When do you stop learning?

Most of us can map aspects of our career trajectory and identify where our experiences led to developments. These experiences, both personal or professional, lead to new connections or changes of circumstances which aided (hopefully) an upward journey in your field of expertise or into seniority and leadership roles.

Lifelong learning is a focus for some, this voluntary and self-motivated pursuit of knowledge extends well beyond formal education. For me, it’s been an informal journey that has encouraged a mindset of adaptability, innovation, and growth I have used in many areas of my personal and professional life.

The idea that learning does not happen outside formal education is outdated. The reality is that learning is a lifelong process, one that does not have or need a defined endpoint. Whether it’s through formal education, professional development, or personal interest, we absorb new information and skills daily. Lifelong learning is essential, not only for personal fulfilment but also for staying relevant in a competitive job market.

The view that leaders and senior management have all the answers and know everything is wrong (Harvard Business School Working Knowledge). If, like me, you have come to the industry of learning from a completely different one, then transferable skills are even more important – my background starts with a degree in Geology to an early career in the UK oil & gas/data management industry to a spell with web design and internet, community building systems, BEFORE learning technology and design. Whilst training and learning is mostly about the immediate need and the immediate development, learning upwards is often a poor second on the priority list.

As individuals advance into leadership and senior management roles, they often encounter a paradox: despite their elevated positions, they may have no training on the necessary experience specific to leadership and management (Inside Higher Ed). This scenario raises several critical issues. Firstly, many professionals ascend to leadership roles due to their technical expertise or tenure rather than their leadership capabilities. Consequently, they may find themselves ill-equipped to handle the complexities of managing teams, strategic planning, and decision-making.

Senior and leadership roles can be isolating (Times Higher Education). Seniority often means fewer opportunities for peer-to-peer learning and can result in a sense of detachment from the day-to-day challenges faced by their teams. This isolation can hinder growth and diminish the ability to lead effectively. The assumption that seniority equates to competence in leadership is a myth. Effective leadership requires a distinct set of skills, including emotional intelligence, communication, and strategic thinking, which must be continually developed and honed.

Whilst each of us, on the journey to a leadership role, look for and engage with opportunities for lifelong learning to help us get there, leaders must also continue to embrace their own personal and professional development. Engaging with mentors and coaches can provide invaluable insights and guidance: these relationships offer opportunities for leaders to reflect on their experiences, receive feedback, and develop new strategies for effective leadership. Promoting a culture of learning within the team is equally important. By continuing to demonstrate curiosity, innovation, and knowledge sharing, the leader will create an environment where continuous improvement is not only acceptable but encouraged (Academic Leadersdhip Group).

The journey of learning never truly ends, and those who continue to seek knowledge and improvement will always find themselves at the forefront of progress.

• ChatGPT was used in writing this post to help me structure my thoughts. I ended up changing a lot as the writing style was very different to mine, and some of what it returned did not apply to me or my experiences. Remember, keep the ‘human in the loop’.

Photo by Daniel K Cheung on Unsplash