In this article, we propose a comprehensive framework designed to bridge three critical gaps in organizational development and learning. First, we address the connection between performance and learning. Second, we explore how training translates into learning outcomes. Finally, we examine how individual learning aggregates into overall organizational performance. By integrating established theories, such as Argyris and Schön’s (1978) work on double-loop learning, Kolb’s (1984) experiential learning theory, and Senge’s (1990) insights on organizational learning, we offer a cohesive approach to understanding these interrelated challenges.

A key limitation in current approaches is the elusive nature of “learning.” Although it is frequently cited as the primary outcome of training, learning is rarely operationalized in a way that directly links it to performance metrics or organizational objectives. This ambiguity makes it difficult to measure, analyze, and predict the true impact of training investments, leaving the underlying mechanisms of their effectiveness unclear (Tannenbaum et al., 1998).

Once we clearly define the relationship between performance and learning, we establish a robust foundation from which the impact of training interventions on both performance and learning becomes almost self-evident. This clarity reveals that many attempts to demonstrate the value of training are hampered by ill-defined targets. Our framework demystifies these challenges by replacing vague hopes and beliefs with well-defined expectations and testable hypotheses.

Furthermore, we demonstrate that linking individual learning to organizational performance can be achieved through a range of techniques. From straightforward aggregation of individual-level data to more dynamic frameworks that capture emergent, system-wide phenomena (Nonaka, 1995). This approach not only clarifies the value of training but also provides organizations with a strategic tool for aligning human capital development with broader performance objectives.