The Cost of Ineffective Employee Training

References:

Durgungoz, F.C., Durgungoz, A. “Interactive lessons are great, but too much is too much”: Hearing out neurodivergent students, Universal Design for Learning and the case for integrating more anonymous technology in higher education. High Educ (2025). https://doi.org/10.1007/s10734-024-01389-6

Kessler, R. C., Adler, L., Barkley, R., Biederman, J., Conners, C. K., Demler, O., … Walters, E. E. (2006). The prevalence and correlates of adult ADHD in the United States: Results from the National Comorbidity Survey Replication. The American Journal of Psychiatry, 163(4), 716-723. https://doi.org/10.1176/appi.ajp.163.4.716

Annotation:

Durgungoz’s, et al, study explores how technology-enhanced learning environments grounded in the Universal Design for Learning (UDL) framework can improve engagement for neurodivergent learners, including those with ADHD, while cautioning against overstimulation from excessive interactivity. Interestingly, the findings suggest that digital training programs are most effective when they provide flexibility, anonymity, and multiple ways to engage neurodivergent employees. The most effective programs allowed the employees to control pacing, choose preferred interaction modes, and reduce cognitive overload.

Why is this relevant to employee learning and development? According to Kessler, et al, (2006) the current adult ADHD prevalence at ~4–4.4%, and workplace studies show ADHD is associated with measurable reductions in job performance, higher absence and accident odds, and a quantifiable human-capital loss per affected worker (for example, a study of a large employer found ADHD workers averaged a 4–5% reduction in work performance and an estimated lost productivity value of roughly US$4,300 per affected worker per year).

The studies strength lies in combining both qualitative and quantitative approaches by collecting feedback from neurodivergent adults in higher education to assess emotional and cognitive engagement across different instructional formats. The researchers clearly outlines how UDL-driven technology design enhances inclusion by offering multiple means of engagement and representation, while also noting that excessive interactivity can overwhelm participants. The presentation is balanced, integrating participant voices with data analysis, and uses well-structured arguments supported by empirical findings. This approach strengthens its case for adapting UDL to corporate training by emphasizing flexibility, anonymity, and learner choice.

Allegiant Professional Resources’ mission to design corporate learning programs that genuinely enhance employee skillsets rather than simply deliver information makes the UDL approach a valuable tool in our repertoire. The study’s emphasis on UDL provides a research-based framework that supports our approach of tailoring training experiences to diverse cognitive styles and engagement preferences. Just as the article highlights the importance of balancing interaction with structure for neurodivergent adult learners, our team applies similar principles when developing corporate trainings, integrating technology that allows flexibility, pacing control, and choice in how learners engage with material.

This research reinforces the value of embedding inclusivity and intentional design into skill development programs, ensuring that each training we create is not only accessible but also effective in building lasting competencies that translate directly to workplace performance.

Additional References:

Kessler, R. C., Adler, L., Barkley, R., et al. (2006). The prevalence and correlates of adult ADHD in the United States: Results from the National Comorbidity Survey Replication. American Journal of Psychiatry, 163(4), 716-723. https://doi.org/10.1176/appi.ajp.163.4.716