Invest or ignore? Explaining training attitudes in small and micro businesses

Purpose Despite widespread recognition of the importance of continuous learning, small and micro businesses often struggle to prioritize training and development. Operating under conditions of limited time, resources and immediate operational pressure, learning is frequently positioned as secondary to day-to-day survival. This paper aims to examine how attitudes toward training are constructed, negotiated and sustained within small and micro business contexts, drawing on the perspectives of key stakeholders involved in training decision-making and delivery. Design/methodology/approach This paper, part of a wider doctoral study, adopts a grounded theory methodology to develop an explanatory account of training attitudes in small and micro businesses. Data were generated through 35 in-depth, semistructured interviews with owner-managers, human resource (HR) consultants, policymakers, training providers and employees in small and micro businesses. Data were analyzed using iterative grounded theory coding procedures supported by MAXQDA, progressing from initial coding to focused category development and constant comparison across stakeholder groups. Findings Findings reveal that attitudes toward training are not fixed but are constructed through the interaction of operational pressures, stakeholder position and the perceived immediacy of value. Owner-managers commonly prioritize immediate operational demands, often viewing formal training as a discretionary activity, while HR consultants, training providers and policymakers emphasize its longer-term strategic value. These differing positions shape how training is evaluated, with activities more likely to be accepted when they are directly linked to immediate operational outcomes. Learning is frequently informal, embedded in daily work practices contingent on immediate business needs. Constraints such as time, cost and perceived relevance do not operate in isolation but function as conditions that reinforce the positioning of training as secondary unless aligned with business-critical needs. Originality/value This study contributes to workplace learning literature by providing an explanatory account of how training is constructed as a discretionary or necessary activity within small and micro business contexts. By developing a grounded theory of training attitudes, this paper advances understanding of learning in resource-constrained workplaces and offers implications for practitioners and policymakers seeking to design training approaches that align with the operational realities of small and micro businesses.