Connecting learning to impact on the frontline

Frontline workers make up the majority of most organizations – yet learning is often designed without their realities in mind.

In this episode of Learning at Large, Paul Kent, Director of Functional Development at PepsiCo, shares how his team approaches learning differently to drive real impact where it matters most. Drawing on over two decades of experience, he explores how to move beyond traditional training, design for practical application, and connect learning directly to business outcomes.

From rethinking classroom learning to empowering frontline managers and focusing on measurable results, this conversation offers a clear view of what effective learning looks like on the frontline.

Watch the full podcast video

Top tips for connecting learning to impact on the frontline

Don’t have time to listen now? Here’s a quick summary of what you’ll learn in this episode:

• Design learning around frontline realities – Work with the operational demands of the job, not against them.
• Understand how frontline workers actually learn – Focus on hands-on, practical learning that reflects real work.
• Bring learning into the flow of work – Shift learning into real environments where people perform.
• Empower frontline managers to drive impact – Managers are the key to reinforcing behavior on the job.
• Measure what matters to the business – Focus on performance, efficiency, and risk rather than learning metrics.

1. Design learning around frontline realities

For frontline workers, time away from the job is limited, and traditional approaches that rely on pulling people into classrooms can quickly break down. Paul highlights that one of the biggest challenges is simply removing people from the floor. Designing effective learning means working with these constraints, not against them. This often requires rethinking both format and delivery to minimize disruption while still enabling meaningful learning.

“Where it becomes a bigger challenge for our frontline is taking frontline workers off the floor. So having them in a classroom and watching them watch slides and videos was a big learning for me to say, well, we need to take them out of the classroom.”

2. Understand how frontline workers actually learn

Frontline workers learn differently, and designing learning the same way as for knowledge workers simply doesn’t work. Paul highlights the importance of focusing on practical, hands-on learning that reflects the realities of the job. For frontline audiences, learning needs to be applied, relevant, and rooted in doing – not just theory. This shift helps ensure that learning translates quickly into improved performance on the job, particularly in fast-paced frontline environments where there’s little room for trial and error.

“From a frontline point of view, you’re dealing with an audience of doers… the frontline learner especially is going to learn more by doing. So, you need to create an environment where they get practice, where they get to do it and where it’s relevant to their job.”

3. Bring learning into the flow of work

Traditional classroom-based learning often fails frontline workers because it removes them from the environment where they actually perform. Paul shares how shifting learning into real work contexts – using real scenarios and equipment – dramatically improves effectiveness and engagement. Embedding learning into day-to-day work ensures it happens in the same context where performance is expected.

“We started bringing our learners to where the work was being done and working the flow of learning. Bringing a work scenario or a work challenge into the learning environment and testing the theory against that actual challenge.”

4. Empower frontline managers to drive impact

Frontline managers play a critical role in whether learning translates into behavior change. Rather than focusing solely on learners, Paul emphasizes involving managers early, equipping them properly, and making them part of the solution. When managers are engaged, they reinforce learning through everyday conversations and expectations.

“People do things because their leaders ask them to do it, not because the L&D person asked them to do it. So, targeting the frontline manager is critical if you want to get buy in and get their support.”

5. Measure frontline impact in business terms

For frontline roles, impact often shows up in performance, efficiency, and risk – not course completions or feedback scores. Paul highlights the need to focus on what the business actually cares about, particularly in operational environments where outcomes are tangible and measurable. This helps position learning as a driver of performance rather than a standalone activity.

“Nobody was measuring, well, did we achieve the business outcome? And that’s what the business cares about… they care about what was the outcome. Did we save money? Did we avoid risk?”

About Paul

Paul leads functional development at PepsiCo, where he is responsible for shaping learning strategy across global operations and aligning capability building with business priorities.

With over 23 years of experience spanning quality, R&D, and HR, he brings a practical, performance-driven approach to learning, particularly in frontline environments. Alongside his role at PepsiCo, Paul is also an adjunct lecturer at University College Dublin, reflecting his commitment to developing capability both inside and outside the organization. His work focuses on connecting learning to real outcomes, ensuring that development initiatives are closely tied to operational performance, behavior change, and measurable business impact.pact.

Connect with Paul on LinkedIn.

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