In this post, we explore four human capabilities that are becoming increasingly important in an AI-enabled workplace: judgement, influence, relationship building and adaptability.

  • Reading time
  • 5 Minutes
  • Target audience
  • Professionals, managers and leaders navigating how AI is changing the workplace and the skills that matter most.

Recently, a participant in one of our workshops made an observation that really stayed with me. “I’m not worried that AI will replace me. I’m worried that I’ll become less valuable if I don’t know what I should still be doing.” That comment captured something we’re hearing more often. People are less worried about whether AI can do parts of their job. Most have already seen that it can draft emails, analyse information, create presentations and generate ideas. The questiona they’re asking are where they still add value.

  • What makes someone valuable when AI can produce a decent first draft in seconds?
  • Which skills become more important when information is abundant and AI can automate many routine tasks?

These are important questions because AI is not replacing all human skills equally. Some skills are becoming easier to automate. Others are becoming significantly more valuable. In this post, we’ll look at the human capabilities that are increasing in value in an AI-enabled workplace, and some practical ways to strengthen them.

 

The value of work has shifted

One of the biggest changes AI is creating is in the value of work itself. AI can create a first draft, generate options, summarise information or organise ideas. What it cannot do is take full responsibility for the quality of the outcome. That means the human value of work is increasingly shifting towards:

  • making good judgements
  • understanding context
  • influencing people
  • building trust
  • making decisions under uncertainty

Put another way, the question has shifted from “Can AI do this task?” to “What part of this task requires uniquely human value?”

Let’s look more closely at some of the human skills that are increasing in value.

The skills that are increasing in value in an AI-enabled workplace

Judgement

This is the skill we believe is increasing the fastest. Judgement means weighing evidence, recognising trade-offs and making decisions when there is no perfect answer. For example, AI might generate three plausible strategies for a client. Choosing the right one requires understanding the client’s history, politics, risk appetite and long-term goals. AI can generate recommendations, but it cannot be accountable for them. The human contribution is deciding which option makes sense in the real-world context—and being prepared to stand behind that decision.

Before accepting an AI recommendation, ask yourself: What does AI not know about this situation that could change my decision?

Influence

Influence is about understanding what matters to other people, adapting your communication, handling resistance and creating alignment. AI can write a persuasive message but it cannot build commitment.

For example, an AI-generated proposal may be logically sound, but it may fail because it ignores the concerns of key stakeholders, the history of the relationship or the dynamics between people involved. AI can help you think about how to communicate. But the human value lies in understanding how that communication will land with the people involved.

Before relying on an AI-generated message or recommendation, ask yourself: What do I know about these people that AI doesn’t know?

Relationship building

Relationships are built through trust, reliability and understanding. In many organisations, the most valuable people are not the ones with the most information. They are the ones who can collaborate across teams, navigate conflict and build long-term credibility.
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AI cannot replace this, or even come near to it. For example, AI can help with advice on approaching a difficult feedback conversation. It cannot build the trust that makes the conversation effective becasuse it doesn’t know the history of the relationship, what has happened before or how the other person is likely to respond.

Before using AI to help you navigate an important relationship, ask yourself: What do I know about this relationship that AI doesn’t know?

Adaptability

The people who thrive in periods of technological change are rarely those who know everything. They are the people who learn quickly, experiment, adapt and keep developing. They are also willing to try things that might not work. Rather than seeing every setback as failure, they use it as information about what to do differently next time. In a workplace where the tools, processes and expectations are changing, the ability to keep learning may become more valuable than any single technical skill.

Ask yourself: What could I try doing now without waiting for the right answer?

Summary and Key Takeaways

AI is changing the way we work, but it is not changing the value of all skills in the same way. As AI takes on more routine production, some distinctly human capabilities become more important.

The opportunity is not to compete with AI. It is to understand where your own contribution adds something AI cannot.

