Organisations striving to accelerate the time to workforce proficiency are turning to the learning pathsmethodology as described by Learning Paths International  (https://learningpaths.com/). Learning Paths offer a systematic, measurable, and practical approach to skills development. However, implementing a learning path is not just a training initiative—it is a significant organisational change. Without a structured change management process, even the most well-designed learning path may fail to achieve its intended impact.

In this blog we explore why change management—particularly through the lens of the ADKAR Model—is essential in implementing a learning path successfully.

Defining learning path and proficiency

The learning paths methodology as described in the book “Learning Paths” by Rosenbaum and Williams[i] focus on two fundamental concepts of their methodology, namely proficiency and learning path.

Proficiency forms the building blocks for a learning path. Proficiency is the ability to perform a job or task to a defined level of quality, consistency, and timeliness. It includes measurable outcomes and observable behaviours aligned with role-specific performance goals—such as sales targets, customer satisfaction scores, or operational efficiency indicators​​.

A learning path is the complete, structured sequence of training, practice, and on-the-job experiences that an individual undertakes from their first day in a role until they reach full proficiency. It is designed to reduce time to proficiency by sequencing learning activities in the most efficient and effective order. Learning Paths replace informal, inconsistent learning methods with a documented and repeatable process that enhances consistency, speed, and quality of employee development​​.

Together, learning paths and proficiency definitions form the foundation for structured, results-driven learning and performance improvement.

The need for change management

Implementing a learning path changes how employees learn, how managers lead, and how organisations approach training. It often challenges long-standing training habits and introduces a new learning culture—one that is more structured, data-driven, and performance-oriented. These shifts require intentional change management to ensure adoption, alignment, and sustainability.

This is where the ADKAR Model—a well-established change management framework developed by Prosci[ii]—provides a practical roadmap. In the following table we will indicate how the five stages of ADKAR relate to the implementation of a learning path:

ADKAR stages	Relevance to implementing learning paths	Application example
Awareness – of the need for change	Employees and managers must understand why the organisation is transitioning to learning paths. This includes awareness of current training gaps, variability in employee performance, and the benefits of reducing time to proficiency.	Highlighting the cost of trial-and-error learning and showing how learning paths lead to measurable improvements in speed and consistency can build urgency for change.
Desire – to participate in and support the change	People need to be motivated to embrace learning paths. This requires clear communication about how the Learning Path will benefit them individually—by improving success rates, clarifying expectations, and opening growth opportunities.	Demonstrating early wins—such as faster onboarding or improved sales results—can drive buy-in and enthusiasm across teams.
Knowledge – of how to change	Stakeholders need guidance on how to implement and use the learning path. This includes training for managers on coaching employees through the path and instructions for employees on how to follow the steps to proficiency.	Equipping supervisors with checklists, review tools, and progress dashboards supports consistent application and knowledge transfer.
Ability – to implement the change	The Ability stage is about translating knowledge into action. It focuses on building the skills, behaviours, and confidence needed for individuals to successfully implement the change in real-world settings. Developing ability regarding learning paths involves hands-on practice, coaching, mentorship, and real-time application. It requires creating safe learning environments where individuals can refine their skills, make mistakes, receive feedback, and grow their competence over time.	In a sales team adopting a new learning path, ability is built by including structured role-plays, supervised client calls, and progressive sales assignments that grow in complexity. Sales leaders actively coach team members, reinforcing learning through regular feedback and tailored development plans. This approach ensures that sales staff aren’t just trained—they are truly able to perform at or above the required proficiency level​
Reinforcement – to sustain the change	Ongoing feedback loops, recognition of success, and continuous improvement mechanisms are critical for embedding learning paths into the culture.	Using metrics such as time to proficiency and performance standards helps reinforce the value of Learning Paths and enables iterative improvement​.

Implementing a learning path is an effective way to transform organisational learning—but it demands a shift in mindset and behaviour. By combining the structured design of learning paths with the strategic rigour of change management—particularly through the ADKAR model—organisations can ensure that the transition is successful, sustainable, and aligned with broader business objectives. Ultimately, when learning paths are adopted and embedded effectively, they foster a culture of accelerated growth, performance excellence, and continuous learning.

[i] Rosenbaum, S. and William, J. (2004). Learning Paths: Increase Profits by Reducing the Time It Takes Employees to Get Up to Speed. Pfeiffer.

[ii] Prosci. (n.d.). The Prosci ADKAR® Model. Retrieved April 16, 2025, from https://www.prosci.com/methodology/adkar