Skills change, but capabilities endure (2022)

​Amid continuing skills shortages, a focus on cultivating underlying human capabilities such as curiosity and critical thinking can give companies a sustainable source of the talent they need.

At some Toyota plants, new workers don’t learn how to operate or feed materials into a specific piece of machinery. Instead, they spend weeks, even months, learning to do by hand what machines do so much faster.1

Introduction

What’s going on? Is Toyota going backward on automation? Far from it. Toyota, long known for the Toyota Production System—which has been described as “less a manufacturing system than a distributed problem-solving system”2—is putting its workers to hands-on, slow labor, not because it plans to revert to manual processes, but because its leaders believe that people grow in valuable ways when they viscerally experience the transformation of materials into parts and parts into assembled vehicles. Starting from scratch prompts workers to appreciate the materials they are using and the way those materials interact with various tools and techniques. More than this, the very process of learning to build a car by hand forces workers to draw upon qualities such as imagination, creativity, problem-solving, and experimentation. The intent is to arm these workers with the right capabilities to enable them to continue to ask the right questions of unforeseen problems and develop new solutions—including ways to improve the automated processes—amid the ever-changing sets of technologies in use on the factory floor.

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Toyota’s approach may be counterintuitive, but it holds an important lesson: that while the skills to operate any given piece of machinery—or, more broadly, to carry out any given task—will inevitably become obsolete, the capabilities to understand the context, to tinker with alternative solutions, and to develop and creatively apply new amalgamations of techniques to achieve better results endure beyond any new technological advance or marketplace shift. Further, these capabilities will likely become even more important as companies across the economy face a shift in demand away from standardized, mass-market offerings. Effectively understanding customers’ dynamic needs and addressing them with more personalized offerings will require a workforce capable of reading and responding to specific needs and conditions with novel approaches.

The kinds of universal human capabilities that we’re talking about transcend specific skill sets and domains. Indeed, they underpin an individual’s ability to gain specific skills—when, where, and how they are needed—in the first place. At a time when skill needs are changing ever more quickly, and headlines feature looming skills gaps and obsolescence, a focus on cultivating underlying essential human capabilities can give business leaders a sustainable way of finding the talent they need.

Skills are valuable, but they’re not everything

We define skills as the tactical knowledge or expertise needed to achieve work outcomes within a specific context. Skills are specific to a particular function, tool, or outcome, and they are applied by an individual to accomplish a given task.

Most companies’ relentless focus on skills is not surprising, given the general sense that businesses need new skills and that things are changing so fast that people can’t keep up. Their concern stems from the conviction that skills—and having workers with specific skills—are core to business success. But while they’re not wrong, skills aren’t all that are core to success these days. The marketplace and technological environment are changing in ways that make focusing on skills to the exclusion of all else a losing approach.

The reason skills have been so valuable and necessary is because, through much of the 20th century, businesses depended almost wholly on skills to get work done. But the reason they could afford to depend so entirely on skills was because they operated in a specific type of environment: a stable, predictable one in which companies could use standardized, repeatable processes and techniques to produce standardized products and services on a controlled, predictable schedule and budget.

In this broad, stable context, executing repeatable activities in standard environments was the most efficient and effective way to serve ever-larger markets by meeting the greatest common denominator of need. With relatively few different types of products being offered, a given skill could be widely applied; too, the skills needed were predictable and did not evolve very fast. Thus, it made sense to invest in training large groups of workers in these widely applicable skills. In addition, well-honed skills helped companies operating at scale to do things more predictably, more quickly, with less waste, and at lower cost.

That’s the world we were in—but the world is changing. The connected world has made scale less important than relevance, and the strategy of optimizing for scale can no longer deliver the results we need.

Investing relentlessly in skills is yielding less return

It might seem that, in today’s environment—with the acceleration of technology driving new needs in new domains that demand more and more varied skills3—businesses should simply redouble their efforts to train workers on the required skills. But, paradoxically, focusing on skills alone isn’t the answer to building the workforce needed for the future. The reason is twofold. First, because of changing customer expectations and the pace at which technology is becoming able to replicate human skills, the number and variety of skills required to serve a profitable market is growing faster than the workforce can learn them. And two, skills themselves are becoming less central to creating the type of value that will differentiate a company and help it build deep, long-term relationships with customers.

