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The Five Moments of Learning Need
The Five Moments of Learning Need Model is an operational model for corporate employee training and performance support developed by Dr. Conrad Gottfredson in 1984. While managing three disparate staff groups, Dr. Gottfredson realized there were five major moments when employees needed to learn something. He subsequently began calling these moments the "Five Moments of Learning Need." The model is currently used extensively in creating performance support systems that support training across all five moments of learning need.

History
In 1984, Dr. Gottfredson was managing three different departments in a corporation; a technical publications group, an internal help desk, and a training group. He noticed that these groups operated as silos, with little or no communication between them. As a result, there was significant duplication of effort and information across the groups, resulting in wasted time and organizational resources. At about the same time, an analysis of calls coming into the help desk indicated to Dr. Gottfredson that there were specific events which triggered a spike in help requests. Naturally, people called most often when processes or tools changed or when something broke or did not go as expected. Surprisingly, the training group did not see able to address these post-training needs. But users also called when they needed additional training or new training and they expected help desk personnel to be able to help them. Again, time and resources were being wasted because people had to stop their work to call the help desk, only to find that the people at the help desk lacked the information to assist. To find a solution to these issues, Dr. Gottfredson stepped out of his training mindset and looked at the needs of the organization from a productivity standpoint. From his research came the Five Moments of Need model. The moments are illustrated as follows. The Moment of Apply is at the center of the model because it is in the workflow that performers use their newly learned skills to create profits for the organization.
 * 1) New: When one is learning something for the first time.
 * 2) More: When one is expanding the breadth and depth of what one has learned.
 * 3) Apply: When one must act upon what one has learned, including planning what to do, remembering what one may have forgotten, or adapting one’s performance to a unique situation.
 * 4) Solve: When one must solve problems that arise, or fix things that break or don’t work the way they were intended.
 * 5) Change: When one must learn a new way of performing a task, which requires changing skills that are deeply ingrained in one’s performance.

The Five Moments and Market Forces
There are several factors operating in the business environment that make the Five Moments model timely. First is the increasing rate of change that requires employees to frequently “learn, unlearn, and relearn” job skills. The globalizing economy coupled with increasingly faster technological changes made it apparent in the late 1980s that formal classroom training would not be able keep up with the demands for updated skill sets and knowledge. In 1991, Gloria Gery proposed the creation of an “electronic performance support system” that would give workers access to critical information in the workflow without the need to interrupt their own work or that of their peers to get answers. The second factor that drives the need for a new training model is the intense amount of time and resources required to create and administer formal training. Training is often regarded as a “nice-to-have” for businesses when profits are high and the organization can afford people leaving their work to attend classes. But when profitability goes down, training groups, along with other staff groups, are among the first to be cut. Third, it is next to impossible to relate training costs to productivity improvements with traditional classroom measures. When training groups cannot justify their existence on the bottom line of the quarterly report, they are vulnerable to elimination in tight budget times. The fourth issue that makes the Five Moments model timely and useful is a cognitive problem called the Forgetting Curve. Simply stated, memory of what is learned begins to deteriorate within minutes of the learning event unless the learner spends time and effort to retain the information. Due to the need for productivity, there is precious little time to review what has been delivered during formal training for job tasks. As a result, when performers return to the workflow, they must have a way to relearn what was forgotten that is quick and does not take them out of their tasks. The solution to these problems is an Electronic Performance Support System, the design of which is driven by the Five Moments model in tandem with the Train/Transfer/Sustain model.

