Conscious Competence Learning Model
The conscious competence model explains the process and stages of learning a new skill, behaviour or technique. To understand the model best, think about something that you had to learn (such as driving) then think about the stages you went through.
The model suggests that we pass through 4 stages.
Unconscious Incompetence I don’t even know I need to learn it.
Conscious Incompetence I know I need to learn, but I can’t do it.
Conscious Competence I can do it, but I need to think hard about it.
Unconscious Competence I don’t even think about it, I just do it.
Implications for Learning and Development
This model suggests several key messages.
The learner must recognise the need to learn. If the awareness of skill and deficiency is low or non-existent (the unconscious incompetence stage) the learner will simply not see the need for learning. It is essential to establish awareness of a learning or development need (conscious incompetence) before any learning takes place. People respond to learning situations when they are aware of their own need for learning, and the personal benefit they will gain.
The trainer must be aware at what stage the learner is at. Just as is may be pointless to try to train someone who doesn’t see the need to learn it is also important to know where they are in the progression.
Each stage requires a different emphasis. Once you aware of the stage that a person is at think about what they need. Conscious incompetence may require praise and role models to look at, while someone who is unconsciously competent may need to review their skills and abilities.
You can see the change. Progression from stage to stage is often accompanied by a feeling of understanding: things 'click' into place for the learner.
Conscious competence can be uncomfortable. Moving back in to unconscious competence means that you have to think about what you are doing while you are doing it. This isn’t always easy and people can stumble. We see this in role play situations.
People can regress to previous stages. We see this when people regress from unconscious to conscious competence if they fail to practice and exercise their new skills. It is not always “like riding a bike.”
