From Input to Impact: A Systems View of Human Potential

Input → Process → Output is a deceptively powerful model. It is a simple but effective way of depicting the chain of causality that describes, I think, all phenomena. Continuous improvement specialists rely on this model... our starting point for assessing the current state and informing the development of a future state, whether product or service.

But what if we applied that same model to something even more profound: the development of human potential? We are, after all, dynamic systems ourselves. In that sense, we ARE an outcome, shaped by a myriad of inputs, formed and refined through various internal processes, and ultimately producing further outcomes that affect not only our own lives - a feedback loop - but those around us.

The Human Process Model

Let us consider the human development journey through this lens: Inputs → Skills & Attributes → Outcomes

It’s a deceptively simple sequence that offers profound insight when unpacked.

Inputs: These are the environmental, genetic, social, and experiential factors that shape us;

• Family upbringing and early education

• Culture and community

• Exposure to opportunity or adversity

• Mentorship and role models

• Access to resources and learning

• Societal norms, biases, and systems

Borrowing from "Six Sigma thinking", we can also view these inputs through the lens of Y = f(x), where the outcome (Y) is a function of multiple contributing variables (x). In this analogy;

• Some inputs are controllable (e.g., effort, learning strategies)

• Others are uncontrollable (e.g., socioeconomic status at birth)

• Some may be considered "noise" or background variability

And just like in complex systems analysis, inputs are dynamic, often interacting or even confounded, making it difficult to isolate their true impact. This complexity highlights the importance of acknowledging context when evaluating personal and professional outcomes.

Skills & Attributes (The Process Layer)

This is the transformative core—the layer where human potential is shaped and activated;

• Technical Skills: The hard skills we acquire through formal learning or practice.

• Cognitive Ability (IQ): Problem-solving capacity, logical reasoning, and the ability to learn and apply knowledge.

• Emotional Intelligence (EQ): Self-awareness, empathy, resilience, and interpersonal skills—often overlooked but critical for leadership and collaboration.

• Spiritual Belief or Grounding: Not necessarily religious, but an underlying framework of values, purpose, and meaning. This element isn’t part of the sequence—it is the canvas upon which all other attributes are drawn. For some, this is deeply spiritual; for others, it’s a secular sense of ethics or connectedness.

This process layer is also where education, coaching, feedback, and life experiences contribute to transformation. It’s where change can happen—even if the initial inputs were lacking.

Outcomes

At the end of the process are the results—what we manifest in the world, affecting us an everyone else around us;

• Career success and impact

• Quality of relationships

• Mental and emotional well-being

• Leadership effectiveness

• Social contribution

The quality of outcomes depends not only on the strength of inputs but on the depth and adaptability of the internal process layer. This is where self-awareness, lifelong learning, and systems like coaching or therapy can make all the difference.

Why This Model Matters

Too often, we judge people based on outcomes without considering the inputs they received—or the process they've endured. Or, conversely, we over-index on inputs (e.g., where someone went to school) without looking at the actual outcomes or the quality of their internal attributes.

By using this Input → Skills/Attributes → Outcomes model, we;

• Gain a holistic understanding of human development

• Acknowledge systemic inequities and their impact

• Identify where interventions can be most effective

• Encourage leaders and educators to focus on process, not just product

Related Models and Influences

This model builds on and integrates concepts from;

• KSAO (Knowledge, Skills, Abilities, and Other characteristics) from organizational psychology

• Maslow’s Hierarchy, particularly the foundational role of unmet needs in personal development

• Daniel Goleman’s Emotional Intelligence framework

• Team IPO (Input–Process–Output) models from organizational behavior

• Bloom’s Taxonomy of learning

• Six Sigma’s Y = f(x) construct, reinforcing the idea of variable influence on outcomes

But its unique value lies in bringing them together into a flow-based system, emphasizing that human potential is not fixed—it is fluid, systemic, and improvable.

A Call to Action

If we can start to see ourselves—and others—through this lens, we create the conditions for empathy, equity, and empowerment. We can ask better questions...

• What inputs shaped this person?

• How can we support and enhance their internal process?

• What outcomes matter most in this context?

And most importantly...

Now and into the future... How do we design systems—educational, corporate, societal—that provide better inputs, nurture transformative processes, and support meaningful outcomes?

At RPM-Academy and beyond, this is more than a theoretical model. It is a lens for learning, leading, and living with purpose. Signa up for a free account, access free courses, and explore the online catalogue of 1,000+ courses and 100+ certificate programs that can help you, each day, be the best you possible!

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