V Skill HF-D6.1-002 transversal 8 skills
Applying learning strategies
Chooses a fitting approach for a learning task, such as practising, summarising, asking questions or explaining to someone, and adjusts it when results lag.
How hrmforce measures this
- Assessment method
- Self-report with verification · rho 0.38 (SD 0.09)
- hrmforce instrument
- Learning Styles, Ability Scan
- Competency (50-framework)
- Learning Ability
- Trainability
- medium
- Demand outlook 2026 to 2030
- rising
Biodata and structured experience questions, empirically keyed against performance criteria.
Behavioural anchors
| Level | Behaviour at this level |
|---|---|
| N1 Guided | Follows the learning approach handed over by the supervisor and indicates which part does not yet stick. works under supervision and follows instruction · routine, one variable at a time · own task |
| N3 Proficient | Selects per topic between practising, reading and observing a colleague and explains why that choice fits this subject matter. sets own approach and seeks input proactively · several variables, some ambiguity · own team or process |
| N5 Leading | Develops learning routes for the whole field, grounds them in evidence on effective learning and has teams work with them. sets the standard and the policy · strategic, under high uncertainty · organisation, value chain or profession |
N2 and N4 are deliberately not anchored. Raters place them between the anchors, following the O*NET convention.
Underlying skills
These skills inherit the assessment route and the behavioural anchors of this construct.
| T | Skill | Definition | Demand outlook 2026 to 2030 |
|---|---|---|---|
| V | Sharpening a learning question Framing a learning question | Turns a vague learning problem into a concrete question answerable with a source or exercise. | rising |
| V | Using retrieval practice Retrieval practice | Actively tests own knowledge instead of rereading the material and thereby measures what sticks. | rising |
| V | Planning spaced practice Spaced repetition | Spreads practice moments across days and weeks instead of going through the material at once. | rising |
| V | Summarising study material Summarising | Rewrites the core of a text or training in own words and deliberately omits side issues. | declining |
| V | Explaining to others as a learning method Learning by teaching | Explains new material to a colleague and thereby notices where own understanding still falls short. | rising |
| V | Making a study plan Study planning | Divides material and practice across the available time with fixed moments and an end date. | stable |
| V | Structuring notes Note taking | Organises notes so that connections, questions and key points can be found back quickly. | stable |
| V | Adjusting learning approach when results lag Adapting learning strategy | Switches learning strategy when testing or practice shows the current approach is not working. | rising |