The Thinking Effect - This site is dedicated to Learning & Development professionals seeking to learn about how AI will transform Skill Development and Validation Can AI help people create higher-quality learning, or will it just make information delivery faster? Point of View Aritcles, Research, Reflections Global Perspectives Upskilling in 2025: Identifying Emerging Competencies We’re all techies now: Digital skill building for the future Skills Validation Market Scan 2025 Job Skills Report McKinsey: These are the skills you will need for the future of work The Reskilling Revolution Grand Challenge 2025: The Skills Gap Future of Jobs Report 2025 The jobs of the future – and the skills you need to get them Upskilling the workforce: Leverage GenAI’s AI apprenticeships facilitate upskilling in innovative technologies Building skills at scale with generative AI < scroll > The Thinking Effect is the virtuous cycle of improving how we think, applying it to new situations, and learning from the outcome. It begins with a self-generated insight, a moment of sudden clarity when disparate pieces click into place. That moment releases energy and motivation that rewrites mental models and drives lasting behavioral change. It’s the cognitive “lightbulb” moment where everything clicks into place.

Why join? You'll receive: Monthly newsletter summarizing key innovations, insights, and perspectives worldwide. Recommendations on what skills to develop based on AI breakthroughs. Updates on mindsets will be made as new research is uncovered and more is learned about AI's impact on jobs. Subscribe to our newsletter Email* Yes, subscribe me to your newsletter. Submit

The Value Continuum path—the solid line—shows an accelerated climb that remains well above the cost line. This path represents an individual whose value is continuously greater than her cost to an organization, that is, the Value Worker. Most employees do not make it onto the preferred Value Continuum path. While it is natural to face some fluctuation as new scenarios arise and new processes must be created, every dip in an employee’s cost/value association affects the company’s bottom line. The employees a company needs are not those who require frequent training on minute changes in processes to overcome the latest dip. The Value Workers are those who encounter changing scenarios and adapt. The numbers on the Value Continuum graph show various points during an employee’s career development. Through effective learning solutions, an organization has the opportunity to improve an employee’s value in each of these realms. Time to Value: This represents the time it takes for an individual to get to a point at which his value is greater than his cost. Today, students coming out of college typically cost more than the value they provide. The employees who learn to become exceptional thinkers cross the time-to-value threshold more quickly. At this point, an organization can implement new ways of learning that accelerate the development of higher-level thinking and shorten the time until an employee contributes value. Value Potential: This represents the value that an individual brings to the organization as new situations emerge over the course of a career. It also shows the potential value an individual can offer an organization at any one point. To prevent employees from oscillating above and below the cost line, an expensive and demoralizing impact, corporations can take steps to develop an individual’s ability to think creatively, critically, and systemically. This will result in individuals who can learn, unlearn, and relearn quickly, thus maintaining a steady path on the Value Continuum. Value Spanning: This represents the extended value that an employee brings to the organization and to society. Value Workers affect not just their organization, but also the world around them. As an employee’s potential increases, her ability to span divisional, organizational, geographical, and cultural boundaries improves and extends out into society. The opportunity here is to broaden employees’ perspectives by helping them understand how their individual actions influence the larger system within which they live and work. The result is a Value Worker whose value affects the whole of society. The path of the Value Continuum model raises two primary questions: How does an organization get its employees on the Value Continuum path? How does an employee stay on the Value Continuum path? As my team and I studied Value Workers, we found that these good questions surfaced more questions. Specifically, we became increasingly curious about the skills of these employees and the best methods for developing these skills. We questioned the tug of war between the mere development of important skills and the ability to adeptly apply those skills. We wondered how people can apply the skills of a Value Worker to any situation, whether making a critical decision about the direction of the business or solving a team dynamic issue. Finally, we investigated the idea of feedback. Assuming employees can develop the skills and apply them to any situation, how do they get feedback to further refine the skills? Our years of working with a range of clients in a variety of simulations have helped us to answer these questions and expand our understanding of the Value Worker. Those employees who stay on the Value Continuum path take part in a virtuous cycle of improving their thinking, applying it to any situation, and learning from the outcome. As individuals go through these phases, they develop their capacity to learn; their mental models are changed, and they experience the Thinking Effect. The graph depicts the ratio of value produced by an employee to the costs of employing him. When the labeled paths are above the cost line, the value of an employee is greater than the cost of that employee. First, notice the typical path—a dashed line beginning with a gradual climb that transforms into an oscillating pattern around the cost line. The upward swings are often due to a change in role or a switch to a new company—employees work harder, bring new skills, or are freshly excited about their jobs. The low points are often a result of a market or organization shift and an individual’s inability to adapt. In other words, the situation changed and the individual was not equipped to unlearn old habits and learn new ways of thinking.

