Deepening Learning Design Through the Jobs to Be Done Approach

Have you ever wondered why people participate in a learning program? Is it just to gain knowledge? To receive a certificate? Or could there be a much deeper reason?

Today, I want to introduce you to a powerful perspective that helps us understand why people truly seek learning experiences:

The Jobs to Be Done approach.

This perspective was introduced to me by someone I had the pleasure of meeting recently at the TEGEP Hackathon: the insightful and inspiring Mustafa Aydın. His sincere storytelling and real-life examples around the Jobs to Be Done theory sparked something in me.

At first glance, it may seem like a theory tailored for innovation and product development. But in reality, it holds a profound insight that can illuminate the heart of learning design.

Instead of Asking, "Why Are You Taking This Course?"

Traditional learning design often starts with questions like:

• How old is the learner?

• Which department do they work in?

• What is their current knowledge level?

But Jobs to Be Done invites us to ask:

"What progress is this person trying to make in their life through this learning experience?"

That’s where true learning begins.

People Don’t Hire Products, They Hire Outcomes

The theory starts with a simple but profound idea:

"People don’t buy a drill. They want a hole in the wall."

People don’t desire a product; they seek to solve a problem.
Just like in a job interview, the user "hires" a product. If it performs well, they keep using it. If not, they replace it.

And the same applies to learning.
People don’t seek information. They seek solutions:

• A promotion

• A better presentation

• A new career path

• Inner confidence

As learning designers, our mission is to uncover these invisible but deeply felt "jobs" learners are trying to accomplish.

How Does Jobs to Be Done Apply in Learning Design?

Let’s take Tuğba as an example. Her manager recommends her for a training program. But in her mind, she's thinking:

• "Maybe this will help me sell better."

• "It might boost my confidence."

• "Maybe my manager will finally notice me."

Tuğba isn't attending just to learn. She's also trying to:

• Achieve a functional job: Improve her sales performance

• Fulfill an emotional job: Feel more confident

• Accomplish a social job: Be recognized by her manager

Jobs to Be Done helps us see these layers and reminds us:

A learning experience should not only deliver content, but also be deeply human-centered.

Learning Is a Companion, Not a Destination

The Jobs to Be Done mindset teaches us:

People don’t want training.
People want to become a better version of themselves.

Learning becomes a companion on that journey.
When our learning design aligns with this truth, that’s when education becomes meaningful.

iPhone, Netflix, Duolingo: They Were "Hired," Too

Let’s explore outside of education for a moment.

iPhone:

When Apple launched the first iPhone, they didn't ask:

"How can we sell amazing technology?"

Instead, they asked:

"What jobs are people hiring their phones to do?"

The answers: take photos, listen to music, browse the web, take notes, connect on social media.

Apple combined all these in one device. The iPhone wasn’t just a phone – it became a daily life assistant.

Netflix:

The CEO of Netflix famously said:

"Our competition isn’t just other streaming platforms. It’s sleep, books, games, even wine."

Because people don’t just use Netflix to watch a show. They use it to relax.

That’s why Netflix focuses on:

• Easy content selection

• Smooth user interface

• Automatic recommendations

• Episodes that start without delay

Does your learning experience do the same?
Does it offer ease, emotional comfort, and momentum?

Duolingo:

Why do people love Duolingo? Because it doesn’t just teach language. It offers fun, game mechanics, daily wins, and habit formation.

Duolingo thought:

"What is the goal?" → Learn English
"What is the real job?" → Feel accomplished in 5 minutes a day, without boredom, and build a habit

Their design answered that real job.

A Jobs to Be Done Checklist for Learning Designers

How can we apply this mindset in real instructional design?

1. Start with this question:

   "What do you hope to achieve by the end of this learning experience?"

   If we don’t know the learner’s job, we’re likely designing in the dark.

2. Think in three layers:

   • Functional: What will they learn?

   • Emotional: How will they feel?

   • Social: What will they show others?

3. Test like a learner.
   Is your design truly easier, more motivating, and more helpful than a Google search?

4. Design with flexibility.
   The same course may serve a manager trying to lead better or a graduate trying to land their first job. One design, many jobs.

A Message to Learning Designers, Educators, and Organizations

Please, don’t begin with "What content should we teach?"

Begin with: "What progress does our learner seek?"

Don’t build personas. Build intent.
Don’t deliver presentations. Facilitate transformation.
Don’t treat learners as data points. See them as travelers on a journey.

And Finally, With Deepest Thanks...

To the person who inspired this reflection and so generously shared this perspective with me —
Thank you, Mustafa Aydın Hoca.

Your passion for meaningful learning and your dedication to human-centered design have left a lasting impact on me and, I’m sure, on many others.

May more hearts in education be touched by this way of thinking.
And may we continue to walk this never-ending journey of learning — together, with purpose.

With love, inspiration, and reflection,