Expert work in transition
The development of expert work has been influenced by several megatrends, most notably technological changes. Technology has made working life rapidly evolving—so much so that people face challenges in keeping up.
When people are under intense pressure, human nature begins to manifest in communities, such as work organizations. We increasingly turn toward humanity, seeking strength and solutions from what ultimately matters most.
This is one reason why human skills have gained prominence and continue to do so. We have come to terms with the reality and started developing those skills that are most critical under high pressure.
Human skills have the remarkable quality of not only making us stronger but also enhancing well-being, happiness, and a sense of meaning in life. A community excelling in human skills is also one where trust, respect, and safety prevail.
We have always worked remotely
During the pandemic, remote work became rapidly widespread, and as the pandemic subsided, hybrid work emerged strongly alongside it. These changes profoundly affect the fundamental pillars of humanity and the functioning of communities, as we have evolved to interact with one another face-to-face.
However, we do not need to be physically present to interact. We are a highly developed social species that has always found new ways to bridge distances, whether through letter-writing or telephone calls.
The quick development of communication technology has brought us to a reality where real-time audiovisual connections are commonplace. Video meetings enable work regardless of location, but as a result, we are no longer as genuinely together and present. Inevitably, this impacts community dynamics and organizational functionality. When interaction falls short, the quality of collaboration and the ability to tackle shared challenges may also suffer.
This ongoing change is further accelerated by the rapid development of artificial intelligence, which is expected to have a profound impact on the future of expert work. The effects of AI are predicted to be dramatically greater than those of earlier ICT technologies and digitalization. A technological leap lies ahead, one that could revolutionize not only the nature of work but also how and where it is done.
Reflective work at the core of human skills
Reflective work is not only an essential component of human skills but also the foundation for their development. While domain-specific knowledge can be acquired by reading industry literature or studying legislative updates, human skills cannot be learned solely from books, as they are always context-dependent. Human skills relate to how we behave and act together and individually in different situations, how we regulate ourselves, and how we collectively regulate one another’s actions.
Reflection is the ability to recognize the unique characteristics of a situation and adapt both individual and collective actions accordingly: what to address and how, the emotions and meanings the situation evokes, and what those mean in practice. It also reveals the dynamics and meanings of situations, enabling genuine interaction and learning.
Reflection can feel challenging for many reasons. We operate in a goal-oriented, action-driven world. Expert work is often perceived as being about hard skills, advancing tasks, and achieving objectives. In reflection, however, the focus is not on achieving goals but on the quality of the reflection itself and the fact that it is happening.
Reflection is also mentally demanding—it forces us to look in the mirror as individuals and develop our actions in ways we are not accustomed to in the workplace. It challenges us to grow not only as professionals but also as human beings.
How does reflection work in practice?
The starting point for reflection is some kind of input—a situation, observation, or learning content, for example. This input triggers a reaction—thoughts and emotions. It might inspire, spark curiosity, cause confusion, or even lead to frustration.
In the first stage, the individual brings up for themselves or the group how they feel and what kinds of thoughts arose: this is what the individual and group members experienced in relation to what happened.
In the second stage, the individual or group considers the significance of these reactions. What does it mean that such reactions arose in us?
In the third stage, the discussion turns to whether there is a reason to take action. Reflection does not always have to lead to anything. Reflection itself is valuable and creates conditions for behavioral change, not least by fostering respect, trust, and safety.
Self-reflection and learning human skills
The input for a reflective learning process might be something like a short micro-learning content—a three-minute video, for example, that discusses the distribution of airspace in team collaboration.
In the first stage of reflection, you recognize that the video’s content evokes a feeling in you, such as confusion. For example “I hadn’t thought about this before!” or “Why haven’t I noticed this issue in my team?”. This feeling leads you to explore what other thoughts or feelings the video brought to your mind.
In the next stage, you reflect more deeply on the significance of your reactions. For example, you realize that uneven distribution of airspace in a team could be a real challenge. The feeling of confusion indicates that the content has triggered something meaningful from your perspective at work. You begin to recognize that this is a theme worth paying attention to. You think, “This is an issue that might be visible in my team as well.”
