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*[http://en.wikipedia.org/wiki/17th_century 1605]
==Definitions==
*1: a sufficiency of means for the [[necessities]] and conveniences of life <provided his [[family]] with a comfortable competence — Rex Ingamells>
*2: the [[quality]] or [[state]] of [[being]] competent: as a : the properties of an embryonic field that enable it to [[respond]] in a characteristic [[manner]] to an organizer
:b : readiness of bacteria to undergo genetic [[transformation]]
*3: the [[knowledge]] that enables a [[person]] to speak and [[understand]] a [[language]] — compare [[performance]]
==Description==
In [[psychology]], the four [[stages]] of competence, or the "[[conscious]] competence" learning model relates to the psychological states involved in the [[process]] of progressing from incompetence to competence in a [[skill]].
==History==
The [[conscious]] '''competence''' [[theory]] is another name for the "Four Stages of Learning," a theory posited by 1940's psychologist [[Abraham Maslow]. The Four Stages of Learning describe how a [[person]] learns, progressing from 1. Unconscious Incompetence (you don't know that you don't know something), to 2. Conscious Incompetence (you are now aware that you are incompetent at something), to 3. Conscious Competence (you [[develop]] a [[skill]] in that area but have to [[think]] about it), to the final stage 4. Unconscious Competence (you are [[good]] at it and it now comes [[naturally]]).
Several elements, including helping someone 'know what they don't know' or [[recognize]] a blind spot, can be compared to some elements of a [http://en.wikipedia.org/wiki/Johari_window Johari window] (although Johari deals with [[self]]-[[awareness]]; while the four stages of competence deals with learning stages).
==The Four Stages==
*1. '''Unconscious Incompetence'''
:The individual neither understands nor knows how to do something, nor recognizes the deficit, nor has a desire to address it.
*2. '''Conscious Incompetence'''
:Though the individual does not understand or know how to do something, he or she does recognize the deficit, without yet addressing it.
*3. '''Conscious Competence'''
:The individual understands or knows how to do something. However, demonstrating the skill or knowledge requires a great deal of consciousness or concentration.
*4. '''Unconscious Competence'''
:The individual has had so much practice with a skill that it becomes "second nature" and can be performed easily (often without concentrating too deeply). He or she may or may not be able to teach it to others, depending upon how and when it was learned.
Natural language is an example of unconscious competence. Not every native speaker who can understand and be understood in a language is competent to teach it. Distinguishing between unconscious competence for performance-only, versus unconscious competence with the ability to teach, the term "kinesthetic competence" is sometimes used for the ability to perform but not to teach, while "theoretic competence" refers to the ability to do both.
Certain brain personality types favor certain skills (see the Benziger theory), and each individual possesses different natural strengths and preferences. Therefore, advancing from, say, stage 3 to 4 in one skill might be easier for one person than for another. Certain individuals will even resist progression to stage 2, because they refuse to acknowledge or accept the relevance and benefit of a particular skill or ability. Individuals develop competence only after they recognize the relevance of their own incompetence in the skill concerned.
[edit] Possible Fifth Stage
Many attempts have been made to add to this competence model. This addition would be a fifth stage, and there have been many different suggestions for what this fifth stage would be called. One suggestion is that it be called "Conscious competence of unconscious competence". This would describe a person's ability to recognize and develop unconscious competence in others.
Another suggestion by consultant David Baume:
<blockquote>As a fifth level, I like what I call 'reflective competence'. As a teacher, I thought "If unconscious competence is the top level, then how on earth can I teach things I'm unconsciously competent at?" I didn't want to regress to conscious competence - and I'm not sure if I could even I wanted to! So, reflective competence - a step beyond unconscious competence. Conscious of my own unconscious competence, yes, as you suggest. But additionally looking at my unconscious competence from the outside, digging to find and understand the theories and models and beliefs that clearly, based on looking at what I do, now inform what I do and how I do it. These won't be the exact same theories and models and beliefs that I learned consciously and then became unconscious of. They'll include new ones, the ones that comprise my particular expertise. And when I've surfaced them, I can talk about them and test them. Nonaka is good on this—Nonaka, I. (1994). "A Dynamic Theory of Organizational Knowledge Creation." Organization Science 5: 14-37. (David Baume, May 2004)</blockquote>
==References==
* [http://www.businessballs.com/consciouscompetencelearningmodel.htm Conscious competence learning model]
* [http://scoutmaster.typepad.com/my_weblog/2008/06/stages-of-compe.html Stages of Competence]
[[Category: Psychology]]
*[http://en.wikipedia.org/wiki/17th_century 1605]
==Definitions==
*1: a sufficiency of means for the [[necessities]] and conveniences of life <provided his [[family]] with a comfortable competence — Rex Ingamells>
*2: the [[quality]] or [[state]] of [[being]] competent: as a : the properties of an embryonic field that enable it to [[respond]] in a characteristic [[manner]] to an organizer
:b : readiness of bacteria to undergo genetic [[transformation]]
*3: the [[knowledge]] that enables a [[person]] to speak and [[understand]] a [[language]] — compare [[performance]]
==Description==
In [[psychology]], the four [[stages]] of competence, or the "[[conscious]] competence" learning model relates to the psychological states involved in the [[process]] of progressing from incompetence to competence in a [[skill]].