  • Judgement is becoming more valuable. AI can generate options and recommendations, but people still need to assess evidence, weigh trade-offs and make decisions in context.
  • Context matters more when information is abundant. Having access to information is no longer enough. Understanding what matters, what is missing and what is relevant to a particular situation becomes increasingly important.
  • Influence cannot be automated easily. AI can help us communicate more clearly and persuasively, but creating alignment, handling resistance and gaining commitment still depends on understanding people.
  • Relationships remain a source of human value. Trust, credibility and an understanding of history and relationships are difficult to replicate through technology.
  • AI increases the importance of accountability. AI can contribute to a decision, but someone still needs to take responsibility for the outcome. Being willing and able to stand behind a decision is an increasingly important part of human contribution.
  • Adaptability may matter more than any single technical skill. As AI tools, processes and expectations continue to change, the ability to learn, experiment and adjust may become one of the most valuable capabilities at work.

The goal is not to compete with AI. The most valuable people may be those who understand what AI does well, where its limitations are and how to combine it with distinctly human capabilities.

Ask what AI doesn’t know. A useful way to identify your own value is to consider what context, relationships, judgement or experience you bring that an AI system cannot see.

Ultimately, the question is not simply “What can AI do?” It is “What should I still be doing?”

The answer increasingly lies in the skills that help us make sense of complexity, work effectively with other people and take responsibility for decisions and outcomes.

These are not skills that sit outside the world of AI. They are the skills that help us make better use of it.

If you’d like to explore these ideas further, we recommend:

In December 2021 we surveyed our clients and contacts, receiving 192 responses across a wide range of roles, industries, and European nationalities. Respondents commented on 7 simple statements. Some excerpts and the results of the survey are below. If you are interested to read the full whitepaper, you can download it here.

What is accountability?

Merriam-Webster defines accountability as “an obligation or willingness to accept responsibility or to account for one’s actions”.  Clearly there is an obligation for accountability in organisations via job descriptions, performance reviews, etc. However, today’s workplace with its demands for individual autonomy, remote working and complex project structures means that the ‘willingness’ to be accountable must be continually developed by leaders. Some effective, concrete ways of doing this are:

  • making clear agreements
  • empowering people to make own decisions
  • providing feedback
  • recognising achievements
  • modelling accountability

Our experience shows us that leaders sometimes lack the full range of skills to do this. However, let’s first turn to the factors responsible for the gap in expectations and practice of accountability, by looking at the research we carried out.

 

 

 

Analysis of results

  • Respondents answered positively to most statements, particularly recognition (Q.7) and empowerment (Q.3)
  • Respondents’ impressions of effective delegation (Q.1), clarity of expectations (Q.2), and feedback giving (Q.4) were also significantly positive
  • HOWEVER … when it came to managing accountability within and across teams (Q.5 and Q.6), respondents were divided, many disagreeing that managers hold team members accountable to the commitments they give each other.

There is salience in the results. There are positive impressions of managers’ abilities and willingness to hold individuals to account. However, Q.5 and Q.6 suggest managers may need to develop their skills at managing accountability between team members and teams.

Conclusions and recommendations

Our research suggests that while some leaders are very capable of demonstrating the elements that build accountability with individuals, they may struggle with building and displaying accountability between individuals and teams.

Leaders need to …

  • develop accountability with and between individuals
  • develop their team member’s skills to have courageous conversations and hold each other accountable
  • hold the team, as a unit, accountable
  • contribute to a culture of accountability within their management team

The process for developing accountability in Fig. 2 (not shown in this post) applies to all 4 of these challenges, but the actions required differ!

Ultimately, accountability is as much about ‘doing’ as ‘being’. It is the small, noticeable actions over time that build it, specifically:

  • Being clear – delivering an unambiguous message about roles and responsibilities
  • Being courageous – challenging individuals and teams to take responsibility… and taking responsibility ourselves
  • Being empathetic – understanding individuals and relationships

Leaders need to invest in the steps, skills and behaviours that build accountability naturally. Our experience is that when we can break down big concepts into smaller, more practical elements, we can help people to take the everyday steps they need to achieve bigger goals.