The long accelerating trend in digital technology performance (and resulting advances in other technologies) has fundamentally reshaped the marketplace. Individuals have tended to more readily embrace new technologies than traditional businesses and institutions, which often lag behind.4 This has changed customer behaviors and expectations in ways that have made value creation for the customer more important, rather than just cost minimization or profit optimization for the company. This, in turn, has created an environment where, for many companies, the return on investment in developing skills among their workforce is decreasing.

(Video) Skills Change but Capacities Endure

One major reason for this is that customers today have higher and more varied expectations, fueled largely by the access to information afforded them through digital technology. Standardization is giving way to personalization as consumers, able to select from potentially dozens of options instead of just one or two, seek out exactly what they want rather than accept a mass-marketed approximation. On the other side of the fence, technology has enabled businesses to more easily cater to consumers’ expectations for personalization: New business models are arising that allow companies to make and deliver those offerings quickly and on demand. As a result, consumers are expecting more and more personalization across product/service categories and in more arenas of their lives.

Consumers’ expectations for personalization have a ripple effect throughout the company. For instance, operations, including some back-office activities, will likely need to become more context-specific to support the development and delivery of highly personalized products and services. The shift toward personalization will also affect the business-to-business world, where standardized offerings may be less relevant to corporate customers oriented around delivering personalization to their customers.

Greater variation in products and services implies that a greater number of different skills must be brought to bear to develop, market, and deliver them. At the same time, the set of skills needed to satisfy any particular buyer is becoming more narrow, changeable, and specific. The upshot: It no longer makes economic sense to train a large number of workers on a few generalized skills, expecting them to then be able to use them broadly to create and deliver a great many standardized products. Instead, companies are finding themselves in the position of having to train their workers to master a great many specific skills to create and deliver innumerable variations of a tailored product or service—which is rarely as cost-effective as the former approach. The tendency of companies to develop large training programs that generalize skills in order to train the greatest number of workers only makes the investment harder to justify. Without context, the skills being taught are mostly inadequate to the types of challenges for which they are needed.

In addition to demanding more personalization, customers have become more powerful in their relationships with businesses. We’ve documented a long trend toward decreased brand loyalty due to greater transparency into options and lower switching costs—both of which, again, stem from advancements in digital technology.5 Consumers know more about a product or company and can easily access options beyond the mass market. They can also quickly compare notes, identify discrepancies, and mobilize action when they don’t receive the value they expect. This power means that markets are not only more fragmented, but also less predictable, consistent, and durable than they used to be, again reducing the applicability and the longevity of any given skill.

Compounding the effects of these two factors has been that technological advances have allowed more and more skills to be automated—by machines that can learn them much more quickly and perform them more reliably than humans can. That’s not a race humans can win, even with elaborate reskilling programs. From artificial intelligence to robots, technology has become increasingly able to pick up the types of technical and scientific skills that once would have seemed to be squarely in the human domain: eye surgery, lab diagnostics, picking and packing grocery deliveries, or even making a pizza. In addition, emerging technology also makes certain tasks obsolete: When processes are redesigned to better fit new technology, it often eliminates tasks that were essential to the old process but unnecessary to the new.

Given these changes in the marketplace and in technology, it's no longer possible, by and large, to compete based on standardization and scale. Indeed, many big producers are being eaten away by an increasingly fragmented set of little guys who can better adapt to the modern customer’s expectations for value. In this environment, companies won’t be able to satisfy customers through offerings designed to maximize efficiency for the company without accounting for the customer’s evolving needs. They won’t have a choice but to find a way to equip their people, not once but on an ongoing basis, with the growing number of increasingly specialized skills needed to serve today’s markets.

The good news: It’s time for capabilities to come to the fore

Many reports paint a grim picture of jobs lost and workers made irrelevant if they can’t learn new skills—as well as of factories going silent and businesses bankrupt if they can’t find enough workers with needed skills. However, this focus on skills misses the point. In an economy that desperately needs more and more new skills, refreshed more and more often, what becomes most important are not the skills themselves but the enduring human capabilities that underlie the ability to learn, apply, and effectively adapt them.

