The Four Stages of Competence

Learning/Coaching Concept

aka The Conscious Competence Model of Learning

The visual image I was originally taught when it comes to this model was linear, so it’s interesting to see it represented as a pyramid and consider the implications of this shape. Maybe we’ll come back to this after a description of the Four Stages of Competence when learning a skill or I would add—and the way I use this with clients is to help them understand–the stages of creating a practice (which could certainly be considered acquiring a new skill). As far as steps climbing the right side of the diagram about “right/wrong analysis and intuition”, I’ve not seen these before and they make no sense to me so I’m not going to bother trying to figure out what they mean. If you have ideas, feel free to comment!

The Four Stages according to Wikipedia (italicized comments under each stage are mine):

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.

I think of this as the “You don’t know what you don’t know stage.” It was interesting to see this description and learn that denial of “the usefulness of the skill” was included here. That was new to me. I also appreciated the detail about “strength of the stimulus to learn”. I think of this often when I’m coaching clients who resist “the work”. It often takes great discomfort and even pain to create enough inspiration for us to change what we’re doing. 

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.

When it comes to new practices, this is that phase where you’re just noticing the opportunities to try your new thing out, usually after the moment has passed. If you’re catching it, even if you forgot to do the thing, you’re making progress. When you do remember, it may feel (and come across to others) as awkward. Something I find myself saying to my kids, my clients, myself: “let yourself be a beginner.” You’re creating new neural pathways and they take a while to form. Changing the brain doesn’t happen overnight! 

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.

It’s still taking effort to practice, but you’re greasing those neural pathways! Keep it up; you’ll often want to take the easier route of old habits of communication. You’re noticing you’re improving but still botching it sometimes–you have to remember there will be continued opportunities for practice. Don’t give up! I promise the more you practice, the easier it gets, until… 

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.

Now it’s habitual, it’s wired in, “muscle memory”. You’re so good at it, you often don’t even notice you’re doing it. That said, I’ve often thought I was here then found myself slipping back into old habits–especially when tired or after extended periods of challenging circumstances that start to wear me down. I’ve learned that while it’s implied that once this stage is reached, the work is over, remaining conscious of our practices helps us keep them sharp. It may be because this is a little different than the usual skills this model is applied to. When we’re developing new practices, we are replacing old habits that are deeply ingrained. That’s a little different than starting from scratch with a new skill, like say, riding a bike or playing guitar.