Types of On-the-Job Learning
On-the-job learning is a complex terrain. Based on its research and conversations with L&D teams, the Roundtable
has identified 3 primary purposes or uses of on-the-job learning.
#1 Reinforcing and Adding to Formal Training Solutions
Description The impact and effectiveness of a formal training solution (delivered in a classroom setting or via e-learning,
for example) is increased through specific activities or tasks the learner completes back on the job before,
during, or after the training. The activities are designed to reinforce what was learned through the practical
application or use of the concepts, information or skills taught.
Example As part of its formal leadership training program (which consists of two 3-day offsites) Alpha Organization*
gives the learners lists of specific activities they should do in their jobs that map to the competencies taught
across the program. For example, between the two session leaders are required to review the development
needs of their teams and present their findings and plans at the second offsite session.
#2 As an Alternative to Formal Training Solutions
Description Rather than addressing a specific development need via a formal solution such as classroom training or e-
learning modules, the need is addressed on the job instead. The substitution may be full or partial – in the
latter, only certain components of the solution are delivered on the job. Unlike in #1 above, a specific set of
information, skills or competencies are being taught on the job rather than simply reinforced. L&D may seek
to artificially manage the real-life situations, or in some cases use simulations, in order to maximize learning
and mitigate certain risks (e.g., poor customer experience).
Example Recognizing that its account management training was not effectively equipping account managers with
commercial negotiation skills, and that the level and quality of informal coaching by line managers was
inconsistent, Beta Company* removed the negotiation component from its classroom training course and
replaced it with a mandatory set of supervised client interactions tiered by difficulty and complexity. The
account managers’ level of involvement in the client interactions is increased at each stage until they are
assessed on their negotiation skills and allowed to conduct conversations alone.
*Hypothetical organization 2009 Corporate Executive Board. All Rights Reserved.
Types of On-the-Job Learning (continued…)
#3 Improving and Increasing the Value of Informal Learning that Happens Across the Organization
Description The in-the-moment informal learning that exists within daily work activities (while not always fully realized)
is seen as a useful process that organizations can use to drive the performance of individuals, their teams,
and by extension the larger organization. There are two main components to improving and increasing the
value of informal learning: (1) helping employees identify the learning value inherent in their day-to-day
work and (2) facilitating collective learning through employees’ normal interactions with one another. To
do this L&D may seek to create a framework which orientates the learning around the goals of the
business and ensures that it is high quality and consistent.
Example Charlie Corporation* recognizes that the sharing of experiences between product teams is critical to its
growth, and that the performance of individual team members can be better supported through reflective
processes rather than training programs that are detached from the daily workflow. The L&D team creates
tools to help learners identify what they are learning from their work and partners with the line to embed
diagnosis and reflective team discussions into the work process. In addition, L&D encourages the cross-
pollination of information between teams by having individuals from other teams attend these sessions.
Source: Learning and Development Roundtable research.
*Hypothetical organization 2009 Corporate Executive Board. All Rights Reserved.