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Learning vs Training: What’s the Difference and Why Do You Need to

Know?
You will often hear the terms learning and training used
interchangeably. However, there is a key difference between learning
and training. If you struggle to explain the distinction between these
terms, you’re not alone. But understanding the differences between
learning and training will help HR professionals and business leaders
determine what their team needs, satisfy differing business needs and
boost employee performance in the long run. Let’s explore learning vs.
training in more detail, what they have in common, where they vary,
and why this matters.

What is learning?

In the realm of the workplace, learning centers on continually

developing an individual by absorbing, understanding, and retaining
knowledge, concepts, or skills presented to them, which can help both
employees and employers become better at their job and more able to
handle challenging and unexpected situations that arise. Types of
learning include verbal (through conversations), written, images
(pictures and graphs), or a combination of media. Learning can take
place through self-study, on-the-job experience, or being mentored by
someone.

The main argument for why learning is an integral part of the whole is
that if an employee doesn’t learn how to do something, they cannot
perform to the best of their ability. This includes specific knowledge
related to a role. An example of this could be building up
organizational development knowledge for HR professionals. It also
involves interpersonal skills like communicating effectively with
colleagues and customers, dealing with conflict, and mastering the art
of negotiation. The primary focus here is the ongoing development of
the individual.

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Here are some of the characteristics of learning:

 Acquiring and building knowledge or skills

 Being able to apply those skills to a variety of contexts
 It requires active engagement from the learner
 It’s an ongoing process
 Long-term focus and future-orientated
 Centers on career development
 Focused on the learner as an individual
 It’s a mutual experience with many interactions
(i.e., we are learning together, or we are learning
from each other)
 Learning is either one to one or in a small group
 The aim is to gain conceptual and general
knowledge
 The role of the facilitator is to facilitate
conversation
 It’s learner motivated
 Focuses on values, attitudes, mindset,
innovation, and outcomes
 It helps employers and employees learn how to
learn
 Learning directly aligns with the organization’s
vision for success
 It can be both formal and informal
 The audience can consist of people with
different experiences and perspectives on the
topic, and both can learn and teach
 Progression is cyclical

Essentially, learning is the long-term process of absorbing new

information and retaining it. This process can then increase an
employee’s skills and abilities and help them achieve their personal
goals at work and the wider business goals. The individual learns how

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to handle something specific today, but they also learn to be prepared
to creatively tackle a new challenge tomorrow.

What is training?

While learning centers on acquiring and building non-specific

knowledge and skills, training, on the other hand, is concerned with
teaching and transferring specific skills into a particular work
scenario. For example, teaching employees how to use a new software
program, stack shelves most efficiently, or training customer service
workers about a new product. Other examples of training would
include compliance training or safety training. Learning can be seen
as a process while training is more of a specific event.

Training focuses on teaching large groups of employees how to

perform a specific task or replicate the behavior that helps them carry
out their day-to-day operations and avoid relying on someone else to
assist them. This can take the form of e-learning, an in-house
workshop, an online program, a training course, or with expert

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instructors at an off-site training center. Training aims to increase the
organization’s productivity and efficiency and ultimately drive profits.

The key difference between training and learning is that training does
not aim to change, develop or expand the learner’s viewpoint or
behavior. Training focuses on a specific task and teaches the learner
how to perform it. Whether the learner absorbs, retains, or acts on
what they’ve learned depends entirely on how able they are to apply
their newfound knowledge and skills in the real world and seek further
development.

Here are some of the characteristics of training:

 Training is the action of teaching specific

knowledge or skills
 The objective is to transmit information
 A structured learning experience
 Requires passive engagement from the learner
 Focused on short-term benefits and immediate
needs of the business
 Training is usually taught in large groups and is
scalable (up to hundreds or thousands of people
at once)
 The aim of training is specific to an aspect of the
individual’s job
 The content is repeatable and consistent
 You can test the participant’s understanding of
the training
 Taught from the outside, in (motivated by others)
 Focuses on knowledge, skills, ability, and
performance
 Suitable for developing essential competencies
 May not be linked to the organization’s overall
vision

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  It is a unilateral experience (i.e., I am being
trained, or I am training someone)
 The audience typically consists of one expert
and a group of people who are less expert and
want to learn from that person
 Progression is linear (once you master one level,
you will go to the next).

It’s important to remember that through training, the goal is not to

reshape an individual’s behavior but to teach them how to do specific
tasks so they can carry them out on their own. Hence why new
employees will typically go through a series of training sessions when
joining the company. Through this type of corporate training, they
learn how to perform their daily tasks effectively.

The differing roles of learning and training

Although learning and training are interconnected, they are not the
same. At times, training will be the most appropriate choice for your
employees, while learning will be most needed at other times. There
are occasions when learning (as opposed to one-off training) can result
in numerous benefits to a business, including an increase in team
morale and happiness, improved retention, and an increase in
customer satisfaction and sales. Equally, it’s important to remember
that personalized learning cannot replace formal training, which
equips employees with the necessary knowledge and skills to do their
job. Understanding that these are different processes with different
focuses is critical for HR professionals and leaders to understand so
that they can choose the right method for the right circumstance and
the right employee. This understanding will also enable you to set
specific goals from your learning and training initiatives, which will
boost long-term employee performance.

