The OWL™ methodology has been developed from the accumulated experience of a leading learning design consultancy. It was initially developed by the principal, Sussan Ockwell, as a basis for training Learning Strategists and for supporting them to efficiently and effectively provide learning solutions to client organisations. The methodology has evolved during 17 years of consulting to incorporate best practice tools and approaches, and is based on a number of key philosophies.....


The methodology was originally based on the works of Mager and Pipe.

Key philosophies underlying this methodology are:

• Effective analysis is the foundation of an effective learning intervention.
The better the understanding of the need, the greater the probability of an effective solution. There are two levels of analysis – the business need and the learning need.

• Every workplace learning solution must be based on objectives.
Ideally there will be three levels of objectives – business objectives linked through to performance outcomes linked through to detailed learning objectives. Objectives must be learner-centred and measurable.

• Valid assessment of learning, against outcomes and objectives, is required.
This methodology has been developed for workplace learning, and in this context, learning is expected to have an impact on performance. Therefore it is necessary to determine how effective the learning solution was, whether learners have reached competence as defined, and to prove what degree of improved performance results from the investment. We find Kirkpatrick’s four levels of evaluation a useful basis for approaching this.

• As a general rule, learning materials need to be separated from reference materials.
The purpose of learning materials is to assist learners to understand, absorb and apply the learning. Once this has been achieved, the materials become disposable. In contrast, the purpose of reference materials is to support performance on the job. These different purposes demand different structures, formats and content. In line with this and to encourage use of reference materials back on the job, it is better for learning materials to refer to reference materials, rather than duplicating and embedding content.

• Effective learning solutions cater to the differences in adult learners.
This is a broad statement, yet encompasses the fact that different people prefer different learning methods, they learn at different rates, they have different attention spans, they bring different attitudes to learning situations, they have different levels of experience and ability, and they may like structure or prefer choice. All of these differences can be addressed in order to optimise learning outcomes in the workplace.