Approaching the questions: A full answer to the question will require reflection on the issues that you have encountered througout the module. It is important to bear in mind that the content of your answer will depend on the argument that you wish to put forward and not solely on the concepts Various Conclusions from related reading material that could be incorporated into the essay: -Workplace learning is conceptualised as a socially situated activity and has a close, symbiotic relationship with everyday workplace activity. -Researchers show that significant amounts of learning take place at work, but that much of learning is so embedded within everyday workplace activity that it is difficult to identify exactly what is being learnt and by whom -Debates regarding the meaning of power in relation to the learning process are explored. For example, the involvement of trade unions in promoting organisational learning and the ways in which innovative practices can emerge are looked at. Discussions also lead to origins of cultural differences and the potentially confictive nature of learning through practive. -For a diverse workforce, there is a greater need for HRD policies and procedures to ensure equality of access to training and development for all workers so they acquire new skills and knowledge. What is also evident, however, is that barriers to access and participation in learning continue to be perpetuated by educational institutionsand workplace practices as they carry different expectations. HRD learning interventions can ony be successful if all employees are enabled to participate. -Employee participation for learning mostly is not determined by motivation, self-efficacy, need for skills development, etc but by org policies and regulations that facilitate learning participation to enhance productivity and employee performance. HRD Practitioners have a key role in identifying employee learning needs, stimulating and supporting informal learning. This also includes their continuous learning as professionals as well as the learning of others, so they can acquire new skills and knowledge, and develop more innovative HR policies and practice. -Metaphors of learning as attainment and learning as participation have gained prominence and offer perspectives depending on the context or situation of the learner. The ''learning of participation'' metaphor goes beyond the ''learning as attainment'' metaphor that sees learning as outcomes-based, and includes other types of environments such as workplace learning. It recognizes the interactions between trainer and leaner, placing primary exphasis on the quality of the learner''s social environment as well as the individual''s motivation to learn in that setting. -Learners bring prior knowledge and understanding and skills that can contribute to their work and workplace learning. Further, their attitudes, abilitites and experiences influence their approaches to work and workplace learning. Whilst the dispositions and actions of individual workers will also contribute to the nature of the learning environment, the impact of org structures and practices on individuals'' learning in the workplace cannot by ignored. This suggests the need to consider other approaches to workplace learning. -Both adult and experiential approaches to learning view learning as a process in which knowledge is created through the transformation of experience, and involves individuals actively (re)constructing their experiences in their world. Both these learning therefore does not concentrate exclusively on classroom based teaching, but on all life situations. In other words, learning not only can draw on personal experience, but their professional or workplace experiences. -Learning is located or situated within everyday practices, such as work. Situated learning focuses attention on learning as a cohesive, stable, and embodied activity. This involves the acquisition and transformation of knowledge through processes of social interaction and in which individuals become full members of a community of practice.