At the recent ATD conference, I encountered the idea of viewing learning as a process of change—and the role of learning experience designers as change managers. The concept resonated deeply, reminding me of Gagné’s Nine Events of Instruction. There is a natural alignment between the ADKAR model, which captures the mindset and behavioral shifts individuals undergo during change, and Gagné’s framework, which offers the instructional structure to guide that transformation.
ADKAR (Awareness, Desire, Knowledge, Ability, Reinforcement) provides the psychological roadmap, while Gagné’s sequence (from gaining attention to enhancing retention) delivers the pedagogical strategy. Awareness aligns with capturing attention and clarifying purpose; Desire mirrors motivation and connection to prior learning; Knowledge unfolds through content presentation and guidance; Ability develops through practice and feedback; and Reinforcement solidifies through assessment, retention, and transfer.
Together, they show that learning isn’t just about sharing content—it’s about shaping how people think and act long after the session ends. Each stage of the ADKAR model finds a natural counterpart in Gagné’s framework, forming a complete pathway from awareness to sustained change. Let’s look at these parallels more closely.
What are ADKAR and Nine Events of Instruction?
Developed by Jeff Hiatt (2006), the ADKAR model emerged from organizational change management research conducted by Prosci. It identifies five key building blocks—Awareness, Desire, Knowledge, Ability, and Reinforcement—that describe the individual journey required for successful change. In contrast, Robert M. Gagné, a pioneering educational psychologist, introduced his Nine Events of Instruction in the 1960s as part of his broader Conditions of Learning framework. Gagné’s model offers a systematic sequence for designing effective instruction, moving learners from attention and motivation to performance and retention. Together, these models connect the psychology of change with the science of learning design, offering a unified lens for understanding how people adopt, apply, and sustain new knowledge and behaviors.
Awareness & Gagné’s “Gain Attention” and “Inform Learners of Objectives”
Awareness begins with understanding why change or learning is necessary. In ADK
AR, this stage focuses on building recognition of the purpose and urgency behind change. Gagné’s first two events—gaining attention and informing learners of objectives—serve the same function in instruction by creating curiosity, relevance, and clarity. Together, they ensure learners are not only aware of what they are learning but why it matters, creating the foundation for meaningful engagement.
Desire & Gagné’s “Stimulate Recall” and “Motivate Learners”
Desire bridges awareness and action—it’s the emotional investment that drives learners to participate. ADKAR defines it as the personal willingness to engage with change. Gagné reinforces this through stimulating recall of prior learning, allowing learners to connect new information with their existing experiences and values. This connection builds relevance, confidence, and ownership—turning passive participation into genuine motivation.
Knowledge & Gagné’s “Present the Content” and “Provide Learning Guidance”
Knowledge in ADKAR represents the understanding and skills required to change. Gagné operationalizes this phase by presenting well-structured content and offering guidance that supports comprehension and retention. Both emphasize the importance of clarity, scaffolding, and cognitive support. Together, they help learners not just absorb information but internalize it in a way that prepares them for action.
Ability & Gagné’s “Elicit Performance” and “Provide Feedback”
Ability is where knowledge becomes capability. ADKAR identifies it as the point where individuals start performing the new behavior or applying new skills. Gagné complements this through eliciting performance—structured opportunities for learners to practice—and providing feedback to correct and refine. This synergy ensures that learning moves from conceptual understanding to practical execution, empowering learners to act with confidence.
Reinforcement & Gagné’s “Assess Performance” and “Enhance Retention and Transfer”
Reinforcement secures the sustainability of change. In ADKAR, it involves continuous support and recognition to prevent regression. Gagné aligns with this through assessment, reflection, and techniques that enhance retention and transfer. Together, they create conditions for long-term success—embedding learning into habits, routines, and workplace culture so that the change becomes self-sustaining.
Conclusion
By weaving together ADKAR’s human change model and Gagné’s instructional sequence, learning experience designers bridge the gap between instruction and transformation. ADKAR ensures learners’ readiness and emotional commitment, while Gagné provides the design architecture that supports each stage of that journey. When combined, they reveal that effective learning design is not merely about knowledge transfer—it’s about managing change with intention, guiding individuals from awareness to adoption, and ultimately shaping lasting, meaningful growth.
References
Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart & Winston.
Hiatt, J. (2006). ADKAR: A model for change in business, government and our community. Prosci.
Kennedy, K. (2025). Learning that lasts: Reflection activities for trainers and designers.
Lahmon, M. (2025, November 7). From classroom to action: Learning as change management [Conference Session 1]. ATD Sacramento Chapter, IlluminATeD: Shining a Light on Learning Conference, Sacramento, CA.
From Insight to Action
As learning and development professionals, we are not just facilitators of knowledge but architects of transformation. Integrating ADKAR and Gagné challenges us to think beyond content and focus on how people change. It is an opportunity to design learning that not only informs but endures.
Take a moment to reflect on your own practice:
How might applying both ADKAR and Gagné together improve the design and sustainability of your learning programs?
Which stage or event do you find most challenging to implement, and why?
How do you, as a learning professional, ensure that knowledge gained in training translates into lasting behavioral change?
I would love to hear your perspective. Share your thoughts or examples in the comments and let’s keep the conversation going about how learning becomes real, sustained change.
