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ing will occur to workplace, which is defined as positive transfer (the degree to which trainees effectively put the knowledge, skills, and attitudes gained in a training context into the practice of their jobs) (Newstrom, 1986).

The realization that learning happens in the workplace and that it is essential for the development of working knowledge and skills is now updated. Even though, in those years an interest among policy makers, researchers and employees in what comprise learning ,the way it takes place in workplace and through work is a central concern. But as a set of practice, ”workplace learning” is changing through a period of both the political, economic and social transformation. (Lee, Fuller, Ashton, Butler, Felstead, Unwin and Walters, 2004).

Literatures that do researches on training or workplace learning aspect always highlighted the definitions, which are various in different periods and by kinds of researchers. Approaches and factors that will influence the outcome and goals are also popular in previous studies.

Definition of training & workplace learning 培训和在工作场所中学习的定义

Although training and workplace learning are occurred in the process of working, and are important parts in employees’ personal development plan, the definition of these two concepts are totally different.

As Noe (2002:4) mentioned: ” the object of training is for workers to grasp the knowledge, skills and behaviors stressed in training programs and to use them in to their daily activities.”

That is to say training involves planned instruction in a particular skill or practice, and is intended to result in changed behavior in the workplace learning to improve performance. And there are four main ways that training has been conceptualized and measured. Generally, the measurement of training has comprised absolute measures, proportional measures, content measures and emphasis measures, which can be explained like the amount of training that employees have received, the percentage of workers been trained, types of training that provided and the importance of training that is perceived be the organization respectively (Phyllis T., Alan M Saks, & Celia M, 2007)

It is clear to see that training is more concentrate on the outcomes of what the employees have received, and from a performance perspective, the outcome of training should be reflected directly on organizational, financial and HR performance.

The traditional awareness of learning is usually linked to formal learning, but nowadays workplace learning has gained numbers of popularity, fulfil the field of research wide-ranged and interdisciplinary (Tynjala, 2008). To keep up with the rapidly changing economy in order to be able to compete with other organizations, organizations need to be able to learn and act quickly (Ellstrom, 2001). The flexibilisation of the labour market is another change. Workers always choose to learn when they notice that learning is needed.The last but not least aspect is from the financial view, learning job related skills in the workplace costs significantly less than formal training (Boud and Garrick, 1999).

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