Abstract
Mandatory and statutory training is an integral part of learning in the public health sector from both internal and legislative perspectives. Individual trusts usually set their own mandatory agenda-based training on the perceived learning needs of the workforce, with the staff not necessarily having the choice or motivation to learn. Considering this conflict with adult learning theory, how can the health service evaluate the effectiveness of mandatory training, not just in terms of costs, but also the impact it can have on behaviours and practice in the workplace?
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