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8.1 TRAINING FOR A NEW ECONOMY
The organisational culture tends to be regulated from the full rigour
of market competition and hence tends to stress correct form and
procedure in all activities. Quality of service, customer care and risk
control are based on the principles of rules of procedure, inspections
and sanctions, with limited feedback provided to the staff. Supporting
this above fact, organisational structures have been typically
hierarchical, with long chains of command and bureaucracy
reinforced by strict systems of reporting and accountability.
The challenge for today's organisation culture is to become much
more market driven without losing reliability and meticulous
attention to detail, underpinned by sound ethical principles, which
remain essential to continued and sustained success. This is what lies
at the heart of the change process which will guarantee survival and
to which trainers must become deeply involved and committed.
There is now a growing acceptance that training and development
must be driven by the strategy of the organisation. This, in turn, has
significant implications for trainers, where the emphasis will be on
concentrating upon organisational needs, through developing
individuals so as to arrive at an organisation, which devotes itself to
long term learning, rather than to short-term training. Such learning
demands continuous and meaningful interaction between people and
their working environment. Such an environment is both supportive
and stimulating and this will lead to considerable learning and
through this, to individual and organisational growth. But for this to

happen, changes have to take place, particularly in the traditional
rule-based organisations where structure, systems and procedures
were designed to maintain stability at all costs by preserving the
status quo and getting people to the line.
In the learning organisation, training is not an activity which is
separate from day-to-day activities. Instead, it is an inherent part of
the working environment.
When people need to know or learn something, the information and
the facilities to learn must be immediately available to them. This
means the learning organisation learns from all sources and
directions, so that change is not only accepted but is eagerly sought
out and the challenges it brings are welcomed. Such a result reduces
the impact of change and strengthens the organisation's ability to
cope successfully and to survive (Bentley, 1990).
Success therefore can be derived from a learning culture where
training and development become demand-led rather than supplydriven. With the genuine and enthusiastic commitment and backing
of top management and the allocation of resources to match, training
will work to ensure that organisations attract, train, develop and
retain the people talent needed to guide them successfully through
the coming decade and into the next century. Participative leadership
of a learning culture, supported by goal-oriented human resource
development, means that organisations will generate better solutions

from their own commitment, experience and creativity, and training
for change will make it work.
Challenge for Management
Many line managers are recognising the importance of effective
training and development. However, recognition is one thing; active
and purposeful involvement is another. There are many managers
who only pay lip service to their key role in achieving results thought
the people they lead and for whose training and development they are
ultimately responsible. By definitions managers must meet this
challenge with and through the efforts of other.
But a further challenge, which by implication relates to all the other
challenges, is the changing nature of the workforce. For example, the
average young member of staff today is more socially sophisticated, is
more questioning, is more demanding and will generally seek and
expect earlier responsibility than his or her counterpart in the past.
Managers will therefore need to adapt to meet this challenge if the
required results are to be achieved in all other areas. Management
training in particular, must consequently take this factor into
account, by focusing sufficiently on the most appropriate ways in
which managers can obtain the optimum contribution from all
members of staff in achieving the required quality of service and level
of productivity.

Chief executives need to recognise the value of learning as the
primary force to facilitate and achieve change in their organisations.
Their leadership role requires them to match their conviction with
consistent, demonstrable commitment. The starting point is to agree.
And

disseminate

well-documented,

comprehensive

business

strategies from which training need can be derived. Senior executives
must also ensure that the line managers share. Their commitment to
learning and insist on quality in all aspects of training and
development.
To do this effectively, managers will have to prepare their staff for the
changes, both expected and unexpected, which undoubtedly lie
ahead. They must ensure that their staff are given the knowledge and
skills and the confidence to deal with inevitable pressures. The way in
which we react to and manage these pressures and the. Commitment
we demonstrate to our people will have a considerable effect on our
future success. Indeed for those companies new to the market and
who are possibly employing large numbers of inexperienced people,
proper attention to staff and customer care is likely to be the
difference between success and failure.

Enabling staff to accept change is one of the most valuable of the
many skills of leadership. This means that managers at all levels must
be flexible in approach; sympathetic in attitude and positive in style
in order to provide this help.