Download the whitepaper

The answers to “How can accountability be developed in individual leaders and organisations?” and “What are the skills and behaviours driving each element?” are discussed in the full version. You can download it here.

This post explores the learning journey every new manager experiences through the Conscious Competence Model, explaining why the first year of management can feel challenging and how managers can develop the skills, confidence and mindset needed to succeed.

  • Reading time
  • 8 Minutes
  • Target audience
  • New managers, aspiring managers, and organisations supporting first-time managers through leadership development.

 

One day you are a trusted colleague. The next, you are responsible for leading the team, making decisions, managing individuals, and delivering results. Congratulations on your promotion to manager!

Now for the reality check. The first year of being a manager often brings the steepest learning curve of your career. You soon discover that delegating isn’t as straightforward as it seems. Giving feedback doesn’t automatically lead to better performance or greater understanding.  Building trust, handling conflict and balancing the needs of individuals with the demands of the business all take practice.

One thing we regularly see in our management development programmes is that new managers are surprised and often relieved to discover that their fellow new managers are all experiencing the same learning curve.

Here’s the learning curve explained in short:

  • At first, you rely on the skills and habits that made you successful before, without realising that managing people requires something different.
  • Then you start to see the gaps. You become aware of situations where your current approach isn’t working and realise there is more to learn.
  • With practice, new skills develop. You learn techniques, try new approaches and become more confident—but you still need to think consciously about how you apply them.
  • Eventually, good management becomes more natural. The skills and behaviours become part of how you work, allowing you to focus less on the process and more on the people and situation in front of you.

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The Conscious Competence model

This journey was described by Noel Burch in the 1970s through the Conscious Competence model. The model can be universally applied as a model for learning. Although the model is more than 50 years old, it remains one of the simplest ways to understand how people develop new skills.

 

 

Stage 1 – Unconscious Incompetence: You don’t know what you don’t know

When you first become a manager, you are often unaware of the skills, behaviours and mindset shifts that the role requires. And why would you be? You have never needed them before.

At this stage, you may not even realise which skills you need to develop. You simply approach management in the same way you approached your previous role—by working hard, being a team player, solving problems and using the approaches that made you successful before.

Stage 2 – Conscious Incompetence: You know what you don’t know

Suddenly, you start to see the gaps. You realise that being a good manager involves much more than being good at your previous role. This awareness can be uncomfortable. You even question yourself: “Maybe I’m not cut out for this.”

This feeling is often a sign of progress, and an important turning point. You are no longer unaware of what management requires—you are now aware of what you need to learn.

Stage 3 – Conscious Competence: You know what you know

You have developed new skills and learned appraches that help you lead more effectively. You now know what it takes to delegate effectively, and how to give meaningul feedback. But, using these new skills still requires concsious effort. You know what good management looks like, but it does not always happen automatically yet.

At this stage, your ability to be flexible and proactive in unexpected situations is limited – but you can do it. The task-oriented aspects of managing are becoming fine-tuned but it is still learning by doing, trial and error, or copying managerial role models. You are testing your limits.

This stage is about practice. Every conversation, decision and experience helps you build confidence. Over time, the skills that once required careful thought begin to feel more natural.

Stage 4 – Unconscious Competence: You know it without having to think about it

You no longer have to consciously think through every conversation, decision or interaction. You have developed the experience and judgement to respond naturally to different situations. You know when to provide direction, when to give someone space and when to step in and support.

Delegating, giving feedback, developing people and building trust become less about following a process and more about understanding the person and the situation in front of you.

How to manage yourself through the learning curve

Understanding the learning journey is helpful, but knowing how to navigate it is more useful. As you develop as a manager, there are a few things that can make the process easier.

