This section shows how to define learning outcomes that improve workplace performance, not just knowledge.
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Link the learning initiative to the organisation’s mission.
Example:
The learning team links training on supporting customers experiencing financial hardship to the bank’s mission of helping customers achieve financial wellbeing.
Rationale:
Linking a learning initiative to the organisation’s objectives can increase support from management, which helps training transfer to the job.
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Link the learning initiative to measurable business outcomes.
Example:
We expect customer satisfaction scores for the pilot group to increase by 15% next quarter.
Rationale:
Expressing goals as business metrics focuses learning design on behaviour change, not just knowledge.
Notes:
Establish a performance baseline to measure change. When defining outcomes, also account for the initial drop in performance that occurs as people try new skills.
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Identify behaviours needed to achieve the desired performance.
Example:
A team member confirms the customer’s name at the start of each call.
Rationale:
Objectives written with words like “understand” don’t describe what people need to do. This makes it harder to design activities that build relevant skills.
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Identify the knowledge, skills, and attributes needed to perform.
Example:
For a customer service role, this could include product knowledge, communication skills, and patience when handling complaints.
Rationale:
Identifying the knowledge, skills, and attributes needed for a behaviour helps ensure learning addresses all factors required for performance, not just knowledge.
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Identify the data sources and evidence that show success.
Example:
For a customer service program, this may include quiz results to measure learning, call recordings to measure behaviour change, and complaint trends or customer satisfaction scores to measure business results.
Rationale:
Using multiple evidence sources gives a more complete view of success and can help identify whether problems relate to learning, behaviour change, or business results.
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Set the timeframes for collecting data.
Example:
For a customer service program, review call recordings weekly in the first month, and review customer satisfaction scores after 3 months.
Rationale:
Behaviour data collected soon after training can show whether people are applying new skills, while business results are often measured later because improvements can take time to appear.