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What is Work-Applied Learning model?

The workplace as the crucible of learning for change

Understanding the WAL Model

The Work-Applied Learning (WAL) model recognises the workplace as the crucible of learning for change. It has been specifically developed for managers, leaders and entrepreneurs to learn, reflect, introduce change, and be effective in their organisations or communities.

Benjamin Franklin said: “Tell me and I forget, teach me and I may remember, involve me and I learn.” Thus, the WAL model requires the managers, leaders and entrepreneurs to not only learn relevant business and management concepts but actually apply them in a real-life Work-Applied Change projects. This integration of the concepts and their application in the project provides greater understanding and helps managers and entrepreneurs, as change leaders, to embed their learning which can then be applied in other contexts.

WAL extends Work-Based Learning (WBL) by incorporating action research and action learning, in addition to reflective practice, enabling organisational learning, knowledge creation, and change beyond individual and departmental improvements.

WAL Video Thumbnail

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What is Work-Applied Learning Model?

Overview Video

Empowering managers, leaders and intrepreneurs to change through Work-Applied Learning process.

Work-Based Learning Features

The foundation upon which Work-Applied Learning is built

WBL vs WAL Comparison Diagram
  • Focuses on learning through work-oriented projects
  • Often collaborative and trans-disciplinary
  • Practical yet higher-level cognitive process
  • Learned by working, not just reading or observing
  • Learner-centered with workplace facilitators
  • Involves learning teams and facilitator guidance
  • Enables critical analysis and reflective thinking
  • Creates knowledge through collective activities
  • Integrates business concepts with interpersonal skills
  • Can lead to professional practice certifications

Four Phases of WAL

The progressive stages of Work-Applied Learning

Four Phases of WAL Diagram

Phase 1

Individual Learning

Personal skill development and critical reflection on work practice and experience.

Phase 2

Team Learning

Collaborative learning within teams through action learning sets and group reflection.

Phase 3

Organisational Learning

Learning that impacts the whole organisation through systemic change initiatives.

Phase 4

Knowledge Creation

Creating and managing new organisational knowledge through practitioner research.

The WAL Formula

A consultative summary of the Work-Applied Learning process

WAL Formula Diagram
K + P1 + Q = P2
K

Knowledge

Reflect and apply relevant knowledge in the planning and implementation of a change project

P1

Project (Critical Reflection)

Critically reflect on a project to address a problem or need in the organisation

Q

Question

Question how to solve a problem by searching for ideas to help plan a change project

P2

Performance Outcomes

Achieve project outcomes, process outcomes, and learning outcomes

Teams applying work-based learning in action

The workplace is the crucible of learning — hear what practitioners say

WAL in Action

Hear how Work-Applied Learning has positively impacted organisations and workplaces

Andrew Cook

WAL Practitioner Testimony

Michael Morgan

WAL Practitioner Testimony

Natalie Holyoake

WAL Practitioner Testimony

Learn More

Resources to deepen your understanding of Work-Applied Learning

Work-Applied Learning for Change Leaders

Author: Selva Abraham

A comprehensive blend of WAL concepts and practice, combining theoretical framework with practitioner experiences from Australia and internationally.

View Publications

Journal of Work-Applied Management

Published by: Emerald Publishing

An online journal for experts to share findings and theories on work-applied management research. ISSN: 2205-2062

View Journal

Ready to Apply WAL in Your Organisation?

Explore our programmes designed to implement Work-Applied Learning at every level.

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Learn About WAL Step by Step

An interactive guide through the Work-Applied Learning model — based on the overview video

Step 1 of 6  ·  Introduction

What is Work-Applied Learning?

Work-Applied Learning (WAL) is a learning model that positions the workplace as the crucible of learning for change. It was developed specifically for managers, leaders, and entrepreneurs who need to learn, reflect, and introduce real change in their organisations.

Unlike traditional training, WAL participants don't just study concepts in a classroom — they apply them immediately in live, real-world change projects within their own organisation.

"Tell me and I forget, teach me and I may remember, involve me and I learn." — Benjamin Franklin

WAL is designed for:

  • Managers leading teams through organisational change
  • Leaders seeking to improve outcomes and effectiveness
  • Entrepreneurs building learning cultures
  • Public sector professionals driving reform
  • HR & L&D practitioners delivering impact

Established

1979

Global Centre for Work-Applied Learning

Step 2 of 6  ·  Core Concept

WAL Extends Work-Based Learning

Work-Based Learning (WBL) focuses on learning through work-oriented projects. It is collaborative, trans-disciplinary, and learner-centred. WAL builds on this strong foundation.

WAL adds three powerful dimensions to WBL: Action Research, Action Learning, and Reflective Practice — enabling learning to create change not just at the individual level, but across entire organisations.

  • WBL focuses on individual and team improvement
  • WAL enables whole-organisation transformation
  • WAL creates and manages new organisational knowledge
  • WAL leads to internationally recognised certifications

How WAL compares to WBL

Feature
WBL
WAL
Action Research
Limited
✓ Core
Action Learning
Partial
✓ Core
Reflective Practice
Partial
✓ Core
Org-wide Change
Limited
✓ Yes
Certification
Varies
✓ WAL Cert
Step 3 of 6  ·  The Formula

The WAL Formula: K + P1 + Q = P2

The WAL learning process follows a clear formula. Every participant works through four interconnected elements that combine practical action with critical thinking.

  • K – Knowledge: Apply relevant management and business knowledge to plan and implement a change project
  • P1 – Project Reflection: Critically reflect on a real project addressing a problem or need in your organisation
  • Q – Questioning: Question assumptions and search for ideas that help plan a meaningful change
  • P2 – Performance Outcomes: Achieve three types of outcomes — project, process, and learning

This formula ensures learning is never theoretical — it always connects directly to a real challenge in your workplace.