Flexible: So as to deal successfully with the practical effects of
change in an open-minded manner.
Sympathetic: So as to understand fully the anxieties caused by
change to others.
Positive: So as to give people confidence in the instructions and
decisions passed down to them by someone who is clearly seen to
have confidence in his own decision confidence in the future.
It is no longer acceptable for line managers to abrogate responsibility
for the training and development of their staff. They cannot give it off
to the training function by sending staff away to be 'processed' by the
trainers and then returned to the real world of work to get on with the
job. A three-way contract between line managers, trainers and
participants is essential. This will build strong links between training
programs and corporate objectives with success or failure being
directly linked to improved competitive edge in the market place.
Linking the investment of the training budget to the strategic plan
does not seem a particularly novel idea, but it is quite remarkable how
few companies actually apply this approach.
As part of their responsibility for the training and development of
their staff, line managers must expect to be assessed on the extent to
which they discharge this function as part of their normal role. If one
separates the concepts of education and training, where the latter is
decidedly job-specific, then it is quite possible to construct a

legitimate argument for linking course performance evaluation into
the overall performance appraisal plan. Indeed it is evident that line
managers, whose budgets pay for training are much more anxious to
experiment with this idea in order to improve their perceived return
on investment
In general, awareness of increasingly intense competition and the
requirement to reduce costs has resulted in a greater understanding
by senior line management of the importance and value of training. It
is now seen as an investment for the future rather than a cost on the
present. Moreover, it is now regarded as shortsighted for line
management to slash training budgets in an attempt to reduce
operating costs. But it is certainly possible with a greater degree of
professionalism, to ensure higher added value from the training
budget.
Activity A:
a) Write down two characteristics of a learning organisation.
________________________________________________
________________________________________________
________________________________________________
____________________________________________
b) Write down two duties of today's line managers.
________________________________________________
________________________________________________

________________________________________________
____________________________________________
HOW TO TRAIN FOR TOTAL QUALITY MANAGEMENT?
Are you going for Global quality? Then, don't forget to take your shop
floor worker abroad along with you. As CEOs aim for total quality,
quality managers across the country are upping the ante on shop floor
training. No longer are they content transplanting Japanese quality
systems in their manufacturing units, instead they are spurring teams
to shop floor workers to gird the globe in search of quality practices.
The rationale is simple. Basically the knowledge-base that a shop
floor worker needs to produce quality has two components:
functional skills and background knowledge. While functional skills
teach workers how to achieve quality, background knowledge tries to
explain why quality is important in the first place. So the latter is a
fundamental issue as it allows the shop floor worker to see how he fits
in with the performance of a product and eventually, with the
customer. It's also the more difficult of the two to teach. While
companies have been toying with the idea so far, they are now putting
their money where there minds are. Going global in training
practices, many companies are taking their shop floor workers to visit
quality environments abroad. Managing Director of Daewoo says
"Giving our workers knowledge beyond their own work area is a
critical part of our training strategy. Here are four quality reasons
why companies are training their workers abroad:

Bring Quality Alive
While the most innovative training practices arise from comparing, if
not formally benchmarking, a production unit's work against that of a
similar plant abroad, the data seldom set the imagination on fire.
That's the lesson the 827 crore Coats Viyella learnt the hard way.
Despite the company's good financial health, it had a chequered
industrial relations history and compared to Coats Viyella plants
elsewhere in the world, worker productivity was poor. However much
the management harangued its workers with comparisons about the
productivity levels at Coats Viyellas's other plants, they paid little
heed. "We discussed that productivity statistics with workers and
union leaders in our mills," says the President (personnel), Coats
Viyella. ''But the problem was that our workers always used to think
that the productivity elsewhere was because of better machines and
superior technology."
Then, last year, Coats Viyella decided to tackle the problem head-on.
It flew its union leaders abroad and showed them how higher
productivity had been achieved in similar plants. Pertinently, the sites
chosen for the visit were not in the West, instead, Coats Viyella
displayed the two factories it manages jointly with the Chinese
Government. After this, union leaders from 20 union leaders from
Coats Viyella's Indian units accompanied CEO John M.Shaw and
Subramaniam on a week-long trip to China. The union leaders spent
four days at the two Chinese plants studying methods of work,
systems of organisation and the working environment. They had a

worthwhile experience when they met the Chinese workers they could
see for themselves how things were different there and how the
Chinese work and the gains from this trip are already payable at the
Madura Coats plants in Bangalore and Tamil Nadu.
Communicate Quality
More often than not, when managers try to explain the big picture to
workers, it is met negatively, accepts the HRD Chief Mahindra &
Mahindra (M & M): "It's a problem because the shop floor staff gets
suspicious if managers suddenly start talking to them about the
business and its future. That is an apprehension that line managers
and the human resource team has to manage and dispel." In order to
cross the communication chasm, M & M decided to send its workers
abroad to expose them to quality manufacturing practices. But there
was one subtle difference, the teams going abroad included a mix of
White collars and blue collars from several levels. By the end of the
trip, most communication barriers had been bridged. By now, M& M
must have sent around 40 shop floor worker, along with managers
and union leaders to Japan, South Korea, Europe and the UK and the
United States. Mostly, they visit automotive plants and are
encouraged to interact with the host companies and learn their
business practices, work ethics and even the social norms in those
countries. On their return, the teams are debriefed on the trip, the
training module, and their impressions of work processes and
conditions abroad. Then, they are asked to share their experiences
with their colleagues. The fact that everyone is learning together is

