Different Paths, Same Destination: Rethinking How We Learn

Not everyone learns the same way, and that’s more than okay. It’s essential.

Over the years, particularly in coaching and group facilitation work, I’ve seen just how varied people’s approaches to learning can be. Some prefer to read, others to do. Some learn best in groups, bouncing ideas around, while others need quiet time to reflect and process. Some thrive on structure and clear expectations. Others need flexibility and room to explore.

This week I had the opportunity to work on behalf of Live and Learn Ltd, supporting managers from PDS Provision in developing their leadership and management capabilities. The experience was a timely reminder of just how important it is to acknowledge different learning preferences when designing and delivering development work.

There’s no single ‘right’ way to learn. In professional and organisational settings, learning and development programmes are often designed with broad consistency in mind, and while this provides structure and alignment, it can sometimes overlook the nuances of individual learning preferences.

As a coach, I aim to complement structured programmes by creating space for variety and personalisation. One of the real benefits of working with a professional L&D organisation like Live and Learn Ltd is that, while you're equipped with clear tools and frameworks to deliver on client outcomes, there’s also the flexibility to fine-tune session content in the moment; to meet the needs of the people in the room.

When we take different learning styles into account, we not only make development more inclusive and engaging, we also support better outcomes for the organisation.

People retain more, apply learning more confidently, and feel more invested in the process. It’s a simple shift that can have a significant impact on capability, culture, and performance across the wider client system.

Here are a few things I’ve noticed:

Cognitive preferences matter.Some people need time to think things through before they act, they process information internally. Others learn best through direct experience, making sense of things as they go. Neither is better than the other, but it’s helpful to know which style supports you best, especially when you're asked to step into new responsibilities or ways of working.

The social aspect is key for some, and a block for others.Some learners thrive in discussion-based environments, energised by exchanging ideas and building on others’ insights. Others may find this pace overwhelming or distracting, preferring time to absorb and reflect privately. Creating space for both styles allows everyone to contribute more fully, and to feel seen in the process.

Content format influences engagement. Text-heavy materials work well for analytical thinkers. Others benefit more from diagrams, visuals, storytelling, or hands-on experimentation. This week’s session combined short, structured inputs with practical exercises and group conversation, which meant that each person had multiple entry points into the material, regardless of their preference.

Reflection is often underestimated. We’re so used to ‘doing’ that we sometimes forget the power of pausing to ask, “What am I learning from this?” Building in time for reflection, whether through peer conversation, or guided coaching, turns experiences into insights. It gives people space to notice patterns, connect ideas, and build confidence in their own learning process.

Environment plays a big role. Learning doesn’t happen in isolation. It’s shaped by how safe and supported people feel. This includes psychological safety, physical space, time pressures, and even the tone set by the facilitator. A well-held environment enables curiosity, risk-taking, and growth; all of which are vital in leadership development.

Whether you’re designing a workshop, supporting a colleague, or reflecting on your own professional development, it’s worth asking:

Are the learning conditions I’ve created helping everyone to show up as they are, and grow from there?

Understanding learning preferences isn’t about creating a bespoke plan for every individual. It’s about building range into your approach, being curious, and remembering that how we deliver learning is just as important as what we deliver.

So, what learning preferences do you lean towards, and how do you support others with theirs?