We define enduring human capabilities as observable human attributes that are demonstrated independent of context. These human capabilities can be thought of as universally applicable and timeless, and they are becoming increasingly important and valuable.6 Not only do these capabilities help us address evolving needs, but they can also help individuals keep adapting the skills they have and be motivated to acquire new skills rapidly and through a variety of channels suited to the conditions and requirements of the opportunity. In this regard, humans with well-developed capabilities are the most highly reconfigurable of assets.

Humans have an important role to play in creating value if we focus on cultivating and using enduring human capabilities. For instance, humans are better than machines at connecting with and understanding the variable needs of other humans; at recognizing and adapting to highly specific and changing contexts; and at developing creative and imaginative new approaches. And these activities, unlike skills, are broadly applicable across fragmented needs and markets, as well as over time.

Few large organizations, other than perhaps those in explicitly creative industries, take capabilities seriously enough to consider them a key input and strategic advantage. Historically, they didn’t have to: They could rely on standardized efficiency and mass production, with their less-demanding skills needs, to succeed through scale. But now that success demands a greater number of faster-evolving skills, organizations will need to adapt. Across industries, organizations that embrace, nurture, and cultivate enduring human capabilities through their workforce will likely have a strategic advantage, because their people will have the mindset and disposition toward rapid learning that is required to thrive in an environment of constant disruption.

What capabilities are we talking about?

Innate capabilities are those that we are all born with—they are part of our humanness. These innate capabilities might include curiosity, imagination, creativity, empathy, and resilience. However, just because we are born with them, it doesn’t mean these capabilities are fixed; they can be cultivated through use and deliberate or inadvertent experiences and exposure. They can be amplified in an environment with the right conditions. In an environment where the work doesn’t require or reward manifesting these capabilities, or even punishes it, they may be underdeveloped and go dormant.

Developed capabilities are those that must be established and refined over time. These include adaptive and critical thinking, teaming, social intelligence, and emotional intelligence. While some people are less able to easily or effectively use these capabilities, most people have the potential to improve them through experience and practice. Note that this is not an exhaustive list of possible important human capabilities, but it provides a foundation and direction toward the types of capabilities that seem most relevant to the workforce broadly. As we move into that future, additional capabilities may rise in importance and the way they are understood may evolve.

These distinctions aren’t etched in stone so much as drawn in sand—there are interdependencies among capabilities7 and between capabilities and skills. Developed and innate capabilities depend on and reinforce each other. For example, imagination helps loosen the walls of our mental models to make space for creativity, both of which manifest to fuel adaptive thinking. Critical thinking helps to constrain and direct the products of imagination and curiosity.

Capabilities are key for creating the new value the market demands

Capabilities help businesses create value in more ways than one. The first way is self-evident: While traditional skills development may be too slow and expensive to address the needs of a fragmented marketplace, cultivating capabilities that encourage people to explore and master new skills on their own, or with minimal employer-provided training, can allow an organization to reskill its workforce more quickly and with greater alignment to marketplace needs. In the near term, for instance, an organization may need someone who can operate a certain piece of machinery or use the company’s spreadsheet software to generate a budget. But these skills are readily learned one on one, in the moment and in the environment where a worker needs to use them. Between YouTube, Degreed, Coursera, Udacity, Udemy, and many other online and in-person options for learning, individuals can pick up specific skills as needed—provided they are prepared and motivated to identify what new skill or resource might be needed, learn it, and work through how best to apply it.

Capabilities are what equip individuals to do these things. Capabilities such as empathy, which allows people to read the interpersonal context, and creativity, which helps people come up with novel ideas, can drive individuals to recognize where they or others may need help and help individuals identify what additional skill or resource might be needed to address the situation. Capabilities such as creativity and resilience motivate them to persist when learning skills and get better at adapting and reapplying when in the next context. And capabilities such as imagination and adaptive thinking can help them find multiple options for learning a skill in a way that fits the current need.

This is why companies and individuals should move past a mindset of dependency on specific skills. Both will benefit from the greater versatility and ongoing learning that arise from cultivating capabilities. Over time, capabilities will help individuals continuously develop the skills to remain relevant, ensuring companies can continue to develop the workforce they need.

