4 étapes de la compétence

Définition

• Les 4 étapes de la compétence est un modèle qui pose que la compétence se développe en 4 étapes :
  • l'incompétence inconsciente : je ne sais pas que je ne sais pas
  • l'incompétence consciente : je sais que je ne sais pas
  • la compétence consciente : je sais que je sais
  • la compétence inconsciente : je ne sais plus que je sais (automatisme)

Origine

• Le modèle est régulièrement attribué à Abraham Maslow (avec même parfois une date, 1940), mais on ne trouve aucune source précise.
• La firme Gordon Training International affirme que le modèle a été créé dans les années 70 par un de leurs employés, Noel Burch, une source elle aussi fréquemment citée.
• Le site http://www.businessballs.com/consciouscompetencelearningmodel.htm#conscious-competence-theory-origins propose une analyse approfondie des différentes origines. Le modèle apparaît déjà sous la plume d'un certain Martin M. Broadwell en 1969 dans un magazine religieux, le "Gospel Guardian", ce qui infirme la paternité revendiquée par Gordon Training International.

"A few are gifted with the ability to teach well without working at it. Others must learn the skill. For most of us, learning how to teach means studying and practicing and seeing what we did right and wrong. Let us close this series with a look at the four levels of teaching: At the bottom is the "unconscious Incompetent." This poor creature who is a very poor teacher, but doesn't know it. He goes on in the same old way, perhaps lecturing in a dull, monotone manner, unaware that he is wasting his time and the students'. We can do nothing towards improving this fellow, because he can't be changed until he reaches the next level, which is the "Conscious Incompetent." Now we have a fellow that is bad, but fortunately, knows he is bad. He is looking for help, and the chances are pretty good that he will find a way to improve his methods. He is willing to try something new; he is willing to admit that maybe he isn't getting through to his students. We can work with him because he wants to become better. If we can show him the tools of the trade, he will start getting results, and he will know why. This means he now has been raised to the third level, the "Conscious Competent." This person is a good teacher and knows why. He knows what will work and what won't for him. He has experimented, changed, measured, reviewed and constantly looked for more and better ideas. This fellow knows his capabilities and his limitations. He knows about teaching. He probably would make a good teacher trainer.

There is a final level, though, and it is one that gives us a hard time, because he is the fellow that is a good teacher by nature. Somehow he just always does the right thing, says the right thing and gets the right results. The trouble is, he doesn't know why he does what he does. He is in the small class of people we will call the "Unconscious Competent." He's good, but he doesn't know what it is that makes him good. The one teaching assignment that he would probably fail at would be in trying to teach others how to teach. The only bad thing about having these kinds of people around is that it leads folks to say, "Well, good teachers are born, not made. You either have it or you don't." If we haven't accomplished anything else in this series, I hope we have proven that such a statement as this one is very, very untrue." (Broadwell, M. M. (1969, 20 février). Teaching For Learning. The Gospel Guardian, 20/41, 1-3a)

(XVI.)

Synonymes

Four stages of competence, for stages for learning, etc.

Ressources

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