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HRD and the challenges of assessing learning in the workplace
Author(s) -
Clarke Nicholas
Publication year - 2004
Publication title -
international journal of training and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.558
H-Index - 26
eISSN - 1468-2419
pISSN - 1360-3736
DOI - 10.1111/j.1468-2419.2004.00203.x
Subject(s) - workplace learning , confusion , informal learning , formal learning , human resources , psychology , training and development , field (mathematics) , knowledge management , sociology , engineering ethics , pedagogy , management , work (physics) , computer science , engineering , mechanical engineering , psychoanalysis , mathematics , pure mathematics , economics
Increasingly the different ways in which learning can be conceptualised alongside debates within the field of human resource development (HRD) regarding its nature and purpose, potentially lead to confusion regarding how learning is to be assessed in the workplace. This article identifies some of the complexities associated with assessing learning in today's workplace and presents empirical findings suggesting that different aspects of an organisation's training and development system are likely to differentially determine the extent to which either formal or informal learning is assessed. Explanations as to why this may be the case are put forward.