Aware of the existence and relevance of the skill.

Need to concentrate and think in order to perform the skill

Can perform the skill without assistance

Cannot reliably perform the skill unless thinking about it - the skill is not yet 'second nature' or 'automatic'

Should be able to demonstrate the skill to another, but is unlikely to be able to teach it well to another person

Should ideally continue to practice the new skill

Practice is the single most effective way to move from here to the next stage

Aware of their deficiency in this area, ideally by attempting or trying to use the skill

Realizes that by improving their skill or ability in this area, their effectiveness will improve

Has a measure of the extent of their deficiency in the relevant skill, and a measure of what level of skill is required for their own competence

Makes a commitment to learn and practice the new skill, and to move to the 'conscious competence' stage

The skill becomes so practiced that it enters the unconscious parts of the brain - it becomes 'second nature'

Common examples are driving, sports activities, typing, manual dexterity tasks, listening and communicating

it becomes possible for certain skills to be performed while doing something else, for example, knitting while reading a book

May teach others the skill concerned, although after some time at this stage the skill has become largely instinctual and may be difficult to teach

To be checked/reflected up periodically against new standards

Not aware of the existence or relevance of the skill area

Not aware that they have a particular deficiency in the area concerned

Might deny the relevance or usefulness of the new skill

Must become conscious of their incompetence before learning can begin

The aim of the trainee or learner and the trainer or teacher is to move the learner into the 'conscious competence' stage by highlighting the existence/importance of the said skill/knowledge