Purpose – This paper aims to examine the formal and informal workplace learning of professional chefs. In particular, it considers chefs’ learning strategies and outcomes as well as the barriers to and facilitators of their workplace learning. Design/methodology/approach – The methodology is based on in-depth, face-to-face, semi-structured interviews with 12 executive chefs from a variety of restaurant types. Chefs were asked questions that focused on how they learned, the learning outcomes that they experienced and factors that inhibited or facilitated their learning. Findings – Findings suggest that the strategies, outcomes, barriers and facilitators experienced by professional chefs are similar in many respects to those of other occupational/professional groups. However, there were some important differences that highlight the context of chefs’ workplace learning. Research limitations/implications – The sample, which is relatively small and local, focuses on one city in Canada, and it is limited in its generalizability. Future research should include a national survey of professional chefs. Originality/value – Using a qualitative approach, this in-depth study adds to the literature on workplace learning, strategies, outcomes, barriers, facilitators and context factors by addressing a relatively understudied profession.

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