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We have an impressive ability to learn, but our motivation to do so tends to decrease with age:
In this digital age, knowledge and expertise have been devalued.
What you know is now less relevant than what you can learn, and employers are less interested in hiring people with particular expertise than with the general ability to develop the right expertise in the future.
Be sure to have 'learning potential' as a key element when choosing a job.
Your learning potential is partly dependent on your own personality, but your propensity to learn will be strongly influenced by the type of job, career, and organization you pick.
SIMILAR ARTICLES & IDEAS:
Find out if your performance evaluation is according to what you understand. Identify your goals and key performance indicators with your manager, and discuss accordingly.
Ask for feedback, learn from it and adjust your performance (or behavior) according to the areas of improvement that you get to know from others.
Example: After giving a presentation, talk about what went well and ask if there is something that you could have done better.
Keeping a journal with a record of your learnings and feedback (areas of improvement) can keep us on the right path, and speed up our progress, and learning too.
Listing out 5 or 10 areas of improvement and tracking the progress in weekly or monthly reviews is a great way to develop your career.
When our curiosity is triggered, we are less likely to fall prey to confirmation bias (looking for information that supports our beliefs rather than for evidence suggesting we are ...
Encouraging people to be curious generates workplace improvements.
When we are curious, we view tough situations more creatively. Studies have found that curiosity is associated with less defensive reactions to stress and less aggressive reactions to provocation.
Curiosity encourages members of a group to put themselves in one another’s shoes and take an interest in one another’s ideas rather than focus only on their own perspective.
Thus, conflicts are less heated, and groups achieve better results.
Metacognition (thinking about thinking) is about being more inspective about how you know what you know. It's a matter of asking ourselves questions like: Do I really get this idea? Could I explain it to a friend? What are my goals? Do I need more background knowledge? Or do I need more practice?