So, how do you determine which course of action to take? You can
ask certain questions to figure out what your employees need most
and make the right choice accordingly:

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  Are your employees requesting more assistance
to perform better in their jobs?
 Are your employees seeking more connection
with each other?
 Do your employees prefer learning passively
(without feedback) or actively engaging?
 Do you need to deliver set content to as many
people as possible at once, or can you hold
several sessions with smaller groups?
 Are your employees mostly individual
contributors or collaborators?

There’s a clear difference between learning and training, but both play
an integral part in the development and performance of your
employees. Therefore, by understanding the key differences of both
processes and utilizing them effectively, you can design learning
objectives and strategies that help your business achieve its long-term
goals and build its future vision.

What is learning and development?

Learning and development is a systematic process to enhance an

employee’s skills, knowledge, and competency, resulting in better
performance in a work setting. Specifically, learning is concerned with
the acquisition of knowledge, skills, and attitudes. Development is the
broadening and deepening of knowledge in line with one’s
development goals. The goal of learning and development is to
develop or change the behavior of individuals or groups for the better,
sharing knowledge and insights that enable them to do their work
better, or cultivate attitudes that help them perform better (Lievens,
2011).

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Learning, training, and development are often used interchangeably.
However, there are subtle differences between these concepts, which
are shown in the table below:

Learning and development strategies

According to Dave Ulrich, the most important thing HR can give an

employer is a company that wins in the marketplace. The question is,
what are the learning and development strategies that help to do this?

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 A useful model that guides a learning and development strategy is
created by van Gelder and colleagues (ENG). Its original name
translates to ‘Pedagogical Analysis’. The model starts with the
organizational starting situation and prior knowledge based on which
learning goals and objectives are defined. This information is used as
input for the subject matter, teaching methods, and learning methods
and activities. These lead to a certain result, which is monitored and
evaluated. Based on this evaluation, the goals and objectives are
updated.

Based on this model, we identify four phases required to create an

effective learning and development process:

1. An analysis of training needs (starting situation)

2. Specification of learning objectives
3. Design of training content and method
4. Monitoring and evaluation

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An effective learning and development strategy relies on a process in
which one continually moves through these four phases. Let’s examine
them one by one.

Phase 1. Analysis of training needs

The first step is an analysis of the starting situations and prior

knowledge to identify training needs. We don’t want employees to
learn for the sake of learning. Otherwise, we would be happy to send
them on a pottery course. Instead, we want employees to acquire new
knowledge, skills, and attitudes that are relevant for their (future)
function. This way learning is a way to create new business
capabilities.

In other words, learning is a means to an end – it has a goal. Example

goals could be the development of digital capabilities in an analog firm
that needs to transform, building analytical capabilities to create more
business value through analytics, or simply making sure that everyone
gets their mandatory certification in time so they can continue to do
their work. Identifying the learning goal requires you to analyze where
the organization wants to go and what skills are missing to get there.
This happens in three parts:

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1. Organizational analysis. In this phase, the short and long-term goals of
the organization are analyzed. The goal is to define the training needs
that will help the company realize its business goals. These goals need
to align with the organizational climate in order to be effective in the
long term. For example, an assertiveness training in a very
hierarchical organization with a culture in which personal initiative is
not appreciated may not be effective – it may even be counter-
productive!
2. Function, task, or competency analysis. Besides the identified
organizational need, it is important to look at a function or task level.
What are the competencies and skills required to be successful in
one’s job? The goal here is to identify the most important knowledge,
skills, and attitudes for employees to be successful in their jobs, and
to identify which of these are the easiest to learn.
3. Personal analysis. In this analysis, job performance is evaluated.
Current competencies and knowledge, performance, and skill levels
are identified. The key source for this analysis is oftentimes the
employee’s performance evaluation. The outcome of the analysis
serves as input for the definition of the training needs.
Using these three analyses, training goals can be specified. However,
it is important to ensure there is sponsorship and support within the
organization for the initiative.

Phase 2. Specification of learning objectives

The training needs need to be translated into learning objectives.

These objectives serve as the starting point for the design of the
training’s content and method. According to Lievens (2011), a training
objective consists of three elements:

1. The ability to realize specific objectives. For example, “as an HR

business partner, I need to be able to identify a manager’s strategic
people needs”.
2. The conditions required for effective behavior. For example, “during
the 30-minute check-in with managers, I need to be able to identify
their strategic people needs and be able to summarize these to them
to check if I identified these needs correctly”.

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3. A specific and measurable training goal. For example, “after every
check-in with a manager I have a double-checked the top 3 of this
manager’s strategic priorities”.

This way training goals become highly specific and measurable. This
helps to create an effective learning and development intervention
aimed at improving these skills. A learning intervention can have
multiple learning objectives. Another example objective for this
training could be that the HR business partner is able to relate each of
the manager’s strategic objectives to HR policies that can assist the
manager. Because these objectives are closely related, they can be
part of a single training that will make the business partner a lot more
successful in their role.

