Training and learning in the knowledge and service economy

Abstract

Purpose

The purpose of this paper is to consider whether the shift from training to learning is related to employment categories using a categorisation popularised by Robert Reich.

Design/methodology/approach

Collation and analysis of existing CIPD research information and assessment of labour statistics.

Findings

An examination of the national data on training reveals an uncertain picture. There is a problem surrounding data capture. In short, what is measured is training, particularly off‐the‐job training. If the definition of learning as a process is accepted, there are both conceptual and practical problems involved in measuring the move to learning in different sectors.

Practical implications

The testing of this proposition and analysis of its consequences is of critical importance. It will affect public policy – what interventions promote learning as opposed to training? It should assist in determining the research agenda. Finally it central to the role of HRD practitioners in organisations: how do they develop and implement strategies for learning as opposed to delivering training?

Originality/value

As far as the authors are aware no‐one else has explored this topic using this approach. It is a speculative investigation at an early stage but the implications are considerable.

Citation

Sloman, M. and Philpott, J. (2006), "Training and learning in the knowledge and service economy", Journal of European Industrial Training, Vol. 30 No. 3, pp. 240-250. https://doi.org/10.1108/03090590610662977