Rapid Learning Analysis Taxonomy (RLAT)

Introduction

The Rapid Learning Analysis Taxonomy (RLAT) was developed by Nathan Pienkowski, Ph.D. in the early 2000s to address a challenge corporate instructional designers face: identifying required learning types without relying on complex academic models. Rather than replacing established frameworks like Bloom’s or Gagné’s taxonomy, RLAT synthesizes their strengths into six essential learning outcome types with practical instructional and assessment strategies.

Six Learning Outcome Types

Declarative Learning

What it is: Remembering factual information—the most basic form of learning focused on isolated pieces of knowledge.

Example: “Tuesdays are work-from-home days.”

Instructional approach: Repetition, exposure, and recall Assessment: Multiple choice, fill-in-the-blank, or verbal quizzes

Concept Learning

What it is: Recognizing category members and classifying items according to criteria.

Example: Understanding what qualifies as a “safety violation.”

Instructional approach: Teaching through contrast using varied examples and non-examples Assessment: Classification tasks, sorting, labeling, or recognition exercises

Principle Learning

What it is: Understanding cause-and-effect or if-then relationships guiding judgment and behavior.

Example: “If an employee appears disengaged during a one-on-one, then the manager should ask open-ended questions.”

Instructional approach: Situational practice with feedback Assessment: Scenario-based judgment tasks

Procedural Learning

What it is: Performing a sequence of steps to achieve defined results—mechanical or operational “how to” learning.

Example: “How to enter a new sales opportunity into the CRM.”

Instructional approach: Demonstration and guided practice with decreasing support Assessment: Performance checklists or task completion assessments

Systems Learning

What it is: Understanding dynamic relationships between independent elements that interact to produce outcomes.

Example: Understanding how regulatory changes affect the specialty pharmaceutical market.

Instructional approach: Modeling, mapping, and simulation Assessment: Prediction and diagnosis tasks

Affective Learning

What it is: Developing attitudes, values, and emotional dispositions through empathy and internalization.

Example: Encouraging employees to take ownership of inclusion and belonging.

Instructional approach: Perspective-taking, storytelling, roleplay, and guided reflection Assessment: Written reflections, empathy mapping, commitment pledges, or behavioral observation

Summary Table

Learning Type	What It Is	Instructional Focus	Assessment Approach
Declarative	Remembering factual information	Exposure, repetition, recall	Recall or recognition tasks
Concept	Recognizing members of a category	Contrast with examples and non-examples	Classification tasks
Principle	Knowing how to respond to specific situations	Scenario-based practice and generalization	Scenario-based judgment
Procedural	Performing a sequence of defined steps	Demonstration and guided practice	Task performance or checklists
Systems	Understanding dynamic relationships among elements	Modeling, mapping, simulation	Diagnosis or prediction of system behavior
Affective	Developing empathy, values, or emotional dispositions	Perspective-taking, reflection	Reflections, pledges, behavioral observation proxies

Conclusion

RLAT enables instructional designers to quickly classify learning outcomes, choose appropriate methods, and communicate design decisions. It bridges theory and real-world practice by providing a framework that respects cognitive complexity while acknowledging practical constraints—a tool built by practitioners for practitioners.