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In this chapter the components of capability include: 1. Knowledge, 2. Skills, 3. Mindset, 4. Physiology, and 5. Environment. Which one do you think is most important to work performance? Why?

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lM) system S. narket, and s simple: it ns it wants be done to ffihmp&mm & hen it needs lfined it. So The components of capability Systems mahe it possible; but people mahe ithappen. Kyoshi Suzahi f apability is a slippery concept. For some time now I have been discussing \-.,capability wirh people in HR and L&D, and with managers and executives in both the public and private sectors. What I have found remarkable is the lack of consistency in how people use the word capabiiitli Gven that any organisation has a purpose - and achieving thar purpose is Cependent upon the people in the organisation being capable of doing all rhe tasks that need to be done - I would have thought that capability would be r', lundamental to success that people would have a handle on it. Or at least lhe successful people wou1d. ?erhaps one reason that capability is a sttppery., concepl is /Ira/ t r aAuallF tery compbx' A good way to tackle.orrpl", concepts is to break them down =to components and crea[e some kincl 0r model that we can ,r". a common m)'to create a model is to deconstruct what we think of ,r.eulij ,rrd ..*or" -61 - Capaexrr:nY ,qr &V*rex bits that do not seem relevant until we have for us to understand and make use of. a structure that is simple enough Of course, this means that the model is not 'true', because it is a subset of reality lt is a represen[ation ol a complex system that hopefuliy allows us to manage that system effectively So, with [he caveat in mind rhat any model is not 'true', let's deconstruct capability Let's start by going back to our nice and simple definition of capabllity. 'Can the worker do the rask at rhe point of work... yes or no?' Il the worker can do the task, all is well and good. If nor, or rhey cannor do it to the required standard, why not? As we look at what stops workers being capable at the point of work, some common themes emerge. That is ro say, there are components of capability and each of these components must be at or over a threshold ln order for that worker to do that specific task at that specific time. on the components s€ are interdependent, an To help explain these Susan is a barista in z many current learninS the 'knowledge worke that the knowledge rvt business, but the star consider themseives t The National Readen make up a minimum, and there is no doubt faii into the 29 per ce more skilied area of r' skllled blue collar wo Some ol those components are specific to the person performing the task. They are internal to the performer. And some of those components are specific to in eff'ect, blue collar y the environment that surrounds the performer at the polnt of work. a discussion I had rec If a worker cannot carry out a task you need to look at each of these components and determine which one is preventing the task from being done at that time. And of course, there may weil be more than one componenlbelow threshold. You are then in a position [o start considering how you can remove the barrier(s) to capability, and i[ the costs ol enabling the capabillty, and therelore the productivity and performance are wor[h the efforr. Will over half of their emP Susan are no[ an end; of workers in the wol Knowledge Tohnow whatyoul there be an acceptable ROI? Lets look at each of these componenrs in rurn: Knowledge consists o io know prior to tackJ 1. Knowledge 2. Skil1s 3. Mindset 4. Physiology 5. Environment. is the primary outcol exams and tests to try classic essay Points t But before we do that, it is worth pointing out that none olthese components is truly independent of the o[hers. They all interact as a system. The reason we separate them is [o better understand the system, and although we can work -62- When looking at the knowledge needs to could be sourced fr, signs mean ls knot'lt Tng c$ncroNlNTs *F rt is simple enough cAPASI!-uY they must never lose sight of the fact that on the components separately, we others' the of some t;;g; t" o" is iikely ro change are interdependent, '""d; pse it is a subset of pefully alltrws us to any model fnd that rg back to our nice ne task at the Point cannot do being workers flops " L)r they erge. That is to saY, Enponenls must be specific task at that want to inlroduce Susan' in conlext' I To heip explain these components that shop. why a barista? t hry found susan is a barisra in a locai coffee with thought leaders are obsessed many current learnin! '"Jat*r.w""'ent of ever:ything else' There is no doubt the'knowledg" *o'kJ'' to the exclusion thattheknowledgeworkerpiaysanimportantpartin.l""-ffi.l".".yofBritish 57 per.ent of the British population business, but the stark rruih is that 'working class''aI consider lhemselves to be 2006 showed that blue co1lar workers The National Readership Survey of c2 and D) p". ."r,, of the workforce (categories make up a minimum to "i5o.q numher ol blue collar workers are like\y and there is no doubt rhat a large to in Category Cl' which ailudes a fail lnto the 29 per cent of the ivorkforce reality includes many more highlymore skilled area o[ work, but which rn skilled blue col1ar workers'a2 I the usk. TheY imrng hents are specihc to fnt of work. compr from being done [.r.r, of these Pn component how you can In large percentage of the workforce' In effect, blue collar workers make up a chain' they said that well a discussion I had recently with a large "pJ'*u'k"t like dld notl-rave a work email address. workers over half of rheir "-ploy"". species;in fact' they stiil make up the majority no[ an Susan are of workers "niu,,gt"d todaY' in the world ,-rne 10"""* ]bling the capabiiitY, Knowledge Tohnowwhatyou'[mowandwhatyoudonotknow'thatistrueknowledge' ConJucius and data that the worker needs I(nowledge consis[s of facts, figures, information This internal memorised knowledge to know prior ro ,r.i.iir.g in" iask in hand. training and people are subiected to is the primary orr.o*"-for most formal much of it they have. Alexander Popes exams and [ests to try and measule how knowledge in order to be capable' classic essay points to the need for ful1 that rr\tren looking at the knowledge required to do a rask, consider whether or whether the knowledge knowledge needs ro be availa*ble fiom memory example, knowing what road could be sourced from the environment. For use the example of knowledge ngn, *"un i, k.o-l"dge required for driving l -63- Capangrrry .qr $Vr'!R.$q. of road signs because I gained a personal experience of the importance of this when I first srarred drivlng in the UK. In the UK, the 'no enrry; sign is a round red circle wirh a horizontal white line in rhe micldle of it. in New Zealand where I grew up and learned ro drive, the no enrry sign looks quire differenr. I found this out one evening in London when I was stoppecl by one of those uniformed genrleman with flashing blue lights. t was diiving ,ir" ,r.orrg rrry down a one-way srreet which luckily was devoid of any other traffic at rhe time- My New Zealand accent must have been somewhat more pronounced back then, and I escaped with a verbai warning and a rarher point"d lesson in what a 'no entry'sign looks like in the UK. Unlike knowledge of the differenr road signs, knowing how much air ro pur in the tyres is knowledge which could be looked up each time it is required. This kind of 'exrernal' knowledge falls under the filth componenr of .apubiliry, which is environmenr. As another example 1et's consider how knowledge elfects susan, our barista. The modern coffee shop is far removed from those of my youth; back then your choice was simply coffee or no coffee with milk and sugar as optional extras. Today's global business environment has seen the ollerings of a coffee shop multiply exponentially. There are dilferent types ol bean to Jhoore from, diflerent serving merhods, differenr rypes of milk ,rrd .rgr. and even diflerent syrups to add to my colfee. It's no longer possible to say'A cup of coffee please,, instead you ask lor 'A skinny Braziiian latte with hazelnut ancl brown sugar,. Susan's job would once have been a simple order-taking process in which coffee was poured lnto a cup and handed over. Now, she needs to know about colfee and all the alternatives her customers might clesire. wiil have an incredible range of collees, from hard-hitting high-caffeine Italian roasrs, to delicate Guatemalan flavours, right througil to Kopi Luwak - thatbizarre bean which has been neatly processed rhroulh the intestines of an Indonesian civet cat belore being harvested for roasring and drinking. some coffee shops when a cusromer arrives in Susan's coflee shop, its her job to guide them through the weird and wonderful world of coffee. She neecls tcibe able to ascertain their taste preferences and polnt them in the direction ol the perfect bean to help them with their choice. She needs to be able t a context that the cu knowledge ol collee b This is the first step ir diflerences in the war espresso, a latte, a capl explain what'-s involve Susan should also be al able to them and why s should knowwhlch pr sugar and which is ber Flna11y, she should be of raspberry allect the it into an undrinkable with their money? At first glance, it apper theirjob ls to make y you stafi to dig inro cornerstone of her wc understanding of coffr Susan began to learn contlnues to learn as I tested withln her worl In most businesses the the learning and devel are often given some f< lt might be a one-day, of interesting colfee far One of the unfortunatr over time il it is not u do a task may weli fail to recall or use that kn ?#gc c{"?h'r6'oN}.}'l''a's *F cAI}itsE["[-lY mpor[ance of this qr sign is a round . In New Zealand Sheneedstobeabletodescribetheflavoursandatomasandpurtheminto ln short she needs in-depth a contexl that the customer can understand' knowledge of colfee beans' ks quite dillerent. d by one of those ng the wrong way >ther traffic at the more pronounced rer pointed lesson nr- much air to Put Eme it rs required. onent of capabilitY, Susan, our barista. f \-outh; back then optional i[i..i,-rgr ol a coffee n to choose from, and even different I ThisisthefirstSLepinrheprocess;shenowheecls[clbeabletoexplainthean Does the customer want differences in the way ihe coffee is produced' She needs tc'r be able to conclsely espresso, a Ia[Le, , .rpp,ttirto, fo' "^u*ple? explarn what's involved ln each cup' SusanshouldalsobeabletowalkrheCustomelthroughthetypesofmilkavailabletothemandwhy*y-uyt,"therightchoiceforthelactoseintolerant.She shouidknowwhlchp,od,.tio,'*illbestsuitthestrongnaturaltasteofbrown processed white sugar' ,rgrt ur-ta which is better seruecl with syrup' honey or Finally,sheshouldbeabletoadviseonaclditionalflavours.Howwillasplashturn sensarlon or oirurit..ry affecr rhe average larte? Will it render ir a rasre unhappy at parting it into an undrinkable concJction, leaving the customer with their moneY? s,--,gu. as p of colfee please'; and brown sugar' Drocess in which ds to know about rtrm hard-hitting rrs. right through prr'rceSsed :ested through lbr roasting ,-.b to guide them eeds to be able to lion of the perfect Arfirstglance,itappearsthatabaristaneedsverylittleknowledge.Afterall, how hard can that be? Yet when their job