Introduction
The Five Moments of Need framework, developed by Bob Mosher and Conrad Gottfredson, is a strategic model for aligning learning and performance support with the real-world conditions under which employees actually need help. Unlike traditional instructional design models, which focus on how to structure content or deliver formal training, this framework begins with a different premise: the most critical learning moments often happen not in training sessions but during the flow of day-to-day work. The model offers a structured way to identify when learners need support and how best to deliver it—whether through training, performance support tools, or embedded resources.
In an increasingly dynamic work environment, where responsibilities shift rapidly and access to information can be overwhelming, the Five Moments of Need offers a practical approach to reducing risk, supporting performance, and making learning truly relevant. It does not prescribe how to teach but helps determine what kind of learning or support is needed, and precisely when.
What is the Five Moments of Need framework?
At its core, the Five Moments of Need framework is a model for planning—not for instructional sequencing, but for performance enablement. It identifies five distinct categories of learning need that arise during the course of work. These five categories are not stages of a learning process, but recurring moments in which support is required to build competence, reinforce it, adapt it, or reorient it in response to new conditions.
The model encourages learning teams to stop thinking in terms of content delivery and start thinking in terms of performance context. It calls for instructional designers to analyze the real moments when employees struggle, and to select methods that fit those moments—not just build training because a request was made.
By doing so, the model expands the scope of instructional work beyond formal instruction, emphasizing the creation of ecosystems that include job aids, checklists, quick-reference materials, diagnostic tools, and embedded system guidance. In this way, the Five Moments of Need repositions L&D from being a provider of courses to being an enabler of on-the-job effectiveness.
How does it work in practice?
The model defines five distinct types of learning needs, each corresponding to a different condition under which support may be required:
New – When someone is learning something for the first time and requires structured instruction to build a foundational mental model or skillset.
More – When someone is building on prior knowledge, adding depth, variation, or complexity to what they already know.
Apply – When someone is trying to correctly recall or implement what they’ve learned, often in high-stakes or high-pressure situations.
Solve – When something goes wrong, and the learner must troubleshoot, diagnose, or adapt to an unexpected problem.
Change – When someone must unlearn outdated practices and adopt new ones due to shifts in tools, processes, systems, or regulations.
The insight that drives the model is simple: traditional training only addresses the first two needs—New and More. However, the greatest performance risks tend to emerge in the latter three. Apply, Solve, and Change are where most mistakes happen and where learning systems often fail to provide adequate support.
In practice, the model is not a step-by-step design process. Instead, it functions as a planning and diagnostic tool. The first step is to analyze the workflow in which the performance problem occurs. Instructional designers identify specific tasks, common challenges, likely points of failure, and the types of knowledge or support learners would need to perform effectively in each moment.
A successful application of the model often results in a blended learning ecosystem. Formal training may be used to support New and More, while quick-reference guides, embedded performance tools, and contextual help systems are designed to meet Apply, Solve, and Change needs. The balance depends on the nature of the job, the risk profile of the tasks, and the organizational environment in which the learning occurs.
When is it most useful?
The Five Moments of Need framework is especially useful when the goal is not just to transfer knowledge, but to ensure that employees can perform reliably in real-world conditions. It is most applicable in settings where employees must apply knowledge in complex, dynamic, or high-risk environments, and where performance outcomes depend on immediate, contextual support.
This includes roles where cognitive load is high and error tolerance is low, such as healthcare, technical operations, manufacturing, IT, and customer service. It is also well-suited to organizations that experience frequent changes in technology, process, or regulation—contexts where employees must adapt quickly and unlearn outdated methods.
More broadly, the framework excels in environments where formal training alone cannot keep pace with the demands of the job. When employees are expected to perform before they have fully mastered the material, or when unpredictable issues arise mid-task, Apply, Solve, and Change support can be the difference between success and failure. The model helps organizations plan for those moments in advance, rather than responding retroactively after problems occur.
When is it not useful?
While the Five Moments of Need offers a powerful lens for planning, it is not a comprehensive design model. It does not provide guidance on how to structure instruction, sequence content, assess learning, or create meaningful practice opportunities. It must be paired with other instructional models—such as Gagné’s Events of Instruction, Merrill’s First Principles, or the Dick and Carey model—to design effective solutions once the appropriate approach has been selected.