In the final stage of reflection, you consider how to turn this observation into action. You decide to bring it up in the next team meeting. You suggest allocating 15 minutes for the topic in either the next or the following meeting. You are ready to present the issue clearly and discuss its impacts together with the team.
Shared reflection in online learning
Imagine a scenario where a team goes through online learning content together. This could be part of the team’s development work, for example, a weekly practice to deepen their shared understanding of important topics. The learning input might be microlearning content, such as a video on the distribution of airspace in team collaboration. The team watches the video together—what happens next?
In the first stage, team members share their spontaneous feelings and reactions to the video content. For example, someone might say: “I hadn’t thought about how much some of us take up speaking space!” or “This made me think that there might be room for improvement in our team in this area.”. The feelings and thoughts could vary: confusion, insights, or even defensive reactions. The goal is to recognize what feelings and reflections the content triggered in individuals and the team as a whole.
In the next stage, the team deepens its reflections and analyzes its observations together. The discussion might begin with a question like, “Do we see this airspace distribution challenge in our own team?” or “How does this show up concretely in our daily work?”. Sharing feelings, insights, or questions helps the team understand how the issue connects to their own work community. Team reflection can also help uncover hidden themes that an individual may not have recognized on their own.
In the final stage, the team focuses its reflection on actions. The discussion might consider concrete steps, such as, “How can we ensure that everyone has an equal opportunity to participate in the conversation?” or “How can we incorporate this theme into our next team meeting?”. The team might decide to make changes, such as adjusting meeting practices or creating rules aimed at balancing speaking time. Finally, the team might agree on the next steps and track together how the changes affect their daily work.
In this way, shared reflection not only deepens learning but also strengthens the team’s mutual understanding and interaction.
How do we combine reflection, content and technology?
The key question now is how we can integrate technology—which enables the efficient, controlled, and measurable presentation of content—with a reflective work approach that supports people in engaging in reflective discussions.
At its best, microlearning content serves as an effective trigger for reflection. The concept of microlearning typically refers to short, focused pieces of content designed to support learning on a specific topic. This content can take the form of videos, articles, or even podcasts—usually lasting between 3 to 10 minutes. Microlearning can also include shared discussions around the theme. When microlearning content and collaborative learning discussions are sequenced according to the reflection cycle, larger learning experiences can be created.
Riikka Hagman, CEO of Xoompoint and an online pedagogy expert, once reflected on whether it’s possible to learn soft skills online. Based on her 20 years of experience in digital learning, she believes that, in principle, you can learn anything online. Over time, her perspective on soft skills has evolved to conclude that learning interpersonal skills through microlearning and technology is entirely possible. The reflective learning model provides a solid foundation for this kind of learning.
“Learning interpersonal skills through microlearning and technology is entirely possible. The reflective learning model provides a strong foundation for it.” – Riikka Hagman, Online Pedagogy Expert (Xoompoint)
Recognized benefits of microlearning
Microlearning allows learning as needed. On training days or long online courses, a challenge may arise when certain topics are already clear and well-understood by some learners, yet these topics still need to be reviewed. Breaking down learning content into smaller chunks allows for better targeting according to the learner’s skill level. Learners can more easily choose which content is useful for them and will advance their professional expertise or soft skills.
Microlearning is also flexible; short learning sessions are easy to schedule amid hectic work. At its best, these sessions can even be seen as a small break and an opportunity to focus on different content during the workday.
Instead of large-scale content, smaller learning units are easier to absorb and master. Even for soft skills, learning in small steps is much easier than trying to tackle everything related to interpersonal interaction during a couple of training days.
Efficiency is also strongly connected to microlearning. Training days with meals and meeting rooms can easily become costly. Especially when considering that participants are absent from other work tasks during the training. The benefits of microlearning may not be immediately obvious in one day, but ideally, the learning process flows alongside one’s regular work, eliminating the need for massive events that require extensive organization.
Customer example: Veikkaus’ journey in building a reflective culture
Our long-term client, Veikkaus, is an excellent example of the development of organizational culture and the successful integration of reflection into daily work practices.
In the beginning, learning content was brought to their learning platform. This initial situation resembled one where employees were handed a self-help book and expected to automatically absorb the new information and change their behavior as a result.