K + P1 + Q = P2
The WAL Performance Formula
K
Knowledge Application Business & management concepts applied to real projects
P1
Critical Reflection Reflect on your project, problem, and organisational context
Q
Questioning Insight Question, explore, and discover creative solutions
P2
Performance Outcomes Project outcomes, process improvements & learning achieved
Step 4 of 6  ·  Four Phases

The Four Phases of WAL

WAL learning progresses through four interconnected phases — each building on the previous. Participants move from developing themselves as individuals all the way to contributing new knowledge to the broader organisation.

These phases are cumulative: each programme level corresponds to a phase of learning, and participants can progressively advance through the levels.

  • Each phase corresponds to a programme level at GCWAL
  • Participants gain WAL certification at each phase
  • The phases align with individual, team, and organisational impact

The four progressive phases

1
Individual Learning Personal skill development, self-reflection & work readiness
2
Team Learning Collaborative learning through action learning sets & group reflection
3
Organisational Learning Systemic change that impacts the whole organisation
4
Knowledge Creation & Management Creating & managing new knowledge through practitioner research

Programmes span approximately 6–12 months, with participants applying learning in real-time in their workplace.

Step 5 of 6  ·  Methodology

Three Core Methodologies

The WAL model is grounded in three research-backed methodologies that work together to create deep, lasting learning. These methodologies are what distinguish WAL from conventional management training.

Each methodology contributes a distinct dimension: systematic inquiry, collaborative problem-solving, and personal reflection — together forming a powerful learning engine for change.

WAL is not just about learning — it's about using learning as a lever for meaningful, sustainable change in organisations.
Action Research

Systematic inquiry into real workplace problems. Participants investigate, gather evidence, and implement evidence-based improvements. Creates a cycle of plan → act → observe → reflect.

Action Learning

Learning through structured group problem-solving in "action learning sets." Participants bring real challenges, ask probing questions, and support each other through implementation.

Reflective Practice

Critical reflection on experience to extract learning. Participants examine their assumptions, values, and actions — developing deeper self-awareness and professional judgement.

Step 6 of 6  ·  Outcomes

What WAL Achieves

Participants in WAL programmes don't just gain knowledge — they create tangible, measurable change in their organisations while earning internationally recognised certifications.

Because learning happens through real work projects, the outcomes are immediate and lasting. Organisations benefit from both the change project results and the ongoing capabilities of their WAL-certified leaders.

Outcomes achieved through WAL

Real Change Projects Delivered
WAL Practice Certificate
Stronger Leadership Capability
Organisational Knowledge Created
Measurable Performance Improvement
Lasting Cultural Change

WAL certifications are issued by GCWAL and recognised internationally across private, public, and community sectors.

1 / 6

The Creative Learning Process

How WAL participants think, learn and create change — drawn directly from the WAL overview

WAL Creative Learning Process Diagram — showing the five creative thinking stages, awareness journey, and action research cycle

The WAL Creative Learning Process — explore each element interactively using the tabs below

As WAL participants question (Q) against their project (P1), they move through five stages of creative thinking. Click each stage to understand what happens at each point in the creative learning cycle.

1
Saturation
Immerse in the problem
2
Deliberation
Apply knowledge
3
Incubation
Let the mind rest
4
Illumination
A plan emerges
5
Accommodation
Refine & adapt
1
Stage 1 of 5

Saturation

You become thoroughly familiar with the problem. This deep immersion in the challenge — its context, history, constraints and stakeholders — builds the foundation for everything that follows. Nothing is rushed; total familiarity comes first.

As people move through the creative thinking stages, they simultaneously progress through a journey of growing awareness. Click each stage to follow their transformation from not knowing to taking confident action.

1

Unawareness

At the outset, people may not fully recognise the nature or depth of the problem facing them or their organisation. This stage represents the starting point — before WAL learning has begun to illuminate the challenge.

2

Awareness

Through immersion in the problem (saturation) and the application of existing knowledge, participants come to truly see the challenge in front of them. They recognise what needs to change and why it matters.

3

Comprehension

Awareness deepens into understanding. The participant comprehends not just what the problem is, but how it connects to the broader organisation — its systems, people, and processes. Knowledge (K) and project reflection (P1) combine to generate real insight.

4

Conviction

Understanding evolves into belief in a course of action. Through deliberation, questioning (Q), and illumination, the participant becomes convinced of the approach they need to take — moving from passive learner to committed change leader.

5

Action

Finally, conviction leads to decisive action. The participant implements their work-based project, driving real change in the organisation. This is P2 — performance outcomes achieved through the full WAL learning cycle.

WAL captures the cyclical learning process through action research — a continuous loop that drives projects forward. Click each step of the cycle to understand how WAL participants learn and create change.

Action Research
Cycle
Step 1 — Plan

Plan Your Change

Define the problem (P1), gather existing knowledge (K), and design a project plan to address the challenge. Clear planning sets the direction and intent of the work-based change project.

Click any step to explore the cycle

The WAL Model

Click each element to explore the core components of Work-Applied Learning

Action Research Action Learning Reflective Practice Work-Based Projects Knowledge Creation Change Outcomes WAL Model
Overview

Work-Applied Learning Model

The WAL model positions the workplace as the crucible of learning for change. It has been specifically developed for managers, leaders and entrepreneurs to learn, reflect, introduce change, and be effective in their organisations or communities.

  • Integrates Action Research, Action Learning & Reflective Practice
  • Grounded in real work-based change projects
  • Enables learning at individual, team & organisational levels
  • Leads to internationally recognised WAL certifications

← Click any element to explore