l, to rnrtu" yt'' a cup of -coffee product knowiedge rs a you start to dig irrtJ S"u'-" world you find that Susan needs a wlde-ranging cornerstone of her work. To be a grear barisra understanding of cofl'ee. Susan began and she [o learn about coffee the day she became a barista and tried are new blends are inven[ed and new ideas conlinues lo learn as tested wrthrn her workPlace' ls seen as the. responsibility of In most businesses the provision of knowledge When a new employee starts' they the learning and development function' tralning' In the case of a new barista' are olten given some form of lnducrion itmightbeaone-clayCt)urseCoveringarangeofinformation,includinglots Lrf interesting coffee facs and trivia' knowledge is that it decays one of [he unlorrunate things aboul memorisecl has sufficrent knowledge today to over time il it is not ,,"d. A -.,,ker who doataskmaywelifailtodothattaskinsixmonths,timelfrheyhavenothad to reca11 or use that knowledge in [he intervening period' 65- CarasgI-trt* er &n/*nx Hermann Ebbinghaus, a German psychologist, conducted a series of experiments on memory His 1885 paper, 'Memory: A Contribution to Experimental Psychology'ar gives us an insighr into how much we lorget over time. His research showed that we unlearn or forger nearly hall of what we learn within a few days ol learning it. A lot of research has been done since then that confirms the idea that we are poor at retaining memorised knowieclge. h a training context, we typically forget around 90 per cent of the course content $kills within one mon[h. reading, typing and driving- F munica[ion skills, and also sp aJCB digger or mixing cocktai The research also shows that the more ofien we are exposed to informa[ion, the less 1ike1y we are to forget it, and we know this to be true from our own personal experience. Think back to an oldjob you had a fewyears ago. Tasks you could do with ease back them may well be difficult or impossible flor you now because you have not been using the knowledge required to do the tasks. The organisation whrch relies on training alone for the knowledge componenr that leads to capabiliry is settlng irself up to fail. This degradarion of knowledge has a significant impacr on how an organisation should manage the knowiedge acquisition process. For example, an inductlon process for a new employee would probably be more effective in rhe form of a learning parhway that takes piace over a period of time rather than presenting the informatron in a training course. The other problem is that knowledge thar we have memorised goes our of dare. It decays, and has a'use-by' date. The answer, surprisingly, is not to know more, but to know less and use technology to srore and find the information when it is needed. The balance between 'know it'informatic,n and 'find it' information has changed rapidly over rhe last few decades. Robert Kelley of Carnegie Mel1on University has been asking peopie for over 20 years "what percentage ol the knowledge you need to do your job is srored in your own mind?" In I986, the answer was about 75 per cent, but by 1997 the percentage had dropped ro berween l5 and 20 per cent. when Keiley ran the research again in 2006, the percenrage had dropped agaln ro between eight and ten per cent. Although these figures are bound ro vary grearly depending on the job role being considered, there is a clear trend that people are needing less and less memorised knowledge to do their lobs ef{ectively, provided rhey have access to the knowledge they need from tools and technology in their environment. -66- Knowledge is ruot skill. Knowla For our purposes here, we can r practice in order to be done wd is huge and each one onlY cou is possible within a formal tr speciflc to a job are learned an Suzuki demonstrated in his 1-e teachers: practice equals skill i When I was a student, I u'or driver in a lrozen goods u'are warehouse would slowiY rise get in past the hanging Plastic through ihem. Overnight. tir would plummet to -35"C and as snow. One ol the first jobs the aisles between the long lir Over the years that the rvareh built up on the floor so that ua was quite chalienging, and it skill to do so safe1y One Paro in order to skid-turn a forklifr of the aisle was narrower than the aisles narrower, theY r*'en this meant that the onlY u'aY t forklifi like an ice skater on Unfortuna[ely, skl11s tl also dete in simulato conditions. And that is also r 1 tried it again todaY. refresher courses E'l**, { rll.tg'tl*;il3i H's : *t' cAFAiix}.1 g-n Skills ,..t cxpe r1- -.'11l]lenti]l '. t. L1me. His Knowledgc rs nor slril/. Knowlctlge plus 10.000 timrs is shill. .Shinichi StrzuLki ...,fn \\'ilhln - thcn that ,' cilqe. ln a . -. oLrrpLlrposcs he rc, r,r,c can consiclcra ski1l as strmc behav'iour thrt rc(lLllrrs pracljce in ,trcler trr bc done ri,ell. All.iolls rcquile r-r'rany' skr11s, Such as lr-a1king. reacling, llrplng irncl clririnq. For mosl ]obs, rve can aclcl in scrciirl and c,rm1rLinicaLLi()n sktlls. ancl also specific sl
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The Most Important Component of Capability to Work Performance
There are five basic components of capability that determine whether an
employee can be able to accomplish a specific task. Some of these components are
person specific; this implies that they are internal to the worker. In scenarios where a
performer is unable to complete a task, it is prudent to determine which component of
capability is hindering the accomplishment of the task. Through consideration of the
components, the researcher can be able to ascertain whether the cost and consequent
productivity and performance that results ...


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