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http://en.wikipedia.org/wiki/Four_stages_of_competence
The following models are discussed: Noel Burch (1970) model of four stages of Competence and Performance, M. A. K. Halliday’s contribution to and opinions regarding the concept of four stages of competence and performance, developed at the Gordon Training International by its employee Noel Burch in the 1970s.[1] It has since been frequently attributed to Abraham Maslow, although the model does not appear in his major works
As is pointed out earlier, it is Noel Burch (1970) who introduced the theory of 4 stages of competence , The Four Stages of competence provides a model for learning. It suggests that individuals are initially unaware of how little they know, or unconscious of their incompetence. As they recognize their incompetence, they consciously acquire a skill, then consciously use it. Eventually, the skill can be utilized without it being consciously thought through: the individual is said to have then acquired unconscious competence.
Several elements, including helping someone 'know what they don't know' or recognize a blind spot, can be compared to some elements of a Johari window, although Johari deals with self-awareness, while the four stages of competence deals with learning stages.
Noel Burch states that the competence is divided at four stages
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 recognise their own incompetence, and the value of the new skill, before moving on to the next stage.[2] The length of time an individual spends in this stage depends on the strength of the stimulus to learn.[3]
2. Conscious incompetence
Though the individual does not understand or know how to do something, he or she does 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.[4]
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.[3]
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.
The following models are discussed: Noel Burch (1970) model of four stages of Competence and Performance, M. A. K. Halliday’s contribution to and opinions regarding the concept of four stages of competence and performance, developed at the Gordon Training International by its employee Noel Burch in the 1970s.[1] It has since been frequently attributed to Abraham Maslow, although the model does not appear in his major works
As is pointed out earlier, it is Noel Burch (1970) who introduced the theory of 4 stages of competence , The Four Stages of competence provides a model for learning. It suggests that individuals are initially unaware of how little they know, or unconscious of their incompetence. As they recognize their incompetence, they consciously acquire a skill, then consciously use it. Eventually, the skill can be utilized without it being consciously thought through: the individual is said to have then acquired unconscious competence.
Several elements, including helping someone 'know what they don't know' or recognize a blind spot, can be compared to some elements of a Johari window, although Johari deals with self-awareness, while the four stages of competence deals with learning stages.
Noel Burch states that the competence is divided at four stages
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 recognise their own incompetence, and the value of the new skill, before moving on to the next stage.[2] The length of time an individual spends in this stage depends on the strength of the stimulus to learn.[3]
2. Conscious incompetence
Though the individual does not understand or know how to do something, he or she does 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.[4]
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.[3]
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.