01
Training & Coaching
Develop people. Strengthen performance.
Research-based, practical and experiential training and coaching for individuals, teams and organisations — built on the challenges participants are already carrying.
Research-based capability development
Scale people to scale impact.
Sustainable impact starts with people. We build the mindset, skills and tools that help people and organisations perform, adapt and create lasting change.
Capability at scale
- 2,000+
- entrepreneurs and managers supported
- 100+
- programmes delivered
- 30+
- learning games and simulations designed
- 500+
- careers and business projects scaled
Cumulative across programmes delivered since 2010.
The idea underneath everything
People. Capability. Action. Impact.
Four steps, in that order. Skip one and the programme produces a good day and no change.
- PeopleThe starting point. Nothing changes in an organisation that does not first change in someone.
- CapabilityWhat we develop: mindset, skill set and tool set, built on real work rather than on a syllabus.
- ActionWhere learning becomes useful. Every cycle closes on something a participant will actually do.
- ImpactThe outcome. Capability that remains and keeps producing results after we have gone.
What we do
Three areas of work. One way of working.
Each starts from a problem that already exists inside your organisation, and each is designed to leave capability behind when we go.
02
Entrepreneurship Capacity Building
Build entrepreneurial capability.
We help universities, incubators, accelerators, governments and development organisations build the capability to develop entrepreneurs and strengthen their ecosystems.
03
Higher Education Programme Development
Quality. Relevance. Industry connection.
Programme development, quality assurance and industry connection for institutions that need their programmes to prepare students for employment, entrepreneurship and professional practice.
The capability development framework
What we actually develop.
Capability is not one thing. It is how someone thinks, what they can do, and what they have to work with — in that order of difficulty.
Capability / 01–03
- 01 Mindset How people interpret
- 02 Skill set What people can do
- 03 Tool set What people apply
Orientation → practice → application
- MindsetHow I think and approach challenges Self-awareness, motivation, purpose, confidence, self-efficacy, entrepreneurial mindset, growth orientation, critical thinking, resilience, ownership.
- Skill setWhat I can do and how I perform Communication, leadership, problem-solving, decision-making, creativity, teamwork, entrepreneurship, strategic thinking, project management, negotiation, reflection.
- Tool setWhat I use to apply capability Canvases, frameworks, templates, diagnostic and planning tools, business and entrepreneurial tools, learning games, simulations, digital tools, practical methodologies.
How we develop it
Research-based. Practice-led.
Our work sits at the intersection of research and practice. We draw on evidence and established theory to design approaches that can be tested, applied and refined in real settings. In short: we translate research into practice.
Action Learning
Real problems, questioned properly
Sets work on unresolved problems their members own. Question before advising, commit to an action, come back and report what happened.
Experiential learning
Consequence before explanation
Games, simulations, projects and real challenges where participants decide, feel the consequence, reflect, and only then meet the concept that explains it.
Reflection and application
Learning that reaches the work
Structured reflection and deliberate application, so that what happens in the room can be traced back to the work outside it.
Case studies
What the work looks like when it lands.
Four engagements, described by what changed rather than by what was delivered.
- Agence Universitaire de la Francophonie A transversal skills framework built by 39 researchers, not written for them. Entrepreneurship & higher education capacity
- Online MBA, Level 7 A full 120 ECTS programme specified, benchmarked and handed over. Higher education programme development
- Foundation programmes teaching team A day that ended in owned priorities rather than notes. Training & coaching
Before you buy a programme
What is limiting capability in your organisation?
Nine questions, about two minutes. It tells you which of the three conditions is weakest where you work — room to speak, authority to act, or time to iterate — and it will tell you plainly if a training programme is not what you need.
Nothing is sent or stored. It runs entirely in your browser.
Who we are
Investing in people is not the soft part of development. It is the part that decides whether anything else holds.
Dr Mohamed Yacine, founder
AL Insights works at the intersection of people development, entrepreneurship, higher education and organisational learning — mainly in emerging markets, where capability is more often the real constraint on growth than capital or ideas.
We work at three levels at once: the individual who has to make a better decision tomorrow, the team that has to work differently around them, and the institution whose design decides whether either of those changes lasts.
Research and practice
The method is not improvised. It is researched.
Our founder holds a doctorate in entrepreneurship and collaborative learning, teaches at postgraduate level, and publishes on how action learning actually behaves in practice.
Research
Doctoral and applied work
A doctorate on entrepreneurship learning in higher education, and applied studies on practice-based approaches inside incubators and universities.
Teaching
Postgraduate teaching
Lecturing and coaching on MBA and executive programmes, including entrepreneurship and action learning modules.
Platform
Events and capacity building
Workshops, panels and capacity-building sessions for universities, incubators and public institutions.
Research, teaching and recognition
New expert perspective · 3 September 2026
Silent Action Learning · Visibility–Protection Gap
When Knowledge Moves Sideways
Dr Mohamed Yacine considers two studies by Sid Ahmed El Hebri Harid on how hierarchy can redirect learning and operational truth into safer lateral or shadow channels.
Start with the problem, not the programme.
Tell us what you are trying to change, develop or improve. We will help you identify the capability, the programme or the intervention that fits the problem — and say so plainly if what you need is not a programme at all.