Shifting from Training to Learning and Development

 

Introduction

The shift from traditional Training and Development (T&D) to Learning and Development (L&D) marks a significant evolution in organisational capability building, especially within developing economies. For decades, Sri Lankan workplaces particularly public sector institutions relied on event-based, instructor-led training programmes. While such approaches addressed immediate skill gaps, they are no longer adequate in an environment characterised by rapid technological change, economic reforms, and shifting workforce expectations. Modern organisations now require continuous learning cultures that foster long-term capability, innovation, and adaptability.

The Difference between Training and Learning and Development

Training is typically defined as a structured activity focused on transferring specific knowledge, technical skills, or behavioural competencies required for a particular job. It is limited in duration and often delivered through instructor-led sessions, group workshops, or e-learning modules (Jan Willem Plug, 2024). Training remains essential for preparing employees to perform job-specific tasks effectively.

In contrast, Learning and Development encompasses a much broader and continuous process. While training responds to current job needs, L&D aims to build future capability by equipping employees with the skills and mindset necessary to handle evolving organisational challenges. Development focuses on long-term personal and professional growth, enabling employees to take on new responsibilities and adapt to emerging opportunities (Jan Willem Plug, 2024). Although organisations can facilitate development, the responsibility ultimately lies with the individual, supported by a learning-oriented culture. 

The Need for L&D in the Sri Lankan Context

Sri Lankan organisations particularly in the public sector continue to depend on conventional workshops and donor-funded programmes. While these interventions address immediate issues, they seldom contribute to sustainable learning. Armstrong (2014) argues that in environments undergoing structural transformation, training alone is insufficient; organisations must develop learning cultures where employees continuously acquire and apply new competencies.

Digitalisation, global integration, and the growth of industries such as IT, logistics, petroleum, and advanced manufacturing have made the Sri Lankan labour market increasingly dynamic. As Noe (2020) highlights, learning—not isolated training interventions—is vital for long-term employability and organisational resilience.

 Conclusion

For Sri Lanka to progress within a global knowledge-driven economy, organisations must move beyond traditional training models and embrace holistic L&D frameworks. This transition is essential for creating adaptable, skilled, and future-ready workforces capable of supporting national development and organisational excellence.

References

Armstrong, M. (2014) Armstrong’s Handbook of Human Resource Management Practice. London: Kogan Page.

Garavan, T., McCarthy, A. and Morley, M. (2019) ‘Contemporary Issues in Learning and Development’, Human Resource Development Review, 18(3), pp. 262–278.

Jan Willem Plug (2024). Training vs Learning and Development and Why It Matters. Available at: https://www.linkedin.com/pulse/training-vs-learning-development-why-matters-jan-willem-plug-mtzwe (Accessed 23 Nov. 2025).

Noe, R. (2020) Employee Training and Development. New York: McGraw-Hill.
Schunk, D. (2012) Learning Theories: An Educational Perspective. Boston: Pearson.