Thoughts
6 July 2026 · Pillar post
The Workplace Used to Develop People By Accident. Now We Need To Do It By Design.
The Workplace Used to Develop People By Accident. Now We Need To Do It By Design.
The Workplace Used to Develop People By Accident. Now We Need To Do It By Design.
The office was never just where work happened. It was also where judgement, confidence and professional instinct quietly developed through hundreds of small moments. Hybrid work has made those moments less predictable — so organisations need to design for them deliberately.
The office was never just where work happened. It was also where judgement, confidence and professional instinct quietly developed through hundreds of small moments. Hybrid work has made those moments less predictable — so organisations need to design for them deliberately.
The office was never just where work happened. It was also where judgement, confidence and professional instinct quietly developed through hundreds of small moments. Hybrid work has made those moments less predictable — so organisations need to design for them deliberately.
“Working from home has made it much harder to develop junior people.”
“Working from home has made it much harder to develop junior people.”
A sentence from a senior investment banker that points to a wider capability challenge.
The Development System Nobody Realised They Were Using
The Development System Nobody Realised They Were Using
The Development System Nobody Realised They Were Using
A few weeks ago, I was talking to a senior investment banker responsible for leading a large team of researchers. At one point he said something that stopped me in my tracks.
A few weeks ago, I was talking to a senior investment banker responsible for leading a large team of researchers. At one point he said something that stopped me in my tracks.
“Working from home has made it much harder to develop junior people.”
“Working from home has made it much harder to develop junior people.”
He wasn’t talking about productivity. His team were working hard. He wasn’t talking about technical ability either; the graduates he hires are exceptionally bright. His concern was something far less obvious: junior employees were taking longer to develop judgement.
He wasn’t talking about productivity. His team were working hard. He wasn’t talking about technical ability either; the graduates he hires are exceptionally bright. His concern was something far less obvious: junior employees were taking longer to develop judgement.
They were more likely to spend hours on work that wasn’t actually a priority. They hesitated before asking questions and feedback often failed to translate into meaningful change. Managers were discovering problems later, after valuable time had already been lost.
They were more likely to spend hours on work that wasn’t actually a priority. They hesitated before asking questions and feedback often failed to translate into meaningful change. Managers were discovering problems later, after valuable time had already been lost.
The more we talked, the more familiar the pattern became. This wasn’t unique to investment banking. Any organisation that develops expertise through experience rather than simply formal training is likely to recognise it.
The more we talked, the more familiar the pattern became. This wasn’t unique to investment banking. Any organisation that develops expertise through experience rather than simply formal training is likely to recognise it.
Many organisations have invested heavily in training, mentoring, collaboration tools and knowledge management. Yet one of the most powerful ways people learned at work was never formally designed in the first place. It happened in the spaces between scheduled meetings or in the quick question asked across a desk.
Many organisations have invested heavily in training, mentoring, collaboration tools and knowledge management. Yet one of the most powerful ways people learned at work was never formally designed in the first place. It happened in the spaces between scheduled meetings or in the quick question asked across a desk.
It happened when someone overheard an experienced colleague explain a decision or when they saw priorities change during a busy afternoon. Learning happened when someone said, “Don’t spend any more time on that.”
It happened when someone overheard an experienced colleague explain a decision or when they saw priorities change during a busy afternoon. Learning happened when someone said, “Don’t spend any more time on that.”
Professional judgement isn’t usually taught. It’s absorbed.
Professional judgement isn’t usually taught. It’s absorbed.
Professional judgement isn’t usually taught. It’s absorbed.
For decades, organisations benefited from this process without needing to design it deliberately. It was simply part of working alongside experienced colleagues.
For decades, organisations benefited from this process without needing to design it deliberately. It was simply part of working alongside experienced colleagues.
Researchers have studied this type of workplace learning for many years. Often described as informal workplace learning or social learning, it refers to the knowledge, judgement and behaviours that develop through observation, participation and everyday interaction rather than formal instruction.
Researchers have studied this type of workplace learning for many years. Often described as informal workplace learning or social learning, it refers to the knowledge, judgement and behaviours that develop through observation, participation and everyday interaction rather than formal instruction.
