Effective Learning That Changes Behaviour: A Practical Guide Using Engeström’s Activity Theory
Learn how to create training that drives real behaviour change using Engeström’s Activity Theory, improving performance and workplace effectiveness.
learning
Effective training and learning is about one thing: changing behaviours.
If no behaviour changes, then the training didn’t work — no matter how many courses were completed, hours logged, or certificates handed out.
This is as true in our personal lives as it is at work. Filling up Learning Management Systems (or our own Personal Knowledge Management setups) with content means very little if that knowledge never comes alive through action.
Too many organisations fall into the trap of measuring activity instead of outcomes:
- How many courses were attended.
- How many hours of e-learning were completed.
- How many workshops were run.
These are easy metrics to track, but they miss the point. The real question is: did behaviour shift?
A Better Lens for Learning
One model I lean on, even in a lightweight way, is Engeström’s Activity Theory Triangle.
Activity Theory is a complex academic discipline, but simplified, it boils down to this: don’t just look at the individual learner — consider the wider system of rules, community, tools, and responsibilities that shape how learning actually happens.
When applied thoughtfully, it provides a practical framework to design learning pathways that stick, not just training sessions that tick boxes.
Here’s how I use it. But first, the diagram:
The Triangle in Practice
1. Subject
The starting point is the individual — the learner, or as the model calls them, the Subject.
This sounds obvious, but many companies forget it. Training is rolled out at scale, with little consideration for what each person truly needs.
Take a new manager. They’ve been promoted because of potential, but have never had formal management training. They’re stepping into an entirely new world of responsibility.
Here, the “subject” is crystal clear: a first-time manager with specific learning requirements.
2. Rules
Rules are the boundaries of the learning process — the expectations, constraints, and commitments around training.
In our new manager example:
- They’re expected to complete self-reflection exercises.
- They’ll take part in peer reviews.
- They also still have a full-time workload and a team to manage.
The “rules” define what is possible. Training has to fit around delivery commitments. It also has to align with a coaching plan, which identifies not just weaknesses, but strengths to build on.
A key principle here: don’t try to fix every weakness. Focus only on those that hold someone back or that they want to actively develop. People grow by doubling down on strengths.
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3. Community
Nobody learns in isolation. The community — peers, teams, mentors can accelerate or derail learning.
In this example, the wider peer group plays a huge role. They provide feedback, set standards, and reinforce (or resist) behaviour changes. Ignoring community influence is one of the biggest mistakes organisations make when rolling out training.
4. Mediating Artefacts
This is where most corporate training falls short.
Mediating artefacts are the tools, resources, and methods that turn information into behaviour. Too often, this just means a generic two-day course.
But real learning needs a blend. For our manager, I used four artefacts:
- Examples and exemplars – role models in the organisation (and beyond) who demonstrate great management behaviours.
- Peer feedback and performance reviews – are behaviours improving? Do colleagues notice the shift?
- Coaching – in this case, with me, shadowing and guiding on-the-job. This is learning through doing, supported by a coach.
- A Management 101 course – a baseline framework to provide structure and language for the learning journey.
This combination matters. Passive learning (like a one-off course) rarely sticks. Mediating artefacts make the shift from knowing to doing.
👉 Check out this article on the effectiveness of different teaching and learning approaches.
5. Division of Labour
This is about who does what.
For training to be effective, roles and responsibilities must be clear. In this case:
- The manager (subject) owns their learning journey. No engagement, no change.
- Peers provide structured feedback.
- I provided coaching, three days a week, including shadowing on live tasks.
- On two days a week, identified peers stepped in, with one day reserved for self-guided practice.
This structure created rhythm and accountability — without it, training often drifts.
6. Object
Finally, the object — the outcome we’re aiming for. This is the behaviour shift.
In this case, the manager struggled with meetings: late arrivals, lack of preparation, poor professionalism. The object was simple:
- Be punctual.
- Arrive prepared.
- Lead meetings with clarity and composure.
We used coaching, peer support, and structured practice to flip these weaknesses into strengths. Soon enough, meetings were clear, productive, and professional.
This wasn’t about theory. It was about visible, measurable behaviour change.
Why This Matters
This structured approach can feel like overkill. But the alternative is worse: wasting money and time on training that doesn’t stick.
Consider the risks of skipping each element:
- No clear subject? You’re training the wrong skills.
- No rules? Nobody takes ownership.
- Ignore community? Peers undermine progress.
- Weak artefacts? Knowledge never turns into action.
- No division of labour? Roles blur and accountability vanishes.
- No object? There’s no way to measure success.
With these pieces in place, training becomes purposeful and transformative.
Another Example: Evaluative Judgement
In a different project, I worked with a manager in an engineering firm who wanted to improve his presentation skills.
The object here was “evaluative judgement” — the ability to assess his own performance, spot weaknesses, and self-correct.
We used the Zero To Keynote workshop alongside coaching in storytelling, structure, and communication behaviours. The goal wasn’t just to make him a stronger presenter—it was to give him the ability to continually evaluate and refine his own performance.
That’s the ultimate goal of learning: not dependency on trainers, but independence.
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The Model Works
My simplified take on Engeström’s Activity Theory is not a silver bullet. It’s not as scalable as pushing thousands of employees through an LMS.
But it works.
It creates robust, thoughtful, professional learning pathways. And most importantly — it results in behaviour change.
Any training that doesn’t shift behaviour is wasted. It consumes time, money, and attention without moving the needle on performance.
So the next time you’re designing a learning programme, ask:
- What behaviour are we trying to change?
- Have we considered the subject, the rules, the community, the artefacts, the division of labour, and the object?
If the answer is no, chances are your training won’t deliver.
Because effective training isn’t about courses completed. It’s about behaviours changed.
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👉 Ready to move faster towards your business goals while building a workplace people love? I help managers and leaders get there—through coaching, consulting, and training. See how I can help you.
Bibliography
[1] A. Blunden, ‘Engeström’s Activity Theory and Social Theory’.