My colleagues and I are wedded to encouraging reflection in the work we do. It’s a vital part of learning. So here, I present my reflections on the 2025 World of Learning Summit as the event’s Chair.

For some folks, reflection is difficult or time-consuming. Examining one’s navel might be interesting, but it takes a while and frequently delivers little value. So we make it simple for people. We have adapted the Rolfe Reflective Model. It was developed by Nurse Educator, Gary Rolfe, specifically to work with people who are short of time but need to learn continually as they face new and unusual challenges. In thinking about my experience as Chair of the World of Learning Summit, I decided to take my own medicine:

What?

What happened, what did you experience?

As chair of an event like this, I’m at a disadvantage. I’m often watching the conference inputs from the side of the stage. I frequently have only a few minutes between the end of one session and the introduction of the next. So these impressions are partial. They capture what resonated at the time sufficiently to have stuck with me.

Reflection one: Extracting data to identify skills needs

Data was important in my 2024 World of Learning Summit summary. And this year it has matured further. AI has been increasingly used to support data crunching, with more developed insights gained from its analysis.  Many sessions were about extracting data about our employees’ skills and skills needs. Even where the session topic was not specifically data-focused, data use was still mentioned concerning how L&D teams can make better and more strategic decisions.

I have frequently opined that any business strategy not rooted in the reality of organisational capability is not a strategy at all – it is a wish list. Capability is not static. It can be built, developed and bought in. But we need clarity about what we are good at, what we could be better at and where we need additional capabilities to execute organisational strategy. Without this, we neither get a seat at the table, nor garner respect when we do.

Reflection two: The AI maturation journey – beyond content creation

The idea of AI as a content creator has previously taken centre stage. Now, thankfully, that idea has been quietly consigned to the embarrassing enthusiasm of an earlier, more naïve age.  Despite the frequent eye rolls, it has not quite been jettisoned like the digital suppliers emulating Netflix or TikTok to capture the attention of what appears young and trendy. Hopefully, it soon will be.

The new, more mature AI is an analytical tool. Fed with the right data it can help teams, individuals and L&D professionals consider new ways of doing things. It can support on new plans for learning and development initiatives and fresh ideas for supporting learners beyond a course, module or pathway.

Recent work, explained in various panel and conference sessions, focuses on helping employees use AI to facilitate better performance and greater efficiency. It also recognises the potential problems of AI. People need to be counselled about the dangers of over-reliance on these tools.

AI as a support and boost for human experience and ingenuity was cogently described at the conference, and received with interest among the attendees.

Reflection three: Exploring new areas of impact

Yes, I know. Those of you who have read my pieces on TrainingZone and elsewhere will know that I bang on about impact and the measurement thereof. But of course, I do! It is our job to make a difference and if we can’t measure, monitor and manage the difference we make how do we get better?

Similar to previous years, impact was a key theme at the World of Learning Summit 2025. However, the areas of impact discussed this year were different. Some argued that the key impact was at a team level, while others asserted that we should focus on tasks and achieving specific goals. Additionally, others talked about building – and improving – organisational capability as the journey we should be on.

The use of Learning Communities – engaged individuals solving the problems of today and shaping the solutions of tomorrow – were described with fervour. Most importantly, their enthusiasm was born of evidence. Research underpinned much of the discussion about what impact is, what components in a learning initiative facilitate that impact and how we design learning to make a real difference. And by difference, we mean positive changes to how people perform and the great things they can achieve when given the right support, leadership and tools.

So, What?

What resonated? What was important?

The things that resonated most for me – and will filter into my practice over the coming months – are about these themes.

Data:

• How do we use the data we have to make the case for change?
• How do we use data to engage people – not just learners, but those around them including their managers?
• What data do we not have and how can we gather it? NB: Data we need - not just stuff we can count! Not all numbers are born equal.

AI:

My experiments with AI have so far been around enabling people to use AI, apply judgment to assess its output and identify use cases that deliver benefit. As the summit I learned about summarising and analysing data in ways that I have since put into practice. It works, people! It saved me hours and started a chain of considerations that I am still working through.

Impact:

• How can I use data, and AI analysis of that data, to better focus on the behaviours people need?
• How will that help to deliver the impact my colleagues and clients expect? 

What next?

What will I do next? What actions will I take to apply what I have learned and to think differently about the tasks in which I am engaged?

First action:

 I’ll focus more on developing the whole organisation, building task competence and using communities to develop transferable skill sets. I will bring evidence and data to influence and inspire others to get involved.

Second action:

I’ll analyse easily accessible data and identify where else I could benefit from data-led insights. I want to make pragmatic, data-derived and evidence-informed decisions about the work I and my colleagues do. I know, there is work to do here. 

Third action:

Having been in the industry for four decades, it is easy to say ‘seen that before’ and seem dismissive of new approaches. I shall resolve to only reject proposals that are unsupported by evidence and that will not deliver impact. I’ll also continue to dismiss suggestions that I can build yet more content, more quickly and more effectively, by getting a bot to do the job for me!

L&D continues to matter

I left the World of Learning Summit 2025 needing a good sit down (and a proper meal), but overwhelmingly with optimism. 

This optimism was not baseless. It was founded on learning from smart people, meeting interesting and committed individuals and hearing terrific stories of how L&D continues to matter.

To everyone who contributed, attended, asked a question, came for a chat or just said ‘Hi’ – it was a privilege to talk to you and to hear your stories. Thank you for the shot in the arm that I know World of Learning gives so many, and that it continues to give me, year after year.

Watch out for new events. I look forward to shouting at you from a stage at the NEC in Birmingham in October, 2025. 

Until then, learn some stuff!