Most learning programs are designed to transfer knowledge. But knowledge alone doesn’t change behavior. Understanding this distinction is the single most important insight in modern learning design.
The Knowing-Doing Gap
Research consistently shows that people can know exactly what to do and still not do it. The reasons are complex — habit, organizational pressure, lack of confidence, competing priorities — but the implication for learning designers is clear: information is necessary but not sufficient.
Designing for Behavior
Programs that actually change behavior share several characteristics: they’re grounded in realistic practice, they address the emotional and social dimensions of change, and they’re supported by the organizational environment. Simply telling people what to do differently doesn’t work.
The Role of Practice
Deliberate practice in realistic contexts is the single most powerful lever for behavior change. This means moving beyond knowledge checks to scenario-based activities that mirror the complexity and ambiguity of real work situations.
When we design for behavior change rather than knowledge transfer, everything about our approach shifts — from needs analysis to assessment to follow-up support.