Four stages of competence
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The four stages of competence arranged as a pyramid
In psychology, the four stages of competence, or the "conscious competence" learning model,
relates to the psychological states involved in the process of progressing from incompetence to
competence in a skill.
Contents
1History
2Overview
3Stages
4See also
5References
6Further reading
History[edit]
Management trainer Martin M. Broadwell described the model as "the four levels of teaching" in
February 1969.[1] Paul R. Curtiss and Phillip W. Warren mentioned the model in their 1973 book The
Dynamics of Life Skills Coaching.[2] The model was used at Gordon Training International by its
employee Noel Burch in the 1970s; there it was called the "four stages for learning any new
skill".[3] Later the model was frequently (but incorrectly) attributed to Abraham Maslow, although the
model does not appear in his major works.[4]
Overview[edit]
The four stages suggest that individuals are initially unaware of how little they know, or unconscious
of their incompetence. As they recognize their incompetence, they consciously acquire a skill, then
consciously use it. Eventually, the skill can be utilized without it being consciously thought through:
the individual is said to have then acquired unconscious competence.[5]
Several elements, including helping someone "know what they don't know" or recognize a blind spot,
can be compared to some elements of a Johari window, although Johari deals with self-awareness,
while the four stages of competence deals with learning stages.
Stages[edit]
The four stages are:
1. Unconscious incompetence
The individual does not understand or know how to do something and does not necessarily
recognize the deficit. They may deny the usefulness of the skill. The individual must
recognize their own incompetence, and the value of the new skill, before moving on to the
next stage. The length of time an individual spends in this stage depends on the strength of
the stimulus to learn.[5]
2. Conscious incompetence
Though the individual does not understand or know how to do something, they recognize the
deficit, as well as the value of a new skill in addressing the deficit. The making of mistakes
can be integral to the learning process at this stage.
3. Conscious competence
The individual understands or knows how to do something. However, demonstrating the skill
or knowledge requires concentration. It may be broken down into steps, and there is heavy
conscious involvement in executing the new skill.[5]
4. Unconscious competence
The individual has had so much practice with a skill that it has become "second nature" and
can be performed easily. As a result, the skill can be performed while executing another task.
The individual may be able to teach it to others, depending upon how and when it was
learned.
See also[edit]
Bloom's taxonomy – Classification system in education
Decision theory
o Grand strategy
Dreyfus model of skill acquisition
Dunning–Kruger effect – Cognitive bias in which people of low ability mistakenly assess their
cognitive ability as greater than it is
Formula for change
Illusory superiority – overestimating your own abilities and qualifications; a cognitive bias
Immunity to change
Instructional scaffolding – The support given to a student by an instructor throughout the
learning process
Learning styles – Theories that aim to account for differences in individuals' learning
Motivation
Psychosocial development
SECI model of knowledge dimensions
Solution-focused brief therapy
Theory of multiple intelligences
Transtheoretical model, also known as Stages of change
References[edit]
1. ^ Broadwell, Martin M. (20 February 1969). "Teaching for learning (XVI)". wordsfitlyspoken.org. The
Gospel Guardian. Retrieved 11 May 2018.
2. ^ Curtiss, Paul R.; Warren, Phillip W. (1973). The dynamics of life skills coaching. Life skills series.
Prince Albert, Saskatchewan: Training Research and Development Station, Dept. of Manpower and
Immigration. p. 89. OCLC 4489629.
3. ^ Adams, Linda. "Learning a new skill is easier said than done". gordontraining.com. Gordon Training
International. Retrieved 21 May 2011.
4. ^ Hansen, Alice (2012). "Trainees and teachers as reflective learners". In Hansen, Alice; et al.
(eds.). Reflective learning and teaching in primary schools. London; Thousand Oaks, CA: Learning
Matters; Sage Publications. pp. 32–48
(34). doi:10.4135/9781526401977.n3. ISBN 9780857257697. OCLC 756592765.
5. ^ Jump up to:a b c Flower, Joe (January 1999). "In the mush". Physician Executive. 25 (1): 64–
66. PMID 10387273.