Stop teaching knowledge Let AI teach the knowledge-level learning, while you focus on skill development As AI automates many knowledge-based tasks, the distinction between "knowing" and "doing" becomes even more pronounced. Knowledge—long seen as the foundation of expertise—is now readily accessible through AI tools. As a result, the ability to act on knowledge, or "doing," is emerging as the critical differentiator. In this new landscape, individuals and organizations must focus on: Skill Development: Learning through practice and application rather than passive knowledge acquisition. Upskilling and Reskilling: Continuously developing new capabilities to stay relevant in a rapidly changing job market. Action-Oriented Learning: Shifting from theoretical understanding to hands-on experiences that build confidence and competence. Why Doing Is the Key to Learning AI tools can supplement "knowing" by providing instant access to information and insights. However, "doing" involves skills that AI cannot replicate: creativity, critical thinking, decision-making, and adaptability. The process of learning through action is essential to developing these skills and closing the knowing-doing gap. This process includes: Practice: Engaging in real-world tasks that challenge existing skills and encourage growth. Feedback: Receiving constructive input to refine performance and build new habits. Reflection: Evaluating successes and failures to deepen understanding. Skill Practice Platforms: Utilizing tools like SimGate, which create immersive environments for learning through doing. The Role of L&D in Bridging the Gap Learning and Development professionals are uniquely positioned to help bridge the knowing-doing gap by: Creating Experiential Learning Opportunities: Develop programs that immerse employees in real-world scenarios to practice and refine skills. Leveraging AI for Skill Assessment: Use AI tools to identify skill gaps and personalize learning paths. Focusing on Adaptability: Equip employees to apply their skills in dynamic and unpredictable environments. Encouraging Continuous Learning: Foster a culture where learning is ongoing, and action is celebrated as a key part of growth. A Future of Action-Oriented Learning The knowing-doing gap underscores the importance of moving beyond theoretical knowledge to actionable skills. In an AI-driven world, where "knowing" is increasingly automated, "doing" becomes the pathway to relevance and success. By focusing on skill development, upskilling, and reskilling, L&D professionals can empower employees to navigate the challenges of automation and thrive in the future of work. SimGate and similar platforms represent the next frontier in closing the knowing-doing gap, enabling employees to learn by doing in safe, dynamic environments. Now is the time to invest in action-oriented learning to prepare for a world where doing is the ultimate skill.

Perspectives from around the world Upskilling in 2025: Identifying Emerging Competencies Identifying Emerging Competencies for a Changing Business Landscape Open Article We’re all techies now: Digital skill building for the future Digital upskilling is not just for tech teams anymore—it can help all employees thrive and make companies more competitive. Here’s how your organization can get started. Open Article Skills Validation Market Scan The who, how, and what now of the current skills validation marketplace. Open Article 2025 Job Skills Report Skill and learning trends for employees, students, and job seekers Open Article McKinsey: These are the skills you will need for the future of work Research by the McKinsey Global Institute has explored the future of work in detail. Open Article The Reskilling Revolution Fosway Group set out to understand how well organisations identify, harness and develop the skills and potential of their people today. Open Article Grand Challenge 2025: The Skills Gap The difference between the skills that employers demand from their workforce and the skills that employees possess. Open Article Future of Jobs Report 2025 The major drivers expected to shape and transform the global labour market by 2030. Open Article The jobs of the future – and the skills you need to get them About 170 million new jobs will be created this decade, according to the World Economic Forum's Future of Jobs Report 2025. Open Article Upskilling the workforce: Leverage GenAI’s The workforce transformation underscores the necessity for skill development and training to deploy the transformative technology in everyday tasks Open Article AI apprenticeships facilitate upskilling in innovative technologies AI apprenticeships offer a learning approach that can clear the way for responsible AI adoption with the right framework and tools. Open Article Building skills at scale with generative AI Embracing a new era of learning and development Open Article How AI Will Reshape L&D and HR in 2025 By aligning talent, technology, and culture, HR leaders have an opportunity to unlock AI’s full potential to drive organizational success Open Article 2025 Predictions: AI's Impact on Education What should schools and districts expect from the evolving landscape of artificial intelligence in the coming year? Here's what the experts told us. Open Article Artificial Intelligence Index Report 2025 The AI Index is an independent initiative at the Stanford Institute for Human-Centered Artificial Intelligence (HAI). Open Article

