A conversation a few weeks back got me thinking about how we create the optimal environment for deep thinking—and how often that comes down to balancing structure and flexibility.

Early Lessons: Play, Structure, and Freedom

You can take almost any learning context, and that balancing act is in play. In early years education, an environment is deliberately crafted: play equipment is chosen, spaces are arranged, materials are made accessible. These aren’t random decisions—they’re intentional. But within that loose framework, the child is free to explore, be curious, and create.

As learners grow, structure becomes more fixed. In secondary school, knowledge is divided into subjects, topics, and projects—bringing clarity, but also constraint. There’s still space to explore (although I know at least one teacher who would argue not nearly enough—but that’s a topic for another post…).

“It is the tension between creativity and structure that produces the truly new.”
— Dani Shapiro

Even in highly structured settings, it’s often that tension—the creative possibility within boundaries—that allows learning and innovation to take root.

What Happens in the Workplace?

In the workplace, especially in larger organisations, structure is everywhere. We’re defined by roles, departments, and specialisms. And that makes sense—expertise, accountability, and coordination all depend on it.

But as more organisations explore skills-based talent models, those boundaries are being reexamined. Because let’s face it: people’s capabilities rarely fit neatly inside job titles. And often, individuals’ strengths are underutilised within them.

Of course, depth matters. But why shouldn’t someone in finance contribute to a marketing project if they’re a brilliant communicator? Or someone in operations lead on wellbeing if that's their passion?

Structures are useful—until they become limiting. They should serve both the work and the people doing the work. When structure becomes the end rather than the means, we risk missing talent and stifling growth.

What This Means for Learning Design

In my own practice—designing and facilitating leadership and learning experiences—this tension is always present.

Every effective programme has a structure. A clear arc. Well-chosen content. A model or framework can provide clarity and momentum.

But here’s the thing: the value of a model isn’t in the model. It’s in the thinking it enables. That’s where emergent thinking becomes so powerful.

“Emergence is not about control. It’s about creating the conditions for something new to take shape.”
— Margaret Wheatley

We can’t force insight. But we can create the conditions where insight is more likely to emerge—through dialogue, connection, challenge, and space. It's why I named my business The Learning Space.

The Value of Emergence

Every programme I run has moments of improvisation:

An unexpected insight from the group
A question that shifts the direction
A technique I introduce on the fly because it fits the moment

These aren’t deviations from the plan—they’re often the most meaningful parts. They’re where the real learning lives.

“In most learning situations, the unexpected is the most valuable.”
— David Kolb

Over time, I’ve come to value just enough structure: enough to create safety and direction, but not so much that it crowds out autonomy, surprise, or reflection. The richest learning happens when people start thinking for themselves—together—in ways they hadn’t anticipated.

The L&D Challenge: Rigour and Responsiveness

As senior L&D professionals, we’re constantly holding the tension between rigour and responsiveness.

We know that:

Over-engineered learning leads to disengagement
Too much openness can feel ungrounded
Our craft lies in designing for both clarity and emergence

The challenge isn’t new—but it’s becoming more urgent as learning becomes more adaptive, distributed, and human-centred.

So, What’s “Just Enough” Structure in Your Context?

How do you design for both stretch and safety?
How do you create conditions for emergent thinking—not just delivery?

Let’s Talk

At The Learning Space, I help organisations design learning experiences that balance structure with emergence—creating spaces where real thinking, insight, and change can happen.

If you're exploring this tension in your own learning work, let’s have a conversation.
👉 Get in touch | Explore our learning experiences

Structure vs Flexibility: How do we create the conditions for people to do their best thinking?