==History==
The [[conscious]] '''competence''' [[theory]] is another name for the "Four Stages of Learning," a theory posited by 1940's psychologist [[Abraham Maslow]. The Four Stages of Learning describe how a [[person]] learns, progressing from 1. Unconscious Incompetence (you don't know that you don't know something), to 2. Conscious Incompetence (you are now aware that you are incompetent at something), to 3. Conscious Competence (you [[develop]] a [[skill]] in that area but have to [[think]] about it), to the final stage 4. Unconscious Competence (you are [[good]] at it and it now comes [[naturally]]).
Several elements, including helping someone 'know what they don't know' or [[recognize]] a blind spot, can be compared to some elements of a [http://en.wikipedia.org/wiki/Johari_window Johari window] (although Johari deals with [[self]]-[[awareness]]; while the four stages of competence deals with learning stages).
==The Four Stages==
*1. '''Unconscious Incompetence'''
:The individual neither understands nor knows how to do something, nor recognizes the deficit, nor has a desire to address it.
*2. '''Conscious Incompetence'''
:Though the individual does not understand or know how to do something, he or she does recognize the deficit, without yet addressing it.
*3. '''Conscious Competence'''
:The individual understands or knows how to do something. However, demonstrating the skill or knowledge requires a great deal of consciousness or concentration.
*4. '''Unconscious Competence'''
:The individual has had so much practice with a skill that it becomes "second nature" and can be performed easily (often without concentrating too deeply). He or she may or may not be able to teach it to others, depending upon how and when it was learned.
Natural language is an example of unconscious competence. Not every native speaker who can understand and be understood in a language is competent to teach it. Distinguishing between unconscious competence for performance-only, versus unconscious competence with the ability to teach, the term "kinesthetic competence" is sometimes used for the ability to perform but not to teach, while "theoretic competence" refers to the ability to do both.
Certain brain personality types favor certain skills (see the Benziger theory), and each individual possesses different natural strengths and preferences. Therefore, advancing from, say, stage 3 to 4 in one skill might be easier for one person than for another. Certain individuals will even resist progression to stage 2, because they refuse to acknowledge or accept the relevance and benefit of a particular skill or ability. Individuals develop competence only after they recognize the relevance of their own incompetence in the skill concerned.
[edit] Possible Fifth Stage
Many attempts have been made to add to this competence model. This addition would be a fifth stage, and there have been many different suggestions for what this fifth stage would be called. One suggestion is that it be called "Conscious competence of unconscious competence". This would describe a person's ability to recognize and develop unconscious competence in others.
Another suggestion by consultant David Baume:
<blockquote>As a fifth level, I like what I call 'reflective competence'. As a teacher, I thought "If unconscious competence is the top level, then how on earth can I teach things I'm unconsciously competent at?" I didn't want to regress to conscious competence - and I'm not sure if I could even I wanted to! So, reflective competence - a step beyond unconscious competence. Conscious of my own unconscious competence, yes, as you suggest. But additionally looking at my unconscious competence from the outside, digging to find and understand the theories and models and beliefs that clearly, based on looking at what I do, now inform what I do and how I do it. These won't be the exact same theories and models and beliefs that I learned consciously and then became unconscious of. They'll include new ones, the ones that comprise my particular expertise. And when I've surfaced them, I can talk about them and test them. Nonaka is good on this—Nonaka, I. (1994). "A Dynamic Theory of Organizational Knowledge Creation." Organization Science 5: 14-37. (David Baume, May 2004)</blockquote>
==References==
* [http://www.businessballs.com/consciouscompetencelearningmodel.htm Conscious competence learning model]
* [http://scoutmaster.typepad.com/my_weblog/2008/06/stages-of-compe.html Stages of Competence]
[[Category: Psychology]]
