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In the fields of education and operations research, the Dreyfus model of skill acquisition is a model of how students acquire skills through formal instruction and practicing. Brothers Stuart and Hubert Dreyfus proposed the model in 1980 in an influential, 18-page report on their research at the University of California, Berkeley, Operations Research Center for the United States Air Force Office of Scientific Research. The original model proposes that a student passes through five distinct stages: novice, competence, proficiency, expertise, and mastery. ==The original five-stage model== In the novice stage, a person follows rules as given, without context, with no sense of responsibility beyond following the rules exactly. Competence develops when the individual develops organizing principles to quickly access the particular rules that are relevant to the specific task at hand; hence, competence is characterized by active decision making in choosing a course of action. Proficiency is shown by individuals who develop intuition to guide their decisions and devise their own rules to formulate plans. The progression is thus from rigid adherence to rules to an intuitive mode of reasoning based on tacit knowledge. Michael Eraut summarized the five stages of increasing skill as follows:〔 Reprinted from 〕
Instead the original Dreyfus model is based on four binary qualities: * Recollection (non-situational or situational) * Recognition (decomposed or holistic) * Decision (analytical or intuitive) * Awareness (monitoring or absorbed) This leads to five roles:
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