Phase 3. Design of the training material and method

In this phase, the teaching material and learning method are

determined. This is where the choices about the training material,
teaching method, and learning activities are made. This is often done
together with an external trainer or training provider, and ideally also
with involvement from the trainee. In addition to learning methods,
techniques, pacing, setting, and many more factors are determined.

Training can be trainer-centered or trainee-centered. Trainer-centered

methods include seminars, presentations, lectures, keynotes, and
lessons. Trainee-centered methods are more interactive and include
case studies, role-playing, self-directed lessons, on-the-job training,
simulation, games, and so on. Effective training usually includes a mix
of methods.

Phase 4. Monitoring and evaluation

The last phase of the learning process is monitoring and evaluation. In

this phase, the learning objectives are evaluated and learning
effectiveness is assessed. A very useful model for evaluating learning

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effectiveness is Bloom’s taxonomy, which we will explain later in this
article. In addition, learner evaluations are collected and reviewed
and improvements are made for future learning interventions. When
the training is seen as effective, it should result in a change in
behavior. This means that the starting situation and knowledge in the
organization will be changed for the next learning design.

The 70/20/10 Model Revisited

A popular approach to organizational learning is the 70/20/10 model.

The model was created by McCall, Lombardo & Eichinger of the Center
for Creative Leadership, a leadership development organization. The
70/20/10 model is a general guideline for organizations seeking to
maximize organizational learning and develop new programs. The
model is widely deployed and often referred to when it comes to
learning & development.

The model proposes that 70% of learning comes from work-based

learning. This informal learning happens through hands-on experience,
where the employee learns during their daily work. This learning-on-
the-job happens during new tasks and challenging assignments and
through feedback from bosses and “water-cooler” conversations with
peers on the employee’s performance. The next 20% represents
developmental relationships. This involves employees learning from
each other, using social learning, peer feedback and peer coaching,
collaborative learning, peer mentoring, and other interactions with
peers and mentors. The final 10% of professional development comes
from traditional coursework and training in a formal, educational
setting.

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 Although commonly used, the model has been criticized in the
academic literature. Notably, McCauly (2013) notes in a since-deleted
blog post that if formal training “accounts for only 10% of
development, why do we need it?” Other examples include:
 There is very little if no quantitative evidence for the 70/20/10 rule in
the scientific literature (Clardy, 2018).

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 Analysis in the early 1980s found that the ratio for managers is
50/30/20. Zemke (1985) notes that “the finding that 20% of a manager’s
know-how comes from formal training is remarkable since the average
manager spends less than 1% of his or her time in training”.
 The Bureau of Labor Statistics showed that about 55% of all workers
needed specific training to qualify for their current jobs (this was in
the 1980s). About 29% came from school-based training, and 28% from
formal, on-the-job training (Loewenstein & Spletzer, 1998). This shows
that formal training plays a much more significant role in skill
development.
 Loewenstein & Spletzer (1998), who re-analyzed the same data,
concluded that “formal and informal training are to some extent
complementary, but formal training may have a higher return”.

The safe conclusion is that the ratio heavily depends on the function.
For example, in some cases, all workplace learning occurs without
formal learning (Clardy, 2018). In other cases, years of formal learning
and job-training is required to join a specialist profession. For these
kinds of jobs, formal learning will play a much more prominent role.

According to Clardy, “we need to move beyond the formal/informal

distinction to consider the best ways to design and structure any and
all kinds of learning experiences. […] By recognizing that virtually all
workplace learning outside formal programs can be structured and
managed, the HRD profession can make a significant step forward in
recasting its role and increasing its reach in improving individual,
group, and organizational performance.”

Methods of learning

We already mentioned some methods of learning – but there are many

more. We will list a number of them below. However, this list is far
from comprehensive.
 Lectures and seminars. This is a more formal setting often used in
universities with a lecturer and students. The setting inhibits
interaction.

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 Discussion groups. Highly interactive setting aimed at sharing
viewpoints.
 Debate. Highly interactive setting aimed at convincing others of one’s
viewpoints.
 Case study and projects. These actively involve the participant and
activate them to come up with solutions and answers.
 Experiential activities. These involve active participation and are often
used in team building
 Role Play. A role is acted out or performed, for example as a technique
to train customer interaction.
 Simulation/Games. An increasingly popular and highly interactive way
of experimental learning. With the rise of virtual and augmented
reality, this can be made very realistic.
 Job shadowing. Working with another employee who has a different
experience to learn from them. This is a good way to learn and
exchange ideas.
 Outdoor management development (OMD). A form of experiential
activities. A 2001 study by Hamilton & Cooper showed that this could
be effective. I couldn’t resist including this quote from their paper: “50
percent of the participants were experiencing high levels of pressure
and reported low levels of mental wellbeing pre and post attendance.
It was concluded that a greater impact could be achieved if the
participants were not over‐pressured and/or not experiencing low
levels of mental wellbeing.” Those poor managers…
 Coaching. Coaching focuses on hands-on skill development. The coach
is often allocated and is the driving force. The coachee follows and
learns.
 Mentoring. Mentoring is more strategic. The mentor is chosen by the
mentee and the process is also driven by the mentee. Mentoring goes
beyond skills.

