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Jobs to Be Done Theory
This resource introduces a practical framework for identifying the core “jobs” supplemental tools are hired to do—helping education leaders evaluate products based on the instructional gaps they’re meant to fill.
What is the Jobs to Be Done Theory?
When selecting supplemental products, one approach district leaders can take is to identify the “Jobs to Be Done”; that is, what gap does a given supplement aim to fill? What jobs does your core product do well, compared to your supplemental product(s)?
The Jobs to Be Done framework advances the idea that individuals do not simply buy products; rather, they bring them into their lives to accomplish a “job” and make progress.* The contextual circumstances and the progress sought determine the Jobs to Be Done. We see this framework as a useful lens to identify and categorize supplemental products, based on the “job” they’re meant to accomplish or their primary instructional purpose. Regardless of who is selecting the product, the supplemental tools available can be framed as generally doing these jobs:
*Clayton Christensen (n.d.). Jobs to Be Done Theory. Christensen Institute.
