Contends that a typology of skills based on a framework of learning styles and experiential learning theory, rather than a framework of job performance or some other personality construct, provides a language and guidance for assessment methods to describe knowledge at the performance level of adaptation. It requires development of the concept of learning skills which are: domainspecific and knowledge‐rich; descriptive of an integrated transaction between the person and the environment; and developed by practice. Reviews and reports data from numerous studies to establish the ESP′s reliability, relational validity, criterion validity and construct validity. The ESP can be used as a vehicle for providing personal and organizational feedback on skills, and expectations and intent regarding skills in jobs and development programmes.
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