Has anybody told the learners? A case study from the UK public sector

Abstract

Purpose

This paper aims to consider whether current discourse about the change from trainer‐centered to learner‐centered interventions is a reality for trainers within a large UK public sector organization.

Design/methodology/approach

Structured interviews were conducted with a small sample of training staff. Data were analyzed to identify issues in relation to three areas in the literature: the changing role of the trainer; the role of the line manager in learning and development (L&D); and the importance of learning in the workplace.

Findings

The sample audience was aware of the need to improve or develop learner‐centric skills. However, they needed more strategic guidance as to what was required of them. Additionally, although the literature emphasizes the need for learners to be proactive in their learning, the sample audience's perception was that learners are not generally aware of this. It was also perceived that many line managers are ill‐equipped to play a full role in the L&D process, either through lack of skills or lack of interest. Furthermore, although all of those interviewed recognized the importance of learning in the workplace for themselves, this was not explicitly viewed as being relevant for the learning of others in the organization.

Research limitations/implications

The research could be extended to include a larger sample of non‐trainers.

Practical implications

There is a need for both managers and learners to be educated about their responsibilities for L&D.

Originality/value

The paper challenges the orthodoxy that learners are taking responsibility for their own learning. It is valuable to trainers, managers and learners as they adopt more learner‐centered approaches.

Citation

Bonsall, G. (2010), "Has anybody told the learners? A case study from the UK public sector", Development and Learning in Organizations, Vol. 24 No. 3, pp. 11-13. https://doi.org/10.1108/14777281011037236