Complex system behavior intertwines operational routines and technological system processes, and system capability development has to integrate human skills with engineered system functions. To be successful in modern system design, integration and fielding, systems and software engineers need to acquire non-technological "soft skills" needed to successfully apply their technological knowledge. These skills are generally overlooked in engineering curricula, and they usually develop with work experience. For a long time, instructional design borrowed systems design models, and ADDIE curriculum development model reminds the INCOSE fellows' SIMILAR model of systems development. While both instruction and systems development models promise development of useful capabilities, their real world implementations usually suffer from integration and fielding problems, especially in "brown field" settings of system modifications and continuing education of experienced professionals. The four-stage Personal Capability Development Framework (PCDF) exploits conceptual similarities of Ring's Systems Value Cycle Model, Checkland's Soft Systems Methodology, Nonaka's SECI knowledge development model and Kolb's Experiential Learning Theory to design a process model for teaching non-technological skills to experienced engineers. The framework constructs classroom experience around externalization and modelling of learners' current work routines, modification of the models with new skills and tools and internalization of the modified models in each learner's personal work routines, and provides a basis for transforming expert- or customer-centered instructional design into user-centered personal capability integration.