Learner Competencies

Good learners
We will begin this section by asking what you think makes a good learner? Someone who:

  • Can read quickly?
  • Has good listening skills?
  • Can put into practice what they have learned?

It has been said in various guises and descriptions over the centuries and millennia that when it comes to studying and learning:

When I SEE I remember 20%

When I HEAR I remember 40%

When I DO I remember 50%

When I SEE, HEAR and DO I remember 90%

An important principle of time management for learning is to know which learning activities produce the highest performance so that you can build opportunities for such activities into your schedule.

Organisation of time for learning will be more productive if you focus on activities that incorporate the areas with the highest percentages. It is therefore important to choose your learning material that includes some or all of these elements.

Can you identify some examples of “doing” in the context of learning, whether it is study for a professional qualification, an online course or other type of learning activity?

Broadly speaking, being able to take what we have seen or heard and then applying it in some way – whether in a real life or practice situation – will amount to the “doing“. This is actually the underpinning concept of coaching – giving someone a chance to have a go.

In an online course “doing” will involve getting involved in the questions and interactive elements of the programme.

Competencies explained

Within the financial services sector we often hear the term “competence”, often in the context of Training and Competence – one of the FCA’s regulatory requirements.

So which key competencies do you think you need to be an effective manager of learning time?

Here is a list of suggestions:

  • Decision making – what to study and when, what is relevant and how
  • Organisation – balancing life, preparing materials and resources, planning
  • Prioritisation – knowing what comes first and what is less important, balancing urgency with importance
  • Self-discipline – keeping focused and on track, resisting boredom and distractions
  • Goal setting – having a goal and a vision on which to focus and around which to devise a schedule for learning

Each of these competencies will be examined as they emerge throughout this lesson.