Edinburgh Napier University

  Proposes an integrated germ cell model of development based firmly on a cognitive, as distinct from behaviourist, view of learning and on the psychological theory of activity. Uses this to explore how an umbrella concept of skill allied to a learning process suited to modern flexible high‐skill organizations, links to the emerging strategic role of the training and development specialist. Emphasizes the workplace as the context of learning and argues that the move from the reductionist task idea of the Fordist productive system towards the more intellective skills required in modern knowledge and service organizations necessitates a meaning transformation in the concepts of skill acquisition, learning and training. As the fundamental role of the trainer is to ensure that effective learning occurs, argues that modern trainers must adopt this broader, more expansive and integrated perspective.