Part 1: Skills Obsession – Rethinking Our Approach to Competencies
This blog marks the beginning of a three-part series that examines the key implications of learning transfer for organisations. In light of the megatrends of digital transformation and the rise of AI facing the world right now, organisations have been forced to rethink their approach to competencies. One of the most prominent shifts has been the increasing focus (dare I say obsession!) on skills. While understanding and developing skills is essential, many organisations have fallen into the trap of putting their emphasis on an area that has limited impact. Trish Uhl brought to my attention that organisations are counting, classifying, and categorising skills rather than looking at skills impact and transfer.
A notable point raised by Nick Shackleton Jones in a LinkedIn article highlights that organisations should not simply rebrand existing frameworks without addressing the underlying issues. Instead, the emphasis must be on how skills can be applied effectively to achieve desired outcomes.
In this first part of our three-part blog series, we explore the implications of this skills obsession and discuss how organisations can move beyond mere metrics to achieve meaningful outcomes.
Understanding the Skills Obsession
The trend towards a skills-oriented approach has intensified in recent years. While it’s important to identify and track the competencies required for various roles, organisations need to recognise that simply measuring skills will not necessarily lead to improved performance. It will help for recruitment and rewards and broad people needs, but the real benefits and challenge lies in applying these skills effectively within the workplace.
Moving Beyond Metrics
Organisations must shift their focus from merely acquiring skills to fostering genuine behavioural change. In the past we have talked about the need to close the “knowing-doing gap” as this is a significant barrier to success. However, in the skills approach, we need to take this to the next level. As learning professionals we need to ensure we are not merely satisfied when someone can demonstrate a skill and has that skill, it’s when they ‘own’ the skill and use it repeatedly and consistently in the workplace that the value is realised. In short — it’s not enough for individuals to know how to perform a task; they must also be empowered to apply their knowledge in real-world situations.
We can frame this as an extension of the knowing doing model to knowing-doing-owning. The owning stage is necessary for the sustained ‘doing’ in the workplace in the real world, not just in a learning environment or as a practice or an experiment. Going beyond practice to owning is the shift.
Fostering Ownership and Impact
To achieve meaningful results, organisations must encourage individuals to take ownership of their learning and its impact on their roles. This requires creating an environment where employees feel motivated to apply their skills and are supported in doing so. Support can take a variety of forms including coaching from managers, an external coach or an AI coach.
As organisations continue to navigate the complex landscape of learning and development, it is imperative to rethink our approach to skills. By moving beyond metrics and focusing on the practical application of skills, organisations can foster a culture of continuous learning and drive meaningful change. In the next part of our series, we will explore the importance of the “Between Sessions practice” aspect of learning transfer.
Photo by Desola Lanre-Ologun on Unsplash