You’ve no doubt already noticed this in your organisation: despite having an LMS in place, your employees continue to learn elsewhere.
YouTube tutorials, podcasts, Slack or Discord communities, blog posts, peer-to-peer exchanges… Learning sources are multiplying, outside of ‘official’ tools.
Is this a natural reflex or a “bad practice” that needs correcting?
At MOS, we’re convinced of one thing: bypassing an LMS isn’t a problem in itself. The real issue lies elsewhere: the lack of a structured framework for effective learning.
This is where Self-Directed Learning (SDL), combined with the SPACES method, comes into its own.
Self-Directed Learning: learning differently, but not haphazardly
Self-Directed Learning is an approach in which the learner takes the initiative in their own learning: they set their own goals, choose their resources, organise their learning journey and assess their progress.
Put simply: we learn when we need to, on topics that are useful, using the formats that suit us best.
This trend is by no means a passing fad. Studies show that employees increasingly want to take control of their own learning:
- to address immediate operational challenges,
- to learn at their own pace,
- to consume short, targeted formats,
- to access content that can be applied immediately.
This is ‘real-life’ learning: agile, pragmatic, informal, and very often, disorganised.
So why do employees bypass LMSs?
Avoiding an LMS is rarely an act of rejection. It is simply the result of several very concrete realities on the ground:
1. The need for “just-in-time” training
When a problem arises, we look for an immediate answer. We don’t necessarily start a full e-learning course: we watch a YouTube video, read an article or ask a colleague.
2. The need for personalisation
A course that is too standardised does not always address individual needs. Every employee wants to learn what is relevant to their job, their priorities and their context.
3. The need for short, practical formats
Quick, practical formats are more appealing than traditional top-down training. Micro-content, practical demonstrations, feedback…
4. The need for autonomy
Learning is a personal act. And for that reason, people want to choose their own resources, pace and method. The result: learning naturally moves away from formal platforms and disperses into an informal ecosystem that is difficult to manage.
Learner autonomy: an opportunity rather than a threat
Faced with this phenomenon, the most common reaction is to try to force all learning back into the LMS.
But opposing self-directed learning is a misguided idea, especially for the years ahead. And here’s why:
- autonomy is a powerful driver of motivation,
- self-directed learning promotes engagement and retention.
- employees often know better than anyone else what they really need.
The issue, therefore, is not that your staff are learning elsewhere.
The real issue is that this learning often lacks a framework, structure and recognition.
Provide a framework without stifling autonomy: the SPACES method
This is precisely the purpose of the SPACES method: to provide a structured framework to channel learners’ autonomy, without ever stifling it.
The idea is simple:
S stands for “Separate yourself from tasks”
Learning requires stepping away from the task at hand for a while.
Setting aside dedicated time for training, for example half a day a week, transforms opportunistic learning into a deliberate process.
You no longer endure learning: you choose it.
P for “Practise your skills”
Practice is at the heart of learning.
Tests, role-plays, practical projects: we progress by doing, by making mistakes, by adjusting.
A structured LMS must therefore offer more than just theory. It must provide a real-world testing ground.
A for “Ask questions”
Why am I learning this? How will this be useful to me?
Without answers to these questions, training becomes abstract. Giving meaning is essential for fostering lasting engagement.
C for “Connect with your goals”
A standardised learning path quickly reaches its limits.
Every employee needs a framework that allows them to build a learning path aligned with their professional goals and personal aspirations.
E for “Environment”
The environment has a significant influence on the ability to learn.
Changing your posture, context, formats or pace can trigger insights. Learning benefits from going beyond simple “screen-based training”.
S for “Show up as your best self”
It is not about striving for perfection, but about fostering genuine engagement: curiosity, involvement, presence.
When a supportive framework is in place, the desire to learn spreads naturally within teams.
The true role of the LMS? Structuring autonomy
In this context, your LMS should no longer be viewed as a mere content distributor, but as a framework for structured self-directed learning.
It must therefore enable:
- centralise resources from both formal and informal learning,
- build modular and customisable learning pathways,
- offer short, engaging formats (microlearning, interactive content),
- recognise and validate prior learning,
- track actual progress beyond simply completing modules.
In short: your LMS becomes the conductor of the learning process, linking individual autonomy with a collective vision.
Turn LMS circumvention into an advantage
Rather than fighting against self-directed learning, it is far more effective for you to:
- Acknowledge it: yes, your employees are already learning on their own.
- Understand it: their behaviour reflects legitimate needs.
- Support it: using methods such as SPACES and an LMS designed to orchestrate learning.
It is through this synergy that learning truly becomes effective:
Informal learning fosters agility, whilst the LMS structures, enhances and amplifies it.
Conclusion
Employees who sometimes bypass their LMS are not questioning the training itself. They are simply expressing a reality: they want to learn differently.
Your role is therefore not to stifle this autonomy, but to provide a clear, useful and motivating framework for it. With the right tools and a structured approach like SPACES, the LMS returns to what it should be: a genuine driver of learning, performance and engagement, supporting more flexible and effective training.
👉 Discover how MOS can help structure self-directed learning within your organisation.