Professional Development and Training -- What is Changing?

Just this past week, Matteo Zaralli published a new book entitled The Evolution of Professional Training: How Artificial Intelligence Technologies Can Accelerate the Learning, which is a prime resource for navigating the evolution of education and professional training in the age of artificial intelligence (AI) and virtual reality. It thoroughly explores how AI can enhance human capabilities, facilitate more efficient and personalized learning or training, and promote unprecedented professional development. This book is not just an analysis of the impact of emerging technologies on learning and professional development -- it is an invitation to reflect on the future of work, the nature of intelligence, and the evolution of human society in the digital age.

When I spoke with Matteo recently, I asked him, “What is now having the biggest impact on professional development and training?" Here is his complete answer:

The biggest force currently reshaping professional development and training is the match of artificial intelligence (AI) and virtual reality (VR). These technologies are redefining not only how we learn, but also how we interact with knowledge, work, and each other.

As outlined in my book, we are experiencing a new digital revolution. AI plays a central role in transforming training into a personalized and adaptive experience. By leveraging data, AI systems can identify learning needs and adjust content in real time, offering highly efficient, user-specific development paths.

Meanwhile, virtual reality introduces a new dimension to learning: experience. In VR, users can simulate real-world scenarios, such as public speaking, decision-making, or technical tasks, in safe and immersive environments. This not only accelerates skill acquisition but also increases confidence and retention.

Together, AI and VR support the rise of the augmented worker: professionals empowered, not replaced, by technology. They allow faster learning, deeper engagement, and more relevant training across sectors.

However, this transformation goes beyond tools. It requires reflection on the nature of intelligence and the future of work. As discussed in the book’s philosophical section, we must consider how AI reshapes our perception of truth and identity, and how digital environments challenge our ethical frameworks.

In this context, the impact of AI and VR is both technical and cultural. They demand a shift from static, one-size-fits-all education models to dynamic, human-machine collaboration. Professional training is becoming more immersive, flexible, and continuous, an ongoing process rather than a fixed phase.

Those who embrace this shift will stay competitive and be prepared to navigate the complexities of a fast-changing world.

What do you think of Matteo's perspective? Have new technologies affected or transformed professional training in your organization? If so, what are the results so far?

The Toyota Production System (TPS) -- What Are the Misconceptions?

Earlier this month, Sarah K. Womack published a very interesting new book entitled Toyota's Improvement Thinking from the Inside: From Personal Transformation to Organizational Transformation, which describes how Toyota, through its coaches and leaders, develops its members’ capabilities through a series of continuous improvement (kaizen and problem-solving) activities. For many members of Toyota, this process results in a personal transformation that ultimately leads to organizational transformation.

When I spoke with Sarah this past week, I asked her: "What are the biggest misconceptions about Toyota’s continuous improvement methods and management system?” Here is her complete response:

The biggest misconception I personally had about Toyota’s continuous improvement methods and management system was a degree of personal development and deliberate challenge required to learn how to improve.  It was a journey of mastery of improvement tools, business needs, and how to work with members of your team to accomplish daily objectives.  For most members, that mastery was deeply personal and demanded humility and continuous reflection to transform our mindsets.  And, while there was some talk about Toyota’s philosophy of respect for people, respect is a social construct and difficult to understand from outside of the group.  Once I was inside, I saw how much emphasis there was on reducing team member burden towards the end of reducing waste and creating value for customers. 

More generally speaking of the field, I find many misconceptions about how the entire system works together.  Organizations tend to over-emphasize or de-emphasize the Toyota Production System (TPS) tools for improvement when a successful approach lands at a healthy balance.  The TPS tools are good entry points for people development and continuous improvement.  Value stream mapping, for example, is a tool to chart how material and information flows within a system, show waste, and tell a kaizen story (of waste reduction).  Even if a system is not very complex, learning it through deep study then articulating that learning visually is a special skill set developed over time.  You can feel confident in your skill set when you are able to use such a tool to tell the story of your improvement work.

Finally, I would highlight the misconception around standardization.  Many organizations, within and outside of manufacturing, think it is too rigid to work successfully.  However, Toyota and others have shown that by deeply studying processes and standardizing them, continuous improvements in safety, quality, and other performance outcomes are achievable.

What do you think about Sarah's experience? Has your company implemented a Lean initiative based on the Toyota Production System? Was is transformative?

Leadership Development -- What Is Lacking?

Back in January, Geoff Ribbens, Mark Abraham, and Alistair Cumming published a new book entitled Team Leadership: How to Define, Apply, and Measure It, which presents a unique, people-centric, and scientifically researched theory of leadership linked to an accurate data-based assessment and diagnostic product. For individual leaders looking to maximize personal development and results or for organizations wanting to analyze leadership and its effects across an entire structure or business, this book redefines understanding and development.

When I spoke with the authors this month, I asked them a series of questions starting with "What is currently lacking in leadership development?" Here are their responses:

In our book, we start by identifying four major errors that have held back leadership development and understanding for many years. No doubt all of us have made some, or all, of these errors in the past.

