Product strategy that aligns training products with capability building goals

There are 3 levels of knowledge & skills for both professional and leadership domains that we use to manage our approach to training products. They are presented in the table below:

For the professional domain, we recommend building from top down, from generic to specific meaning global to local. This is because we believe the global industry practices cover a significant portion of regional practices and regional practices cover a significant portion of local practices. Also, there will be a lot of existing content to leverage at the global and regional levels allowing the local work to focus on filling the gaps by only addressing the unique local adaptation, applications and practices.
However, for leadership domain, we recommend a bottom-up approach starting from self and working towards social systems. The reason for this is we believe a lot of sense-making people engage in around their experiences tend to be heavily affected by how much they are aware of and understand their own self and internal processes. This sense-making has a big impact on their decisions and actions. We believe therefore that by anchoring the leadership domain to self, we address the one recurring theme and variable across all experiences.
Following from this, the way we approach the knowledge and skills space is to consciously and intentionally apply the knowledge, skill and will categories to the professional domain sources of internal / external or leadership domain focal points of self and others.

In this post, we also want to talk about training. There is a need to state a primary distinction we make between learning and training. Learning is choice, the behavior of the individual while training refers to all things done outside the individual to provide support for, and encourage learning. Dehumo wrote an interesting blog post about this that is worth reading in this context.

While organizations try to replace the word training with learning, we believe it is important to embrace both for their value. It is important to state at this point that we can tackle knowledge2empower and skill2act with training, however will2succeed cannot be directly addressed by training as it is all about choices and for this discussion, choosing to learn.
The premise here is that we can teach someone new knowledge or skills even if they don't want to learn it, this is the whole thing with the educational system for example. The limitation and a key one from a will2succeed perspective, is how well they learn it, but regardless, they will get something from it. In contrast, we cannot teach someone to will. Having said that, we do believe will is heavily influenced by level and type of knowledge and skill so when we recommend or deploy training, it is always directed at impacting will2succeed.
To explain, training to support knowledge2empower focuses on content and conceptual learning with the aim of Improving the ability to read situations, identify variables within the situation including own assumptions and biases with the final goal of being able to effectively frame the situation and make decisions about what is going on and what actions to take to achieve desired outcomes.

In the same way, when we deploy training for skill2Act it is to build awareness and understanding of the actions, the complexities that drive various levels of proficiency and what various levels of proficiency look or feel like. The ultimate goal is to build confidence in selecting and executing necessary actions when the framing of the situation suggests these actions will produce desired outcomes. The table below shows our primary framework expanded with more details on the training objectives for knowledge, skill and will. 

Finally, we believe that the training product strategy needs to integrate to address the will outcome by adequately matching the needs and scope of the training objectives for knowledge and skill. The images below provide an overview of how we look at training products in relation to these objectives. Level 1 is digital products, high reach and scalability but only targets knowledge directly. Level 2 is skill related, limited scalability but is well positioned to address skill directly and effectively if well designed and implemented. Level 3 is will related, high reach and scalability but highly dependent on will of the learner. See summary in table below:

A visual representation of the relationship between these learning products is shown below:  

Below is alternative visualization that highlights the support resources by product type:  

If you have any questions or wish to explore how any of these can add value to your learning, talent and culture development agenda, contact us, will be happy to have a conversation.  

Organising Knowledge and Developing a Curriculum
Frameworks applied to frontline role