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To train or not to train? 35

inevitably restricted to short periods. It is argued that the transfer of knowledge
acquired in formal training to daily working practice can be problematic, and
companies, particularly SMEs, may consider that training offers are not always
relevant to their specific business needs and work organisation (Cedefop, 2009g).
Much of the knowledge and skills required for new work tasks can be acquired
on the job, but this does not mean that learning through working tasks is an
unorganised, spontaneous and non-supported way of learning (Cedefop, 2004b,
p. 194; p. 186-187). Learning through working or while working implies that the
work environment is organised in a way that encourages workers to take some
degree of responsibility to solve problems by themselves. On-the-job learning
is dependent on workplaces that provide quality work, in which people learn by
having to undertake challenging tasks, by using their judgement, applying new
knowledge and learning from their peer workers (Cedefop, 2004b, p. 168-172).
More informal ways of learning in the workplace, by working and while working,
do not supersede more formal continuing training but rather complement it, and
may stimulate motivation to further learning. Nevertheless, on-the-job learning
presents a number of challenges that go beyond work organisation, such as the
validation and certification of learning. Competences acquired at work are often
not documented and therefore are not validated in the event of an employee
changing company, in, for example, a company undergoing restructuring.

2.4.2. Why do enterprises train? Innovation versus safety
requirements?
Competence development is necessary for enterprises and workers to manage
change effectively and produce innovation. However, instead of seeing learning
opportunities as a strategic response to business success, sectoral changes,
new production or work organisation trends, they are often viewed purely as
an answer to legislation requirements. In a Cedefop study on training in SMEs,
a common concern voiced by the food sector was that the burden of health
and safety regulations may prevent companies from investing in training for
innovation purposes (Cedefop, 2009g, p. 64). Much of the training may be
delivered to meet legal requirements in health and safety for the induction
of new employees, and less frequently for enhancing the productivity of the
company as a whole (Cedefop, 2008h; 2008f; 2009d). However, this is not a
general trend in Europe and existing policies bridging innovation and training
in companies may have a positive effect on the scope of training provided and
the perception of skill development as a strategic business tool.
Technological innovation, sectoral changes and new work and organisation
processes create a demand for higher skilled people across all occupations,