Abstract
PurposeTo explore ways in which organizations can start moving from training‐centered approaches to learner‐centered approaches.Design/methodology/approachThe article is based on work that the author has done with a variety of organizations that has helped to provide a transition from teaching to learning.FindingsTo move from training to learning needs learners to be involved and informed otherwise they will devalue the learning experience.Practical implicationsThe article is about small‐scale changes that can be made to support learners in the transition period.Originality/valueThe article will be of value to managers and learning specialists who want to be more innovative in their design of learning programs.
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