Who Says Learning Needs a Lesson Plan?

By: Rory MacLeod

As the seasons change and I begin putting away my sporting gear for winter, I have been thinking about the (outsized) role sports play in my life. 

Growing up, getting better at sports was pretty straightforward. You signed up for lessons, joined a club, or went to camp. Someone more experienced showed you what to do, gave you feedback, and helped you improve.

As an adult, that learning looks quite different.

Between sailing, climbing, running, skiing, and tennis, I’ve spent a lot of time trying to get better at things I love. Sometimes that’s motivated by competition, sometimes by wanting to take on a bigger challenge, and sometimes simply by the satisfaction of improving.

But I’m rarely enrolled in a formal program. Instead, I’m learning by doing, experimenting, observing others, and asking lots of questions.

And the more experience I gain, the better I get at improving.

What’s particularly interesting is how much of this learning happens through the communities around these sports. People willingly share techniques, explain what’s worked for them, and encourage one another to push beyond their limits.

There’s no formal curriculum, no designated instructor, and nobody responsible for everyone’s development. Yet, somehow, we all get better.

There’s no learning program, but there is a learning culture.

Are we thinking too narrowly about Learning and Development?

This experience has made me think about how we approach learning at work.

When we talk about L&D, it’s natural to think of onboarding, workshops, leadership programs, and courses. These are valuable investments, particularly when introducing new knowledge or building foundational skills.

But they’re only part of the picture.

Think about how much of your own professional development has come from watching a colleague navigate a challenging conversation, working through an unfamiliar problem, or asking someone how they approached a similar situation.

Often, learning isn’t about going from knowing nothing to becoming an expert. It’s about going from 85% to 90%: refining an approach, making a small adjustment, or borrowing an idea that helps you perform a little better.

These moments don’t always show up on a training calendar, but they matter.

Research reinforces this opportunity. The CIPD’s 2023 Learning at Work survey found that only 36% of respondents said their organizations encouraged employees to reflect on what they learned through everyday work, while 42% reported that individuals supported one another’s learning.

Perhaps we need to stop confusing Learning and Development with learning events.

How can leaders make everyday learning more intentional?

The lesson isn’t that organizations should abandon formal training. It’s that effective development requires a more comprehensive approach and a learning culture. 

Here are three places leaders can start:

1. Make learning visible. Recognize that problem-solving, observing colleagues, sharing expertise, and experimenting with new approaches are genuine development opportunities. Name them as such.
2. Build reflection into existing work. After a project, presentation, or challenging experience, create space to ask: What worked? What didn’t? What would we try differently next time?
3. Create the conditions for peer learning. Encourage people to share what they’re discovering, learn across teams, and help one another improve. Not every learning experience needs to be led by an expert.

The goal isn’t to formalize every interaction. It’s to foster a culture where people feel motivated, supported, and empowered to keep getting better together.

After all, development doesn’t end when the lesson does.

Great learning cultures don’t happen by accident. At MacPhie, we help organizations create the conditions for people to learn, grow, and get better together. Explore how we can support your organization.