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this is to spend on developing a workforce that has the skills and knowledge to deal with these problems. This is where it is very important for the learning strategy and the business strategy to work together ( Bryson, 2018). The business's learning strategy is its plan about the way it can enhance the skills and knowledge of its employees so that it can reach its business goals. To make sure it helps the business reach its goals, a well-integrated learning strategy should be in line with the overall business strategy. This connection is important because it makes sure that the learning programs are useful, successful and in line with the company's strategic goals ( Sykes, 2022). However, Fleming and Zegwaard (2018) contend that there are several ways that an integrated learning strategy can help a business strategy to its goals and objectives. Moreover, it helps businesses train employees who can adapt, come up with new ideas and work well with others in changing business settings. Organisations can confirm their employees is prepared to fulfil organisational difficulties and maintain competitiveness by providing them with the suitable expertise and abilities. The research by Zhang et al. (2020) demonstrate that this helps companies reach their goals, such as making more money, making more products and making clients satisfied. The research by Antunes and Pinheiro (2020) also stated that a company can become a learning organisation with the aid of an integrated learning strategy. A learning group keeps learning and shares the things it knows and new concepts. When employees are encouraged to learn new things all the time, business can make certain they can adapt to new stratergies, changing customer needs and changing market conditions. Furthermore, Istanti, Sanusi and Daengs (2020) stated that many companies want to be more competitive, make more money and keep their customers satisfied. An integrated learning strategy can also help the employees who work for them become extremely capable at what they do, that helps them to reach their goals.

On the other hand, Colognesi, Van Nieuwenhoven and Beausaert (2020) described that informal learning happens naturally at work, usually through observation, thought and working together. Its ability to adapt and stay useful in different situations essentially makes it unique. Organisations can derive multiple advantages from informal learning. It allows employees to learn from one another through mentoring and peer support while initially utilising the organisation's extant skills and knowledge. Moreover, informal learning enables workers to enhance their skills and knowledge in the context of new or challenging circumstances (Masanet, Guerrero-Pico and Establés, 2019). This enhances their adaptability and enables them to respond effectively to evolving business requirements. Informal learning promotes employee autonomy and self-direction as they assume responsibility for their development and learning (Janhonen, Torkkeli and Mäkelä, 2018). However, Carliner (2023) asserted that there are also certain drawbacks associated with informal learning. Informal learning cannot consistently provide accurate or high-quality information and knowledge. This can result in practices that can appear irregular or incorrect. There is a possibility of developing an unfair or restricted perspective due to the influence of the experiences and opinions of those engaged in the learning process. In addition, Faulks et al. (2021) found that informal learning can fail to receive the same level of respect or acknowledgement from the company because of its absence of structure and formal recognition compared to formal learning. Insufficient resources and assistance can be allocated to informal learning initiatives. Both formal and informal learning ultimately have benefits and drawbacks for enterprises. Formal learning provides structure, uniformity and evaluation, whereas informal learning promotes adaptability, collaboration and opportune learning. The advantages of acquiring knowledge through on-the-job training depend on the extent to which the learning

workers. Therefore, for workplace learning projects to work, they can need an approach that is customised that takes into account the needs and opinions of everyone involved (Gagné, 2018). To accomplish this, they need to think of ways to make things work for everyone and find places where their skills and those of the company match up. Therefore, both the unitarian and pluralism models demonstrate that different things happen at work that can make it hard to teach people on the job. One authority and shared goals are important in unitarianism. It says that learning at work should go along with the company's plans. On the other hand, pluralism says that people should be able to adapt to different groups of people with different goals. In both types, there is a link between the learning strategy and the business strategy. EVIDENCE FROM THE ORGANIZATION As a medical assistant working in the healthcare field, I can say that the organization's confirmation of the important connection between the learning strategy and the business strategy is strong. Our healthcare centre encourages ongoing learning at work to make sure that all staff members, including medical assistants, know about the newest medical techniques, technologies, and best practices for taking care of patients. Formal learning methods, like workshops and training programmes, are designed to fit with the healthcare business strategy and improve results for patients and the overall efficiency of the organisation. For example, formal training sessions focus on how to use new medical technologies and stay in line with rules in the business. In addition, learning outside of education is very important in our hospital setting. The adaptive learning mindset is built on daily interactions, working together as a team, and sharing experiences. As a medical assistant, I have witnessed how informal learning can help people communicate better, work together better, and stay aware of all the different needs of patients.

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