WHAT IS A CAPABILITY PROGRAMME?

Capability programmes are becoming an increasingly important part of workplace learning, particularly when organisations need to develop complex skills that can't realistically be addressed through a single course.

At its simplest, a capability programme is a structured learning journey designed to improve what people can do in their roles. It usually combines different types of learning and development over time, with opportunities to practise, apply and refine new skills in a relevant context.

The important word here is capability. A programme isn't successful simply because people have completed it. The aim is for participants to become more capable as a result.

What does a capability programme look like?

There isn't a standard format. A programme designed to develop first-line managers will look very different from one designed to prepare experienced scientists for leadership roles.

Typically, however, capability programmes combine several forms of learning. Digital learning can introduce concepts and provide underpinning knowledge. Workshops can create opportunities for discussion, collaboration and practice. Simulations and scenarios can allow people to make decisions in realistic situations, while coaching, reflection and workplace activities can help transfer learning back into the role.

Importantly, this shouldn't be a collection of learning activities assembled for the sake of variety. Each element should contribute towards the capabilities the programme is designed to develop.

Research from McKinsey supports this broader approach. Its work on capability building identifies several practices associated with more effective programmes, including linking learning to business performance, providing opportunities to apply new capabilities and sustaining them over time. In its research, 83% of organisations with effective capability-building programmes that had set performance targets said they met or exceeded them, compared with 61% of other organisations. (McKinsey, Building capabilities for performance)

Start with what people need to do

One of the most important differences in designing a capability programme is where you start.

It's tempting to begin by creating a list of topics. Leadership. Communication. Decision-making. Stakeholder management. From there, the programme quickly becomes a curriculum of content that needs to be covered.

A stronger approach is to start with the desired performance. What should participants be able to do differently by the end of the programme? What situations will they encounter? Where do they currently struggle? What does good performance look like?

Those questions lead naturally to learning objectives, but they also help determine how people need to learn. If the required capability involves making difficult decisions, for example, simply explaining a decision-making model is unlikely to be enough. Learners need opportunities to use it, make mistakes, receive feedback and try again.

This connection between learning and application matters. The CIPD's Learning at Work research has previously highlighted a tendency for L&D to focus more heavily on learning inputs than outputs such as transferring learning into the workplace. (CIPD, Learning at Work) A capability programme should be designed with that transfer in mind from the outset.

Why capability programmes suit complex roles

Capability programmes are particularly valuable where people need to combine technical knowledge with judgement, experience and interpersonal skills. This is one reason they are so relevant within pharma and life sciences.

An experienced scientist, for example, may already possess deep expertise in their field. Moving into a broader project or leadership role can require something different. They may need to understand other functions, communicate complex science to different audiences, assess risk, manage stakeholders and make decisions when the evidence isn't complete.

These capabilities develop through a combination of knowledge and experience. A well-designed programme provides a structured environment in which some of that experience can be accelerated.

The wider skills picture makes this increasingly relevant. 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 assessment identifies capabilities including problem-solving and decision-making alongside the specialist skills required by the sector. (Skills England, Sector skills needs assessment: life sciences)

Developing existing people effectively is therefore likely to become increasingly important alongside recruiting new talent.

A programme should be more than the sum of its parts

The best capability programmes have a clear thread running through them. Participants understand where they're going, how each element connects and what they're expected to do with their learning.

That might mean an eLearning module prepares someone for a workshop rather than repeating it. A workshop might introduce a skill that participants are then expected to practise in their role. Their experience could feed into a later coaching session, peer discussion or reflection activity. Assessment can then look beyond knowledge recall towards whether people can apply what they've learnt.

This is where programme design becomes important. The objective isn't to fill a calendar with learning. It's to create the right sequence of experiences to move somebody from their current level of capability towards the level the organisation needs.

How do you know if it's working?

Completion rates still have a place, but they tell us very little about capability. If the purpose of a programme is to change what people can do, evaluation needs to look further.

That could mean measuring confidence or knowledge at different stages, observing performance during realistic activities, gathering feedback from managers or peers, or examining relevant workplace measures. The right approach depends on the programme, but ideally the measures of success should be agreed before the learning is designed.

Ultimately, a capability programme isn't defined by its duration or by the number of learning formats it contains. It's defined by its purpose. It starts with a capability the organisation needs, creates structured opportunities for people to develop it and provides a way of determining whether meaningful change has taken place.

Frequently asked questions

What is a capability programme?

A capability programme is a structured learning journey designed to improve what people can do in their roles. It typically combines learning with opportunities for practice, feedback, reflection and workplace application.

What is the difference between a training course and a capability programme?

A training course usually focuses on a defined knowledge or skills requirement and may be delivered as a single intervention. A capability programme typically develops more complex capabilities over time using several connected learning experiences and opportunities for application.

What should a capability programme include?

There is no fixed formula. Depending on the required capability, a programme might include eLearning, face-to-face or virtual workshops, video, simulations, scenarios, coaching, peer learning, assessment, reflection and workplace activities. Each element should have a clear purpose within the wider programme.

How long does a capability programme take?

Capability programmes can run for several weeks, months or longer. The appropriate duration depends on what people need to be able to do, their existing level of capability and how much practice and workplace application is required.

How do you design a capability programme?

Start by defining the performance or capability the organisation needs rather than immediately deciding what content to teach. Identify the learner's current position, the required behaviours, knowledge and skills, and the situations in which they will need to apply them. The learning journey can then be designed around closing that gap.

Are capability programmes suitable for pharma and life sciences?

Yes. They can be particularly effective in pharma and life sciences because many roles require people to combine deep technical expertise with broader capabilities such as decision-making, cross-functional collaboration, communication, leadership and stakeholder management.