Research exploring hybrid workplaces suggests that one of the less visible consequences of remote working is the reduction of these everyday learning opportunities, particularly for employees at the beginning of their careers.
Research exploring hybrid workplaces suggests that one of the less visible consequences of remote working is the reduction of these everyday learning opportunities, particularly for employees at the beginning of their careers.
Capability grows in conversations that were never scheduled.
Capability grows in conversations that were never scheduled.
Capability grows in conversations that were never scheduled.
The office was never just a place where work happened. It was also an environment where capability quietly developed through countless small interactions that nobody planned, nobody measured and very few organisations consciously recognised until they became less frequent.
The office was never just a place where work happened. It was also an environment where capability quietly developed through countless small interactions that nobody planned, nobody measured and very few organisations consciously recognised until they became less frequent.
Why Capability Develops Differently
Why Capability Develops Differently
Why Capability Develops Differently
Organisations have never had better ways to share knowledge. New employees begin their careers with structured onboarding, digital learning platforms, online resources and instant access to information. Formal learning has become more accessible, more consistent and easier to scale.
Organisations have never had better ways to share knowledge. New employees begin their careers with structured onboarding, digital learning platforms, online resources and instant access to information. Formal learning has become more accessible, more consistent and easier to scale.
Yet becoming effective at work has never been just about acquiring information. Professional capability develops more gradually. It grows through experience, observation and repeated exposure to situations that can’t easily be captured in a handbook or training course.
Yet becoming effective at work has never been just about acquiring information. Professional capability develops more gradually. It grows through experience, observation and repeated exposure to situations that can’t easily be captured in a handbook or training course.
Over time, people develop judgement. They become better at recognising priorities, navigating uncertainty, making decisions with incomplete information and understanding when it’s time to ask for help. Much of that learning happens through other people.
Over time, people develop judgement. They become better at recognising priorities, navigating uncertainty, making decisions with incomplete information and understanding when it’s time to ask for help. Much of that learning happens through other people.
Think about something as ordinary as asking a manager a question. It sounds straightforward, but there’s a surprising amount of judgement wrapped up in that moment.
Think about something as ordinary as asking a manager a question. It sounds straightforward, but there’s a surprising amount of judgement wrapped up in that moment.
Do they look busy? Should I interrupt or wait? Is this something I should work out myself first? Would a colleague be a better person to ask?
Do they look busy? Should I interrupt or wait? Is this something I should work out myself first? Would a colleague be a better person to ask?
Nobody explains these things during induction. We learn them by watching, listening and gradually building confidence through experience.
Nobody explains these things during induction. We learn them by watching, listening and gradually building confidence through experience.
The same is true of many behaviours experienced professionals eventually take for granted: reading the mood of a meeting, knowing when to speak and when to listen, seeing how someone handles disagreement without damaging a relationship, and learning that asking for help early is usually a sign of good judgement, not weakness.
The same is true of many behaviours experienced professionals eventually take for granted: reading the mood of a meeting, knowing when to speak and when to listen, seeing how someone handles disagreement without damaging a relationship, and learning that asking for help early is usually a sign of good judgement, not weakness.
These aren’t simply workplace skills, they’re part of becoming a professional.
These aren’t simply workplace skills, they’re part of becoming a professional.
These aren’t simply workplace skills, they’re part of becoming a professional.
Albert Bandura’s Social Learning Theory demonstrated that people learn behaviours by observing others. Jean Lave and Etienne Wenger later described how newcomers develop competence by participating alongside more experienced colleagues within a community of practice.
Albert Bandura’s Social Learning Theory demonstrated that people learn behaviours by observing others. Jean Lave and Etienne Wenger later described how newcomers develop competence by participating alongside more experienced colleagues within a community of practice.
Hybrid working is only one part of the story. Today’s graduates have also grown up in a different social and educational environment. Much of their communication, collaboration and problem-solving has taken place through digital technology.
Hybrid working is only one part of the story. Today’s graduates have also grown up in a different social and educational environment. Much of their communication, collaboration and problem-solving has taken place through digital technology.
Those experiences bring genuine strengths, particularly in digital confidence and adaptability. They also mean that some interpersonal experiences previous generations encountered routinely may need more deliberate opportunities to develop once people enter the workplace.