The second way capabilities can benefit a business can be even more valuable. Skills alone won’t allow a business to identify and address new value-creation opportunities.8 For that, companies need attributes such as creativity, imagination, critical thinking, emotional intelligence—in fact, the whole battery of enduring human capabilities. This has always been the case, of course, but it’s even more true today, when empowered customers, heightened competitive pressures, and the accelerating pace of technology are driving the need to have more and better new ideas more often than ever before.

(Video) Mentally Fragile to Mentally STRONG! You have to listen to this!

With well-honed capabilities, people, aided by technology, can identify and address unseen opportunities in ways that meet rapidly evolving and emerging needs and create the types of value that customers desire. Capabilities support this type of work by enabling deep connections with customers and coworkers (such as through emotional intelligence and empathy); by enhancing one’s awareness of differences and similarities between contexts (through capabilities such as creativity and imagination); and by enabling people to develop an unending array of approaches to address complex challenges (drawing upon resilience to persist in the face of potential failures).

You can see these innate capabilities on display in a playground or an early elementary classroom. Children naturally ask questions, testing their understanding, playing with boundaries and rules rather than taking them as static—wondering what might happen if … Children haven’t been taught to be curious or imaginative—they just are. At the same time, they don’t all display the same level of each capability or manifest them in the same way. Personality comes into play; so does the drive and motivation for accessing, developing, and expressing capabilities.

But you don’t have to go to the playground, or an animation studio or ad agency, to find capabilities. Even in a scalable-efficiency world oriented around standardized, repeatable processes, many workers already exercise both innate and developed capabilities to adapt to what are called “exceptions.” They use creativity, imagination, social intelligence, and adaptive thinking to develop workarounds when new needs or unexpected conditions create situations that fall outside established systems and policies. They use curiosity and empathy to inquire into these exceptional situations and identify what value will be acceptable.

Unfortunately, at many organizations accustomed to pursuing standardized efficiency, most manifestations of human capabilities tend to stay under the radar—or, at best, simply tolerated rather than encouraged. The frequent goal, stated or not, is to use capabilities to deal with the disturbance, smooth out the variances, and get back to business as usual—the sooner, the better. Commonly used metrics, too, reinforce this stance. “Improvement” or “success” is defined as churning out as many predictable results in as little time, and consuming as few resources, as possible; anything else is termed a defect, fault, or waste.

For the reasons we’ve discussed, this mindset of allowing just enough creativity on the margins to fix “exceptions” is no longer a good fit for marketplace demands. It won’t identify the types of new value-creation opportunities companies need to succeed in a market of powerful customers with specific, ever-changing expectations. To continuously offer differentiating value, companies need to create environments that not only accept the use of capabilities to fix “exceptions” but that actually expect and encourage workers to exercise their capabilities in all of their work—recognizing that most value-creating work will fall outside the standardized norm.9 In fact, when emerging needs conflict with standard processes, that's often an opportunity to create new value that will deepen the relationship with the customer.

The value of capabilities extends to all of a company’s activities. Returning to the example of Toyota, the company’s production system illustrates how a business can encourage capabilities to manifest on the factory floor. It begins with the clear leadership expectation that frontline workers will focus on problem-solving. Then, when an issue occurs, workers exercise curiosity to ask questions that can help identify the problem and the conditions surrounding it. They use social and emotional intelligence10 to pull others from the line and beyond to come together effectively around the problem. They use imagination to play with the boundaries of the problem and probe the constraints of the systems and tools; they creatively deploy tools using a new approach or technique adapted to the current needs.

Importantly, Toyota’s leadership demonstrates commitment to the notion that frontline workers—whomever is “on the ground” where an issue arises—have the best understanding of the context in which the problem occurs, and are thus the most appropriate people to solve it. The underlying assumption is that workers can be trusted, and have the motivation and capabilities, to develop and try out solutions. The return to hands-on crafting described at the beginning of this article further demonstrates how deeply Toyota’s leaders appreciate that workers must cultivate capabilities associated with reading and adapting to context to identify and address problems.11

Get started

If capabilities are so important, how do we cultivate them? The answer is both simple and complex.

The enduring human capabilities we are talking about aren’t rare, hard to find, or restricted to certain groups. They are present in all of us, and they can be used by everyone. And one of the most exciting aspects of capabilities is that, not only do they hold a key to long-term and ongoing relevance, but they can be cultivated without a huge capital investment. Think of the capabilities as a muscle. Everyone has them, though they may be atrophied through lack of use—and, as with muscles, capabilities strengthen rapidly once one starts to use them.

