This paper critically examines the contributions of Ashton and Felstead to the discourse on training and development, with particular emphasis on their insights into workplace learning, informal learning, and national skills policies. Drawing from seminal works such as the workplace skills agenda and the impact of informal learning on productivity, the study highlights their argument that effective skills development requires an integrated approach combining formal training with workplace-based, experiential learning. Ashton and Felstead’s research challenges the traditional dominance of formal training models by demonstrating the pervasive and often more impactful role of informal learning in enhancing productivity, adaptability, and employability. The review also explores their contributions to understanding labour mobility, transferable skills, and the alignment of training strategies with both organisational goals and macroeconomic policies. Their work provides valuable guidance for Human Resource Management (HRM) practitioners and policymakers by underscoring the need for evidence-based training strategies that bridge organisational needs with national skills frameworks. Methodologically, the paper draws on a thematic synthesis of Ashton and Felstead’s key publications, integrating critical discourse analysis with policy review. The findings reveal that sustainable skills development depends on recognising workplace learning as a dynamic, socially embedded process rather than a static, one-off event. The paper concludes by recommending the integration of formal and informal learning strategies, promotion of transferable skills, and stronger policy-practice linkages. These recommendations aim to create a more resilient workforce capable of thriving in an evolving global economy.
Ashton, Felstead, workplace learning, informal learning, training and development, skills policy, HRM.
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