You never fail until you stop trying - AlbertEinstein

Learning occurs in stages. It requires patience, time, and repeated practice to learn new skills. The Learning Matrix also called Gordon’s Four Stages of Competence, offers a structured perspective on the evolution of learning and one’s position within this learning journey.

1) Unconscious Unskilled
At the preliminary stage, called unconscious unskilled, individuals are unaware they lack knowledge in certain areas. For example, a child who has never seen a bicycle would be uninformed about the art of cycling. It is fundamental that individuals recognize the unknown (e.g., cycling) before moving to the next stage. The amount of time an individual spends in this stage depends on their drive to learn.

“If you want something you have never had, you must be willing to do something you have never done” – Thomas Jefferson

2) Conscious Unskilled
In the second stage, conscious incompetence, individuals become aware of their lack of a particular skill. For example, a child who sees other children riding bicycles and wishes to learn. This stage is critical for growth. Here, one acknowledges their inadequacy, is fueled by the motivation to acquire the requisite skills, and understands that mistakes are a part of the learning curve. This stage demands a significant degree of resilience and unyielding commitment to push through challenges, frustrations, and setbacks in pursuit of mastering the skill. Many face the temptation to abandon their efforts during this stage.

“All things are difficult before they are easy” – ThomasFuller

3) Conscious Skilled
While one might have grasped the required skill in the conscious skilled stage, its execution still demands focus and intent.  For example, a child who has learned to ride a bicycle might stumble when distracted. In this stage, mastery requires unwavering attention and a conscious effort.

“It took me a lifetime.” - Pablo Picasso

4) Unconscious Skilled
At the zenith of learning, unconsciously skilled individuals seamlessly integrate the skill to the point where it feels second nature or instinctual—for example, the simple act of walking for most adults. The skill can be performed while multitasking (walking and talking by phone or eating an apple, etc.). Also, individuals at this level can teach the craft to others.

“Education costs money, but then so does ignorance.” -Clause Moser

‍How can a coach assist their clients through the learning stages?

Coaches must recognize an individual's learning stage and use the proper techniques to help them to move forward.

Moving from Consciously Unskilled to Consciously Skilled

During this stage, it is essential to deeply explore uncharted territories of thoughts, emotions, and self-awareness in order to identify areas that are ready for growth and learning. This phase requires the client to be open, honest, and vulnerable. Building trust between the coach and the client is important as it allows the client to delve into even unconscious aspects of their psyche. At times, the coach may need to challenge the client and push them beyond their comfort zone in order to confront weaknesses and break down standing barriers.

‍Progressing from Consciously Skilled to Unconsciously Skilled

Practice plays a crucial role here. The coach and coachee collaborate closely to address issues and reinforce learning. The coachee must exhibit discipline while receiving feedback from their coach.

In this phase, practice, repetition, and commitment are elements. The coach and client work together closely to tackle issues, reinforce acquired knowledge or skills, and create a structured plan for progress. The client needs discipline in their practice routine, along with a willingness to internalize the lessons learned through coaching sessions. It's normal for clients in this learning phase to experience anxiety or frustration at times as occasional urges to give up. Hence it is crucial for the coach to determine the ways to provide support and feedback during this transition period, ensuring that the client feels motivated and empowered throughout their journey.

Final comment

‍It is essential to realize that learning is not a linear process and, despite significant efforts, may only sometimes reach the fourth stage. Also, it is essential to remember that skills, if unexercised, can be perishable. Individuals might occasionally find their competencies diminishing, returning them to an earlier stage. As my professor of statistics at the University of Chicago used to say: "If you don't use them, you lose them."

Sources:

American University, Adult Education: Leadership Coaching for Organizational Performance

Martin Broadwell (20 February 1969). "Teaching for learning (XVI)". http://www.wordsfitlyspoken.org/gospel_guardian/v20/v20n41p1-3a.html

Paul Curtiss and Phillip Warren. (1973). The Dynamics of Life Skills Coaching https://eric.ed.gov/?id=ED087852

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