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Short projects are often the most illuminating. This article seeks to draw some lessons from a simple research project. The methods used in the research are easily understood; the conclusion will cause no surprise to any human resource development professional. What is important is to expose some of the implications. They are far‐reaching and challenge many of our traditional approaches to implementing human resource development in organizations.

To highlight the shift from training to learning.

This was case‐study driven.

There has been a shift from training to learning.

It is about how the individual learns. The type of training or learning must meet the needs of both the individual and the organization.

This is valuable to trainers, employers, managers and staff.

In May 1985, a new module was added to the syllabus of the Middle Management Course at the Staff College of the National Coal Board. This module, called the “Enterprise Study”, was a live in‐basket exercise based on the experience that NCB managers encountered in establishing a new subsidiary job‐creation company, NCB (Enterprise) Ltd. The teaching format was novel and, as experience was gained from operation, unexpected benefits were derived and drawbacks discovered. The perspective as to the purpose and value was altered as a result.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

You live and learn, according to a saying that tends to suggest you learn by your mistakes. Of course you do, but there are other ways of learning. The ways in which we learn often conflict with each other; often complement each other and – even though it is somewhat surprising to learn – often complement and conflict at the same time.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.

This paper highlights the Partnership Model as an apposite approach to the planning and implementation of learning in organizations.

The authors provide a brief overview of the changing context for learning and development in organizations, followed by a discussion on the need for a shift in our approach to training. The authors draw attention to the Partnership Model as a solution to move forward.

The knowledge‐driven economy demands new skills sets for employees and new approaches to learning in organizations, yet trainer‐centric models such as ADDIE still dominate the training literature and practice. As a result, potentially more suitable approaches, such as the Partnership Model, have not gained traction with practitioners. The authors suggest that this is in part due to the practical challenges involved in establishing learning cultures and partnerships in organizations.

The paper offers practical suggestions for developing a more learner‐centric, strategically aligned learning and development function through partnership and conversation with key stakeholders in the organization.

The paper offers practical suggestions for developing a more learner‐centric, strategically aligned learning and development function through partnership and conversation with key stakeholders in the organization.

The second half of the 1970s witnessed a resurgence of interest in industrial co‐operatives and all the evidence suggests that this interest will gain further momentum in the 1980s. An understandable but regrettable tendency to concentrate publicity on a number of celebrated rescue cases should not be allowed to obscure the fact that some 200 new industrial co‐operative ventures have been established over the last decade.

The purpose of this paper is to consider critically Government policy options in achieving growth through skills acquisition and deployment.

The approach takes the form of a review of policies drawing on literature from a number of countries.

Government has a tendency to offer macro‐solutions to a micro problem and is impotent as a result. The main hope lies in long‐term development through the education system.

The paper argues for a change in perspective from Government and a shift away from unhelpful initiatives. It calls for a long‐term investment in education.

The paper links the Government's macro‐economic policies with the micro‐ implications at the level of the firm.