Unconscious Incompetence to Unconscious Competence

The original 4 stages of the model of learning were created by Martin Broadwell in 1969 writing in a Gospel Guardian whilst discussing the concept of improving teaching. It was subsequently popularized by Noel Burch of Gordon Training International. The 4-stage model was also used extensively by Curtiss & Warr in their work entitled The Dynamics of Life Skills Coaching (1973).

There are many different anecdotes we can use to describe this model. An easy example of this model is the process of learning to drive. The new driver is initially unconsciously incompetent in the many different skills and tasks they must complete whilst they begin to learn. Their learning journey moves through the stages to the experienced driver whose pedals and movements are unconscious. They have internalised knowledge to perform successfully and automatically. 

We can apply this thinking to competence within the workplace. When you are competent at a particular skill, you are able to complete it with ease, productively and efficiently.

In The Dynamics of Life Skills Coaching.[2] Paul R. Curtiss and Phillip W. Warren summarised:

“Unconscious incompetence” where you are not skilled but do not realise it. Upon exposure to the training, you will feel “conscious incompetence” where you recognize your lacks but have not increased your skills to any great extent; this is a particularly frustrating phase. With practice you feel “conscious competence” where the skills are painfully obvious and undeveloped, and you feel embarrassed at your attempts and the lack of smooth and polished performance. With practice you attain “unconscious competence” where the skills learned so painfully seem to be a natural part of your life and you feel “naturally competent”. (1973, p.89)

What are the four stages?

Unconscious Incompetence

At this stage, an individual is unaware of their level of incompetence. Simply put — this is when an individual doesn’t know, what they don’t know. At this stage, it may be difficult for an individual to recognise the deficiency they have.

Conscious Incompetence

At this stage, an individual is aware of a lack of skill and proficiency and that they need to improve. Ideally, at this stage, an individual will make a commitment to learn and practice the new skill to move to the “conscious competence” stage.

Conscious Competence

At this stage, an individual may have learned and practised a skill. An individual can perform the skill proficiently and independently, but it requires individual effort, attention, and focus. This may mean an individual can complete a task or skill, but it takes extra time. A benefit of this stage is that an individual may complete the skill or task whilst being super-focused.

Unconscious Competence

At this stage, you just do. Performing the skill or task has become automatic. An individual may have internalised the knowledge or skill to complete the task. An individual is capable of training or mentoring other staff who are further down the stages of competency. The challenge in this stage is that tasks can become mundane.

How can this model improve my coaching?

By encouraging our clients to look at what they are conscious of and how much effort, resistance, and thoughtfulness it demands we can encourage them to connect to the feeling of competence. This can help clients to develop strategies to progress through the levels. This awareness brings the unconscious into the conscious domain, allowing the coach to help the client reframe the mental barriers into actionable possibilities.

Any action to reach Conscious Competence must align with the value systems of the client. Otherwise, additional unconscious blocks will be created in different ways, impeding any progress in behavioural change (Ramanathan, 2018).

Techniques to support progression:

• Encouraging the client to ask for feedback. Feedback can help the client identify areas that require improvement.
• Completing a SWOT activity — clients reflecting on their strengths, weaknesses, opportunities, and threats, can help them identify what they would benefit from learning.
• Encourage the client to keep on practising — ideally, if a client is learning a new skill, it will benefit them if they receive feedback or input from someone who is already competent in the area. You may also work with your client to identify ways to use these new skills more often in their current career.
• Encourage your client to continue to develop the skill or even teach others.

The stages of competence aren’t set when an individual reaches competence unconscious. It is easy to move back down the ladder if the new skill isn’t used regularly.