Those experiences bring genuine strengths, particularly in digital confidence and adaptability. They also mean that some interpersonal experiences previous generations encountered routinely may need more deliberate opportunities to develop once people enter the workplace.
None of this suggests that hybrid working has failed, or that one generation is better prepared than another. It simply reflects a different starting point. The workplace has always taught far more than the job itself — it teaches people how to become professionals.
None of this suggests that hybrid working has failed, or that one generation is better prepared than another. It simply reflects a different starting point. The workplace has always taught far more than the job itself — it teaches people how to become professionals.
The Hidden Cost Shows Up Elsewhere
The Hidden Cost Shows Up Elsewhere
The Hidden Cost Shows Up Elsewhere
One thing I’ve noticed while talking to managers is that very few of them describe the problem in terms of learning or development. They talk about time, about people getting stuck, work having to be redone and feeling like they’re constantly stepping back into conversations they thought had already been resolved.
One thing I’ve noticed while talking to managers is that very few of them describe the problem in terms of learning or development. They talk about time, about people getting stuck, work having to be redone and feeling like they’re constantly stepping back into conversations they thought had already been resolved.
The senior investment banker wasn’t worried that his graduates lacked intelligence — quite the opposite. His frustration was watching capable people spend hours on work that wasn’t actually important, simply because nobody had interrupted their thinking early enough.
The senior investment banker wasn’t worried that his graduates lacked intelligence — quite the opposite. His frustration was watching capable people spend hours on work that wasn’t actually important, simply because nobody had interrupted their thinking early enough.
Another manager described spending increasing amounts of time redirecting work rather than developing people. Someone else talked about feedback that was listened to politely, yet rarely seemed to change anything. Others spoke about junior employees who stayed quiet until a piece of work had gone significantly off track.
Another manager described spending increasing amounts of time redirecting work rather than developing people. Someone else talked about feedback that was listened to politely, yet rarely seemed to change anything. Others spoke about junior employees who stayed quiet until a piece of work had gone significantly off track.
Individually, these sound like different management problems. Taken together, they suggest something else: the small moments that once helped people course-correct throughout the day have become less frequent.
Individually, these sound like different management problems. Taken together, they suggest something else: the small moments that once helped people course-correct throughout the day have become less frequent.
Questions that would once have taken thirty seconds to answer are held back. Assumptions go untested. Uncertainty stays hidden for longer. By the time it becomes visible, the conversation is no longer about guidance — it’s about recovery.
Questions that would once have taken thirty seconds to answer are held back. Assumptions go untested. Uncertainty stays hidden for longer. By the time it becomes visible, the conversation is no longer about guidance — it’s about recovery.
Managers are being asked to compensate for the loss of hundreds of everyday learning moments that used to happen naturally.
Managers are being asked to compensate for the loss of hundreds of everyday learning moments that used to happen naturally.
Managers are being asked to compensate for the loss of hundreds of everyday learning moments that used to happen naturally.
That carries a cost. Managers spend more time untangling work that drifted off course than helping people develop their judgement. Feedback becomes more corrective than developmental. Employees begin to question their own ability, even when the real issue was a lack of timely guidance rather than a lack of capability.
That carries a cost. Managers spend more time untangling work that drifted off course than helping people develop their judgement. Feedback becomes more corrective than developmental. Employees begin to question their own ability, even when the real issue was a lack of timely guidance rather than a lack of capability.
The Space Between Conversations
The Space Between Conversations
The Space Between Conversations
Organisations haven’t stopped investing in their people. If anything, they’ve invested more. Graduate programmes have become more structured, mentoring and coaching are widely available, managers are encouraged to hold regular one-to-ones and learning platforms provide instant access to knowledge and resources.
Organisations haven’t stopped investing in their people. If anything, they’ve invested more. Graduate programmes have become more structured, mentoring and coaching are widely available, managers are encouraged to hold regular one-to-ones and learning platforms provide instant access to knowledge and resources.
Yet a familiar pattern continues to emerge in conversations with managers. People become stuck — not during a mentoring session or a scheduled check-in, but afterwards.
