Learning in the flow of working is defined as integrating learning seamlessly into the daily workflow and activities of individuals in the workplace. It involves creating an environment where learning becomes a natural and continuous part of work rather than a separate, isolated event.
In this blog post, the first in a four-part series by ATD’s CTDO Next consortium of top talent development leaders shaping the profession’s future, we explore when workflow learning makes sense (and when it doesn’t) and which learners might benefit most from it.
What The Matrix Teaches Us About Workflow Learning
Traditionally, learning in the workplace has been associated with formal training programs, workshops, or dedicated learning sessions that are distinct from regular work. However, the concept of learning in the flow of working recognizes that learning is most effective when it is contextualized, relevant, and immediately applicable to the tasks and challenges individuals face in their jobs.The distinction between what an employee can learn in the flow of work and what they must already know typically relates to the level of foundational knowledge and skills required to perform their job effectively.
Perhaps the most often cited pop culture reference to learning in the flow of work comes from the 1999 film The Matrix.
Neo and Trinity stand on the roof of a building. Neo spots a helicopter.
Neo: “Can you fly that thing?”
Trinity: “Not yet.”
Trinity makes a (cellular) call to Tank.
Tank: “Operator.”
Trinity: “Tank, I need a pilot program for a B-212 helicopter. Hurry….”
Tank downloads a program. Trinity’s eyelids flutter. She looks up.
Trinity: “Let’s go.”
We do not know what was downloaded, but if it was just how to fly a B-212 helicopter, it wasn’t enough. Flying a helicopter requires technical knowledge, motor skills, and situational awareness. It requires knowledge of aviation principles, aerodynamics, flight controls, and how helicopters maneuver.
More fundamental prerequisites are manual dexterity and hand-eye coordination. Operating the helicopter’s flight controls requires precise control to manipulate the cyclic, collective, and pedals simultaneously. Helicopter pilots must have excellent spatial awareness and the ability to monitor multiple instruments, control inputs, and external factors simultaneously. They must process information quickly and make timely decisions. Awareness of the helicopter’s position, altitude, speed, and orientation relative to the environment is crucial.
We can also add decision making and problem solving. Helicopter pilots encounter challenges during flights, such as adverse weather conditions or mechanical issues. They should be able to make informed decisions quickly and adapt as needed. They should be proficient in instrument flying, relying on flight instruments and navigation aids to operate in low-visibility conditions.
And finally, assessing and mitigating risks. Helicopter pilots must consider weather conditions, aircraft performance, and their limitations to ensure safe flight operations.
So, if Trinity had all these foundational skills, then some learning in the flow of work would have given her the specific information she needed to fly the B-212. Then again, she had to recognize the model of the helicopter to make the right request in the first place.
Now, maybe in the fantastic future of The Matrix, all of that could be learned in the moment. But in our fantastic present, it cannot. Learning in the moment is a powerful way to build incrementally on existing capability, to provide updated or related information, to offer reminders, and to reinforce prior learning. But it presumes a learner with all the background and fundamentals needed for the job. Providing that background and those fundamentals is still the job of TD.
Learning in the Flow of Work Is Not for Everyone
In our above example, if Trinity were color blind, unable to read, or faced other limitations, she could not have succeeded despite the download. It can be argued that learning should be personalized to compensate for learning differences; but it is important to consider the distance between the training’s difficulty and the learner’s capability.The TD function must help the organization assess the workforce’s capacity and the individuals in it (assessment) as well as help those individuals gauge their capacity (guidance). For some, learning in the flow of work may not be as practical as for others.
When Traditional Training Is the Better Option
Learning in the flow of work is not always the optimal talent development solution. More traditional training will always be needed to address:Core Competencies: Certain skills and knowledge are considered fundamental to a particular role or industry. These are typically the things that an employee is expected to know before starting the job. They form the foundation upon which more specialized skills can be built. For example, a software engineer must understand programming languages, algorithms, and data structures as core competencies.
Job-Specific Requirements: Some jobs have specific requirements that employees must meet, often related to legal or safety regulations. These requirements might involve certifications, licenses, or specific training programs that employees must complete before assuming the role. For instance, a construction worker might need to possess certifications in operating heavy machinery or working at heights.
Organizational Knowledge: Certain knowledge about the organization, its policies, procedures, and culture may be expected of employees before they start working. This knowledge provides a context for their work and helps them align their efforts with the organization’s goals and values. It is typically provided during onboarding or orientation programs.
Foundational Skills: Foundational skills form the basis for effective performance across various roles. These skills, such as communication, problem solving, critical thinking, and collaboration, are often considered essential and expected of employees regardless of their specific job. While employees can continue to develop and enhance these skills over time, a certain level of proficiency is expected from the start.
While employees may have a foundation of knowledge and skills, they will inevitably encounter new situations and tasks that require continuous learning. Learning in the flow of work can enable employees to acquire this new knowledge and skill as they perform their job tasks. This type of learning can occur through daily experiences, interactions, and challenges encountered on the job. It may involve acquiring industry-specific knowledge, mastering new tools or technologies, or gaining expertise in specific job-related tasks.
In summary, the things an employee must know already generally encompass core competencies, job-specific requirements, organizational knowledge, and foundational skills. Learning in the flow of work, though, involves ongoing skill development and knowledge acquisition, reminder, and reinforcement that occurs during the performance of job tasks.