Workplace learning: developing an holistic model

Investigates the real meaning of workplace learning by looking at definitions used by academics to describe how individuals and organisations attach different meanings to the phrase. Goes on to suggest that for workplace learning to work in any situation, certain opportunities, conditions and features need to be in evidence, although workplace learning can take a variety of forms, including formal, informal and incidental learning. Looks at various learning paradigms and models, including the latest patterns of development and learning in response to new demands placed upon employees and organisations and uses the examples of the “new” universities in Australia to illustrate the increase in workplace learning. Concludes that there is increasing recognition for workplace learning, but that employees must realise the benefits of workplace learning in order for the organisation to evolve into a learning organisation.