Yet a familiar pattern continues to emerge in conversations with managers. People become stuck — not during a mentoring session or a scheduled check-in, but afterwards.
On an ordinary Tuesday morning, when they’re trying to make sense of a piece of feedback. When they’re unsure whether they’ve interpreted a brief correctly or when priorities change halfway through a task. When they’re about to send an email or an important report and find themselves wondering, “Have I completely misunderstood this?”
On an ordinary Tuesday morning, when they’re trying to make sense of a piece of feedback. When they’re unsure whether they’ve interpreted a brief correctly or when priorities change halfway through a task. When they’re about to send an email or an important report and find themselves wondering, “Have I completely misunderstood this?”
These are thinking moments, small decisions made hundreds of times throughout a working week.
These are thinking moments, small decisions made hundreds of times throughout a working week.
Do I ask now or work it out myself? Do I keep going or stop and check? Is this good enough? Am I overthinking this? What does my manager actually mean? Have I missed something obvious?
Do I ask now or work it out myself? Do I keep going or stop and check? Is this good enough? Am I overthinking this? What does my manager actually mean? Have I missed something obvious?
Do I ask now or work it out myself? Do I keep going or stop and check? Is this good enough? Am I overthinking this? What does my manager actually mean? Have I missed something obvious?
This is where thinking can quietly stall because the uncertainty has nowhere to go. Professional growth doesn’t happen only during appraisals, training courses or mentoring sessions. Much of it happens in the hours and days between them.
This is where thinking can quietly stall because the uncertainty has nowhere to go. Professional growth doesn’t happen only during appraisals, training courses or mentoring sessions. Much of it happens in the hours and days between them.
Working alongside other people naturally created opportunities for those moments to be noticed. Someone spotted a puzzled expression, a colleague overheard an assumption that needed challenging, or a manager redirected a piece of work before another afternoon disappeared.
Working alongside other people naturally created opportunities for those moments to be noticed. Someone spotted a puzzled expression, a colleague overheard an assumption that needed challenging, or a manager redirected a piece of work before another afternoon disappeared.
How do you help people keep thinking when nobody happens to be sitting beside them?
How do you help people keep thinking when nobody happens to be sitting beside them?
How do you help people keep thinking when nobody happens to be sitting beside them?
How do you prevent small moments of uncertainty quietly turning into lost time, repeated feedback or diminishing confidence? Organisations have invested heavily in supporting people at key moments. The next opportunity may lie in supporting the hundreds of smaller moments in between.
How do you prevent small moments of uncertainty quietly turning into lost time, repeated feedback or diminishing confidence? Organisations have invested heavily in supporting people at key moments. The next opportunity may lie in supporting the hundreds of smaller moments in between.
Better Questions Create Better Thinking
Better Questions Create Better Thinking
Better Questions Create Better Thinking
If capability develops through hundreds of small moments rather than a handful of formal conversations, it raises an obvious question: what can organisations do differently?
If capability develops through hundreds of small moments rather than a handful of formal conversations, it raises an obvious question: what can organisations do differently?
There isn’t a single intervention that replaces the learning once gained simply by working alongside experienced colleagues. The opportunity lies in recognising the moments where thinking most often slows down and helping people work through them while the work is still happening.
There isn’t a single intervention that replaces the learning once gained simply by working alongside experienced colleagues. The opportunity lies in recognising the moments where thinking most often slows down and helping people work through them while the work is still happening.
Before someone starts
Before someone starts
Many problems begin with good intentions and a misunderstanding. A brief is interpreted differently, priorities aren’t quite clear, and people leave a meeting believing they know what success looks like, only to discover days later that they’ve been solving the wrong problem.
Many problems begin with good intentions and a misunderstanding. A brief is interpreted differently, priorities aren’t quite clear, and people leave a meeting believing they know what success looks like, only to discover days later that they’ve been solving the wrong problem.
Rather than asking, “Do you understand?”, try asking: “Talk me through how you’re thinking about this.”
Rather than asking, “Do you understand?”, try asking: “Talk me through how you’re thinking about this.”
