Descriptions of performance-based training may give the impression that learning, like a production line, moves step by step. Training can succeed in such a straightforward fashion, but learning is often not linear. Learning may appear as a sequence, but it may also zigzag or look like an ever-expanding ripple that grows from the centre out. Learning can be repeated grasping for more sophisticated understanding.

Although programs may start out with purely performance-based criteria, other employee needs can surface and upset the tightly structured plan. Consider, for instance, a company's introducing new technology that will affect many aspects of the operation. Teaching solely to one job function that is changing can result in a behaviour change but not prepare employees for the next change. For this type of training to succeed in the long run it would need to be part of an inquiry into work, learning, and change.

Computerizing the hospital

The nutrition department of a large urban hospital introduces computerized menu service. The new technology will improve efficiency, give more choice to patients, and eventually help increase revenues through catering to outside groups such as Meals on Wheels.

The employees who prepare the trays now face a computer printout instead of the traditional menu card with its familiar formatting, visuals, and standard menu items. The hospital decides that some employees with little formal education will need training to work with the new system. At first the administrators consider only menu word recognition and see the training as simple and straightforward.

The employees and administrators, however, have opposing perspectives and expectations; the instructors have even different views about what is to be learned and how to learn it. Finding the truth is difficult.

About 30 of the employees—female, immigrant, second-language speakers — have worked many years at the hospital. The majority are 40 to 60 years old. Their speaking and listening skills are adequate for work and home. Some are literate in their first languages; others are not. All depend on outside help for reading and writing in English.

Despite recommendations by the education coordinator against group testing, the hospital insists that individual assessments are too costly and time consuming. The hospital wants to keep these employees and tries to explain that, although their jobs are not in jeopardy, they must be able to use the new system.