Learning and Development in the New World

I finally read Donald H Taylor's L&D Global Sentiment Survey (GSS) 2026 report last week, and I haven't been able to put it down. No, it didn't have all the answers but what it did say confirmed something that I have been watching build for years. 

Donald calls it the “New World”. 

For me, the most striking data point in the entire report was that the word "human" appeared in 64 challenge responses this year for example in comments like: “how to properly utilize AI while not removing the human element”. The word human didn't appear at all in 2022 or 2023.

Donald's read on this: "On the surface, this comment is about design, but it could also be about something more profound: about L&D's very sense of identity coming under threat from AI." (p.21).

I think that's exactly right.

Donald notes that "The biggest riser this year is 'Showing value', up from #7 last year to #5 this year, with its highest-ever share of the vote. Anecdotally, it seems L&D is feeling the pressure to justify its existence."

Yes. We don't have a technology or AI problem; we have an existential problem about who L&D is and what our role is in this New World.

Donald frames L&D's new role as "a shift from content creation to performance consulting, from training delivery to capability ecosystems, and from reactive service to proactive partnership" (p.17)

I agree. But I don't think this shift will happen through better technology or more AI. Instead, it will happen through bringing even more humanity into our work.
I think the shift is contingent on L&D practitioners who know their craft deeply enough to make it human, visible, and connected to outcomes that matter to the business.

The survey's conclusion lands on a note of cautious optimism: "while we have no map, we do have a direction." (p.22)

Yes, we may have a New World and perhaps the directions to get there may look somewhat intriguing. But after 25+ years in this field working at the intersection of workforce development, competency assessment, and learning design across industry sectors, I can say that the destination for L&D has always been the same.

Does the worker know more, perform better, and contribute more fully as a result of what L&D did? Everything else is just the method we chose to get there.

The GSS 2026 report is available at https://donaldhtaylor.co.uk/research_base/global-sentiment-survey-2026/

Well worth your time.

hashtag#LearningAndDevelopment #WorkplaceLearning #TalentDevelopment #GSS2026 #HumanFirst #PerformanceConsulting #FutureOfWork
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RPL: Where Rigour Meets Relationships

Image by DAMIAN NIOLET from Pixabay

This week, I read an article that really resonated with me, and I say that as someone who has spent more than two decades designing and implementing learning and RPL/PLAR (Recognition of Prior Learning) systems internationally and across multiple Canadian industry sectors.

"The Art and Science of Facilitating RPL – Why recognition is a craft; not a checkbox"
https://hbta.edu.au/the-art-and-science-of-facilitating-rpl/

Vanessa Solomon articulates here something that many of us in this field have observed and felt. RPL is fundamentally a practice that requires empathy, critical thinking and professional judgment, not just a mechanical exercise in evidence mapping.

The framing of RPL as an interplay between art and science is useful because it allows us to think more about how much of the RPL practice is an act of facilitation, coaching and mentoring beyond knowing the technical standards, reviewing the evidence criteria and mapping competencies to credits. The instructional designer in me was genuinely chuffed to see a nod to Marzano and using instructional design theory to elevate RPL as a discipline rather than simply a process.

I have worked across so many sectors from early childhood education to automotive trades to the digital economy and have found that if we only focus on the rigour without any relationship, we get compliance but no advocacy. If we only build relationships without much rigour, we get paper credentials that are not valued. To get to meaningful recognition, we need both rigour and relationships.

Where I'd like to push this further is the focus on the system. How do we build RPL tools, processes, and assessor support structures that help us strike the right balance between rigour and relationship, between art and science? A lot of good RPL work is more upstream than we imagine. I am talking about how competencies are drafted, communicated and 'lived in' by the sector. I am also thinking about the quality principles for the design of assessment tools and processes to be inclusive and usable.

Those caveats aside, I'd love for Vanessa's article to be read widely and for people to hear the point that she makes referring to "Marzano’s core insight: that effective professional practice is never purely technical or purely relational, it is both."

