Published by: Tamer Elogueil

Background

The concept of the four stages of learning provides a valuable framework for understanding the journey of acquiring new skills or knowledge. Originally developed by Noel Burch of Gordon Training International, these stages are often erroneously attributed to Abraham Maslow. They are also known as the "four stages of competence" within many professional circles.

Learning anything new can be challenging, often accompanied by feelings of frustration and self-doubt when mistakes are made. These negative emotions, such as self-blame and doubt, can hinder the learning process and are often expressed as "I don’t know how to do it", "that is not good enough", "I will never learn doing this", etc. Paradoxically, mastering a skill requires embracing these challenges and persisting through them. The four stages of learning offer a roadmap to navigate through these challenges, helping individuals become aware of the stages they will encounter during their skill acquisition journey.

At the outset, doing it right is vital to the learning process, but often we drag ourselves to avoid having bad feelings and deviate from the learning process. The four stages of learning aim to ensure you are aware of the stages you will be passing through in the learning process of skill so you don’t fall into the negative feelings that often evolve during the learning.

The Four Stages of Learning highlight how, at the start, we are often unconscious of our incompetence. The moment we recognise our incompetence and lack of knowledge, the urge to acquire the skills emerges. You will then have to consciously put in the effort to learn the skill, which often requires time and effort and is accompanied by feelings like stress and anxiousness. Eventually, with time, the skill can be used without you consciously thinking through it; that means you have acquired an unconscious competence level.

Several tools that help you to "know what you don't know" or recognise your blind spots can be mistakenly related to some elements of a Johari Window. Just for clarification, the Johari Window addresses self-awareness, while the four stages of competence mainly guide you through the four levels of learning.

The four stages of learning

Below the image, we will cover in more brief details the four stages of learning

Satge 1: Unconscious / Incompetence

At the outset, in the stage of unconscious incompetence, individuals are blissfully unaware of their lack of skill or knowledge. It's like being in a state of blissful ignorance, where one doesn't even realise they don't know something. However, recognising this incompetence and ultimitaly understanding the value of acquiring the skill is crucial before progressing to the next stage.

The consequences of remaining in Unconscious Incompetence:

1. Limited Growth: By remaining in a state of unconscious incompetence, individuals like may fail to recognise the potential for improvement and growth. They may underestimate the effort required to develop proficiency in a skill and consequently miss out on opportunities for personal development and self-improvement.

2. Frustration and Discouragement: Continuously experiencing setbacks and failure without understanding the reasons behind them can lead to frustration and discouragement. This may result in individuals giving up on their goals prematurely, believing that they lack the necessary talent or ability to succeed.

3. Missed Opportunities: Unconscious incompetence can blind individuals to the possibilities and opportunities available to them. They may overlook avenues for learning and skill development because they underestimate their own potential or fail to recognise areas where they need improvement.

4. Lack of Self-Awareness:Remaining in a state of unconscious incompetence hinders self-awareness and introspection. Individuals may not fully understand their strengths and weaknesses or recognize areas where they need to focus their efforts in order to progress

Stage 2: Conscious Incompetence

In the stage of conscious incompetence, despite lacking knowledge of the skill and being unable to perform it proficiently, you now recognise this deficit. This awareness marks a crucial moment of conscious acknowledgment of your incompetence. You begin to understand the value of acquiring the new skill to address this deficit, realising that making mistakes while attempting to learn is a natural part of the process and should not be a source of shame or discouragement.

However, it's common for confidence to diminish during this stage as you confront the limitations of your ability. This realisation can be accompanied by feelings of discomfort and unease as you become aware of the extent of what you don't yet know. Should you choose to embark on the learning journey, practicing the skill demands significant concentration and effort. It's through this dedicated practice that learning begins to take root, and progress is made.

Maintaining commitment becomes crucial during this stage, serving as the driving force to propel you forward and transition into the next stage of learning. By staying dedicated and persevering through challenges, you lay the foundation for growth and development in mastering the skill.

