in some cases their tenure with the department or the organization. Collins dictionary also describes a knowledgeable individual as someone having information and an understanding about a subject. Therefore, a novice employee/colleague while inexperienced, does not lack knowledge and understanding. It is important to note, everyone is essential to the growth of an organization, but the novice employee if trained right can be essential to the sustainability of an organization.

 In healthcare it’s common to hear the phrase ‘novice to expert’ which is representative of Patricia Benner’s 1982 Novice to Expert theory.  Patricia Benner espouses that nurses develop nursing knowledge, skill, clinical proficiency and comprehension of patient care through academic training and first-hand learning from the novice stage to expert stage. (Ozdemir, 2019) Although Patricia Benner applied it to nursing, this theory can be applied to any profession since it’s founded on Dreyfus and Dreyfus (2008) Model of Skill Acquisition. Hubert and Stuart Dreyfus, (2008) described that adults acquire skills through a series of stages and skill development in which they advance from novice, to advanced beginner, to competent, to proficient and then to expert. (Mangiante, et. al, 2021). Therefore, whilst Patricia Benner’s work relates to nurses, the novice to expert theory and principles can and should be applied to anyone including novice leaders.

 The title of novice does not only apply to new staff if as professionals we subscribe to the principles of life-long learning.  At any given time in one’s professional and even personal experiences, one could be a novice, and may have to work through the levels of skill acquisition. Being in the novice stage may be uncomfortable, but it should also be a time of excitement, because it’s a time of learning new skills and acquiring additional knowledge. It removes the weight of expertise, allowing for new perspectives and promotes innovation and growth. Many of us if we have been working for a while do not like being considered novice and would rather be referred to as an expert. However, if we do not accept and cherish where we are in the process, our growth to becoming an expert may be stunted.

 Let’s consider the possible actions for a novice using the Model of Skill Acquisition. During the first few months of a new leader being in place, they will require instructions and guidance. Those who are experienced will need to take the time to provide information and support.  The novice leader also needs to take some actions and take responsibility to learn during that time. One of the common mistakes made during the novice period is not taking responsibility for bridging whatever gap that exists in knowledge and/or practical application. Anyone in a novice situation especially leaders, need to be proactive, take initiative to direct their experience and learning by seeking additional information/knowledge and seeking feedback. Another common mistake is when individuals are at the competent to proficient stage but believe they are at the expert stage. Dreyfus and Dreyfus (2008) indicate we require a higher level of guidance as a novice, but we continue to require it throughout the trajectory of skill development as we progress in our work. Sometimes individuals who are working in a field for two to three years consider themselves experts. Yet the models suggest individuals at one to two years are at the competent level, with proficiency being at three years or more (Ozdemir, 2019)

My Story

I had a colleague who had been in her leadership role for approximately three years.  She had gained experience in the work that needed to be done, she learned her “job”, that is, the practical aspects of her role.  She built polices, structures, standard work processes; she was successful in managing departmental and team challenges.  There was an appearance of an improved work environment, and improved processes. Admittedly she gained knowledge and improved skills, and with that work she described herself as an expert. She had done great work, but she forgot to take her team with her on that journey, they were the chess pieces on the chess board but not players in the departmental restructuring chess game.

 As a novice manager I came from the bedside working with my colleagues to become their manager; that brought a new perspective and new learning. During the first three years I learned a lot; I worked on restructuring schedules, decreasing attrition, improving workflows all while managing from the bedside, balancing patient care and leadership duties. At year three I started the work of departmental cultural transformation, I had been exposed to significant changes such as departmental restructuring, implementation of an electronic scheduling system; however, there was still a lot to learn. I was very familiar with the standards and processes that allowed the department to function efficiently and in that aspect I was at the competent and proficient stages. I was not an expert at year three especially as I learned to lead, direct and navigate cultural transformation.

 **Leadership Lesson**

 If we are to return to my colleague above, was she an expert? The answer rests in the Dreyfus’ Model of Skill Acquisition; she would be considered to be competent and proficient, but not yet an expert. At the competence level we are expected to formulate plans, work to achieve identified departmental goals or broader organizational strategic goals. At the proficient level, we would have gained a deeper understanding of situations around us and anticipate what is needed and work on it. It may be easy to consider oneself an expert depending on the organization or the people one works with; however, there are dangers to moving oneself to the expert level too soon, the least of which is over confidence.  Dunning (2004) indicates flawed self-assessment can be found in all levels of an organization, and when we overestimate our skills, it makes it difficult to be given feedback. He also believes that people in many crucial and significant situations hold opinions of themselves that cannot withstand objective scrutiny. When individuals are not able to seek or accept objective assessment and/or feedback, they do not only become a danger to themselves but to the organization as a whole.

 Therefore, we need to be mindful of our self-assessments, and ensure we do not thrust ourselves too early into the next steps of development.  The journey from novice to expert may be filled with many turns, obstacles, failures and successes, but all are necessary to become the individuals we are intended to be. We should always work towards becoming the expert, it will be worth it in the end.  However every experience is essential to who we are becoming professionally and personally; so we need to find ways to enjoy the journey.