Learning and development effectiveness

One of the key themes when it comes to learning and development is

learning effectiveness. A key question often asked to the L&D

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professional is: “what is the return on learning?”, or “how effective are
our learning programs?”. These questions are hard to answer.

The image below shows part of this dilemma. However, the

effectiveness of learning remains a contentious topic:
A method to evaluate learning effectiveness is Bloom’s taxonomy. Benjamin
Bloom edited the Taxonomy of Educational Objectives: The Classification of
Education Goals, which was later adapted by Pohl (2000). The taxonomy
captures different levels of information processing, starting at knowledge
recollection, going on to comprehension, application, analysis, evaluation,
and creation (the synthesis of existing knowledge to create new knowledge).
The assumption here is that to analyze information, one needs to be able to
remember it, understand it, and apply it.

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 This taxonomy is often used to specify what level of information
processing is relevant to do a job, for example in training development,
and to evaluate learning effectiveness. If someone has to be able to
create or synthesize knowledge (e.g., an academic writing a paper on
a topic), the approach to mastering the relevant information will be
different than if someone only needs to understand (e.g., remembering
Latin words) or apply the knowledge (e.g., conjugate Latin verbs).

The same holds true for work. Creating new and effective HR
compensation policies requires a different level of information
processing than simple salary administration. The training (and
experience) required to create new policies versus understanding
compensation and benefit ratios will therefore also be quite different.

What is the ADDIE model?

ADDIE is a leading learning development model used for instructional

design, which is the complete process of designing, developing, and
serving learning content. The model is often used to design training
and learning & development programs in organizations. ADDIE stands
for:
 Analyze
 Design
 Develop
 Implement
 Evaluate

These are the five stages of the learning development process. ADDIE
training model provides a streamlined, structured framework that
helps you create an effective learning product, whether that’s
delivered through an online or offline training program, a coaching
session, a presentation, or an information booklet. ADDIE helps
identify the learning need in a structured way and ensures all learning
activities serve that goal, which offers an integrated approach to
learning. It also guides measuring learning effectiveness because job
behaviors, knowledge, and skills are clearly defined within the

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 framework. In the ADDIE model, each stage must be carried out in
order and carefully considered before moving on. Reflection and
feedback at each stage ensure continuous improvement.

Advantages and Disadvantages of the ADDIE model

Although it is considered a leading learning development model, there

are multiple advantages and disadvantages of the ADDIE model, as
with all models.

Advantages of the ADDIE Model

 Adaptability – ADDIE instructional design model is highly adaptable
and can be used across industries, disciplines, and learning
environments. It can be tailored for different scale projects as well as
individual or group learning.
 Consistency – ADDIE model of training provides a structured approach
to instructional design, which can boost efficiency and consistency in
the quality of course development.

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 Iteration opportunities – ADDIE is an iterative model, which means it
allows for feedback and changes at each stage of development to
ensure the final product meets the desired learning objectives.
 Evaluation component – There is an evaluation component to the
ADDIE model that allows businesses to measure the effectiveness of
the instructional content. That is useful in identifying key areas of
improvement for future iterations.
Disadvantages of the ADDIE Model
 Linear process – The ADDIE method follows a linear process that may
not be flexible or creative enough to address complex learning needs.
 Being resource-intensive – Using the ADDIE model for instructional
design can be a lengthy process that also requires significant
resources. It may be challenging for smaller organizations with fewer
resources to implement.
 Lack of emphasis on user experience – While organizations have been
increasingly focusing on digital employee experience, including in
training, the ADDIE model doesn’t have a strong focus on user
experience. That can lead to unengaging instruction and poor learning
outcomes for employees.

The 5 phases of the ADDIE model

Analyze
In the Analyze phase of the ADDIE process, the first task is to identify
the problem you’re trying to solve. For example, maybe it’s poor sales,
a non-inclusive culture, or a lack of skills to move to a more digitized
organization. From here, you can identify the core business problem
and decide whether it can be solved through effective training, or if
other organizational development interventions will be more effective.
Instructional designers also need to determine and manage
stakeholders’ needs. Some helpful questions to ask are:
 What is the purpose of the training?
 Why should we do it?
 What is the desired change?
 Will the training be effective in creating this change?

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In the Analyze phase, the training needs analysis (TNA) process helps
identify the gap between the actual and desired skills, knowledge, and
abilities. With these findings, you can define learning goals and base
the training on these.

During this phase, it’s crucial to determine a target audience. You can
create one or more trainee “personas” who display the general
characteristics, knowledge, and experience of your target audience.
Recognizing their needs and expectations will enable you to actively
manage these, tailor your training to your audience and make it more
relatable. “To ensure success when using the ADDIE model, it’s
essential to have a clear understanding of your target audience and
focus on setting clear and measurable learning objectives. This helps
guide the content development process and ensures that learners are
achieving their desired learning outcomes,” explains Anchal Dhingra,
Learning Consulting Manager at AIHR.

