What Are The Four Stages of Competence? The Four Stages of Competence In A Nutshell

The four stages of competence are often attributed to American psychologist Abraham Maslow. However, the concept was first mentioned by management consultant Martin W. Broadwell in 1969 to characterize four different types of teachers. Four years later, it was then incorporated into a life skills training course by Paul R. Curtiss and Phillip W. Warren. The four stages of competence is a psychological model describing the progression from incompetence to competence in a specific skill.

Aspect	Explanation
Concept	The Four Stages of Competence, also known as the “Conscious Competence” model, is a psychological framework that describes the process individuals go through when acquiring a new skill or competency. It outlines four distinct stages that individuals move through as they progress from being unaware of their incompetence to becoming highly skilled and proficient. These stages are: Unconscious Incompetence, Conscious Incompetence, Conscious Competence, and Unconscious Competence. Understanding these stages can help individuals and educators better navigate the learning process and develop effective strategies for skill acquisition.
Key Stages	The Four Stages of Competence consist of four key stages: – Unconscious Incompetence: In this stage, individuals are unaware of their lack of skill or knowledge in a particular area. They don’t recognize the need for improvement because they don’t realize their incompetence. – Conscious Incompetence: In this stage, individuals become aware of their lack of skill or knowledge. They recognize their incompetence and understand the need for improvement. – Conscious Competence: In this stage, individuals have acquired the skill or knowledge, but they need to consciously think and practice to perform it effectively. They are competent, but it requires effort and concentration. – Unconscious Competence: In the final stage, individuals have mastered the skill or knowledge to the extent that it becomes second nature. They can perform it effortlessly and without conscious thought.
Application	The Four Stages of Competence are applied in various educational and skill development contexts. They help learners and educators understand the psychological and emotional aspects of learning. Knowing which stage a person is in can inform teaching methods and expectations. It’s also valuable in personal development, coaching, and self-assessment, as it encourages individuals to reflect on their progress and set realistic goals.
Process Flow	Individuals typically progress through the stages in a linear manner: – Unconscious Incompetence: Ignorance of one’s lack of skill or knowledge. – Conscious Incompetence: Awareness of one’s incompetence, recognizing the need for improvement. – Conscious Competence: Acquiring and practicing the skill or knowledge consciously. – Unconscious Competence: Mastery, where the skill or knowledge becomes automatic.
Benefits	The Four Stages of Competence offer several benefits: – Self-Awareness: Individuals gain insight into their learning journey and can set realistic expectations. – Effective Teaching: Educators can tailor their teaching methods to match the learner’s stage, making instruction more effective. – Motivation: Recognizing progress and reaching the Unconscious Competence stage can boost motivation and confidence.
Challenges	Challenges associated with the model may include: – Overconfidence: Some individuals may underestimate the effort required in the Conscious Competence stage, leading to frustration or quitting prematurely. – Complex Skills: Not all skills neatly fit into these four stages, especially highly complex or multifaceted ones.
Real-World Application	The Four Stages of Competence are widely used in education, training, coaching, and personal development. They inform instructional design, goal setting, and skill assessment.

Table of Contents

Understanding the four stages of competence

The four stages of competence as we know them today probably stem from a similar course developed by Noel Burch – a former employee of Gordon Training International.

Burch argued that when an individual decides to learn a new skill, there are four learning stages they must transition through.

With an awareness of each stage, the learner can come to terms with the long, slow, and sometimes painful process of learning.

What’s more, teachers can use the model to identify learning needs and develop objectives based on which stage the learner occupies.

The four stages of competence

Let’s now take a look at each of the four stages:

Unconscious incompetence (Ignorance)

Here, the individual does not understand or know how to do something.

They fail to recognize the utility of a new skill or their incompetence. In other words, they cannot see that a knowledge or skill gap exists.

Progressing to the second stage requires the individual to acknowledge that there are some things they don’t yet know which could be useful to them.

Conscious incompetence (Awareness)

In the second stage, the individual accepts a knowledge gap exists. This may be an uncomfortable experience for some people.

To progress, the individual must recognize the value of a new skill and become motivated to learn.

Conscious competence (Learning)

In the learning stage, the individual develops some degree of competency with disciplined concentration.

The individual is a novice working toward skill acquisition with a focus on trial and error and continuous improvement.

Unconscious competence (Mastery)

Over time, the individual becomes so adept at practicing a skill that it becomes second nature.

While learning still occurs, the individual has established a strong foundation and is confident in their own abilities.

In some cases, they may be able to teach the skill to others.

Key takeaways

The four stages of competence is a psychological model describing the progression from incompetence to competence in a specific skill. The model is often attributed to Maslow but was developed by Martin W. Broadwell to categorize different types of teachers.
The four stages of competence provide clarity for individuals engaged in the long, slow, and often painful learning process. It can also be used by teachers to assist in effective instructional design.
The four stages of competence are unconscious competence, conscious incompetence, conscious competence, and unconscious competence. The individual must move through each stage linearly and maintain a focus on growth and continuous improvement.