During the stage of conscious incompetence, several common misconceptions may arise, including:

1. Mistaking Incompetence for Inadequacy: Individuals may erroneously interpret their lack of skill or knowledge in a particular area as a personal failing or inherent inability. This misconception can lead to feelings of inadequacy and self-doubt, inhibiting their willingness to engage in the learning process.

2. Believing Mistakes Equal Failure: There's a common misconception that making mistakes while attempting to learn a new skill is a sign of failure or incompetence. This mindset can deter individuals from taking risks and exploring new techniques, fearing that errors will reflect poorly on their abilities.

3. Expecting Instant Mastery: Some people may harbour unrealistic expectations of rapid progress and mastery during the conscious incompetence stage. They may become frustrated and disheartened when they encounter difficulties or setbacks, failing to recognise that learning and skill development take time and effort.

4. Assuming Learning is Linear: Another misconception is the belief that learning follows a linear trajectory, with steady progress and improvement over time. In reality, the learning process often involves peaks and valleys, with periods of rapid advancement interspersed with plateaus and setbacks.

5. Overlooking the Importance of Practice: There's a tendency to underestimate the significance of deliberate practice and consistent effort in overcoming conscious incompetence. Some individuals may expect to acquire new skills effortlessly or without sustained commitment, failing to recognise the role of dedicated practice in achieving proficiency.

Addressing these misconceptions is essential for fostering a growth mindset and empowering individuals to navigate the challenges of conscious incompetence effectively. By reframing mistakes as opportunities for learning, setting realistic expectations, and embracing the iterative nature of skill development, individuals can progress more confidently through this stage towards mastery.

Stage 4: Conscious Competence

In the stage of conscious competence, you have acquired the necessary knowledge and skill to perform a task. However, demonstrating this skill still requires concentration and effort. You may find yourself breaking down the task into steps and exerting focused attention to execute it effectively. Despite this conscious effort, your confidence begins to grow as you grasp the concept and become capable of performing the skill independently, without assistance.

One challenge individuals may face during conscious competence is the temptation to rely too heavily on established routines or methods, limiting innovation and growth. Individuals need to be encourages to embrace experimentation and adaptability, seeking out new challenges and pushing beyond their comfort zones to expand their skillset.

Seeking feedback from peers, mentors, or supervisors can provide valuable insights into areas for improvement and help individuals refine their skills. regular reflection on successes and failures is encourages, as well as identifying patterns and strategies for continued growth and development.

Over time, skills acquired through conscious competence become more integrated and automated into one's repertoire. As individuals gain mastery, they may find that tasks once requiring conscious effort become more intuitive and effortless. individuals should leverage this mastery to tackle new challenges and push the boundaries of their expertise.

Example: To illustrate conscious competence, consider the example of a software developer who has learned a new programming language. Initially, the developer carefully follows tutorials and documentation, meticulously writing code and troubleshooting errors. As proficiency increases, the developer becomes adept at solving complex problems and writing efficient code without constant reference to documentation.

Stage 4: Unconscious Competence

In the stage of unconscious competence, you have honed your skills through ample practice, and performing the task has become second nature to you. You can execute it comfortably, effortlessly, and without conscious thought. The skill has become ingrained, akin to a habit, allowing you to perform it seamlessly even while multitasking or focusing on other activities. At this stage, you may have mastered the skill to such an extent that you can teach it to others with ease.

To illustrate this stage, consider the example of driving a vehicle or playing a musical instrument. Initially, you may have been unaware of the depth of your incompetence in these areas. However, through dedicated practice and learning, you progressed through the stages of learning until reaching unconscious competence. Now, you can effortlessly navigate the roads or play intricate melodies without needing to consciously think about each action. It has become as natural to you as breathing, allowing you to engage in other tasks or activities while still performing the skill proficiently.

This progression from unconscious incompetence to unconscious competence is a testament to the power of learning and practice. It exemplifies how mastery can be achieved through dedication, persistence, and a willingness to embrace the learning process.