Preparing the future force: Learning at mission speed

A flexible, adaptable defence workforce depends on flexible, adaptable learning and skills deployment. It’s not just about what people learn – it’s how they learn it. AI and emerging technologies can enhance training delivery and personalisation, rapidly assessing learning needs and updating content. AI tutors, virtual coaches, and immersive simulations provide safe spaces for practising skills, building confidence and capability. But technology alone isn’t enough – especially when adversaries have access to the same tools.

By shifting the narrative from ‘closing talent gaps’ towards continuous learning and skills-based redeployment, defence and security organisations can stop the gaps from opening in the first place. Importantly, learning and development should reflect the diverse training preferences and skills profile of a multigenerational workforce. But how?

Culture is the key

The UK Defence Secretary’s vision for 2030 calls for a ‘threat-focused integrated force’. Training is a powerful mechanism to achieve integration, creating shared experiences that foster trust and understanding within and across teams.

Creating a culture of integration relies, in part, on multi-domain learning experiences that span operational areas, sectors, and geographies. The UK government’s Cyber Direct Entry, for example, offers an accelerated path into military cyber roles, enhancing the UK’s response to increasing cyber threats. Applications are made through the Royal Navy and RAF and will also be opened up to the British Army, drawing on a range of military backgrounds and skills.

Importantly, training also needs to be multigenerational, recognising the diverse needs and strengths of a workforce made up of at least four different generations (from a range of different backgrounds). The approach can’t be one-size-fits-all.

The same ethos can be applied to recruitment; hiring for certain traits that support continuous learning – flexibility, openness, and curiosity. By redefining hiring strategies to focus on aptitudes and skills, organisations can identify employees that will flourish in demanding defence environments.

Set up a skills-based organisation

Training supports personal growth, career progression, and retention. But traditional career pathways stifle this growth, boxing employees into strictly defined roles that don’t necessarily utilise the best of their skills.

Understanding the links between employee’s existing capabilities and those they need to learn – ‘skills adjacencies’ – can accelerate learning and support redeployment. For example, to address skills gaps, we worked with the Defence Nuclear Enterprise to create a digital careers hub offering career stories, job listings, and a personality quiz. Launched in weeks, the hub now sees 1,400 monthly visits. Built using low-code tech, it empowers personnel to explore fulfilling careers and strengthens the UK’s nuclear workforce. Similarly, the Ministry of Defence’s Unified Career Management (UCM) approach offers bespoke lateral progression for technical and specialist roles, making the most of current skills. Additionally, talent marketplaces and career mentors can empower people to explore new paths, applying their unique abilities to high-value tasks and opportunities that might otherwise be missed.

These approaches signal a shift toward a skills-based organisation, where roles are defined by capabilities rather than rank or length of employment. This model is more flexible, more inclusive, and better suited to the dynamic needs of modern defence.

Realise the power of role models

Beyond structural organisational factors, leadership behaviours are fundamental in shaping agile learning functions. Role modelling behaviours beyond textbook learning and career pathways creates a culture that supports consistent rescaling. This reduces the fear that other employees may have about ‘getting it wrong’ or ‘not being able to keep up’. When a C-suite leader reskills and openly talks about their experience, they underscore the importance of levelling up and show that it’s a priority across the board.

Leadership role modelling also creates psychological safety. For example, in our work with HYDRA, the RAF’s radar programme, we supported leaders to better understand and utilise psychological safety in the development of a sustainable, high-performing team. This included an analysis of how individual team members’ strengths impacted team dynamics and roles, enabling HYDRA colleagues to work together more effectively.

Leaders can also actively reward individuals who demonstrate a willingness to learn, finding ways to measure and improve learning agility across teams.

Learning to learn

The defining capability of the future defence workforce will be mission-speed training approaches, tailored for diverse, multi-skilled workforces. While tech-enabled learning will play a critical role, the core requirement is moving from prescribed, linear roles to lateral skills development. As threats change, the ability to learn and adapt must be constant.