The Learning Process

1. Unconscious Incompetence

"I don’t know what I don’t know."

• The learner doesn’t understand the skill, and may not realize it's important.

• They might overestimate their ability because they’re unaware of the complexities involved.

• Instructor’s role: Introduce the basics, raise awareness of safety issues and technical errors, and help them see the value in training.

Example: A new shooter believes hitting a target is just about pulling the trigger and doesn’t realize the importance of stance, sight picture, or follow-through.

2. Conscious Incompetence

"I know what I don’t know."

• The learner is now aware of their lack of skill.

• This is often a frustrating stage but also very productive — they’re ready to learn.

• Instructor’s role: Encourage practice, give feedback, and help correct form and habits before they’re ingrained.

Example: The student now understands they need to work on trigger control, but they struggle to get it right under pressure.

3. Conscious Competence

"I can do it, but I have to think about it."

• The skill can be performed reliably, but only with concentration and effort.

• Mistakes may still happen under stress or if they rush.

• Instructor’s role: Reinforce correct technique through repetition, drills, and scenario-based practice.

Example: The student now safely handles the shotgun, uses proper mount technique, and can hit targets — but needs to stay focused.

4. Unconscious Competence

"I can do it without thinking."

• The skill is second nature — it happens automatically.

• This is where muscle memory / procedural memory / automaticity is fully developed.

• Instructor’s role: Maintain and refine, introduce complexity (e.g., stress, movement, low light), or teach them to train others.

Example: The student instinctively performs a press-check, clears a malfunction, or mounts and fires with fluid, effective motion — even under stress.

The 4 stages lead to the outcome of 

"Reflective Competence" 

– where you’re not only unconsciously skilled 

but can explain, analyze, and teach the skill to others.