Trends in Workplace
Trends in Workplace Learning: Supply and Demand in Interesting Times
By Laurie Bassi, Scott Cheney, and Eleesha Lewis
The ancient Chinese saying "May you live in interesting times" has perhaps never been more relevant. As the 1990s draw to a close and the new millennium fast approaches, life is phenomenally interesting--and demanding. Professionals who are responsible for workplace learning and performance improvement are squarely in the center of the swirl of exciting possibilities--and requirements--that are emerging.
The inextricable link between rapid technological change and the emergence of the global economy has created the necessity for profound change in the way people and organizations work. As a result, workplace learning is arguably more strategic to the competitive advantage of both individuals and employers than at any point in all of recorded history. So it 's a great time to be in this profession. But along with the tremendous opportunity that this period of economic history has brought come unprecedented requirements and responsibilities. The same technological advances that are behind the rapid emergence of a truly global economy are forever changing both the demand for and supply of workplace learning opportunities.
This article is the third of ASTD 's annual reports that identify major trends that are affecting the field of workplace learning and performance improvement. The underlying trends that were identified in the first two of these articles (see the November 1996 and 1997 issues of Training & Development) are longstanding and not likely to change in the near term.
Four particularly noteworthy demand-side developments are the growing effort given to managing knowledge, the integration of learning and communication functions, a resurgence of interest in leadership development and executive coaching, and the intensifying requirement among employees that career development become an integral part of their employment relationship.
The
By Laurie Bassi, Scott Cheney, and Eleesha Lewis
The ancient Chinese saying "May you live in interesting times" has perhaps never been more relevant. As the 1990s draw to a close and the new millennium fast approaches, life is phenomenally interesting--and demanding. Professionals who are responsible for workplace learning and performance improvement are squarely in the center of the swirl of exciting possibilities--and requirements--that are emerging.
The inextricable link between rapid technological change and the emergence of the global economy has created the necessity for profound change in the way people and organizations work. As a result, workplace learning is arguably more strategic to the competitive advantage of both individuals and employers than at any point in all of recorded history. So it 's a great time to be in this profession. But along with the tremendous opportunity that this period of economic history has brought come unprecedented requirements and responsibilities. The same technological advances that are behind the rapid emergence of a truly global economy are forever changing both the demand for and supply of workplace learning opportunities.
This article is the third of ASTD 's annual reports that identify major trends that are affecting the field of workplace learning and performance improvement. The underlying trends that were identified in the first two of these articles (see the November 1996 and 1997 issues of Training & Development) are longstanding and not likely to change in the near term.
Four particularly noteworthy demand-side developments are the growing effort given to managing knowledge, the integration of learning and communication functions, a resurgence of interest in leadership development and executive coaching, and the intensifying requirement among employees that career development become an integral part of their employment relationship.
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