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Based on all the information gathered in the Analyze phase, you can
also map out the resources required for the training. This includes the
number of training hours, duration, required budget, facilities, and
additional information. Once you’ve collated all of this information,
you can create a full training plan, which will include the who, what,
when, where, why, and how of the training.

Design
In the Design phase of the ADDIE model, you translate all the
information collated in the Analyze phase into a learning design. An
outline is created that structures the learning intervention and
specifies learning objectives for each workshop or lesson. This will
include a strategy, delivery methods (e.g., online, offline, blended),
lessons, duration, assessment, and feedback. In this phase, you also
select an appropriate evaluation method will be from a learning design
standpoint. Based on Kirkpatrick’s model, effectiveness can be
measured on different levels.

Not every training justifies measurements on all levels. Measuring

reactions to the training may suffice for simpler training. As a rule of
thumb, a full impact analysis, or training Return-on-Investment (ROI)

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calculation, is only justified in 5% of all training, specifically for
training with a high investment that tackles a critical business issue
(Philips, 2003). The next step is to create a storyboard and/or
prototype so that you can easily communicate the value of the
training, particularly to stakeholders. It’s important to brief
stakeholders and update them on the learning goals and learning
design choices made in this phase. Make sure to align with them
before you move to the next phase.

Develop
In the Develop phase, you will use your storyboards and/or prototypes
as a guide to creating your courses. You’ve already decided on the
core learning objectives. Now it’s time to start bringing the training to
life. Consider how the training will be delivered: In-person, online, or a
mix of the two (a blended approach)? What will be the instructional
strategies, media, and methods? Learning interventions often use
multiple methods and ways to deliver the content.

Once you’ve decided, you can then think about whether you want to
build this in-house or with an external provider. It’s equally important
to decide where it will be hosted and what software and tools you will
need (e.g., video conferencing software like Zoom, vendor’s platform,
or an LMS).

Building the learning product in line with the design represents the
bulk of the work in the development phase. You may outsource this
part to a trainer who is a subject matter expert or a training
organization with relevant knowledge. It is the role of the instructional
designer to ensure that the learning product will align with the
specifications of the design and the findings in the TNA. Once you’ve
created your course, test for errors like grammar and spelling and
ease of navigation. This is not a simple case of clicking through the
course but more about content accuracy and utility of navigation. Is
your learner able to progress through the course in the way you
designed? Is it engaging? What is the duration like?

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Conduct pilots and product reviews where different people (including
you) test the learning product and training materials. You may want to
use web-based tools like Survey Monkey or Qualtrics for users to
evaluate the training.

The final step is to develop a communication strategy to reinforce the

importance of learning to your audience. How can you encourage them
to devote time and attention to learning? How can you help them
prioritize this at work while managing their main job responsibilities?
Creating a clear communication strategy will make the learning top-of-
mind and help to create more impact. Once you’ve completed the
development stage, it’s time for implementation – the training can
commence.

Implement
The implementation stage focuses on the delivery of the training and
project management. This includes communicating with learners,
logistics, data collection, and training trainers for global roll-outs of
the learning program. The training delivery is the key element in this
phase. Are there any extra guides or manuals the learners need? How
about FAQs that may come up along the way? What is the protocol if
users experience technical difficulties during the training? It’s a
sensible idea to have additional IT support on hand and let learners
know who to contact.

Is there a need for side programs that provide extra support to

learners in addition to the main program? These can include weekly
one-to-one or group coaching or webinars to deepen the learning and
answer any questions the learners might have. Do any need to make
any physical changes in the work environment for certain training
activities? For example, extra posters, props, or symbols that reinforce
key messages learned.

Now it’s time to share your course or training with your learners. In
most cases, courses are uploaded to an LMS, with pre-set delivery
options including who is enrolled, pass rates, and collection of

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feedback, as well as delivery, tracking, and reporting. But this will
depend on what you decided in the design phase. Think about how
you can create a buzz around the new learning program and shine a
spotlight on desired behaviors. Make sure to give learners ample
notice about the start and completion dates of the program.

While evaluation is the next and last stage of the ADDIE model, you
can already start gathering your data in the implementation phase of
the instructional design process. Depending on the choices made in
the analysis phase, you can use different methods for training
evaluation. These can include training evaluation forms and pre-and
post-training assessments, potentially with a control group. Commonly
used instruments are questionnaires, interviews, observations,
knowledge assessments, work assessments, 360-degree feedback,
and work output data. Some of these activities fall under the next
phase, evaluation.
Evaluation is an integral part of every stage of the ADDIE learning
model, but it also gets its own phase. As soon as you deliver your first
course or workshop, you want immediate (and continuous) feedback
so that you can implement improvements. It’s important to evaluate at
the design, development, and delivery stages and continuously
evaluate all elements of the program. After your training is first
delivered, there will likely be feedback and questions that were not
spotted earlier. Addressing these quickly will immediately improve the
training.