While the work is underway
While the work is underway
Work rarely goes off course all at once. It drifts — a small assumption becomes a bigger one, priorities change and uncertainty kicks in. People keep going because stopping to ask feels more uncomfortable than carrying on.
Work rarely goes off course all at once. It drifts — a small assumption becomes a bigger one, priorities change and uncertainty kicks in. People keep going because stopping to ask feels more uncomfortable than carrying on.
Before work is shared
Before work is shared
Almost everyone recognises the hesitation that comes just before pressing send. Sometimes people rush because they want reassurance or delay because they’re no longer sure whether they’ve got it right. Encourage people to pause and ask: “What question am I actually answering?”
Almost everyone recognises the hesitation that comes just before pressing send. Sometimes people rush because they want reassurance or delay because they’re no longer sure whether they’ve got it right. Encourage people to pause and ask: “What question am I actually answering?”
After feedback
After feedback
Feedback doesn’t shape performance simply because it was delivered well. People still need to make sense of it. A useful conversation doesn’t end with, “Any questions?” It continues with: “What are you taking away from this?” or “What’s one thing you’ll do differently next time?”
Feedback doesn’t shape performance simply because it was delivered well. People still need to make sense of it. A useful conversation doesn’t end with, “Any questions?” It continues with: “What are you taking away from this?” or “What’s one thing you’ll do differently next time?”
When thinking stalls
When thinking stalls
Every manager recognises this moment: progress slows, confidence nose-dives and someone begins circling the same problem without moving forward. This is often the point where people assume they need answers. Many don’t.
Every manager recognises this moment: progress slows, confidence nose-dives and someone begins circling the same problem without moving forward. This is often the point where people assume they need answers. Many don’t.
Every manager recognises this moment: progress slows, confidence nose-dives and someone begins circling the same problem without moving forward. This is often the point where people assume they need answers. Many don’t.
Most development happens while nobody is watching.
Most development happens while nobody is watching.
The more organisations can recognise and support those everyday thinking moments, the more likely they are to develop confident, capable professionals — not just knowledgeable employees.
The more organisations can recognise and support those everyday thinking moments, the more likely they are to develop confident, capable professionals — not just knowledgeable employees.
From Accidental Development to Deliberate Development
From Accidental Development to Deliberate Development
From Accidental Development to Deliberate Development
The more I explored this topic, the more one conclusion kept emerging. For decades, organisations developed people in two ways. Some development was intentional — training programmes, mentoring, coaching, feedback and line management all played an important role. Alongside that sat another layer of development that very few organisations consciously designed.
The more I explored this topic, the more one conclusion kept emerging. For decades, organisations developed people in two ways. Some development was intentional — training programmes, mentoring, coaching, feedback and line management all played an important role. Alongside that sat another layer of development that very few organisations consciously designed.
It happened through everyday conversations, shared experiences and the hundreds of small thinking moments that naturally occurred when people worked alongside one another. That layer hasn’t disappeared; it has become less predictable.
It happened through everyday conversations, shared experiences and the hundreds of small thinking moments that naturally occurred when people worked alongside one another. That layer hasn’t disappeared; it has become less predictable.
Hybrid working, changing patterns of communication and different educational experiences have all reshaped the environment in which people develop professional judgement. The organisations seeing the strongest outcomes won’t necessarily be those asking people to spend more time in the office. They’ll be the ones that recognise what has changed and deliberately create new ways to support capability as it develops.
Hybrid working, changing patterns of communication and different educational experiences have all reshaped the environment in which people develop professional judgement. The organisations seeing the strongest outcomes won’t necessarily be those asking people to spend more time in the office. They’ll be the ones that recognise what has changed and deliberately create new ways to support capability as it develops.
That was the thinking behind Pair Thinking. We didn’t set out to build another learning platform or another coaching programme. We wanted to solve a much simpler problem.
That was the thinking behind Pair Thinking. We didn’t set out to build another learning platform or another coaching programme. We wanted to solve a much simpler problem.
How do you give someone somewhere to think when they need it most?
How do you give someone somewhere to think when they need it most?
How do you give someone somewhere to think when they need it most?
Not during next month’s appraisal or when a manager happens to become available. Today. While they’re trying to make sense of feedback, preparing for a difficult conversation, working through uncertainty, organising their thoughts before an important meeting or trying to decide whether they’re solving the right problem.
