The Skill Nobody Teaches You: How to Learn

By: Adya Agarwal 

For most of my life, learning was pretty straightforward. Every semester, I received a syllabus outlining what I needed to know, what to read, when assignments were due, and how I’d be assessed. There were lectures, deadlines, exams, and eventually, a grade telling me how I did.

Then I graduated from university and entered the workforce.

Suddenly, there was no syllabus.

Nobody handed me a list saying “Here are the 37 things you should learn in your first six months.” Instead, I found myself navigating unfamiliar situations, asking questions, observing how more experienced colleagues approached challenges, and figuring out what I could do better next time.

And perhaps most surprisingly, sometimes even the most experienced people in the room were figuring things out as they went.

It got me thinking: being good at learning doesn’t necessarily mean knowing the answer. It means knowing what to do when you don’t.

Why is learning how to learn more important than ever?

According to the World Economic Forum’s Future of Jobs Report 2025, employers expect 39% of workers’ existing skills to change or become outdated by 2030.

Consider artificial intelligence. Organizations can train employees to use today’s AI tools, but what happens when those tools evolve or entirely new ones emerge?

The challenge goes beyond keeping up with the latest technology. It’s about developing the ability to continuously learn, unlearn, and relearn.

Organizations can’t possibly teach employees everything they’ll need to know in the future. But they can help them become better at continuously growing and improving.

What makes a good learner?

At university, it was obvious when I was learning something new. At work, I’ve found that some of the most valuable learning happens without us even realizing it.

Sometimes it’s asking a colleague why they approached a problem differently. Other times, it’s taking on something unfamiliar and figuring out where to start. Or receiving feedback, realizing there’s a better way to do something, and applying that lesson the next time around.

I’ve started to see these experiences as opportunities to develop skills that go beyond technical expertise: curiosity, resourcefulness, reflection, and adaptability.

And unlike a course that ends with a final exam, there’s no clear point at which you’ve finished developing these skills.

The fascinating part? How much we learn depends, in part, on the opportunities we’re given to learn. And that’s where organizations, and particularly leaders, have an important role to play.

So, how can leaders create an environment for learning?

It’s easy for organizations to say, “We want a culture of continuous learning.” The harder question is whether their everyday practices actually support one.

A few questions are worth considering:

• Are we encouraging curiosity? Do employees feel comfortable asking questions and admitting when they don’t know something?
• Are we making feedback part of everyday work? Do conversations focus on development and growth, not just performance?
• Are we creating opportunities to experiment? Can employees take on unfamiliar challenges with the support they need?
• Are we making time for reflection? Do teams pause to discuss what they’ve learned before moving on to the next task?
• Are we modelling the behaviour ourselves? Do leaders demonstrate that learning doesn’t stop with experience or seniority?

The answer to these questions can reveal a lot about whether continuous learning is genuinely part of an organization’s culture, or simply something it aspires to.

While organizations can’t give employees a syllabus for everything they’ll encounter in their careers, they can help them become the kind of learners who don’t need one.

At MacPhie, we help organizations strengthen leadership capabilities and build cultures that support continuous growth. Interested in fostering a stronger learning culture? Explore how MacPhie can help.