At the evaluation phase, you can formally evaluate the learning

program using post-assessments, observations, or productivity data.
All of these sources will highlight what people learned, how they’ve
applied it, and the results achieved. The instructional design team
should evaluate what went well, what can be improved, and learn as a
team. Make a list of improvements that the training program needs and
implement these before the next training. If the program is going to be
shelved, you can still record these improvements so that when the
same (or a similar) program is used in the future, these learnings are
not lost.

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Using your formal evaluation, decide to what degree your initial
training met the objectives and goals from the analysis phase. Feed
these results back to your stakeholders and inquire about their
satisfaction with the training program, as this will provide excellent
input for future programs.

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ADDIE model examples

Training for sales representatives

The focus of this sample training plan for sales representatives is on
improving sales skills like rapport building, prospecting, presenting,
and negotiating. Training methods such as role-playing will be used to
reinforce these skills, while visual aids like infographics will be used
to keep the trainees engaged.

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Training for public speaking & presentations
This sample employee training plan will focus on improving public
speaking skills including, communication, clarity, connecting with the
audience, projecting the voice, tone of voice, creating note cards,
designing an engaging slideshow presentation, and body
language. Trainees will build these skills through training methods
such as in-person practice sessions. They will also receive theory
instruction to gain knowledge of what makes a great presentation.

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The biggest drawback of going through the ADDIE model process is its
speed, or rather, the lack of it. The output of the previous step serves
as the input for the next step. This is similar to the traditional
‘waterfall’ method. This approach takes a long time, during which the
learning and content needs may change. This can lead to a misfit
between the end product and the reason why the process was started
in the first place. Rapid instructional design offers a potential solution.

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What is Adult Learning Theory?

Every trainer’s ambition is to make corporate learning as impactful and

engaging as possible. But how? One method to master great training
and course creation is by understanding how your learners’ learn.
Adult Learning Theory, also known as andragogy, is a concept that has
been around for years. It highlights the distinct ways adults best
respond to learning and it’s a must-know for any training provider.
Adult learning is a relatively simple theory to grasp, so let’s explain
what it is and how its principles can be applied to your corporate
learning strategy.

Developed by Malcolm Knowles in 1968, Adult Learning Theory or

andragogy is the concept or study of how adults learn and how it
differs from children. It aims to show how adult learning is distinct and
identify the learning styles which suit them best. Over the years, the
theory has been added to and adapted. At its core, it contains five key
assumptions about adult learners and four principles of andragogy. It’s
a theory that is applicable for businesses in particular as it works well
for common training courses, like soft-skills. Adult Learning Theory is
a set of guiding principles that explain how adults learn, in contrast to
how children learn. They can be used in any environment where adults
are taught, including corporate settings.

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5 Key Assumptions of Knowles’ Adult Learning Theory

A central part of Knowles’ Adult Learning Theory refers to five

(sometimes six) assumptions. Each one outlines the general ways in
which adults perceive learning and how they prefer to train.

1. Self-Concept
As we grow older, we shift from being dependent to being more
independent. Therefore, how we prefer to learn changes from being
instructor-led to a more self-directed approach.

2. Adult Learner Experience

Adults have lots of experience from which they draw knowledge and
references. We can take from these experiences and learn from them.

3. Readiness to Learn
Adults want or are ready to learn when there is a reason, such as
when it’s directed towards growth and development related to their
work.

4. Orientation of Learning
As adults, we want what we are learning to be actually applicable to
our everyday lives, instead of being general learning about a subject.
We want to learn practical skills that help us solve problems and work
better.

5. Motivation to Learn
As children, we learn because of external factors, like parents and
teachers. However, as adults we want to learn for our own reasons, for
example, to progress in work or to boost self-esteem.

4 Principles Of Andragogy

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 Considering that adults have their own, unique way of learning, there
are 4 central principles that explain how to best develop training for
them.

1. When it comes to learning, adults want or need to be involved in how

their training is planned, delivered, and executed. They want to control
what, when, and how they learn.
2. Adults gain more when they can pull past experiences into the
learning process. They can draw on what they previously know to add
greater context to their learning.
3. Memorizing facts and information isn’t the right way for adults to learn.
They need to solve problems and use reasoning to best take in the
information they are being presented with.
4. Adults want to know “How can I use this information now?”. What they
are learning needs to be applicable to their lives and be implemented
immediately.

Apply Adult Learning Theory to Your Corporate Learning

So, with Adult Learning Theory explained, how do you as a training

provider use it practically for your corporate learning? Here are a few
tips toward using this theory in your eLearning:

1. Analyze your learning with the theory in mind

Many instructional design methodologies, like ADDIE, have an analysis
phase. Within this, you analyze everything from who, what, when, and
where to how. This is also a perfect time to consider how andragogy
applies. At this stage, you should assess how previous training
performed and whether it may or may not have fitted into the
framework. Also ask how you can plan out the practical applications of
training so your employees, customers, etc. see the real value of
training for them.