Key Highlights of the Four Stages of Competence:

Origin and Attribution: The concept of the four stages of competence is often attributed to Abraham Maslow, but it was actually first introduced by management consultant Martin W. Broadwell in 1969. It gained further recognition when incorporated into a life skills training course by Paul R. Curtiss and Phillip W. Warren.
Purpose and Development:
- Originally developed by Noel Burch, a former employee of Gordon Training International.
- Describes the progression from incompetence to competence in a specific skill.
- Provides insight into the learning process and helps learners understand and accept the challenges of acquiring new skills.
- Offers a framework for teachers to identify learning needs and develop appropriate objectives based on a learner’s stage of competence.
The Four Stages of Competence:
- Unconscious Incompetence (Ignorance): The individual lacks awareness and doesn’t understand how to perform a skill. They may not even recognize the need to learn it.
- Conscious Incompetence (Awareness): The learner acknowledges their lack of skill and becomes aware of the knowledge gap. Motivation to learn is often triggered here.
- Conscious Competence (Learning): The individual actively learns and practices the skill, focusing on improvement through trial and error.
- Unconscious Competence (Mastery): Mastery is achieved when the skill becomes second nature, and the individual can perform it with ease. They may even teach it to others.
Key Takeaways:
- The model helps individuals and educators understand the stages of skill acquisition.
- It emphasizes the importance of recognizing one’s own incompetence and the value of learning.
- Effective instructional design can be based on learners’ stages of competence.
- The stages are: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence.
- Progression occurs linearly, and continuous improvement remains essential throughout the learning journey.

Examples

Stage	Description	Implications	Example
Unconscious Incompetence	Individuals are unaware of their lack of competence in a specific area. They don’t realize that they don’t know.	– Lack of motivation to learn or improve. – No recognition of the need for skill development.	Example: John has never been exposed to coding and doesn’t even realize that it’s a skill he could acquire. He has no interest in learning and doesn’t see its relevance to his career.
Conscious Incompetence	Individuals become aware of their lack of competence and recognize the need for improvement.	– Motivated to learn and improve. – Acknowledge the need for skill development. – May experience frustration or a desire to progress.	Example: After joining a software development team, John realizes that coding skills are crucial. He acknowledges his lack of coding knowledge and starts taking beginner coding courses online.
Conscious Competence	Individuals have acquired skills but must consciously apply them.	– Can perform the skill with effort and concentration. – May require reference materials or guidance. – Practice is essential for proficiency.	Example: After months of coding practice, John can write code, but he needs to consult documentation and carefully plan his programs. He practices regularly to become more proficient.
Unconscious Competence	Individuals have mastered the skill to the point where it becomes second nature.	– Perform the skill effortlessly and intuitively. – No need for conscious thought or reference materials. – Mastery is achieved through extensive practice.	Example: After years of coding experience, John can code fluently. He effortlessly solves complex problems and develops software without needing to look up syntax or algorithms.

Comparison’s Table	Four Stages of Competence	Bloom’s Taxonomy	Dreyfus Model	Conscious Competence Model
Type	Psychological model	Educational framework	Skill acquisition model	Psychological model
Purpose	Describes the process of acquiring new skills or knowledge and the levels of awareness.	Classifies cognitive skills into hierarchical levels of complexity and mastery.	Describes the stages of skill acquisition and expertise development.	Describes the levels of awareness and proficiency in learning new skills.
Key Components	– Unconscious incompetence – Conscious incompetence – Conscious competence – Unconscious competence	– Remembering – Understanding – Applying – Analyzing – Evaluating – Creating	– Novice – Advanced beginner – Competent – Proficient – Expert	– Unconscious incompetence – Conscious incompetence – Conscious competence – Unconscious competence
Application	Used to understand the learning process and the journey to mastery in various fields.	Utilized in educational settings to design learning objectives and assess student learning outcomes.	Applied in skill development and training programs to gauge learners’ progress.	Used in personal development and coaching to guide individuals through skill acquisition.
Focus	Focuses on the levels of awareness and competence in acquiring new skills or knowledge.	Focuses on classifying cognitive skills based on their complexity and mastery level.	Focuses on describing the stages of skill acquisition and expertise development.	Focuses on understanding the awareness and proficiency levels in learning new skills.
Assumptions	Assumes that individuals progress through distinct stages of competence as they learn new skills or knowledge.	Assumes that cognitive skills can be categorized into hierarchical levels of mastery.	Assumes that individuals go through identifiable stages of skill acquisition and expertise development.	Assumes that awareness and proficiency in learning new skills evolve through distinct stages.