Impact of Five Moments on Training Groups
Traditionally, corporate training efforts focus on classroom delivery and achieving learning objectives within that venue. In the 1990s, electronic means of delivery began to be utilized in training, including “e-learning (electronic learning),” web-based learning, and virtual instructor-led training (VILT). But the focus of training remained on the moments of New and More. The Five Moments model found its sweet spot when electronic performance support systems (EPSSs) began to hit the market. Using the Five Moments model, training is designed from the Moment of Apply “outward.” That is, instructional designers start a training project by first focusing on what performers will need in the Moment of Apply. Training topics are ranked according to their criticality with respect to the work required by the organization. Formal training—Instructor-Led Training (ILT) in the classroom, virtual instructor-led training (VILT), or e-learning— is focused on the concepts related to the most critical parts of a new skill—the “why” of the work being done. Concepts are strengthened through learning activities. But task descriptions are only introduced and the details, supporting information, and additional resources are made accessible through the EPSS. Use of the EPSS is also taught so that performers know how to get to procedural steps within “two clicks and ten seconds” in the workflow. With an EPSS, trainers and instructional designers focus classroom training on the most critical aspects of New, More, and Apply and put the supporting information into the EPSS to be recalled as needed in the Moments of Apply, Change, and Solve. To be truly effective, of course, the information in the EPSS must be kept current by the Training and Technical Communication groups. Of great importance to L&D groups is this fact: when the Five Moments model is used to drive the structure of training and the design of an EPSS, training efforts can be directly tied to the bottom line. Along with traditional measures such as the number of people who complete a course, L&D can use measures such as the following to connect their efforts directly to profitability. For L&D groups, the change in focus from the classroom to the Moment of Apply allows training to become a valuable and measurable asset to the business instead of a cost center. Said another way, training takes on its real value in the workflow.
 * Support and help desk calls
 * Number of calls
 * Types of calls (Tier 1 vs Tier 2)
 * Length of calls
 * Sales Numbers
 * Sales activity (as captured in CRM Software)
 * Revenue growth
 * Pipeline growth
 * Productivity Measures
 * Errors reported
 * Time on tasks
 * Job-specific measures such as tasks completed or calls taken
 * Cost reductions
 * Times spend in formal training
 * Development time
 * Print costs
 * Usage
 * Number of unique users
 * Number of repeat users
 * Hits (on a web-based system)

Mapping the Moments to Other Models
When paired with two other models, the Five Moments model becomes even more valuable in sustaining and improving performance in the workflow. These two models are the Train/Transfer/Sustain model and the 70:20:10 model.

The Five Moments and Train/Transfer/Sustain
Conceptually, the Five Moments model can be mapped to the Train/Transfer/Sustain (TTS) model in the following way. The moment of New maps to Train. The moment of More overlaps Train and Transfer. Apply overlaps Transfer and sustain; and Solve and Change map to Sustain. Note, however, that any of these moments can occur in the workflow at any point. This is the reason that L&D groups must intentionally control the learning environment and be proactive in designing for the Five Moments of need. [Expand; see con and bob articles]

The Five Moments and 70:20:10
Training that focuses on the Moment of Apply is extremely effective because of another learning phenomenon called the 70:20:10 model. The 70:20:10 model states that roughly 70% of learning takes place through experience; 20% takes place through social interaction (learning from a peer or supervisor); and 10% takes place in formal training and reading. While it’s easy to recognize the validity of the 70:20:10 model, if by nothing more than our own experience, it is quite difficult to build a “70:20:10 system.” When 70:20:10 is paired with the Five Moments model, the problem of how to operationalize 70:20:10 disappears. These two models working in tandem can be represented this way, where the “10% FL” figure represents acquiring new information during formal learning. Metaphorically, the 70:20:10 model forms the cognitive foundation upon which the Five Moments model rests. The Train/Transfer/Sustain model forms the strategic framework that takes advantage of the Five Moments model. The three models together enable the bulk of learning content to be moved from formal training into the workflow (the 70% area) via the EPSS, thereby taking advantage of how people learn best—by experience. By experience, knowledge and skills are embedded in performer behavior in the context of the work that surrounds and reinforces the learning process. Therefore, retention is increased and time to competency is decreased. In addition, by addressing the most important concepts in formal training and the Moment of New, less essential details and supporting knowledge—the “nice to know”—can be relegated to the EPSS where learners can easily find it when needed. Furthermore, training effort and costs can be reduced by 50-70%. Not only does the company benefit from this shift in resource utilization, but learners can then take responsibility for their own learning, thereby multiplying learning effectiveness even more by their own motivation.