Some skills in life can be learned, but are difficult, if not impossible, to teach. If you think back to when you learned to ride a bike, to swing on a swing or to whistle, you’ll probably understand what we’re talking about. A similar question arises concerning business continuity plan best practice. While it’s a good objective to aim for, one practitioner’s BCP best practice is not necessarily best for another practitioner. In fact, you may only find out later for your own specific situation what constitutes best practice. So how much sense does it make to talk about teaching it?

While business continuity plan best practice has a practical side to it and a need to incorporate knowledge from real life , there are thankfully more opportunities to leverage someone else’s experience than in the case of riding a bike. Trying to balance on two wheels for the first time is often a dramatic example of having to find out a solution all by yourself – no one else can sort out your balance for you. On the other hand, with BCP best practice, even if you can’t immediately get to the perfect solution for you, you can get closer faster by working with others to compare different best practice situations and identify likely candidates for your own case.

Presenting business continuity plan best practice as part of classroom training also accelerates access to best practice for specific cases when the instructors have the experience and rapport to assist participants in exploring and tweaking such cases for their own use. It’s an iterative process of exchanges between trainer and trainees to build applied best practice knowledge and capability among trainees. Participants are then better equipped to home in on the best practice that makes best sense for them back in their own organisations.