It is also less applicable in situations where tasks are highly intuitive, fluid, or interpersonal in nature. In roles where performance depends more on judgment, conversation, or emotional intelligence than on discrete steps or procedures, it can be difficult to break work down into analyzable tasks with clear Apply, Solve, or Change triggers. In such cases, the model’s value may be limited to prompting discussion rather than directing action.
Finally, the model assumes a level of organizational readiness that may not exist. Performance support resources often require cooperation from IT, operations, and business units to be fully integrated into workflows. Without that cross-functional support, even well-planned ecosystems can fail to gain traction. The model is only as useful as the infrastructure and buy-in that supports its application.
Theoretical foundations
The Five Moments of Need is not built on a singular theory of learning. Instead, it reflects an applied understanding of workplace performance and the situational nature of learning. It draws conceptually from cognitive load theory in its emphasis on reducing unnecessary mental effort at the moment of performance. It aligns with situated cognition in its recognition that learning is inseparable from the environment in which it is applied. And it parallels elements of performance improvement models by treating outcomes, rather than knowledge retention, as the ultimate measure of success.
Its foundational premise is that learning is not a one-time event but an ongoing process tied to context, task, and timing. While it is compatible with many instructional theories, it remains focused on planning and ecosystem design, not on defining the mechanisms of memory or cognition. It is pragmatic, task-oriented, and performance-driven.
Design considerations
Applying the Five Moments of Need requires a shift in focus. Instructional designers must begin with the workflow, not with content. That means starting with a detailed task analysis, identifying high-frequency and high-risk activities, and distinguishing between needs that require structured training and those that can be addressed with performance support.
Formal instruction remains important, but its scope is refined. The goal of training becomes not to cover everything, but to prepare learners for performance and give them confidence that support is available when they need it. Job aids, checklists, performance guides, and diagnostic tools are designed with the assumption that learners will be accessing them in the moment of need, often under pressure. These tools must be simple, fast, accurate, and easy to locate.
L&D teams applying this model must also collaborate closely with operational teams. IT may be required to embed support into systems. Managers may need to coach based on new tools. Communications and change management may need to reinforce key messages. In this sense, the Five Moments of Need pushes instructional design toward systems thinking, requiring broader integration than traditional models demand.
Cautions and critiques
The primary critique of the Five Moments of Need is that while it effectively identifies when support is needed, it provides limited direction on how to design the support. It is a diagnostic and planning tool, not a production model. Teams still need strong instructional design capabilities to implement effective solutions for each moment.
Another challenge is organizational complexity. Building tools to support Apply, Solve, and Change moments often involves more than L&D. The need for integration with systems and workflows can slow down execution or create dependency on other departments that may not prioritize learning.
Additionally, the model presumes that tasks can be cleanly broken down into discrete learning needs. In some knowledge work, this level of decomposition is not possible. When the nature of the work is adaptive, intuitive, or socially constructed, the model’s categories may not map well onto actual performance conditions.
Despite these limitations, the model remains a valuable planning asset. Its greatest strength is not in offering answers but in asking the right questions.
Notable contributors
Bob Mosher and Conrad Gottfredson developed the Five Moments of Need model based on decades of experience in workplace learning and performance support. Their work has been influential in shifting L&D away from content-heavy training programs and toward performance-centered solutions. Through writing, consulting, and practice, they have helped shape how modern learning teams think about embedded learning, just-in-time resources, and the full spectrum of learner needs.
Conclusion
The Five Moments of Need framework is not a theory of learning or a method of instructional delivery. It is a practical model for ensuring that learners get the help they need when they need it—across the full arc of performance. By distinguishing between New, More, Apply, Solve, and Change, the model helps instructional designers and organizations build learning ecosystems that are both responsive and efficient.
Its strength lies in its ability to reframe how learning is scoped, delivered, and sustained. In an era where speed, complexity, and uncertainty are constant, the Five Moments of Need helps teams ensure that support is always within reach—not just during training, but in the critical moments that follow.