Human, technical and conceptual skills among Colombian managers: revisiting Katz’s model from a workplace learning perspective

Purpose This paper examines the relative importance and interrelationships of three managerial skill dimensions – human, technical and conceptual – among Colombian professionals participating in a managerial development program. Drawing on Katz’s typology, the purpose of this study is to discuss these competencies through a workplace learning perspective, focusing on how skill configurations relate to managerial role. Design/methodology/approach Based on a survey of 225 Colombian professionals enrolled in a nationally recognized managerial development program, data were collected through a validated Likert-scale self-report instrument. The measurement model was assessed using Exploratory and Confirmatory Factor Analyses, and partial least squares structural equation modeling was used to test the hypothesized relationships. Findings The analyses support a three-factor structure consistent with Katz’s model. Human skills show a strong positive association with conceptual skills, and technical skills are positively associated with conceptual skills. The indirect effect results are consistent with a partial mediation interpretation. Mean comparisons indicate no significant differences between millennials and non-millennials in the three skill dimensions, whereas conceptual skills are significantly higher among respondents currently holding managerial positions. Practical implications The findings of this study suggest that leadership development in the Colombian context should not treat “soft” and “hard” competencies as separate tracks. Instead, programs may benefit from integrated designs that strengthen human skills while sustaining technical proficiency as a key complement to conceptual capability, particularly for employees transitioning into managerial roles. Originality/value This study provides contemporary psychometric evidence for Katz’s three-skill typology in a Colombian workplace learning context and shows that managerial role, rather than generational membership, is a more salient differentiator of conceptual competencies. The results of this study contribute to workplace learning discussions by highlighting how skill configurations may vary with role transitions in an emerging-economy setting.