The first error is looking at the leader to understand leadership. Eminent social psychologists have stated that this "leader-centric" approach is “deeply flawed” and not at all useful. We expand on why it is so flawed in the book. We conclude that it is much more useful to concentrate on the perception of those being led.

The second error is to assume that the term "leadership" means the same in a multitude of different contexts such as political leadership, moral leadership, organizational leadership, and team leadership. Different contexts obviously require different definitions and approaches. This is why the book concentrates on the "leadership" of teams.

The third error is to assume that "business success" equates with leadership. This approach only states what the writer hopes leadership will deliver, not what it is. It also assumes that the only people who have leadership are senior managers and CEOs.

The fourth error is simple. Nowhere in our research do we find a definition of the term ‘leadership’ that was objective and measurable.

MS: “So what is the solution to all these myths, assumptions, and lack of definition?”

All the assumptions and errors above have been solved by our innovative approach called Emergent Team Leadership (ETL). We focus on the leadership of teams, whether it is the executive team or the team on the factory floor. We show that all team leaders at every level, have the potential to have "leadership" and it is now measurable.

ETL measures the degree to which team members "willingly and enthusiastically accept their team leader." By examining how team members perceive their leader we created a 12-point profile. The profile is created by the team members, it might not be how the leader perceives themselves or is perceived by the organization. The profile is a simple radar graph and is easy to understand.

MS: “So why focus on teams and team leaders?”

The relationship between the team and the team leader is fundamental to team and organizational performance. If team members "willingly and enthusiastically accept their leader’" then the team leader is more able to deliver positive results because the team supports them. Also, team and team leader well-being is achieved, and there is less disagreement and conflict.

MS: "I can see the improved well-being of the team and team leader but are there any other benefits?

The simple 12-point profile indicates to the team leader what they need to do to move from merely managing their team to the true leadership of that team. The profile is not based on the leader’s personality but on the team’s perception. What is important is that the leader can change that perception. The leader is not a ‘servant’ of the team but can increase their influence by understanding how their team perceives them.

There are many benefits for the team, the team leader, and the whole organization. One obvious benefit is that for the first time leadership training, coaching, or appraising can be tested and retested, and progress can be measured. Our research also found that team leaders themselves found the 12-point profile powerful and relevant, more relevant than other leadership assessment processes they had experienced. If an organization uses ETL this can have a profound positive effect on the organization’s whole team leadership culture.

What do you think of the authors' (Geoff Ribbens, Mark Abraham, and Alistair Cumming) view on the current state of leadership development? Do you agree with what the authors perceive as errors and their proposed solutions?

Leadership Principles -- How Do They Build Motivation and Commitment?

Back in March, David Sharpley published a new book entitled Leadership Principles and Purpose: Developing Leadership Effectiveness and Future-Focused Capability, which provides a fresh perspective on leadership and the steps required to achieve high performance. It explores how we create purpose by moving from vision and values through principles to action. When I spoke with David this month, I asked him directly: "How do principles shape competencies and build motivation and commitment?" Here is his complete answer: 

We hear executives talk about "vision" and "values," but there’s less mention of the principles that define how activities are completed. These provide points of reference and set boundaries. They also underpin competencies linked to high performance. Higher-order principles influence people’s expectations of what is fair and reasonable. They help clarify how leaders create enabling conditions that enhance motivation, commitment, and shared purpose.  

Self Determination Theory (SDT) offers insight into why principles matter. The SDT Model reveals that everyone has an innate need for positive, trust-based Relationships. We also seek to develop the Competence that fuels meaningful activity and builds motivation. Autonomy adds to self-direction, responsibility, and purpose. Underlying needs are also reflected in people’s desire for social cohesion and stability. Significant principles therefore relate to Justice, Equality, Compassion, and Accountability. Principles are closely aligned with ethical values but expressed in the form of rules, protocols, and norms.  

Clearly stated principles ensure consistency of approach, support cascaded leadership, and define the work culture. Effective leaders build on principles that will develop capability and create shared purpose. They appreciate that discretionary effort is influenced by a range of factors, which include opportunities for self-directed, meaningful activity. Significant, Superordinate Principles strengthen trust-based relationships and motivation. They help build commitment, which is the emotional connection and identification people feel towards the organization. It is enhanced when people feel valued and there are opportunities for personal development (e.g. "my manager supports my development"). Commitment helps maintain motivation when we are faced with the inevitable setbacks that undermine progress.  

Over time, authentic leaders internalize important principles, including an emphasis on transparency, equality, and accountability. Clear principles increase personal conviction, but also our willingness to develop capability in others. Acting on the basis of higher-order principles conveys integrity and establishes a clear rationale for effective action, which adds to the leader's credibility. Principles have a significant role in building and maintaining people's motivation and commitment. They help leaders create shared purpose, develop effective systems, and achieve more meaningful connections with others.

What do you think of David's perspective? What is the state of leadership in your organization? Do the principles stated and practiced build motivation and commitment?

Virtual Reality and Artificial Intelligence -- What is Their Role in Coaching and Training?