2. Collaborate on the learning you’re providing

As mentioned above, adults like to be involved in every stage of their
learning, so involve them as much as possible. For example, with

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employee training, before you develop courses ask what they actually
want to learn and how they would like to learn. During learning,
encourage collaboration, opinions, and discussions with other learners
and instructors. Then, once training is completed, ask for feedback on
everything from exams to content to software used to train. It will give
the learners a sense of participation throughout the process.

3. Enable self-directed learning

In the past, corporate learning has often been a mandatory activity
done at a certain time. Now with technologies like an LMS, you can
create a much more self-directed, independent learning environment
for your adult learners. You can allow them to train when and where
they want, offer them a selection of courses that they can choose to
enroll in and enable them to have their own distinct learning goals.

4. Use real-world learning examples

As the theory states, adults like to know how the training will have an
immediate application and benefit for them. So, when creating your
course content, inject it with as many real-world examples as
possible. If you’re training your customer on how to use your product,
walk them step-by-step through a workflow they will actually be using
and explicitly state how and why they would use it. For employee
training, the same applies: state how the training will help, and then
use genuine examples to train.

5. Let your learners figure it out themselves

Since adults prefer problem-solving over just the facts, when creating
content it’s a good idea to not just lay out all the answers straight
away. Why not get creative instead and build courses that get your
learners’ brains going? You can do this in a few simple ways,
including adding assessments and simulations that outline specific
problems a learner might actually encounter, and then getting your
learners to use their skills to overcome it.

6. Experimentation is key
Adult Learning Theory has so many practical uses for your corporate

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 learning. But, as always, the key to great learning is to experiment and
test. Take pieces of the theory and apply it to your employee or
customer training and see how it improves your learners’ experience.
Effective performance management helps organizations ensure that
employees understand their roles, receive constructive feedback, and
have the support they need to achieve their goals and business
objectives.

What is performance management?

Performance management is a set of processes and systems aimed at

developing employees, so they perform their job to the best of their
ability. The goal is to help employees build on skills that enable them
to perform better in their roles, reach their potential, and boost their
success while also accomplishing the strategic goals of the
organization. Effective performance management establishes a
continuous conversation between employees, managers, and HR.

The performance management process is strategic and systematic. It

combines verbal and written components, which take place
throughout the year, culminating in an annual performance appraisal.
The process involves the following:
 Establishing clear expectations,
 Setting individual objectives and goals that align with team and
organizational goals,
 Providing ongoing feedback, and
 Evaluating results.

Career decisions, including promotions, bonuses, and dismissals, are

linked to the performance management process.

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Performance management goals

Performance management aims to develop the skills and

competencies employees need to improve performance and success in
their job. In turn, these skills help the organization meet its
goals. However, a Betterworks study reported that 21% of employees
say their goals are set annually and never looked at again, while 16%
say they do not set any goals. A third of employees report that they
don’t have one-to-ones with managers or receive feedback to help
them work towards goals more than twice a year. 1 in 10 employees
claim they rarely or never receive this type of feedback.

Performance management goals include setting performance

expectations so that employees have clarity on what is expected of
them and what they can gain by meeting these expectations, including
compensation, rewards, or even a promotion. Continuous, real-time
feedback helps employees understand where they are, learn, self-
correct, and grow. They can constantly improve their performance at
work, providing them with a greater sense of accomplishment. This
equips the organization with a skilled, engaged, and qualified
workforce.

A Willis Tower Watson study found that companies using performance

management programs effectively are 1.5x as likely to outperform

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their competitors financially and 1.25x as likely to see an increase in
employee productivity. Performance management improves individual
and team performance which helps businesses achieve their goals and
objectives. For example, if a business objective is to grow revenue,
effectively managing the performance of your sales employees can
help you achieve this. Performance management also allows
employees to see how their individual goals align with the company
goals and understand how they contribute to achieving those,
encouraging engagement.

Why is performance management important?

If the above performance management goals are achieved, there are

several benefits for both your employees and the wider organization.

Future-proofing your workforce’s skills

Establishing a continuous line of communication with employees and
monitoring their skills, learning, and training developments helps
uncover potential skills and performance gaps in the organization. You
can then work to close these, providing the business with a strong
competitive advantage.

Increased employee engagement

When carried out effectively, performance management sets
expectations for your employees in a transparent way. It provides
them with learning and development opportunities, a clear career path
in the organization, and an understanding of their role’s impact on
meeting organizational goals. Plus, continuous performance
management helps employees feel valued and cared for, making them
more open to receiving constructive feedback and working to
improve.

Higher employee retention

When an employee can see their progression at work and clearly
understands their career path and what they need to do to earn a

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promotion, it leads to more engaged employees who are likely to stay
with your organization.

Culture of feedback and trust

Establishing a culture of communication, transparency, and trust
begins with leadership and HR initiatives that will trickle down to the
rest of the organization. That includes the nature of your performance
management process and a transparent performance management
policy. When managers are open and give honest, constructive
feedback to employees, this encourages employees also to be open
and honest, building mutual trust. It also fosters a healthy overall
company culture.