An organization’s mindset, management practices, systems, and work environment can be crafted to encourage and amplify, rather than discourage and dampen, people’s use and expression of their capabilities. Too often, institutions inadvertently teach people not to be curious or imaginative or to embrace other capabilities: Stop interrupting with questions, you didn’t follow the rules. Some organizations’ management practices and policies tend to deliberately and explicitly squash the expression of capabilities: We have a deadline! Why are you wasting time, what don’t you understand, we already have an answer, this worked last time, that won’t work. At other organizations, the discouragements are more subtle, such as promotion of those who never admit uncertainty or failure, or even a strong compliance culture, a tendency toward filling the calendar with meetings, or a culture of consensus. Whether overt or implicit, these forces working against capability development will need to be identified and countered, and new, more productive practices formulated and adopted.

Getting started doesn’t have to mean creating a big training program. The first steps can be as small and as varied as a leader setting a metric around opportunity identification; a manager giving people time to dig into exceptions and setting the expectation that they will do it visibly and deliberately; or a team leader looking for and mitigating the most obvious obstacles to people exercising their capabilities.12 But to bear fruit, efforts like these must be backed by leadership commitment to adopt a new, different approach to the talent challenge. Instead of looking to continuous skilling and reskilling of their workers as the answer to keeping up with marketplace demands, the business should aim to bridge its skills gaps by prioritizing creating an environment that develops and cultivates people’s core capabilities. This approach takes courage, as it requires leaders to have faith that enduring human capabilities do indeed drive skills and business value. We invite you to take the leap.

Acknowledgments

The authors would like to thank our Deloitte colleagues whose enthusiasm and insights helped shape this topic: Jeff Schwartz, Michael Griffiths, Bernard van der Vyver, Carly Ackerman, David Mallon, Julie Hiipakka, Garth Andrus, and Erin Robertson.

(Video) John macarthur - The Rise and Fall of the World, Part

We could not have developed this article without the sharp questioning and generous support of our Center for the Edge colleagues: Duleesha Kulasooriya, Andrew de Maar, Blythe Aronowitz, and Peter Evans Greenwood, as well as our Edge Fellows, Melissa Marts and Mady Womack, who pur­sued capabilities with passion.

The team would also like to thank Jodi Gray and Carrie Howell, whose support has been invaluable.

Cover image by:Peter Horvath

Endnotes
    1. Craig Trudell, Yuki Hagiwara, and Ma Jie, “‘Gods’ edging out robots at Toyota facility,” Japan Times, April 7, 2014. View in article

    2. Maggie Wooll, Henry Chan, and Michael Angelico, telephone interview with Steven Spear, September 4, 2018. Spear is a senior lecturer at MIT and author of The High-Velocity Edge: How market leaders leverage operational excellence to beat the competition (McGraw-Hill Education, May 2010) and “Learning to lead at Toyota,” Harvard Business Review, May 2004. View in article

    3. World Economic Forum, The future of jobs report 2018, Centre for the New Economy and Society, September 17, 2018. View in article

    4. John Hagel et al., The burdens of the past: Report 4 of the 2013 Shift Index series, Deloitte University Press, November 11, 2013. View in article

    5. John Hagel et al. The paradox of flows: Can hope flow from fear? 2016 Shift Index, Deloitte University Press, December 13, 2016. View in article

    6. Recognizing that “skill” and “capability” are both constructs and that there are myriad definitions and understandings of both words, we have offered our working definitions in order to use the terms as shorthand. View in article

    7. For example, empathy is the ability to understand and share the feelings of another. It is a multidimensional construct that includes both cognitive and affective elements. Daniel Goleman identifies three types in his book: cognitive empathy (ability to understand another’s perspective, or “head to heart”); emotional empathy (ability to feel what another feels, or “heart to heart”); and empathic concern (ability to sense what another needs from you, which is other-oriented). Some believe empathy can be learned or at least enhanced (for instance, through mindfulness or suspension of self-involvement to observe another’s interactions). Empathy is a necessary component of emotional intelligence. View in article

