Typically, underachievers have little interest in learning without some external stimulation. Understanding how learning takes place incrementally in four stages can help them assess the need for training and the motivation to learn.

Stage 1: Unconscious Incompetence

Trainees are unaware of the possibility that they are making costly mistakes or doing poor-quality work. Their unacceptable performance is obvious to others but not to them. The potential for incompetency is high, because they are not motivated to learn new skills.

Stage 2: Conscious Incompetence

Trainees become aware that their performance is having a negative effect on outcomes. They are mindful of their shortcomings and eager to remedy their discomfort and avoid future mistakes. They are ready to improve their skills, because their motivation to learn is high.

Stage 3: Conscious Competence

Trainees are in the comfort zone where they are pleased with their newfound knowledge and the satisfaction that comes from performing well. They have overcome adversity and upgraded their capabilities. They proudly seek opportunities to demonstrate their new skills. Satisfied with the situation, their motivation to learn is low.

Stage 4: Unconscious Competence

Trainees perform their job with little thought to preparing for the challenges that lie ahead. Unaware of their potential shortcomings, they are only a short step away from losing their competitive edge. Satisfied with the status quo, they have no motivation to learn.

Vulnerability

Learners have something special working in their favor: the innate human motivation to do a good job, which triggers a willingness to acknowledge their own incompetence. Learners are also willing to put up with a certain amount of discomfort during the training process in order to experience the end result – recognition of a job well done. Each time learners accept that they do not know something and want to learn what it is, they are signaling their willingness to examine old habits, think in new ways and acquire additional skills.

In a learning culture, the needs and interests of leaders and followers are purposefully called into question, opened up for examination and carefully measured to determine whether anything is out of alignment. When learners identify the discrepancy and put it back in working order, they develop a sense of accomplishment. Confident in their skills, they look forward to doing their job better. What happens next can be thought of as the “best practices” stage – a time to show off new skills and set new records.