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Despite implementation of government policies involving workplace learning, there has been little conceptual analysis from a learning perspective of the needs of novice and more experienced workers. The role of instruction appears not to have been adequately conceptualised, there is a serious understatement of what is required to make the workplace an effective learning environment, and there are incorrect assumptions that all workplaces are similar and effective sites for training. This paper synthesises the cognitive psychology, skill learning and the development of expertise literatures in order to understand better the different learning needs of novice and more experienced workers. Further, it draws a distinction between learning and training and suggests that some formal training appears necessary for attainment of superior long-term performance and problem-solving objectives in complex workplace environments. It concludes by arguing that current government policies involving training packages seem counter-productive to establishing effective workplace learning.