  • Accept that discomfort is part of learning – The moments when you feel least confident are often the moments when you are learning the most. Becoming aware of what you don’t know is a necessary step towards improvement.
  • Don’t mistake uncertainty and inexperience for failure – They are signs that you are learning, developing and becoming a better manager.
  • Ask for feedback and be open to hearing it – You cannot always see your own blind spots. Ask your team for feedback. The goal is not to find out whether you are a “good” or “bad” manager, but to understand what is working and what you can improve.
  • Take time to reflect – Management gives you a constant supply of learning opportunities. A difficult conversation, a team conflict or a decision that didn’t go as planned can all teach you something. Ask yourself  * What went well? * What could I have done differently?  * What will I try next time?

Key takeaways for new managers

Becoming an effective manager is a journey, not an overnight transformation. A promotion gives you the responsibility of managing people, but it does not automatically give you all the skills and confidence you need.

Keep these things in mind:

  • You are not expected to know everything immediately. Management is a new skill set, and every manager has to learn it.
  • Feeling uncertain is part of the process. The moment you recognise what you need to improve is not a sign of failure—it is the beginning of development.
  • Your previous success is still valuable, but the way you succeed has changed. The skills that made you a great individual contributor provide a foundation, but managing others requires new approaches.
  • Confidence comes from experience. It grows through practice, reflection, feedback and trying again.
  • There is no shortcut to becoming a great manager. The best managers continue to learn, adapt and develop throughout their careers.

 

FOR MORE INFORMATION

Read more about the model (this article suggests a fifth stage and has a matrix to clarify the four stages). And finally, a few blog posts you might be interested in:

 

This post explores three practical tools — Belbin, MBTI and Insights Discovery — and how they can help leaders understand team dynamics, identify strengths and challenges, and create better conversations about how their teams work together.

  • Reading time
  • 8 Minutes
  • Target audience
  • Team leaders, managers and HR/L&D professionals who want to better understand their teams and create the conditions for stronger collaboration and performance.

 

Here’s a question we sometimes put in front of our training participants: What do you get when you put capable individuals in a group and give them a common goal? The answer isn’t necessarily ‘a capable team’. Individual capability does not automatically translate into team success. A team’s performance depends on how well its members work together — how they communicate, make decisions, handle differences, build trust and hold each other accountable. The main challenge for many teams is to create the conditions that allow individual capability to become collective performance.

Fortunately, there are a range of practical tools that give teams different ways to explore dynamics, identify strengths and potential challenges, and create a shared language for talking about team performance.

 

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Belbin Team Inventory

Belbin Team Roles gives teams a useful way to explore how different people contribute to a team. Rather than focusing simply on individual strengths, it looks at the different roles and contributions a team needs to work effectively. It can help teams identify where they have strengths, where there may be gaps, and how different ways of contributing can complement each other.

Belbin team roles can be very useful in a team-development context, but it works best when treated as a conversation starter rather than a diagnosis of team members. Its biggest practical value is that it gives a team a shared language for talking about how people contribute. It’s based around nine team roles — patterns of contribution such as Coordinator, Shaper, Plant, Implementer, Completer Finisher, Teamworker, Resource Investigator, Monitor Evaluator, and Specialist.

For example, a team might discover that:

  • several people naturally generate ideas, but nobody enjoys turning them into action;
  • important details regularly fall through the cracks;
  • everyone wants to lead, creating unnecessary friction;
  • some contributions are undervalued because they are less visible.

Those are useful conversations. The value isn’t necessarily whether someone is really a “Shaper” or a “Plant”; it’s that the framework can help people step back from their usual roles and ask “What does this team need, and what are we currently missing?” It’s also useful because it shifts the conversation away from simply asking “Who is good at what?” and toward “What does the team need from its members at different points in its work?”

Belbin is not, however, a blueprint for building a successful team. People are not fixed into a single role, and a team with a good balance of roles does not automatically work well together. Communication, trust, leadership, accountability and the team’s context all matter. Belbin is most useful as a starting point — a way to generate insight and conversation that can help a team make better use of the capabilities it already has.

