Skills Improvement Chart

Make an evaluation on a sheet like this one. For example, you may use colors to define the thing you want to underline.

G5-I like doing-im good at

Consider these key questions:

  • How do you choose what things to put on the list with “what you like to do”?
  • What things helped you be here where you are? Objectively and subjectively.
  • Who were the prominent people that came into your life and changed it into good?
  • What are the things you like to help others with?
  • Why are you unsatisfied?
  • What is the place you would like to go to?
  • What would you like to do more?
  • What do you agree to do concerning this?
  • Which are the things you do not like in life?

Make a decision whether you will delegate, improve or eliminate the tasks you do and don’t like. Or you may do them as a secondary task to something else (like listening to audiobooks, reading, or talking to friends over the phone in the meantime). From my experience, some things you might decide to start liking by doing them better, or at the same time with something else. Other, you can successfully delegate.

Give up the tasks you don’t like and don’t do. Delegate them or totally eliminate them. They don’t deserve to take up your time.

Make a plan to learn the things you like but don’t do. Chances are, you might improve your skills in those areas by practicing the things you like. In addition, you might want to create personal development goals for some of them. For example, for me, it was shooting video.

What is your level of competence in the thing you like?

How much time do you want to allocate to learning and practicing it?

What do you have to change in yourself to get that?

Make a list of your level of competence for each of your abilities. Then, rank the things you wish to learn and create goals for each.


Marcus Victor Grant

Text Copyright © Marcus Victor Grant 2010-present, all rights reserved.

Copyright graphic © Diana Andreea Bădrăgan

The materials on this blog are subject to this disclaimer.

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