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Reports on an effort to implement good practices in learning evaluation. Reviews learning evaluation practices and gathers data using a dedicated software system. Demonstrates learning takes place within complex social systems populated by a multiplicity of factors that influence perceptions of learning and performance outcomes. Argues that technology enables cost‐effective evaluations to be implemented that encompass a broad spectrum of influencing variables and acknowledge the empowered status of the learner. Discusses the implications for evaluation methodologies and the role of trainers within organisations.

The purpose of this paper is to describe and evidence a means of improving decision making within a sustainable resource management context.

A set of competencies required by effective decision makers is developed. Methods of improving decision making are reviewed and used to develop a continuing education programme that addressed each competency. Following piloting, 1,300 lay and professional decision makers are trained and assessed.

It is possible to capture the skills required of decision makers and to develop decision‐making performance within relatively short courses.

To be of any real value education for sustainability must not only increase awareness and knowledge but must also impact on decision making. The paper argues for an explicit consideration of decision making in learning design and describes the use of techniques that can be readily appropriated by others.

The paper demonstrates the effectiveness of training in decision making delivered to a wide range of practitioners. The paper also illustrates the contribution universities can make in working to improve sustainability outcomes through continuing education at a national level.

The aim of this study is to explore approaches to learning in the workplace.

Computer based questionnaires are used with a sample of over 300 employees.

Using a version of the Revised Approaches to Study Inventory (RASI) adapted to workforce development, the factor structure of deep, surface and strategic approaches was obtained. Differences in approaches to learning as measured by the RASI were associated with training and learning histories, reasons for engaging in training, perceptions of current skill level and self reported development needs. Practical implications – It is argued that the notion that approaches to learning impact on success in a given degree course and/or are context/teaching style dependent under represents the impact that approaches to learning may have on workplace learning. Originality/value – The study demonstrates that the adapted RASI can be used with employees and that its principal psychometric properties reflect those reported for student samples.