A team doesn’t necessarily need nine different roles. It needs enough of the right contributions at the right time.

Where it falls short

The first limitation is that people can easily take the roles too literally. Someone might score strongly as a Plant and conclude, “I’m the creative one.” Or a manager might start thinking, “She’s our Coordinator, so she should handle the coordination of every project. That’s where a useful framework can turn into a set of labels. People are more flexible than that. Their contribution changes according to the situation, the task, their experience and the people around them.

There are also questions about the psychometric strength and empirical basis of Belbin’s role model. It shouldn’t be treated like a clinical or scientifically definitive personality assessment. The roles are better understood as a practical framework for exploring team contribution than as objective descriptions of someone’s underlying personality.

And there’s a bigger limitation: Belbin tells you relatively little about whether a team actually functions well. You can have a beautifully balanced collection of Belbin roles and still have a team with poor communication, low trust, unclear goals, weak accountability or unresolved conflict.

Myers-Briggs Type Indicator (MBTI)

The Myers-Briggs Type Indicator (MBTI) gives teams a framework for exploring differences in how people prefer to take in information, make decisions and interact with the world around them. It can help team members understand why colleagues may approach the same situation differently — and why a way of working that feels natural to one person may be less comfortable for another.

In a team-development context, one of the biggest benefits of MBTI is the language it provides for talking about these differences. A team might discover, for example, that some people want time to reflect before making a decision while others prefer to think things through out loud. Some may focus naturally on facts and practical details, while others are more interested in possibilities and the bigger picture. Understanding these preferences can make it easier to adapt communication, reduce unnecessary friction and make better use of the different perspectives within a team.

The real value of MBTI is the conversation it can create: How do we prefer to work? Where might our preferences differ? And what do we need to do to work effectively with people who approach things differently?

As with any personality framework, MBTI works best as a starting point for conversation rather than a set of labels. Being an “ENTJ” or an “ISFP” does not explain everything about how someone behaves, and people are not limited to a fixed way of working. Context, experience, relationships and the demands of a particular situation all influence how we behave.

It is also important not to confuse personality preferences with capability. A preference for one way of working does not mean that someone cannot work effectively in another way. Nor does a collection of different MBTI types automatically make a high-performing team.

MBTI can provide one useful lens on team dynamics, but it is only one part of the picture. Trust, communication, leadership, accountability and a clear common purpose remain fundamental to team performance.

MBTI Team Types

MBTI can also be used to look at the team as a whole. By combining the individual preferences of team members, we can create a picture of the team’s collective preferences. This can highlight behaviours and approaches that come naturally to the team, as well as areas that may require more conscious effort.

Here’s an example of a team with combined profile ESTJ. The first graphic explains the combined strengths of the team members – these are the behaviours that come naturally to them.

MBTIteamprofile

 

And then there’s the flipside. The same team profiles as being INFP. This graphic shows the areas this team needs to be aware of because its team members don’t naturally exhibit them.

MBTIteamprofileflipside

Where MBTI falls short

The categories can feel more absolute than they are

MBTI places people into either/or preferences — for example, Introversion or Extraversion, Thinking or Feeling. In reality, people often fall somewhere along a continuum and may behave differently depending on the situation.

People can turn the types into labels

Once someone identifies as an “ENTJ” or “ISFP”, there’s a risk of using the type to explain or excuse behaviour: “That’s just how I am.” In teams, that’s potentially unhelpful. The purpose should be to understand differences and increase flexibility, not put people in boxes.

It doesn’t tell you how capable someone is

MBTI doesn’t describe competence. Being a particular type doesn’t make someone a better leader, communicator, decision-maker or team player. It also doesn’t tell you whether someone will perform well in a particular role.

