The aim of this paper is to provide a piece of empirical work that examines the impact of trade union learning representatives in enabling access to learning by those groups traditionally less likely to access such opportunities. This aim is discussed in relation to the literature on the significance of organizational learning.
The research conducted included an in‐depth qualitative interview study of full‐time trade union officials with some responsibility for learning in their union.
The findings are discussed in relation to how trade union learning representatives are approaching their role; how learning is being facilitated; who is gaining access to learning and how; and the ownership of learning more generally.
The paper presents original data on a new learning initiative about which very little is currently published.
