Building Capability

A key work stream in the Towards Maturity Framework

fw4-capabilityOrganisations mature in establishing a technology-enabled learning strategy consistently report improved productivity, engagement, efficiency, and agility. Since 2003, thousands of benchmark participants have helped us describe the 6 work streams of effective practice in the Towards Maturity Model.

In the fourth workstream, top performing organisations are more likely to proactively build the skills and confidence of the L&D professionals who are supporting workplace learning and performance. This includes understanding current skills and attitudes (L&D essentials), designing learning, and transferring learning, supporting performance and facilitating collaboration.

Why is it important?

We know that highly capable staff are likely to be more agile in their workflow, able to adapt to a wider range of applications within their industry and have the knowledge-base to provide quick solutions to a wider range of issues. Mature organisations invest in building capability of their own L&D teams who need to stay at the edge of their game to deliver the learning solutions that will equip the organisation more successfully.

Quick wins:

If you are just getting started follow these quick wins for building capability in your L&D team and in your organisation:

  • Audit the skills of your L&D team to ensure you have what you need – only one in two top learning companies conduct an audit of the skills of their L&D staff against those required.
  • Benchmark your current L&D strategy – use evidence to identify areas in your strategy that can be improved
  • Learn about the blend – consider the range of different media you are using if you are creating e-learning courses. Top learning companies are far more likely to blend the use of new media, including simulation, games, and animation as well as audio, video.
  • Learners are so often short of time –  break down some of your learning resources into ‘micro-content’ of lese than 10 minutes learning time.

If you want to make further progress:

  • Personalise learning to the specific needs and preferred learning styles of your audience – look at how diagnostic tools or competence management systems can support this.
  • Once learners have started on their technology-enabled programme – what support is available for them? Are your tutors and trainers well resourced and equipped to offer specialist support online and are they experienced facilitators of collaborative learning.
  • Consider how storytelling can be incorporated into your learning design
  • Start to build performance consulting ability within the team to identify new needs
  • Start of build the skills of curation and the ability to facilitate collaboration to support learners and business leaders.


Continue to monitor your progress on Building Capability by revisiting your Towards Maturity Benchmark responses via the Towards Maturity Benchmark Centre.

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