The underlying psychometrics are contested

There has been substantial criticism of MBTI’s reliability and validity, particularly around the use of categorical types and the idea that people can be cleanly classified into one of two preferences on each dimension. So it is better presented as a practical framework for reflection and discussion than as a definitive assessment of personality.

Insights Discovery

Insights Discovery gives teams a simple way to explore differences in how people prefer to communicate and work with others. The model uses four colour energies — Fiery Red, Sunshine Yellow, Earth Green and Cool Blue — to help people understand their own preferences and recognise different approaches in the people around them. Everyone has a mix of all four colour energies, with some preferences being more natural or energising than others.

Its particular strength in team development is its accessibility. The colour language gives teams a shared vocabulary for talking about differences that might otherwise be difficult to articulate. A team might discover, for example, that some colleagues prefer a direct and decisive approach, while others place more emphasis on discussion and relationships. Some may want detailed information before moving forward, while others are more energised by possibilities and interaction. Recognising these preferences can help people adapt how they communicate and work together.

For a leader, this can provide a useful way of asking questions such as: How are we communicating? What might different people need from each other? Where might our preferences create friction? And where could we adapt our approach to get better results?

As with Belbin and MBTI, the value of Insights Discovery is not in putting people into boxes. The four colour energies are intended to describe preferences, and people can draw on different energies depending on the situation and environment. The framework is most useful when it increases self-awareness and encourages people to flex their behaviour, rather than when it becomes a shorthand for explaining everything about a colleague.

Where Insights Discovery falls short

The simplicity that makes Insights Discovery accessible can also be its limitation. Colour language is memorable, but it can easily become shorthand: “He’s Red” or “She’s a Blue.” This can turn a nuanced profile into a label and encourage assumptions about how someone will behave.

It is also important to distinguish preference from capability. A preference for one colour energy does not mean that someone cannot behave differently or develop their ability to do so. Nor does having a particular mix of colour energies tell you whether someone will be an effective leader or team member.

And, like the other tools, Insights Discovery does not measure team effectiveness directly.

Three tools, three different perspectives

Belbin, MBTI and Insights Discovery all help teams explore differences between people, but they do so from different perspectives. The right choice of tool for your team depends on what you want the team to understand and what conversation you want to create.

Belbin focuses on contribution. It asks: What roles and contributions do we need from people for the team to get its work done? It is particularly useful when a team wants to look at how work gets shared, where strengths and gaps exist, and whether important contributions are being overlooked.

MBTI focuses on preferences. It asks: How do we naturally tend to direct our energy, take in information and make decisions? It can help team members understand why colleagues may approach the same situation differently and why certain ways of working feel more natural to some people than to others.

Insights Discovery focuses particularly on communication and relationships. It asks: How do our behavioural preferences affect the way we communicate and interact with each other? Its accessible colour language can make differences easy to recognise and discuss, and can encourage people to think about how they adapt their approach when working with others.

There is inevitably some overlap. All three can increase self-awareness, provide a common language and help teams appreciate differences. None of them, however, provides a complete picture of team performance. The tools are lenses. They help leaders and teams see things they might otherwise miss, create better conversations and identify opportunities to work differently. The real work begins with what the team does with those insights.

Key takeaways

  • Individual capability doesn’t automatically create team performance. A group of talented people still needs to develop the ways of working that allow them to perform well together.
  • Different tools give you different lenses. Belbin looks at team contributions, MBTI at preferences, and Insights Discovery at communication and behavioural preferences.
  • Use the tool to start a conversation, not end one. The value comes from what teams learn, discuss and change as a result of using the tool.
  • Don’t put people in boxes. Profiles describe preferences or patterns; they don’t define what someone can do or how they will behave in every situation.
  • Self-awareness is only the beginning. Understanding differences matters, but high-performing teams also need trust, clear goals, effective communication, accountability and the ability to adapt.
  • Choose the tool based on the question you want to explore. The most useful tool is the one that helps your team have the conversation it needs to have.