By Marg Stott
In many organisations, learning still happens away from the work itself, through workshops, training sessions or formal programs. Yet as work becomes more complex, fast-paced and relational, the gap between what people know and what they do in practice becomes increasingly important.
Traditional approaches to learning and development remain valuable for building foundational knowledge. However, there is strong evidence that training alone is insufficient to change practice or sustain new skills over time. Without ongoing support, newly learned skills are rarely embedded into everyday work.
This raises an important question for learning and development professionals: how can learning be designed to happen within the flow of work, rather than outside it?
One answer lies in rethinking coaching, not as an additional activity, but as a core mechanism for embedding learning into daily practice.
Coaching as Learning in the Flow of Work
Coaching is a structured approach to building capability in real time, supporting people to apply, practise and refine skills within the context of their everyday work.
Unlike traditional training, coaching is inherently embedded in workflow. It focuses on real tasks, present challenges and the practical application of skills in context. Rather than requiring people to step away from their role, coaching integrates learning into what they are already doing.
Moving Beyond Training
Research in implementation science highlights a consistent challenge: while significant effort is often placed on what needs to be implemented, such as a new skill, model or approach, far less attention is given to how it is embedded into everyday practice.
Training plays an important role in introducing new knowledge. However, without active implementation support, there is a high risk that new skills are not used, are used inconsistently, or drift from their intended design over time.
Coaching is recognised as a key implementation strategy that helps close this gap. It provides structured, ongoing support that enables people to apply, adapt and sustain new skills in real-world contexts.
Through coaching, individuals are supported to:
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apply new learning in their day-to-day work
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reflect on what is working and what is not
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receive feedback that strengthens skill use and consistency
- adapt their approach while maintaining the integrity of what is being implemented
In this way, coaching does not simply reinforce learning, it supports the effective and sustained implementation of it.
Importantly, coaching does not require a standalone role. In many organisations, coaching is most effective when embedded within existing roles, such as team leaders, managers or experienced peers who act as champions of high quality work. This approach increases access to coaching and strengthens a culture of continuous learning without adding additional structural burden.
What Coaching Looks Like in Practice
Embedding coaching into the flow of work requires both structure and flexibility. Two complementary approaches are particularly effective: structured group coaching and in-the-moment coaching.
Coaching Pods - Structured, Peer-Based Learning
Coaching pods are small group sessions focused on shared work themes. They create space to reflect on real challenges, practise skills, learn from peers and receive feedback.
Their value lies in combining social learning with practical application. People learn not only from a coach, but from each other, which normalises the challenges of complex work and strengthens engagement.
In one service-based setting, this has been implemented through small “coaching pods” focused on shared practice challenges, an approach that is readily transferable across sectors where people are required to apply skills in dynamic, real-world situations.
In-the-Moment Coaching - Learning Without Added Burden
While structured coaching is important, some of the most powerful learning happens in the moment. In-the-moment coaching occurs through brief, targeted conversations after key interactions (for example, with clients, stakeholders or colleagues), during case discussions or through immediate feedback. These interactions are short, highly contextual and embedded within existing work.
Rather than adding to workload, this approach reduces friction by making learning part of how the work is done.
The “How” Matters: Building Capability, Not Dependence
In high-pressure environments, it can be tempting to provide answers or take over tasks. While effective in the short term, this does little to build long-term capability.
Effective coaching focuses instead on:
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asking reflective questions
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supporting individuals to generate their own solutions
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building insight into their work
- reinforcing strengths and progress
By focusing on the “how” of performance, not just the “what” coaching supports the development of transferable skills and strengthens implementation in practice.
Designing Learning for Real-World Complexity
Embedding learning into the flow of work requires a shift in how learning is designed. Rather than discrete events, learning becomes an ongoing process integrated into daily activities. Key design considerations include:
- Relevance: connected to real work
- Timing: provided close to practice
- Practice: opportunities to try and refine skills
- Feedback: specific and timely
- Reflection: supports behaviour change
This reflects a shift from designing learning as an event to designing for implementation and sustained use in practice.
Implications for Learning and Development
For organisations seeking to support continuous capability development:
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Integrate coaching into everyday work
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Build coaching capability in leaders and teams
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Prioritise application (the how) over content (the what)
- Create structures that support ongoing learning
Learning in the flow of work is not about adding more, it is about changing how learning happens. Coaching provides a practical and evidence-informed way to embed learning into daily work.
By combining structured approaches with in-the-moment opportunities, organisations can move beyond one-off training towards sustainable capability development, building a more confident, adaptive and capable workforce. When learning is embedded into the work itself, capability is not just developed, it is sustained.
Further Reading and Resources
Fixsen, D. et al. (2005). Implementation Research: A Synthesis of the Literature.
Powell, B.J. et al. (2015). A refined compilation of implementation strategies.
Miller, W.R. & Rollnick, S. (2013). Motivational Interviewing: Helping People Change.
Joyce, B. & Showers, B. (2002). Student Achievement Through Staff Development.
Interested in Further Learning?
AITD offers several courses:
Adult Learning: This course introduces the principles of adult learning. Learners will uncover the impact of learner engagement, memory, adult learning theories, neuroscience and learning environments. Learning frontiers will also be explored, as developments in adult learning used to strengthen programs, help build personal networks, and introduce social and collaborative elements to engage learners are discussed. Register now.
Needs Analysis: Are training programs always the best solution to an organisational problem? Analysing needs and then implementing practical evaluations are the bookends around the instructional design process. When implemented properly, they have the potential to shape processes, improve the quality of learning transfer methods and measure actual performance results. If you’re ready to become a performance consultant and trusted advisor, then this course is for you. Register now.
About the Author: Marg Stott
Marg Stott is a registered Psychologist and Manager of Practice and Implementation at OzChild. She has extensive experience in implementation science, specialising in translating evidence into practical, usable approaches and embedding quality assurance processes to sustain high-quality practice over time. Marg is skilled in the application of motivational interviewing and is a member of the Motivational Interviewing Network of Trainers, with expertise in facilitating behaviour change at both client and organisational levels.
