"The biggest obstacles are internal." Shane Parrish Examples of operational principles for a 'Capability' / 'Learning' team might include: We exist to enable performance change We actively contribute to systems change (because we believe developing individuals and returning them to the same environment is pointless) We identify, acknowledge, and remove the current barriers to organisational learning Our work is focused on defining, enabling and measuring application of required performance standards We enable transition and growth by exploiting all the ways in which people learn and develop themselves We balance focus (time, effort, budget) between productive learning (what we know and do now) and generative learning (conditions / thinking we'll need to enable to move forward sustainably) We believe learning comes from working and connecting and so formal interventions are always the exception.

"Manufactured urgency is one way entrenched power defends against systemic change. If everyone is rushing around, they lack the capacity to reflect, analyse, and organise." Erika Hall The are two perennial features of the status quo in corporate learning and development: ' Needing to prove our impact. '  and ' Needing to show we align to the business. '  I'd argue that these two challenges are in fact  features of the way the overall L&D system is still  designed - they're not 'bugs'. These two symptoms are inevitable , because the L&D business model is designed to prevent alternative outcomes.  Here's the proof: 'Learning' is still defined as something that happens away from work. Which informs team structures and leadership appointments (group think). So L&D and leaders are unable  / unwilling to frame their thinking around: - performance gaps - performance standards in context of the work required - task competenc