On-the Job Learning Delivery Methods
Organizations use a wide range of methods to deliver on-the-job learning. This document indicates the most common delivery methods, listed in order by the degree
of control L&D has on each. L&D should leverage delivery methods with a high degree L&D control (listed toward the top of the page) as an opportunity to have high-
visibility impact on learning, whereas low L&D control delivery methods (listed toward the bottom of the page) present an opportunity for L&D to drive the learning
culture informally through individual and manager-directed solutions.
High L&D Control
• Performance Support Aids – Sources of information and tools designed to assist learners as they perform their jobs (e.g., job aides and
Opportunity for electronic assistants). The information and tools are intentional and focused on the specifics of the job.
highly visible L&D • Work Simulation – A simulation of actual work that does not result in real outcomes. Such simulations may take place on or within real work
impact on learning systems but in “staged environments”. They may also consist of mock exercises designed to replicate real life work situations but not take place
within the real work environment.
• Executive Coach – The provision of a dedicated professional coach to a learner in a leadership position. The executive coach helps the learner
achieve their goals by providing counsel, guidance, and insights into issues such as stress, time-management, delegation, and people
management.
• Formal Performance Appraisal – The process through which the learner’s manager provides them with information on their performance
against a set of defined criteria as part of the organization’s performance management process. The manager should explain why the learner
received each score and where and how they should improve.
• Teaching Others – Having the learner teach others knowledge or how to conduct a certain tasks serves as a development opportunity on its
own.
• Stretch Assignments – Work assignments that challenge a learner’s current level of skill and knowledge. Ideal stretch assignments are
immediately relevant to the learners role/function but are typically handled by someone one level above the learner in seniority.
• Job Rotations – Job rotations place an employee in a new role and/or function for development purposes, often ranging from 6 months to 2
years.
• Induced Self-Directed Learning – Mandatory learning for employees to work in the industry and/or organization that learners must take the
initiative to learn (e.g., passing certificate or licensing exams).
• Mentor – An individual (typically more senior and tenured than the learner) who provides guidance and advice on how to be successful in their
job and the organization.
• Action Learning Projects – Typically groups of high-potential employees (HIPOs) or future leaders formed to solve a real business challenge
selected by management; projects generally last a period of at least a few months with the participants working together in teams.
• Peer-to-Peer Learning – Tools and systems designed to facilitate the exchange of knowledge between employees, such as communities of
practice or networking technologies.
• Self-Directed Learning – The learner has access to information through the organization but must take the initiative to learn (e.g., reading
information booklets, searching historical databases, taking company courses that require self-registration).
• Increasing Responsibility – Increasing the amount of responsibility the learner has within their job by making the learner responsible for specific
outcomes and/or giving (additional) ownership for a set of tasks or processes.
• Manager Coaching – Feedback provided to the learner by the manager on their work and performance.
Low L&D Control
Opportunity to drive
learning culture
Source: Learning and Development Roundtable research.
informally
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