    8. John Hagel and Maggie Wooll, “What is work?,” Deloitte Review 24, January 28, 2019. View in article

    9. John Hagel, John Seely Brown, and Maggie Wooll, Redefine work: The untapped opportunity for expanding value, Deloitte Insights, October 24, 2018. View in article

    10. Emotional intelligence (EI) is a measure of emotional awareness and ability to respond to emotion in oneself and others, including abilities to recognize, deal with, and apply emotional information to everyday decision-making and behavior. See: M. Gemma Cherry et al., “Emotional intelligence in medical education: A critical review,” Medical Education 48, no. 5 (May 2014): pp. 468–78. View in article

    11. Steven J. Spear, The High-Velocity Edge: How market leaders leverage operational excellence to beat the competition (McGraw-Hill Education, 2010), pp. 193–223. View in article

    12. Our forthcoming companion report offers pragmatic steps on how organizations can begin cultivating capabilities. View in article

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​Deloitte Consulting LLP's services and capabilities provide cross-functional solutions for workplace transformation that enable businesses to adopt an approach that allows for rapid cycles of experimentation while maintaining operational excellence. This approach is driven by collaboration across Human Capital, Technology, and Strategy & Operations (S&O) service areas. When coupled with a focus on diversity and inclusion, this collaborative perspective creates an opportunity for organizations to approach transformation with a holistic lens. We work alongside our clients to bring together experienced teams with extensive understanding of workforce transformation strategies to help inspire you to rethink workforce management for the future.

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Skills change, but capabilities endure (1)

  • Brenna Sniderman
  • Executive Director, Deloitte Center for Integrated Research
  • Deloitte Services LP
  • bsniderman@deloitte.com
  • +1 929 251 2690

FAQs

What are enduring capabilities? ›

The Enduring Capabilities are similar to higher-order learning outcomes, in that they specify what students should be able to do better after having learned and practiced the Core Content Knowledge. However, they are distinguished from specific learning outcomes that are tied to age and grade-level.

How do you develop capabilities? ›

Here Are 6 Ways To Enhance Your Capabilities
  1. Find Your Skills. You can enhance your capabilities if you're not 100% sure what they are. ...
  2. Don't Stay Idle. When you remain idle, you're allowing your skills to stagnate. ...
  3. Continue To Learn. ...
  4. Don't Give So Much Credit To Talent. ...
  5. Make Goals. ...
  6. Engage With Others.
14 Jan 2020

What are human capabilities? ›

DEFINITION OF TERMS. Human Capabilities. Human capability refers to an individual's capability of achieving a kind of life they consider valuable such as good health, being in loving safe environments and relationships (Sen, 1997).

What are capabilities in the workplace? ›

Capability is the ability of a worker to carry out an assigned work to the required standards. This is assessable by reference to an individual's skill, aptitude, attitude, health or any technical or mental quality in line with the assigned job they are employed to do.

How could you support others in their personal development? ›

Others
  • Giving praise for work well done.
  • Making time to think about the development of colleagues.
  • Providing constructive feedback to colleagues at all levels.
  • Ensuring equal access to development opportunities for all.
  • Using delegation as an opportunity to develop others.

What are the 7 capabilities? ›

The Seven Capabilities
  • literacy.
  • numeracy.
  • information and communication technology capability.
  • critical and creative thinking.
  • personal and social capability.
  • ethical understanding.
  • intercultural understanding.

How can I improve my capability at work? ›

Other 18 areas of improvement at work
  1. Improve your time management. ...
  2. Try to do important tasks first. ...
  3. Set clear goals. ...
  4. Improve your communication skills. ...
  5. Don't try to do your own, delegate. ...
  6. Make use of the right tools. ...
  7. Give yourself down time. ...
  8. Encourage desk cleanliness and organization.
17 Jan 2022

What are examples of capabilities? ›

The definition of a capability is something that a person or thing is able to do. When a person can cook, this is an example of a situation where he has the capability to cook. When a computer can open a file, this is an example of a situation where the computer has the capability to open the file.

What are basic capabilities? ›

A person's 'capability-set' denotes the set of capabilities that he or she can choose from, while the term 'basic capabilities' refers either to “the innate equipment of individuals that is necessary for developing the more advanced capabilities”, such as the capability of speech and language, which is present in a ...

