The paradoxical nature of the relationship between training and learning

Abstract

The difficulty of explaining the paradoxical nature of organizational life has resulted in reductionist approaches, which present the relationships between processes as causal and linear. The relationship between training and economic performance, the contribution of training to individuals' adaptability to change and the significance of knowledge and learning to organizational competitiveness are just some examples of the perceived linearity of the relationships between processes. The relationship between training and learning falls in the same category in that it is assumed to be very strong. This article makes a contribution to this debate by providing new insights about the relationship between training and learning. Using recent empirical findings from a longitudinal study in the Financial Services Sector, this article examines some of the basic differences between training and learning using the individual manager as the unit of analysis. These differences reveal some of the conditions that shape the relationship between training and learning. The findings from the study suggest that the relationship between training and learning may appear strong on the surface; however in essence it may be superficial and mechanistic.