In February, Matteo Zaralli published a new book -- entitled Virtual Reality and Artificial Intelligence: Risks and Opportunities for Your Business -- which focuses on how virtual reality (VR) and artificial intelligence (AI) are reshaping the way we learn and coach. 

When I spoke with Matteo this past week, I asked him: “What are some of the ways virtual reality and artficial intelligence are being incorporated into coaching and training?” Here is his complete answer:

Virtual Reality (VR) and Artificial Intelligence (AI) are revolutionary technologies with the potential to radically transform the landscape of learning and coaching, significantly accelerating, enriching, and enhancing the process.

Exploring the domain of artificial intelligence, we see how the accessibility to information and the speed of its acquisition highlight the transformative power of AI. However, its application extends far beyond this. Recently, Open AI introduced a groundbreaking development with the launch of a vocal feature for ChatGPT, offering users the opportunity to interact with an advanced virtual assistant, further expanding the horizons of digital learning.

In parallel, virtual reality is opening new frontiers in education and coaching, thanks to the introduction of cutting-edge devices from Oculus and Apple. Studies conducted on these platforms demonstrate that learning can be up to four times faster, with improved performance and optimal concentration, thanks to an immersive environment that minimizes distractions.

By combining the strengths of VR and AI, we can envision innovative scenarios such as public speaking, healthcare procedures (such as surgical room preparation and intricate surgeries), work safety certifications alongside standards compliance, construction projects, engineering challenges, and energy and plant maintenance represent areas where advanced tools significantly enhance learning and execution of specialized skills; where users can practice in a safe, interactive, and emotionally engaging context. This environment is enriched by the presence of a virtual assistant, with whom users can discuss specific topics, offering an unprecedented learning experience. For coaches and instructors, often constrained by limited time, this synergy provides a valuable simulation tool, allowing them to efficiently support every individual and ensure a high level of continuous learning.

The benefit of having a tool to train and exercise our skills is needed today more than ever. Technology runs, companies run, and more and more skills and abilities developed quickly are demanded at work, but like everyone, the day consists of 24 hours. So it required a tool that allows us to learn faster, with an impact on our recollection and memory, and above all that untied from space and time.

What do you think of Matteo's perspective? Has VR and AI been incorporated into your organization's learning and coaching processes? Have the results been successful? 

The Coaching Manager -- Toyota Kata and Scientific Thinking

Just this month, Tilo Schwarz and Jeffrey K. Liker published a new book entitled Giving Wings to Her Team: A Novel About Learning to Coach the Toyota Kata Way, which presents a story about the benefits of becoming a coaching manager and how to get there. We follow the fictional character, named Denise, on a journey of discovery and skill development, as she moves beyond the tools and concepts of Lean and focuses on daily practice that helps her supervisors achieve their goals. It's about the Toyota Kata approach, which helps anyone develop and apply scientific thinking -- an exploratory mindset of curiosity and experimentation.

When I recently spoke with Tilo and Jeff, I had the chance to ask them some questions specific to the concepts discussed in their current book, and how those concepts apply to daily work.

Question 1: What are the benefits of becoming a coaching manager?

In general terms, a coach teaches, watches the student, gives appropriate feedback, and assigns drills to learn specific skills.  You can coach anyone on any skill.  In Giving Wings to Her Team, the central character Denise learns a specific type of coaching for a particular skill set -- scientific thinking.

We often think that to navigate today’s complex challenges we need decisive leaders with a clear roadmap that they rigorously implement.  In reality, the more complex the challenge the less a roadmap will be helpful.  Instead, we need adaptive problem-solving, testing ideas rapidly, and learning our way to goals.  In Toyota Kata, this way is called scientific thinking—focus on facts, formulate hypotheses, test ideas instead of making assumptions, reflect, and learn.

Toyota Kata teaches a coaching approach that enables your team to become increasingly adaptive, innovative, and resilient – fostering a culture of continuous learning and improvement, so your team can meet their current challenges and be ready for more.

Question 2: How does Toyota Kata help you to become a coaching manager?

The term “kata” is used in Japanese martial arts and are the small skills the black belt teaches and then the student practices repeatedly, with feedback, until doing it the right way becomes a habit. Michael Jordan put it nicely: “You can practice shooting eight hours a day, but if your technique is wrong, then all you become is very good at shooting the wrong way.” 

In the novel, Denise faces the biggest challenges of her life as a manufacturing manager and is fortunate to get coaching help from Maggie who runs the local gym.  Maggie has studied and used Toyota Kata in her gym.  She helps Denise learn to work with her team to set big challenges they can relate to, study the current condition, set short-term target conditions, and then experiment toward these targets.  Denise struggles at first, but through practice, and Maggie’s coaching, she gets better and better at giving wings to her team.  

You can learn along with Denise how to become a coach of scientific thinking and by coaching your team to achieve goals that at first seem impossible.  In this book, we go beyond laundry lists of coaching best practices and demonstrate how to develop actual skills in yourself and your team.  

We hope our novel will help you start a learning journey of your own.

What are your experiences with Toyota Kata? Have you applied it in your organization? How has it benefited your managers and teams?