A modern infographic in brown, orange, and gold tones shows a progression from Training to Readiness to Capability. On the left, “Training” is paired with an icon of a clipboard and gear and the text “Skills & Knowledge.” In the center, “Readiness” appears with a walking figure and the phrase “Prepared to Start.” On the right, “Capability” is illustrated with a target and upward chart labeled “Consistent Performance.” Across the top, the headline reads “Know the Difference! Training? Readiness? Capability?” At the bottom, a call to action says “Visit The Clarity Lounge ☕️” with the URL drtrecabourne.com/blog.
Posted on by Dr. Treca Bourne

Training, Readiness, and Capability: A Performance-Critical Distinction

It’s Wednesday, and just as good a day as any to clarify terms to mitigate conflation in the world of organizational learning and development.

Training: “A structured process designed to develop, maintain, or improve an individual’s knowledge and skills to enhance job performance.” (Headquarters, U.S. Army Training and Doctrine Command, 2021)

Readiness: “An individual’s preparedness to successfully perform required job duties by possessing necessary competencies and attitudes.” (Peersia, 2024)

Capability: “An individual’s demonstrated ability to consistently perform job-relevant tasks to the required standard, integrating skills, knowledge, and context.” (REFA International, n.d.)

Continuing to examine these concepts through the individual human lens, training is the narrowest. It focuses specifically on knowledge and skills.

Readiness expands that lens to include not only knowledge and skills, but also attitudes and the situational awareness necessary to perform work tasks effectively at a given point in time. It reflects a blend of competencies and attributes an individual should possess when entering the workforce or stepping into a new role.

Capability is the most expansive, adding a longer time horizon while still remaining anchored at the individual level. It speaks to the demonstrated ability to consistently perform job-relevant tasks to the required standard over time, integrating knowledge, skills, attitudes, and situational application to produce effective outcomes.

Each of these is critical. Yet it is equally critical to know which is actually needed. On their own, they serve different ends, and not every one of them can get you from here to there.

References

Caballero, C. L., & Walker, A. (2010). Work readiness in graduate recruitment and selection: A review of current assessment methods. Journal of Teaching and Learning for Graduate Employability, 1(1), 13–25. https://doi.org/10.21153/jtlge2010vol1no1art546

Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273. https://doi.org/10.1080/158037042000225245

Goldstein, I. L., & Ford, J. K. (2002). Training in organizations: Needs assessment, development, and evaluation (4th ed.). Wadsworth.

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