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Tools for building a business case Richness: The depth and impact of learning, emphasizing higher-order thinking skills like analysis, synthesis, and creativity. Richer learning experiences engage participants deeply and promote critical thinking and long-term behavioral change. Reach: The number of learners a solution can engage. High-reach solutions typically scale to large audiences, often through digital platforms, but may lack the depth of richer experiences. Use this tool to create a business case for shifting to learning that focuses on higher cognitive learning. Creating a business case Learn more... Richness & Reach [Value Worker] is someone who actively learns new skills to help their organization solve emerging challenges. 2025 Foway 9-Grid Key takeaways from the report: The market is still evolving despite economic pressures, making the need to demonstrate value more critical than ever. Automation in content production is now mainstream, with AI assistants becoming commonplace too. Strategic L&D decisions are increasingly driven by demand for AI skills around tech, innovation and strategy. Data, though essential, remains an unstable foundation for progress. Amid all this, learning together is still critical – and sought after. Learn more... Digital Learning Value Worker In the language of fishermen, the Value Worker is someone who never stops casting their nets wider, continually exploring deeper waters and adapting their skills to catch new opportunities. The internationally acclaimed book, In a Fisherman’s Language, underscores a powerful but often overlooked truth: our capacity for learning does not diminish as we age. Contrary to common myths claiming we become "too old" to grasp new ideas or engage in fresh activities, our minds remain agile, continuously ready to grow and evolve. This realization offers immense potential for organizations aspiring to nurture Value Workers. It reveals that employees, even those well into their careers, possess the innate ability to change, learn, and adapt beyond mere rote memorization of tasks. Learn more... Learn more... Digital Learning Learn more... Richness & Reach Learn more... Value Worker

The purpose of the following template is to assist you in writing your accessibility statement. Please note that you are responsible for ensuring that your site's statement meets the requirements of the local law in your area or region. *Note: This page currently has several sections. Once you complete editing the Accessibility Statement below, you need to delete this section. To learn more about this, check out our article “Accessibility: Adding an Accessibility Statement to Your Site ”. Accessibility Statement This statement was last updated on [enter relevant date] . We at [enter organization / business name] are working to make our site [enter site name and address] accessible to people with disabilities. What web accessibility is An accessible site allows visitors with disabilities to browse the site with the same or a similar level of ease and enjoyment as other visitors. This can be achieved with the capabilities of the system on which the site is operating, and through assistive technologies. Accessibility adjustments on this site We have adapted this site in accordance with WCAG [2.0 / 2.1 / 2.2 - select relevant option] guidelines, and have made the site accessible to the level of [A / AA / AAA - select relevant option] . This site's contents have been adapted to work with assistive technologies, such as screen readers and keyboard use. As part of this effort, we have also [remove irrelevant information] : Used the Accessibility Wizard to find and fix potential accessibility issues Set the language of the site Set the content order of the site’s pages Defined clear heading structures on all of the site’s pages Added alternative text to images Implemented color combinations that meet the required color contrast Reduced the use of motion on the site Ensured all videos, audio, and files on the site are accessible Declaration of partial compliance with the standard due to third-party content [only add if relevant] The accessibility of certain pages on the site depend on contents that do not belong to the organization, and instead belong to [enter relevant third-party name] . The following pages are affected by this: [list the URLs of the pages] . We therefore declare partial compliance with the standard for these pages. Accessibility arrangements in the organization [only add if relevant] [Enter a description of the accessibility arrangements in the physical offices / branches of your site's organization or business. The description can include all current accessibility arrangements - starting from the beginning of the service (e.g., the parking lot and / or public transportation stations) to the end (such as the service desk, restaurant table, classroom etc.). It is also required to specify any additional accessibility arrangements, such as disabled services and their location, and accessibility accessories (e.g. in audio inductions and elevators) available for use] Requests, issues and suggestions If you find an accessibility issue on the site, or if you require further assistance, you are welcome to contact us through the organization's accessibility coordinator: [Name of the accessibility coordinator] [Telephone number of the accessibility coordinator] [Email address of the accessibility coordinator] [Enter any additional contact details if relevant / available]