Whats the definition of capability? ›

Definition of capability

1 : the quality or state of being capable also : ability The mayor has demonstrated his capability to handle municipal problems. 2 : a feature or faculty capable of development : potentiality This vacant urban district has great capabilities.

What is a general capability? ›

General capabilities are identified where they are developed or applied in the content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning via the content elaborations, which are provided to give teachers ideas about how they might teach the content.

What are performance capabilities? ›

Definitions of performance capability. the capability of a technological system to perform as intended. synonyms: operating capability. types: envelope. the maximum operating capability of a system (especially an aircraft)

How would you like to develop professionally? ›

How to develop professionally
  • Expand your network. Expanding your professional network is a great way to develop professionally. ...
  • Look for ways to improve your transferable skills. ...
  • Find a mentor. ...
  • Learn some new digital skills. ...
  • Learn new time management strategies. ...
  • Set goals. ...
  • Read personal development books.
17 Mar 2022

How do you improve yourself both personally and professionally? ›

Follow these steps to improve yourself professionally: Read often.
...
  1. Read often. Reading regularly is one of the easiest and most effective ways to learn. ...
  2. Adopt a new hobby. ...
  3. Sign up for a training session. ...
  4. Identify in-demand skills. ...
  5. Try a new schedule. ...
  6. Commit to an exercise routine. ...
  7. Set big goals. ...
  8. Change your mindset.

What does capability development mean? ›

Definition. The term capability development refers to creating a new capability or enhancing an existing one. It is often also described interchangeably as capability evolution, capability growth, capability expansion or capability maturation.

How do you develop critical and creative thinking capability? ›

You can help your child develop critical and creative thinking by: encouraging them to explore, be curious, come up with questions and investigate how things work. asking them to think of different ways to solve problems. providing choices of activities that involve planning and decision making.

What is difference between capacity and ability? ›

Ability = Actual skill, either mental or physical; native or acquired. Capacity = Potential to develop a skill, usually mental; native, as opposed to acquired.

What is an example of performance improvement? ›

EXAMPLE: To effectively manage workload on a daily basis, meet deadlines efficiently, prioritise tasks and respond to emails in a timely manner. Measured by management observation of performance of tasks.

What should I put for areas of improvement? ›

Areas of improvement for employees
  1. Time management. The better people can multitask, meet deadlines and manage their time, the more productive they will be at work. ...
  2. Customer service. ...
  3. Teamwork. ...
  4. Interpersonal skills. ...
  5. Communication. ...
  6. Writing. ...
  7. Organization. ...
  8. Flexibility.

What are skills and capabilities? ›

Skills refer to the acquired capacity to do something, like effectively communicate with different team mates. It's what a person can do. Capabilities are a combination of unique abilities that impact organisational outcomes. Change management is a capability.

What are the two types of capabilities? ›

There are two basic types of Business Capability – Operational Capabilities and Organisational Capabilities. Operational Capabilities are created by tangible and intangible resources, e.g. technologies, processes, materials, infrastructure, skills and knowledge.

Why is IT important to know your capabilities? ›

If you don't know your own capabilities and limits, you may raise your goals and aspirations, but at the end you'll perceive yourself as falling short. This may result in a painful feeling of failure.

What are the ten capabilities? ›

Those entitlements are given, in general terms, by a list of ten central capabilities: life; bodily health; bodily integrity; senses, imagination and thought; emotions; practical reason; affiliation; other species; play; and control over one's environment (pp.

What is capability to function? ›

Capability to function then finally refers to a person's set of achievable functioning vectors. It is the ultimate measure of well-being for a person in Sen's framework as it reflects the substantive (positive) freedoms and opportunities an individual enjoys in life.

What is a significant difference between a functioning and a capability? ›

Functionings are the 'beings and doings' of a person, whereas a person's capability is “the various combinations of functionings that a person can achieve. Capability is thus a set of combinations of functionings, reflecting the person's freedom to lead one type of life or another” (Sen 1992a, 40).

What is a capability strategy? ›

Capability-based strategies are based on the notion that internal resources and core competencies derived from distinctive capabilities provide the strategy platform that underlies a firm's long-term profitability.

What is the synonym of capability? ›

accomplishment. nounsomething successfully done, completed. ability. achievement.