Not during next month’s appraisal or when a manager happens to become available. Today. While they’re trying to make sense of feedback, preparing for a difficult conversation, working through uncertainty, organising their thoughts before an important meeting or trying to decide whether they’re solving the right problem.
People don’t always need someone to give them the answer. More often, they need somewhere to think clearly enough to find it themselves. When that happens, managers spend less time rescuing work that has drifted off course and more time developing people.
People don’t always need someone to give them the answer. More often, they need somewhere to think clearly enough to find it themselves. When that happens, managers spend less time rescuing work that has drifted off course and more time developing people.
Pair Thinking isn’t designed to replace managers, mentors or colleagues. Those relationships remain irreplaceable. Our role is much simpler: to help people make better use of the space between those conversations, where so much of their thinking — and ultimately their development — takes place.
Pair Thinking isn’t designed to replace managers, mentors or colleagues. Those relationships remain irreplaceable. Our role is much simpler: to help people make better use of the space between those conversations, where so much of their thinking — and ultimately their development — takes place.
For decades, workplaces developed people almost by accident. The opportunity now is to develop them by design. That belief sits at the heart of Pair Thinking.
For decades, workplaces developed people almost by accident. The opportunity now is to develop them by design. That belief sits at the heart of Pair Thinking.
We’re building practical tools that help organisations support the everyday moments where thinking, confidence and professional judgement develop — between meetings, between feedback conversations and between the formal development touchpoints that already exist.
We’re building practical tools that help organisations support the everyday moments where thinking, confidence and professional judgement develop — between meetings, between feedback conversations and between the formal development touchpoints that already exist.
Because developing people well has never mattered more.
Because developing people well has never mattered more.
Because developing people well has never mattered more.
Research & Further Reading
Research & Further Reading
Research & Further Reading
The ideas explored in this article are informed by research across organisational psychology, workplace learning, behavioural science and modern management. The following sources provide a useful starting point for readers wishing to explore the evidence in more depth.
The ideas explored in this article are informed by research across organisational psychology, workplace learning, behavioural science and modern management. The following sources provide a useful starting point for readers wishing to explore the evidence in more depth.
Atkin, D., Schoellman, T., et al.
Research on workplace proximity, feedback and long-term human capital development. Explores how physical proximity to experienced colleagues contributes to long-term capability development and increases opportunities for developmental feedback.
Emerald Publishing. (2024).
Working and Learning in a Hybrid Workplace. Examines how hybrid working influences informal workplace learning, collaboration and professional development.
Chartered Institute of Personnel and Development (CIPD). (2023–2024).
Flexible and Hybrid Working and Learning at Work reports. Provides UK evidence and guidance on the impact of hybrid working on learning, collaboration, capability development and people management.
Gallup.
Workplace research on early-career employees, engagement and learning in hybrid environments. Highlights younger employees’ different experiences in building relationships, learning roles and developing confidence at work.
Organisation for Economic Co-operation and Development (OECD). (2023).
OECD Skills Outlook. Explores the growing importance of interpersonal, adaptive and lifelong learning skills in modern workplaces.
Confederation of British Industry (CBI).
Education and Skills Survey. Examines employer perspectives on workplace readiness, communication, problem-solving and the wider capabilities needed for successful careers.
Bandura, A. (1977).
Social Learning Theory. Foundational work demonstrating how people learn behaviours, attitudes and skills through observing others.
Lave, J. & Wenger, E. (1991).
Situated Learning: Legitimate Peripheral Participation. Introduces the concept of learning through participation within communities of practice rather than through formal instruction alone.
Wenger, E. (1998).
Communities of Practice: Learning, Meaning and Identity. Explores how professional identity, judgement and expertise develop through participation in workplace communities.
Edmondson, A. (2019).
The Fearless Organization. Examines how psychologically safe environments encourage learning, help-seeking and continuous improvement.
Ready to put this into practice?
Ready to put this into practice?
Read the short guide for managers on why capable junior team members get stuck — and what actually helps.
Read the short guide for managers on why capable junior team members get stuck — and what actually helps.