Full article by Vanessa Solomon at HBTA:
The Art and Science of Facilitating RPL – Why recognition is a craft; not a checkbox https://hbta.edu.au/the-art-and-science-of-facilitating-rpl/ #RPL #PLAR #VPL #Recognition #PriorLearning #RecognitionOfPriorLearning #Skills #LifelongSkills #WorkforceDevelopment #Validation #SkillsDevelopment

Recognition Begins with Learning

Photo by Taruna Goel

One of the most significant learning experiences of my life has never appeared on my résumé, even though it demanded problem-solving, cultural fluency, resilience, adaptability, and continuous learning. When I immigrated to Canada in 2011, I gained no formal credentials for what I learned along the way. My informal learning became visible and transferable only through reflection and dialogue. Once I recognized my learning, it found expression through volunteer work with immigrant-serving organizations, where I supported others navigating similar transitions.

After more than 25 years in Learning & Development, one consistent lesson from my practice is that our systems rarely capture the many ways adults learn.

Learning is neither linear nor tidy. We learn by solving problems, navigating new spaces, making mistakes, and receiving feedback. This learning is real and tied to identity and contribution, yet it’s often invisible. Much adult learning can be tacit and embodied, and it doesn’t come with a transcript. Adults also struggle to name their learning because it doesn’t feel legitimate unless it occurs in a formal course. Surfacing this internalized learning requires agency, confidence, and guided reflection.

Competencies help make this learning visible and translate it into something observable and measurable by capturing the knowledge, skills, attitudes, and context. Through my work across sectors including career development, early childhood education, digital and IT, automotive, and construction, I have designed and applied competency frameworks to support clearer articulation of learning and performance standards.

Recognition of Prior Learning (RPL) enables individuals to see the value of their learning while giving universities/industries a trusted way to acknowledge competence. Instead of forcing everyone through a single gate, RPL opens multiple doors by recognizing that learning happens in diverse and valuable ways: on the job, in the community, and in living life.

When engaging in the RPL process, it is important to note that experience alone does not guarantee learning. Neither do the years working in a role nor the job titles. What matters is how we engage with and reflect on the experience to surface the learning.

This is why RPL is called recognition of prior learning, and not recognition of prior experience, because it is the learning that counts, not merely having had the experience. And this intersection of learning and experience is where my practice is grounded, supporting individuals to translate lived experience into articulated, valued learning.

This article was originally published as a Spotlight feature in the Nova Scotia Career Development Association (NSCDA) members-only newsletter, Issue 2, January 2026.

(I was recently invited to write a feature article for the Nova Scotia Career Development Association's (NSCDA) RPL newsletter, RPL in Nova Scotia: Here to Stay (Issue 2, January 2026). Using my own immigration journey as a starting point, this article looks at how adult learning often remains invisible within formal systems. It highlights the role of Recognition of Prior Learning in bridging learning, lived experience, and credible recognition. Sharing it here for colleagues working in RPL, PLAR, workforce development, and skills recognition.)

hashtag#RPL hashtag#PLAR hashtag#VPL hashtag#Recognition hashtag#PriorLearning hashtag#Skills hashtag#LifelongSkills hashtag#WorkforceDevelopment hashtag#Validation hashtag#SkillsDevelopment

Additional Resources:

What Does Competency Mean? https://hrmhandbook.com/hrm/skills-competencies/meaning-definition/

eCampusOntario “The Open Competency Toolkit”: https://ecampusontario.pressbooks.pub/competencytoolkit/

CAEL - Competency-Based Education and Credit for Prior Learning: https://www.cael.org/hubfs/C-BEN%20CAEL%204-pager_2022.pdf

PLA and Competency-Based Education: Friends? Family? Or Only Acquaintances?: https://www.plaio.org/index.php/home/article/view/206/236

Experience Alone Does Not Guarantee Learning: https://www.linkedin.com/pulse/experience-alone-does-guarantee-learning-taruna-goel-rhftc/

Recognition of Prior Learning (RPL/PLAR) is Opening Doors for Many: https://www.linkedin.com/pulse/recognition-prior-learning-rplplar-opening-doors-many-taruna-goel-v4ajc/

Recognize Before You Retrain: ‘Work Fingerprints’ (Podcast): https://www.linkedin.com/posts/shvetamalhan_futureofwork-rpl-humanskills-activity-7408514632035889153-7gkb