Re‐defining the focus of workplace learning

Abstract

Advances the view that workplace learning approaches should no longer be driven by content, but should be more learner centred. Argues this case through a model of leadership maturity in which individual learners discern personal meaning from events around them. Applies this to the case of Interbrew UK, where challenging strategic objectives are being met by an innovative action learning approach that is supported by detailed primary research. Concludes that action learning has real power to make personal sense of learning in the workplace, but that learning effectiveness will depend on the individual’s level of maturity. Offers implications for workplace learning at Interbrew and for organizations in general.