Personal learning and skills profiles

We all have our distinctive learning and skills profiles. Awareness of our individual profiles is essential if we are to achieve our educational and professional goals, but first we must understand what these profiles constitute.

Initially, we must clarify the distinction between one’s learning profile and skills profile. Our learning profile relates to “how”, whilst our skills profile relates to “what”. If we are to effectively promote ourselves and succeed in attaining our desired job, both our learning and skills profiles should be reflected in our employment tools (curriculum vitae, interview, etc.). But how do we define candidates’ learning and skills profiles?

The learning profile demonstrates how a candidate learns and communicates in a functional way. Prior to presenting their learning profile, candidates should establish:

  • whether they are primarily a visual, auditory or kinesthetic learner.
  • their aptitudes (based on Gardner’s theory of multiple intelligences), for instance, whether they have higher mathematical or artistic intelligence, etc.
  • whether they have more of a systemic or empathic index – in the first case, they are able to manage, record and memorise information whilst in the other, they are a communicative type of candidate, suitable for sales positions, negotiations, etc.
  • the methodology they use in data processing, research and analysis.
  • what their viewpoint on project-based learning and study is.
  • how they view regular formative assessment and self-evaluation which contribute to the attainment of specific goals and growth.

Regarding skills profiles, candidates should clearly state their formal qualifications, in other words, their degrees and certifications. However, there are other important traits belonging to the wide sphere of formal qualifications which should be reflected in their curriculum vitae and in the interview process, including:

  • rhetorical ability and capacity to present ideas and facts.
  • intercultural intelligence, that is, whether they have travelled or collaborated with people from other countries and cultures.
  • voluntary work.
  • computational intelligence – how one understands the function of cost centres and the realisation that candidates will occupy jobs in the future that ultimately constitute cost centres.
  • ingenuity and design mindset – a focus on finding solutions to problems rather than simply analyzing them.
  • suitability for managerial, supervisory or operational roles (see αriston news 7).
  • the extent to which a candidate is committed to lifelong learning.


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