What is the difference between capabilities and competencies? ›

A capability is a combination of behaviours, skills, processes and knowledge that affects an outcome. Competency is the measure of how a person performs a capability. Both can be developed, but only one has strategic impacts. Competence is best used to support employee development.

What is a learning capability? ›

Learning capability can be described as the concept that consists of managerial practices, mechanisms, and management structures that can be implemented to promote learning in an organisation (Goh, Elliott & Quon, 2012).

Why is personal and social capability important? ›

​​​​​Personal and social capability is essential in enabling students to understand themselves and others, and manage their relationships, lives, work and learning more effectively.

What are the teaching capabilities? ›

What qualities should you have?
  • Enthusiasm, passion and motivation.
  • Patience and adaptability.
  • Strong communication skills.
  • Ability to interact with people from a diverse range of cultures and backgrounds.
  • Ability to work in a team and autonomously.
  • Effective organisation and time management skills.

What are examples of capabilities? ›

The definition of a capability is something that a person or thing is able to do. When a person can cook, this is an example of a situation where he has the capability to cook. When a computer can open a file, this is an example of a situation where the computer has the capability to open the file.

What is the capabilities approach in education? ›

The capability approach offers a re-orientation in the positioning of education in terms of both its intrinsic value and its instrumental role in wider societal development. An individual's capability is determined by the freedom they have to choose to pursue ways of being and doing they have reason to value (Sen, 1985.

What does capability consist of? ›

In this video we define what a capability is—the combination of processes, tools, skills and behaviors, and organization that delivers a specified outcome—and show how differentiating capabilities create unparalleled value for a company.

Why patriotism should be taught in schools? ›

Educators should make students think on their own and enable them to understand that patriotism has a broader meaning and a unifying factor. The phrase 'love for the country' implies 'love for all citizens irrespective of caste and creed' and “loyalty towards the country” implies loyalty to the citizens of the nation.

What are the 7 capabilities? ›

The Seven Capabilities
  • literacy.
  • numeracy.
  • information and communication technology capability.
  • critical and creative thinking.
  • personal and social capability.
  • ethical understanding.
  • intercultural understanding.

What are skills and capabilities? ›

Skills refer to the acquired capacity to do something, like effectively communicate with different team mates. It's what a person can do. Capabilities are a combination of unique abilities that impact organisational outcomes. Change management is a capability.

What are the two types of capabilities? ›

There are two basic types of Business Capability – Operational Capabilities and Organisational Capabilities. Operational Capabilities are created by tangible and intangible resources, e.g. technologies, processes, materials, infrastructure, skills and knowledge.

What are the main principles of the capabilities approach? ›

The capability approach is a theoretical framework that entails two normative claims: first, the claim that the freedom to achieve well-being is of primary moral importance and, second, that well-being should be understood in terms of people's capabilities and functionings.

What is the basic capability of an individual? ›

A person's capability to live a good life is defined in terms of the set of valuable 'beings and doings' like being in good health or having loving relationships with others to which they have real access.

Whats the definition of capability? ›

Definition of capability

1 : the quality or state of being capable also : ability The mayor has demonstrated his capability to handle municipal problems. 2 : a feature or faculty capable of development : potentiality This vacant urban district has great capabilities.

How do you measure capability? ›

One method of measuring capability would be to weigh the attainment of each capability in proportion to the importance that each person gives to it. For instance, the attainment level of any capability could be given 100% weight in an index only if the person places full value on it.

What's the difference between capability and ability? ›

When the word 'ability' is used, it refers to the potential of the person to do/achieve something, and there's a high chance that they might successfully do so. But when the word 'capability' is used, it refers to the potential of the person to do something though they might not be able to do it successfully.

Videos

1. Engineering Better Search: Modern Solutions for Enduring Problems
(co:rise)
2. Building on the Strengths of Youth and Teens Who Have Endured Hardships with Dr. Ken Ginsburg
(Tiffany Thornton)
3. Creating enduring change using peer to peer learning
(John James)
4. Enduring Skills Roundtable Series | Episode 1 | Is it a skills gap or a mindset gap?
(Zayed University)
5. How brands feel about their abilities to endure the recession with Drew McLellan and Susan Baier
(On Top of PR video podcast)
6. THE CHOICE (Short Animated Movie)
(Project Better Self)

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