The Learning Experiences of Learning and Development Professionals Working Remotely
Open Access Depositeddesigning virtual training
the changing nature of work (resetting expectations
and formal learning), transitioning to virtual training (delivering training virtually
redefining relationships), learning as a L&D professional (informal learning
engaging learners virtually), and the changing nature of the L&D field (the purpose of L&D, the role and value of L&D, the future of L&D in the AI world). This study concluded that the transition to remote work brought both disruption and opportunity for continuous learning, requiring L&D professionals to refine their expertise following the outbreak of Covid-19 by redefining their roles, professional relevance, and approaches to learning facilitation to support the learning of others in a remote work environment. Participants identified that relationships with colleagues, leadership support, and organizational norms and policies were critical factors influencing their learning and effectiveness during and after their shift to remote work. Early isolation and rapid technological change challenged trust and cohesion, while informal learning, communities of practice, and mutually beneficial peer networks enabled knowledge sharing, collaboration, and problem-solving. Proactive leadership that offered autonomy, feedback, and access to resources and development-oriented programs empowered L&D professionals to innovate, adapt, and respond to emerging workplace challenges. Responsible for curating impactful learning experiences, L&D professionals rely on these relationships, supportive leadership, and enabling organizational policies not only to advance their own learning but also to maximize their effectiveness in facilitating others' learning. The findings highlight the evolving and uncertain nature of the L&D field as it adapts to technological innovation, organizational transformation, and the complex demands of the modern workplace. In response to the ongoing disruption, L&D professionals are continually evolving their roles, skills, and professional purpose to reinforce their strategic importance and maintain their expertise in an increasingly complex and technology-driven workplace. Following their transition to remote work, L&D professionals redefined their sense of value and purpose as professionals, navigating limited resources and shifting organizational priorities, to guide the workforce through a rapidly changing environment, while simultaneously navigating criticisms and the undervaluing of the field. Looking ahead to the rise of AI, the findings emphasized that this has introduced both opportunities and concerns as L&D professionals work to integrate technologies and sustain their relevance. Participants recognized the L&D field as simultaneously essential and marginalized, highlighting the need for elevating the value of the L&D function, enhancing their competencies, and ability to respond quickly to change.
learning from others
The abrupt shift to fully remote work after Covid-19 and accelerated reliance on technology profoundly transformed the workforce, reshaping how work is performed and the ways professionals learn what is required for success. The purpose of this basic qualitative study was to understand how learning and development (L&D) professionals, working remotely for the first time after the Covid-19 government-mandated shutdown in March 2020, describe their learning experiences as they facilitate the learning of others, and how changes in their work environment have influenced their perception of the L&D field. As part of the in-depth interviews with 12 L&D professionals, participants were invited to bring an artifact (e.g., a tool, object, image, or document) that reflected their learning experiences as L&D professionals. Data analysis led to the emergence of the following four main themes along with their associated subthemes included in parenthesis
learning by doing
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