Discussions revealed that learning people skills requires reflection and conversation: “What does this mean for us?”. Although the idea was accepted at Veikkaus, employees were not yet ready to internalize reflection as part of their expert work. They were seasoned professionals who worked within clearly defined frameworks. Reflective work methods were not yet seen as an essential part of their jobs.
The solution was found through Veikkaus’ HRD team’s learning management processes. In collaboration, we started to build structures and make clear what reflection practically means. We developed exciting communication strategies with catchy headlines and clear action steps. Also leaders and managers were brought in to drive the change forward. The process progressed through goal-setting, measurement, and continuous learning. Over time, the reflective work approach gradually became part of everyday life.
As time passed, reflection became a strong part of Veikkaus’ culture. Today, teams use the reflective work approach in various ways, and it has become a natural part of their workday. For example, meeting invitations now include learning moments: “Hey, I watched an interesting video, let’s discuss this first!”. This small but significant change has made learning a natural part of working.
“Veikkaus’ example shows how a reflective work approach can become embedded in an organization’s culture. Meeting agendas no longer only contain action points, but also learning and development. These microlearning moments become a flow that supports both business and employee well-being. We, in turn, provide this flow to support training focused on soft skills and people skills—learning input that supports the continuous development of culture.” – Ville Ojanen, Chief Psychologist (Academy of Brain)
Evaluating the effectiveness of microlearning
Good and effective practices don’t develop on their own. HR’s role becomes crucial in implementing new practices, utilizing technology-enabled methods. Numerically, it is relatively easy to measure how well tools like Excel or PowerPoint are mastered. However, evaluating effectiveness is not always straightforward when it comes to soft skills. There are, however, methods to assess this, some of which are based on reflection.
Surveys and self-assessments done before a training or coaching program can serve as a starting point for measurement. The assessments delve into an individual’s perception of their starting point. During the coaching process, the theme being discussed can be reflected on in practice, i.e., how the skill can be applied in one’s work. After the coaching, one can reflect on whether the skills have developed and whether new skills are being applied in practical work. Even this type of self-assessment can often reveal a development trajectory or allow for consideration of reasons why development has not occurred as expected.
Feedback can also be solicited from a manager or team, for example, through 360-degree feedback. It is often helpful to ask for feedback multiple times to allow for tracking development.
Online analytics enables learning to be tracked using data. For course modules, for example, performance metrics and times can be monitored. In some cases, it may also be valuable to track whether content has been revisited multiple times. This can reveal if a particular section has sparked thoughts, prompting more time spent on it. Data can also help assess the level of engagement in training. By tracking exercises, task responses, and surveys, it can be determined whether additional support is needed for specific areas.
If you wish, you can read more about tools for skills development.
Challenges of online learning and how to tackle them
Despite prior preparation, things don’t always go as planned. Challenges related to time management are common, and often, the excuse of being too busy is used when content hasn’t been reviewed. One way to reduce this scheduling challenge is by setting a clear deadline for completion. While online learning is inherently flexible regarding time and location, it is beneficial to set a time frame for completing the tasks.
Investing in communication usually pays off. Effective communication can motivate learners and proactively highlight potential issues that may arise during the learning process. It’s important to emphasize that microlearning modules take only a few minutes to complete and are easy to schedule alongside regular work. Special attention to the program’s launch, naming the learning modules, and focusing on communication around the start can also help.
Too often, the reasons why a particular training program is important for both the individual and the organization are not communicated. The goals should be aligned with employees’ everyday work, and engaging managers is crucial to ensure a consistent message and prevent the topic from being forgotten. In team meetings, ongoing training modules can be brought up for discussion and reflecting together on the benefits of the learning at the team level.
It is worth embracing the possibilities of technology in tracking course completions. The data from the learning platform clearly shows who has completed their assigned courses and who still needs to finish them. Managers can monitor the situation through reports, and reminders can be automated within the system if desired. It is also important to ensure that everyone is on the same page regarding reflection – sharing experiences can be challenging if some employees haven’t engaged with the content under discussion. Getting everyone on the same page takes effort but is well worth it.
If you wish, you can read more about designing online training.