Improved organizational performance

Managing employee performance ultimately leads to significant
improvements in organizational performance, including revenue
growth and customer satisfaction. Helping your employees learn,
develop and perform better in their roles has a positive knock-on effect
on the wider business. According to Bryan Adelson, a consultant at
Red Clover HR, organizations need to understand the “why” behind
their performance management strategy. “Why are they conducting
these conversations in the first place, what is their value, and what
takeaways do they want from them? Understanding these questions
will ultimately help structure and provide the most effective outcomes
to the employee and organization,” Adelson points out.

What are the stages of performance management?

A typical performance management cycle has four key stages:

1. Planning

The planning stage is dedicated to establishing performance

expectations with employees. Job descriptions should clearly outline
these goals to attract the right candidates. After hiring the candidate,
you need to reconfirm these expectations and set SMART goals and

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employee performance metrics together. Performance management
plans must also be flexible so they can be adjusted as organizational
objectives change along the way. The employee should be actively
involved in the planning process because this increases satisfaction
and motivation to improve.

2. Monitoring

The second stage is monitoring. During this stage, HR and managers

must regularly monitor employee performance concerning the goals
set and provide feedback to employees on their progress. Doing this
regularly rather than annually allows issues to be highlighted and
corrected sooner rather than later. Performance management
software can assist in tracking employee performance in real time.
Still, data and reports should not be a substitute for face-to-face
discussions.

3. Developing

During the developing stage, the data collected during the monitoring
stage is analyzed and used to boost employee
performance. Underperformance may be corrected by suggesting
refresher courses, further training, performance coaching, and other
L&D methods. Managers and HR could further facilitate superior
performance by assigning an extra project to help improve knowledge
and performance, allowing the employee to excel further.

4. Rating & rewarding

The final stage is rating and rewarding. Employee performance needs

to be rated regularly throughout the year and during a performance
review or appraisal. This helps quantify employee performance,
determine the value added by each employee to the organization, and
make any changes as needed. Both employees and managers should
give their evaluations for 360-degree feedback. Continual sub-par

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performance could lead to a cross-function move or dismissal. Your
organization should also recognize and reward superior performance,
whether it’s through praise and recognition, a raise in salary, or a
promotion.

Performance management examples

HSBC
HSBC now has an HR mobile app where employees and managers can
easily capture achievements and share feedback. Employees can
access an HR-to-do list, their performance and development plans,
online learning resources, and manage their personal employment
information. Managers can handle approvals on the go, set goals, and
regular check-ins to maintain productivity and facilitate continual
growth. The app lends itself well to flexible and remote working
models without compromising results. It has created a stronger
relationship between managers and employees, where employees feel
more supported, and end-of-year appraisals feel more meaningful.

Deloitte
Deloitte rolled out a pilot performance management program that
encouraged team managers to have frequent check-ins with team

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members about their performance, priorities, and strengths. Surveys
completed by employees helped team leaders understand the process
from their perspective and make improvements. Custom career
development plans were created for all employees. What’s more,
everyone was provided with a career coach to help them develop. Data
has been beneficial, particularly in helping underperforming employees
see where they sit in relation to their colleagues, listen to constructive
feedback, and take action. It has also helped Deloitte understand
people, team, and leadership trends they haven’t been able to see
before this. One example is the connection between feedback
conversation frequency and employee performance.

IKEA
IKEA set out to drive business performance by strengthening
management and leadership skills. An accredited “train-the-trainer
performance management coaching program” was created for them
and rolled out to 750 managers and supervisors across the UK. This
included an interactive seminar, developing coaching skills (aligned
with the International Coaching Federation), certification, and the
identification of internal coaching champions. Departments with
managers who attended performance management coaching training
saw a 5% KPI increase and went from 60% scores in management
ability to 90% scores across the board.

Performance management is a crucial aspect of any organization’s

success. By focusing on goal- and expectation-setting and creating a
continuous performance management process, you’re empowering
your employees to develop and improve every day and ultimately
setting your organization up for success.

Instructions
Read the case problem below:

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 XYZ Corporation, a global technology company, is planning to roll out a
new training program for its employees to enhance their digital
marketing skills. The company recognizes the need to improve its
employees' knowledge and abilities in this area to stay competitive in
the market. The management team has decided to use the ADDIE
(Analysis, Design, Development, Implementation, and Evaluation)
model as a framework for developing and delivering this training
program.

Case Questions:

1. Analysis Phase: How will the company identify the specific knowledge
and skills gaps that employees need to address through this program?
2. Design Phase: What instructional strategies and learning materials
should be designed to address the identified learning needs?
3. Development Phase: How can XYZ Corporation ensure that the content
is engaging, relevant, and up-to-date in the rapidly evolving field of
digital marketing?
4. Implementation Phase: What strategies can be employed to motivate
and support employees throughout the implementation phase?
5. Evaluation Phase: What criteria and key performance indicators (KPIs)
should XYZ Corporation use to assess the effectiveness of the digital
marketing training program?

Note: Use the template document in submitting your answers to the

case study. Please make sure to submit your output on time and avoid
to request for an extension. Thank you.
The quiz is not timed, so you can pause it and resume at any time.
If you cancel the quiz, your answers are discarded and they are not counted as a
submission.

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