Individual Learning Dynamics

Learning Across Generations in Professional Services: HLB International insights In accounting, law, and consulting firms today, we're seeing something fascinating: fresh graduates working alongside 30-year veterans, each bringing their own way of learning to the table. It's creating some interesting dynamics, especially as our firms adapt to hybrid work and digital transformation. Recent joiners from top universities often come armed with digital skills but need guidance on client relationships. They pick up new software quickly and often prefer to learn through our Coursera's bite-sized videos between client meetings. One junior consultant recently told me she learned Power BI basics during her commute, then immediately applied it to a client project that afternoon. Meanwhile, experienced partners and directors bring decades of client wisdom but sometimes struggle with new tech platforms. They've mastered the art of reading complex situations and managing difficult client conversations - skills that can't be learned from a video. Their preference for in-person learning and detailed discussion often yields insights that no algorithm can match. The magic happens when firms blend these approaches. Take a recent example: Pairing senior tax partners with tech-savvy juniors to tackle new digital compliance tools. The juniors handled the technical implementation while partners provided critical insights on client impact and risk management. Both groups learned from each other, and the client got better service. What's working well is giving people choices in how they learn. Some firms now offer the same training in multiple formats - live workshops, online modules, and written guides. They're also creating space for teams to learn together, whether it's through case study discussions or project debriefs where everyone shares their perspective. Here's what matters most: learning in professional services isn't just about acquiring information - it's about judgment, relationships, and practical application. A first-year analyst might master a new data visualization tool overnight, but they need their manager's experience to understand which insights will actually matter to the client. Similarly, a senior manager might need their junior team's help to efficiently use new collaboration tools, but they know exactly how to structure the output for maximum client impact. The firms getting this right understand that good learning combines independent study with team discussion. They give people time to learn new skills their own way, then bring teams together to talk about how to use these skills in real client situations. It's this combination of individual learning and group sense-making that turns knowledge into practical wisdom. Leanne Bloomfield (CAHRI) Anant Patel

Individual learning is always personal. It starts with a moment of friction—something doesn’t work, or something works better, and you notice. Then, like all humans, you mull it over. What happened? What did I do? Why did it work? You try again, vary it slightly, see what changes. Learning is mostly trial and error in disguise. First, we discover something—some new what. Then we learn how to do it better—by trying, failing, retrying. And finally, if we’re lucky, we figure out why it works—connecting practice to theory. The what, the how, and the why. Most of us stop too soon, satisfied with results without understanding, or caught up in theory without practice. Learning means being able to cope with the frustration of not getting it right until we do. It comes from staying in the loop long enough to see what, how and why come together and to convince ourselves this is the right things to do. And as we're human, in moments of stress we tend to revert to our old patterns - it takes discipline to stick with new ones. But organizations don’t learn that way. They don’t think. People in them do. Organizational learning is different. It’s a pattern of adoption: something a few people discover becomes something more people try, then something the system allows, then finally something the organization demands. Take #kanban at Toyota. Ohno first played with the idea of using a card to pull parts, in a single factory back in the 1950s. Over time, as it proved useful, it became a method. But not every plant adopted it right away. Takaoka, for instance, only switched in the 1990s—thirty years later! That’s how organizational learning goes: slow, patchy, and full of resistance, because it requires not just knowing how, but aligning roles, expectations, even beliefs across a system. A person can learn in an afternoon. An organization might take a generation. Yet, the moment when the organization does internalize a new theory is transformative. It redefines how people behave together. A single worker pulls parts and sees improvement. A factory pulls parts and sees flow. A company pulls value and sees a new way of thinking. That’s the true challenge of Lean—not inventing new tools, but helping a whole organization go from discovery to understanding, across time, space, and people. As organizations learn, they can also unlearn. Every organizational practice or activity must be supported by some form of institution: people that make sure the practice is continued and further developed. In Toyota, it's the OMCD group of veteran sensei. When this institution weakens, the activity is stopped by ego and inertia and the practice fades away and sometimes lost. You want your organization's good practices to keep up? Make sure they're well buttressed. #LeanIsAwesome

When exploring the role of self-organization in learning, a key takeaway is how learners can dynamically adapt and reorganize their approaches based on the challenges they face, without rigidly adhering to pre-defined steps. This concept aligns with Ecological Dynamics, which suggests that the environment and task constraints shape how learners develop solutions. In coaching, fostering environments where athletes can engage in exploratory learning—where they adjust based on immediate feedback and adapt through trial and error—can be immensely beneficial. This approach helps athletes develop a deeper understanding of their abilities and encourages creative problem-solving, essential for high-pressure game situations. To apply this in coaching, consider reducing prescriptive instructions and instead guiding athletes to discover solutions through their own interactions with the environment. Emphasizing constraints-based learning, rather than dictating specific techniques, can lead to greater long-term skill retention and adaptability. Self-organization is particularly relevant when preparing athletes to handle unpredictable situations during competitions, where dynamic decision-making is crucial. https://lnkd.in/dRi-KmpQ

Education often begins with the choices parents make—selecting schools, planning finances, and seeking the “best” opportunities for their children. However, the outcomes of these efforts are often shaped by a deeper question: are we equipping children to learn independently or merely teaching them to follow a structured path? Many of us grow up adhering to this framework, attending schools, training programs, and workshops. While these methods provide structure and value, they also risk fostering dependence on external guidance. Learning becomes less about curiosity and exploration and more about completing a pre-designed curriculum. Here’s the challenge: institutional knowledge is inherently limited. It may not always align with an individual’s needs, remain relevant over time, or encourage critical thinking. Moreover, this approach can create a reliance on formal settings, leaving people feeling unequipped to grow without external inputs. To break free from this limitation, we need to embrace a different kind of learning—one driven by observation, analysis, and introspection. When we learn with our eyes and hearts, we cultivate the ability to extract insights from the world around us. This method isn’t just about consuming knowledge; it’s about creating it, testing it, and refining it to suit our personal journeys. This approach offers several unique advantages. First, it ensures 𝐫𝐞𝐥𝐞𝐯𝐚𝐧𝐜𝐞 by allowing knowledge gained through observation and reflection to align closely with our specific needs and circumstances. This personalized learning makes the insights more practical and applicable to our lives. Second, it fosters 𝐞𝐦𝐩𝐨𝐰𝐞𝐫𝐦𝐞𝐧𝐭, building confidence in our ability to solve problems and adapt independently. By relying on our own capacity to learn and grow, we become less dependent on external guidance and more self-reliant. Finally, it promotes 𝐜𝐨𝐧𝐭𝐢𝐧𝐮𝐨𝐮𝐬 𝐠𝐫𝐨𝐰𝐭𝐡 by turning learning into an active and iterative process. This dynamic approach keeps us engaged and open to new perspectives, ensuring that we remain adaptable in an ever-changing world. Unfortunately, misconceptions about knowledge often hold us back. Some believe only information from books or experts is valid. Others doubt the rigor of their insights compared to established authority. But true knowledge encompasses any understanding that helps solve problems and navigate life effectively. In my experience, the ability to observe, think critically, and draw conclusions is one of the most powerful tools we can cultivate. It has allowed me to gain valuable insights across different fields and refine my understanding of the world. This is an important reminder: teaching children how to learn is just as critical as what they learn. By encouraging observation, critical thinking, and reflection, we empower the next generation to thrive in a rapidly changing world.