DESIGNING LEARNING FOR BEHAVIOUR CHANGE, NOT JUST KNOWLEDGE TRANSFER

Designing learning for behaviour change means creating experiences that help people adopt, practice and sustain different ways of working. Unlike training focused primarily on knowledge transfer, behaviour-focused learning considers what people need to do, why they aren't doing it already and what will help them change.

This distinction matters because knowing the correct approach doesn't guarantee that someone will use it. Employees can understand a process, pass an assessment and still struggle to apply their knowledge when faced with competing priorities, uncertainty or established workplace habits.

For L&D teams, effective behaviour change begins with understanding the performance challenge rather than immediately deciding what information needs to be taught.

Why doesn't knowledge always lead to behaviour change?

Knowledge is an important part of workplace performance, but it is rarely the only factor influencing behaviour.

An employee might understand how to manage a difficult conversation but lack the confidence to put those skills into practise. Someone else might know the correct process for escalating a risk but work in an environment where raising concerns is discouraged.

In both situations, providing additional information is unlikely to resolve the underlying problem.

This distinction is explained by the COM-B model, developed by behavioural scientist Susan Michie and colleagues. The model identifies three interacting conditions that influence behaviour: capability, opportunity and motivation.

Capability considers whether someone has the knowledge and skills required. Opportunity examines whether their environment supports the behaviour. Motivation concerns the processes that influence whether they choose to act.

For instructional designers, COM-B provides a useful way to investigate why a performance gap exists before recommending a learning solution.

Define the behaviour you want to change

The first step in designing behaviour-focused learning is to identify what successful performance looks like.

Learning objectives frequently use phrases such as 'identify effective communication' or 'list risk management principles'. While these might describe useful knowledge requirements, they don't explain what participants should do differently.

A more specific objective might require employees to identify and escalate risks using agreed criteria, adapt their communication to different stakeholders or explain the reasoning behind a complex decision.

These behaviours can be practiced and observed, making it easier to design relevant learning activities and evaluate whether improvement has taken place.

It's also worth distinguishing between behaviours that are performed occasionally and those that need to become part of everyday working practice. The learning and reinforcement required may be different.

Design learning around realistic situations

Once the desired behaviour has been defined, the next consideration is how participants will practice it.

For straightforward tasks, a demonstration followed by guided practice may be sufficient. More complex behaviours, such as leadership, communication or decision-making, often benefit from realistic scenarios that require participants to consider competing priorities and exercise judgement.

For example, a programme designed to improve decision-making might present participants with incomplete information and several possible courses of action. Rather than simply selecting an obvious correct answer, learners would need to evaluate the evidence, identify potential risks and explain their reasoning.

Feedback can then help participants understand the consequences of their decisions and explore alternative approaches.

This type of activity is particularly relevant in pharmaceutical and scientific environments, where employees frequently need to apply specialist knowledge while managing uncertainty and working across disciplines.

Make practise and feedback part of the process

Behaviour change often requires repeated opportunities to practise, particularly when people are replacing established ways of working.

A well-designed learning journey might introduce a concept through eLearning, provide opportunities to practise in a workshop and then encourage participants to apply the behaviour in their roles. Subsequent feedback and reflection can help them identify improvements.

This approach is supported by research into learning transfer. A meta-analysis by Blume and colleagues, published in the Journal of Management, examined factors associated with the transfer of training into workplace performance. It identified the importance of learner characteristics, training design and the working environment.

The implication for L&D is that the learning experience itself is only part of the solution. Participants also need appropriate opportunities and support to use what they've learnt.

Consider what happens after the learning

One of the biggest barriers to behaviour change is the environment people return to.

An organisation might invest in training employees to collaborate more effectively, but if performance measures reward individual teams for prioritising their own objectives, the desired behaviour may be difficult to sustain.

Similarly, employees might be trained to follow a new process but lack the time, resources or managerial support to implement it consistently.

This is why behaviour-focused learning should involve stakeholders beyond the L&D function. Managers can reinforce expectations, provide feedback and create opportunities for practise. Operational teams may also need to review processes or remove barriers that discourage the required behaviours.

Sometimes a learning needs analysis reveals that training isn't the primary solution. Changing the working environment may be more effective than developing another course.

How do you measure behaviour change after training?

Measuring behaviour change requires evidence of what people do differently, rather than relying entirely on what they know.

The appropriate measures depend on the intended behaviour. A programme focused on communication might use structured observations or feedback from colleagues. Technical training could assess whether employees follow a process correctly, while leadership development might examine how participants approach decisions and manage responsibilities.

Establishing a baseline before learning begins makes it easier to identify subsequent improvements.

Follow-up evaluation is also important. Someone might demonstrate a new behaviour successfully during a workshop but struggle to maintain it under everyday working conditions.

Evaluation should therefore consider both whether the behaviour has changed and whether that change is sustained over time.

What makes behaviour-focused learning effective?

Effective behaviour-focused learning combines clear objectives, relevant practise, constructive feedback and support for workplace application.

However, the starting point should always be understanding why the desired behaviour isn't already happening. If the problem is primarily a lack of knowledge or skill, learning may provide much of the solution. If opportunity or motivation is the main barrier, wider organisational changes may also be necessary.

For L&D teams, this means moving beyond the assumption that delivering information will automatically improve performance.

The objective is to create learning experiences that help people develop the capabilities they need, practise using them and apply them confidently in their roles.

Frequently asked questions

What is behaviour change in learning and development?

Behaviour change in L&D refers to helping employees adopt, improve or sustain specific workplace behaviours. It focuses on how people act and perform, rather than simply what they know after completing training.

How do you design training that changes behaviour?

Start by defining the desired behaviour and identifying why it isn't happening. Develop learning activities that allow participants to practise realistic situations, receive feedback and apply their skills in the workplace. Ensure the working environment supports the intended change.

What is the difference between knowledge transfer and behaviour change?

Knowledge transfer focuses on acquiring or communicating information, while behaviour change concerns how people act. Knowledge is often necessary for behaviour change, but application also depends on motivation, opportunity, practice and workplace support.

What is the COM-B model in learning design?

COM-B is a behavioural science model that explains behaviour through three interacting conditions: capability, opportunity and motivation. Learning designers can use it to identify barriers to performance and determine whether training, workplace changes or a combination of approaches is required.

Can eLearning change employee behaviour?

Yes. eLearning can support behaviour change through realistic scenarios, decision-making activities, feedback and reflection. However, sustained change may also require workplace practice, managerial support and reinforcement beyond the course.

How long does workplace behaviour change take?

There is no fixed timeframe. It depends on the complexity of the behaviour, existing habits, opportunities for practice and the support available. Some behaviours can change relatively quickly, while complex professional capabilities may require development over several months.