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The four stages of competence describe how anyone learns a skill: unconscious incompetence, conscious incompetence, conscious competence and unconscious competence. The model is widely credited to Abraham Maslow, but it appears nowhere in his works. It was set out in the 1960 textbook Management of Training Programs by three New York University professors, refined by trainer Martin M. Broadwell in 1969 as the four levels of teaching, used by Paul R. Curtis and Philip W. Warren in a 1973 life skills book, and given its familiar wording by Noel Burch of Gordon Training International in the 1970s. In 1923 T. Earl Pardoe described a nearly identical path.

The episode separates the model from the 1955 Johari window, which maps how you and others see your personality rather than what you can do. It then walks through each stage: denial in stage one, the ego-bruising mistakes of stage two, the heavy cognitive load of stage three and the effortless multitasking of stage four. It closes with the teaching paradox, the way unused skills slide back down the ladder, and the question of what happens if people hand their stage two and three struggles to AI.

• People in stage one often deny the skill matters, and moving on usually takes a strong external shock such as losing a client or a promotion.
• In stage two, mistakes are the mechanism of learning, and adults with weak motivation quit and retreat to stage one thinking.
• Stage three is illustrated with video editing software, where every shortcut must be narrated mentally and one interruption causes errors.
• Repetition insulates neural pathways through myelination as the basal ganglia take over execution.
• Because stage four experts lose access to the steps, a late stage three learner is often the best mentor for a beginner.