TRAINING ISN'T THE SAME AS BUILDING CAPABILITY

Training and capability building are terms that are often used interchangeably. On the surface, that's understandable. Both might involve eLearning, workshops, video, assessment or time with an expert, and both ultimately involve helping people to learn something new.

There is, however, an important distinction. Training is generally concerned with developing specific knowledge or skills. Capability building goes further, focusing on whether people can apply that knowledge and those skills effectively in their role. Put simply, completing training doesn't necessarily mean someone is capable.

Knowing something isn't the same as being able to do it

A well-designed course can be incredibly effective. If someone needs to understand a new process, recognise a hazard or learn how to use a system, training may be exactly what is needed. There are plenty of workplace challenges where closing a clearly defined knowledge or skills gap is the right objective.

Many of the challenges organisations bring to L&D are more complicated. Knowing how to lead a project isn't the same as being able to lead one successfully. Similarly, understanding the principles of stakeholder management doesn't necessarily prepare someone to navigate a difficult stakeholder conversation when there are competing priorities, limited information and something important at stake.

This is where capability building differs from training. It isn't simply concerned with what somebody knows at the end of a learning intervention, but whether they can apply that knowledge effectively when they return to their role. For more complex capabilities, that usually requires more than a single course.

The CIPD's Learning at Work research illustrates part of the challenge. It found that addressing skills gaps was the number-one priority for L&D professionals, while also identifying a tendency to prioritise learning inputs over outputs such as speeding up the transfer of learning into the workplace. (CIPD, Learning at Work) The distinction is important because delivering learning is only useful if it ultimately contributes to improved performance.

Capability takes time

Capability programmes tend to work differently because they provide opportunities for people to develop and apply their learning over time. Digital learning might establish underpinning knowledge before a workshop gives people an opportunity to work through a realistic problem. Coaching, feedback, peer discussion, reflection or workplace challenges can then help people apply what they have learnt.

This doesn't mean simply bundling different learning formats together and calling the result a blended programme. Each element needs a clear purpose, based on the capability being developed and the environment in which people will eventually need to demonstrate it.

There is also a stronger connection with performance. McKinsey's research into capability building found that organisations reporting the most effective programmes were more likely to link learning to business performance, sustain capabilities over time and measure their impact. Among organisations that set capability-building targets, 83% of those considered effective said their programmes met or exceeded them, compared with 61% of other organisations. (McKinsey, Building capabilities for performance)

This suggests a useful change in emphasis when designing learning. Rather than starting solely with what people need to learn, organisations can start by defining what people need to be able to do differently. The learning can then be designed around achieving that change.

Why this matters in pharma

The distinction is particularly relevant in pharma, where learners are often already highly knowledgeable. The challenge isn't necessarily giving experienced scientists more information. It's helping them apply their technical expertise in increasingly complex situations, whether that's making decisions, working cross-functionally, leading teams, managing stakeholders or navigating different stages of drug development.

The skills challenge facing the sector makes this increasingly important. Skills England estimates that demand for priority life sciences occupations could grow by around 66,000 jobs between 2025 and 2035, with 73% of those occupations already experiencing critical or elevated demand. Its analysis also identifies skills including problem-solving, decision-making and digital literacy among those required by the sector. (Skills England, Sector skills needs assessment: life sciences)

The UK Government's Life Sciences Jobs Plan similarly places developing the existing workforce alongside building the future talent pipeline. (UK Government, Life Sciences Jobs Plan) Capability building in pharma therefore isn't simply an L&D consideration. It can have a direct relationship with an organisation's ability to develop the people it already has and prepare them for increasingly complex roles.

Starting with capability

None of this means that individual courses have become less important. eLearning, video, animation and face-to-face learning can all play a valuable role within a capability programme. The difference is that the learning format shouldn't be the starting point.

A better starting point is to define what someone should be able to do differently as a result of the programme. From there, it's possible to consider the knowledge they need, where they will practise, what feedback or support will help them improve, and how the organisation will know whether the desired change has happened.

Sometimes the answer will still be a course. For more complex challenges, it may be a learning journey that takes place over several months and combines different forms of learning and workplace application. The important thing is to recognise the difference.

Training can give people knowledge and skills. Building capability is about helping them use them.

Frequently asked questions

What is the difference between training and capability building?

Training is typically an intervention designed to develop specific knowledge or skills. Capability building is broader and focuses on whether people can apply knowledge, skills and behaviours effectively in their role. This may require learning, practice, feedback and workplace experience over an extended period.

What is a capability programme?

A capability programme is a structured learning journey designed to improve what people can do at work. Depending on the capability being developed, it might combine eLearning, workshops, video, simulations, coaching, peer learning, assessment, reflection and workplace application.

How long should a capability programme last?

There is no standard duration. It depends on the complexity of the capability, the learner's starting point and the opportunities available to practise and apply learning. Complex professional or leadership capabilities may require development over several months rather than a single learning intervention.

Why is capability building important in pharma?

Pharmaceutical organisations depend on highly specialised scientific and technical expertise, but many roles also require decision-making, collaboration, leadership and cross-functional working. Capability programmes can help people develop and apply these broader skills alongside their existing technical expertise.

Can eLearning be part of a capability programme?

Yes. eLearning can establish knowledge, introduce concepts, provide practice and reinforce previous learning. Within a capability programme, the important consideration is what the eLearning contributes to the wider capability being developed, rather than treating completion of the course as the end goal.