WHAT IS THE 9-GRID™? The Fosway 9-Grid™ is a five-dimensional model that can be used to understand the relative position of solutions and providers in a particular learning and talent systems market. It allows you to compare different solutions based on their Performance, Potential, Market Presence, Total Cost of Ownership and Trajectories across the market. It is unique, because it sees value in all its zones. It not only provides an understanding of the market, but also identifies the high-level actions that can help organisations get the best from vendors. For more information on how it works, read an introduction to the 9-Grid™ guide here.

Chief Editor & Researcher Mike Vaughan My goal is to help L&D professionals learn about and use AI to advance their careers. Schedule a meeting with Mike Chief AI Strategist & Researcher My goal is to help L&D professionals navigate the fast-evolving, sometimes overwhelming AI landscape. Markus Bernhardt Schedule a meeting with Markus Please contact us If you have questions or feedback, please get in touch with us. If you have ideas for content or recommendations for articles, please get in touch with us. If you want to become a contributor or attend our podcast. Please get in touch with us. Contact us First name Last name Email* Message* Submit

DEFINITIONS Along the Richness axis, you will see the levels of Bloom’s Taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation, and creation). The higher on the Richness axis a solution falls, the greater the depth of learning. The Reach axis describes the number of people who participate in the training. The further to the right a solution falls, the greater the number of participants. WHAT-TO-THINK QUADRANTS These what-to-think quadrants focus on providing employees with knowledge and comprehension. Courses might help them recall data and information or learn facts, processes, and procedures. Quadrant I, in the lower left, depicts learning solutions with relatively low levels of richness (focused almost exclusively on information that the student needs to know) and limited reach. Quadrant II , in the lower right corner, shows solutions that build a foundation of knowledge through online media—thus reaching a larger number of employees. E-learning, video learning, podcasts, and the like go here. HOW-TO-THINK QUADRANTS The how-to-think quadrants, III and IV, focus on the higher cognitive skills, such as analysis, synthesis, evaluation, and creation. As Bloom wisely pointed out, the higher-order thinking skills are personally and organizationally more valuable in the long term, because they can be applied in a variety of situations and they prepare the learner for unexpected variations. Quadrant III, in the upper left corner, represents learning solutions with relatively high levels of richness (experiences that challenge us to learn how to think) but limited reach, such as classroom-based simulations Quadrant IV , in the upper right corner, represents solutions that provide high levels of richness and reach through online technologies, such SimGate. [1] Benjamin Bloom, Taxonomy of Educational Objectives (Boston, MA: Allyn and Bacon, 1956). How to use the Richness and Reach Tool As you complete the four quadrants, you can take one of three approaches: List Only Modalities: This approach is useful if you want to show where most of your learning currently resides. List Only Vendors: This is beneficial if you want to identify all the vendors serving your organization, which may help you decide if any can be removed or consolidated. List Both Modalities and Vendors: This offers the best of both worlds; however, it can become somewhat overwhelming. Quick start: 1) Don't overthink it. Start with Quadrant 1 and list the modalities your organization uses, writing a 1, 2, or 3 next to each modality. 1 = somewhat 2= moderately 3= extensively For example, Lectures (1) and Workshops (2). 2) Complete the other quadrants. Once you have a visual representation of the quadrants, add them up. Quadrant 1: 3 points Quadrant 2: 15 points Quadrant 3: 5 points Quadrant 4: 1 point 3) We recommend creating a pie chart and putting both side by side. See below: PRO TIP: If possible, arrange the modalities based on their impact according to Bloom's taxonomy. For example, a lecture would be considered low impact, while a workshop that includes role-play would be placed higher on the continuum. Richness & Reach

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