In learning and development, certain themes move around the industry unbidden – especially during Autumn conference season. They have a sense of the viral to them, spreading in unknown ways between L&D teams, practitioners, industries and time zones. There is always a zeitgeist in the world of learning and development.
It’s one of the reasons that conferences are so interesting – to observe the spread and progress of ideas. As Chair of the World of Learning conference, I have a privileged view. I’m involved in reviewing the audience feedback we gain which informs future events; I’m involved in discussions about potential contributors and I often brief speakers about what this unique conference’s role is for those who attend. It is fascinating.
But despite this close association with the event, I am always surprised to chart the unexpected emergence of themes between speakers. Conference sessions that appear unconnected tap into a similar well-spring of ideas, concerns and enthusiasms.
Four themes emerging from Autumn conference season
Just last week, I was also fortunate to be asked to speak at the Foundation of Human Resource Development’s (FHRD) annual conference in Malta – and of course, similar ideas were found here.
Here are my reflections on Autumn conference season (so far) and the themes that traversed both recent events:
Theme one: The re-emergence of psychological safety
I first encountered this idea within the context of learning at work almost 40 years ago when reading Edgar Schein’s seminal work on Organisational Culture. He was clear that attempts to influence culture were rooted in the actions of individuals, and altering these often required some kind of learning intervention. Whether for team leaders or senior personnel, how groups of staff are managed has a massive impact on culture.
Why now? Psychological safety is hardly new, but it seems to resonate with L&D folks in a way it hasn’t for some years. At the FHRD conference, there was a focus on learning from failure – a laudable idea and one that desperately requires people to feel safe to experiment without fear of criticism, ridicule or humiliation.
The recent re-emergence of psychological safety might be a by-product of the pandemic as people navigate changing working environments. It may also be a spin-off from concerns about wellness, resilience and reducing stress and anxiety. Whatever the reason for its ‘come back’, the mentions of it are welcome. Psychological safety is vital for individuals to take risks, try things out and learn new skills. I only hope its venerable history is not forgotten. I hope it escapes being a fad of the wellness industry, which has a habit of moving on once the next buzzword appears to be more lucrative.
Theme two: Skills and upskilling
Perhaps the theme of psychological safety has re-emerged because L&D is realising that learning about something is different from learning how to do something. It is also true that hiring new skills is no longer a quick fix available to many.
At FHRD, 85% of member firms reported being unable to hire people with the skills needed. According to Manpower Group, the proportion of organisations struggling to attract new staff is 75%, globally.
At the World of Learning, skills required in an environment where Generative AI is a major factor was a significant topic of discussion.
This is welcomed and – one could say – overdue. L&D must take the lead in assisting organisations to grow the right skills. This is especially true in a tight labour market.
The focus also seems to be shifting from technology skills – the kneejerk reaction of organisations facing new stuff (like AI), which they neither understand nor know how to use effectively. It is becoming increasingly clear that the technology is moving so quickly and becoming so much easier to use that recruiting or training people to be AI geeks seems like a fool’s errand. What will be needed is human skills alongside AI, plus those who can see the potential for AI to do more interesting things more quickly and with fewer people (see below).
Importantly, we will need the skills and counsel of those who can support the governance, ethics and (as yet unimagined) challenges of using these magnificent tools.
Theme three: AI and L&D
Of course, AI appeared in many of the conference sessions and the exhibition halls. It’s here and unless you have been living under a rock, the fact that there was discussion and debate should be no surprise. What was welcome, refreshing and valuable was a focus away from what we could do (‘more crap, quicker’ © Nick Shackleton Jones) to what we should do. The recent research of Egle Vinauskaite and Donald Taylor came a little too late for either conference to adequately reflect its findings, but there was a clear and welcome move beyond using AI just to create more content towards using it to generate some genuine value. Early days, but hopeful signs.
Theme four: Reflection
Reflection is an essential component in learning, applying and building new skills and ways of working, I am therefore overjoyed that reflection was considered a key component of effective learning activities and effective learning design across the two conferences. Hallelujah!
I shall take this advice and share my own reflections now: I started this article talking about the privilege I feel as someone who is part of the current L&D discourse.
I am now reflecting on the last two weeks of being in conversation with some very smart people. I have listened to people who have seen an opportunity or a problem, conducted the research, tried things out and are willing to share their experiences. I feel privileged to have listened to them, to have engaged in conversation and to have shared some of my own ideas, experiences and insights in turn. Thank you all.