almost as vital as the learning that is taking place. Kumar says,
"Demonstration strongest element of training."
Build Quality Skills
While DCM Daewoo too has invested in sending workers abroad, its
focus has been purely on functional training. In a hurry to jump start
its quality journey in this country, Daewoo happens to train a large
number of workers to the factory in Seouls, three months of taining in
Daewoo's quality manufacturing systems. By the end of 1995-96, the
company would have sent 700 operators and assembly-line workers
to Daewoo. Other than functional training, such trips are also meant
to teach workers the processes implementation which requires a fresh
approach to work. Take the concept of Jidoka which the company has
imported from the Toyota Production System. Now, jidoka entails
shifting defect control from an end-of-the-line quality-check to the
work process itself. Naturally, the critical factor here is the worker's
attitude.
While the theory is easy- when you see a defect in a product,
immediately take the initiative to correct it-managers worry about its
implementation. However, DCM Daewoo reckons that a worker will
be more inclined to do so if he has seen it being performed routinely.
General Manager (personnel and Administration), DCM Daewoo
says, "If you keep auditing the quality of training that you impart to
your workforce, the quality of products will keep improving
dramatically."

DCM Daewoo’s workers, after one trip to Seoul, are not only
motivated, but are also finally able to see quality from the user's
perspective.
Showcase Customer Quality
If the Rs. 733 crore Ranbaxy Laboratories is giving its workers
exposure abroad, it is not because the company has a problem.
Instead, the programme is intended to give workers a view of a
culture where attitudes towards hygiene are fundamentally different.
For the pharmaceuticals manufacturer found that most of its workers
came from a background where even a hospital did not display the
kind of hygiene Ranbaxy was trying to achieve.
The Director (Pharmaceuticals Manufacturing) says that "hygiene can
be taught as a part of the work procedure. But to embed the concept
in the minds of workers needs something more.” So, Ranbaxy drew
lots to select 20 workers from its Dewas plant in Madhya
Pradesh and sent them on a 10-day trip to the US. But the study tour's
focus was not on functional training but more in the nature of cultural
acclimatization and exposure.
Visiting clinics and hospitals, the workers got a feel of the kind of
environment in which medicines made by them would be used and
came away with indelible memories of high quality standards. Says

the General Manager (TQM): "The idea is to help the people to relate
what they are doing on the shop floor to the customer's life. This is
not something that is meant to have an immediate measurable
impact. Eventually, the battle for quality will be won or lost in the
mind of the shop floor worker."

Best Practices
 Provide workers first hand experience of global best practices.
 It Ensure that supervisors and managers are trained along with
workers.
 Expose workers to the environments in which customers use
your products.
 Constantly retrain workers in the theory and practice of TQM.
 Link quality in the workplace to quality in the worker's lives.
Activity B:
a) Write down four quality reasons for companies sending their
workers abroad.
________________________________________________
________________________________________________
________________________________________________
____________________________________________

b) Write down two positive effects if quality at workplace is linked to
quality in life of a worker.
________________________________________________
________________________________________________
________________________________________________
____________________________________________
VIEWING TRAINING AND DEVELOPMENT FROM A
CHANGE MODEL PERSPECTIVE
Although we usually deal with the concept of change in an
organisational behaviour course, the reality is that for new training or
development practices to be successfully implemented, they must be
accepted by the customer (managers, senior management and
employees). for managers and employees change is not easy. Even
when we know a practice or program could be better, we have learnt
to adapt to its inadequacies. Therefore, resistance to new training and
development practices is likely. As a result, prior to implementing a
new training and development practice you should consider how you
can increase the likehood of its acceptance. The figure below shows
the model of change.

Fig. 8.1 : Model of change

The model for change is based on the interaction of four components
of

the

organisation:

task

employees,

formal

organisation

arrangements (structures, processes, and systems) and informal
organisation (communications patterns, values, norms). As shown in
the figure, different type of change-related problems occur depending
on the organisational component that is influenced by change. These
change related problems include power imbalance loss of control,
resistance to change and task redefinition. For example, including
new technology for training into company (such as multimedia
training using the internet) might cause changes in the organisation's
power structure. Without the new technology managers may have less
control over access to training programs than they had with
traditional methods of training. As a result, tension related to power
imbalance created by the new system occurs. If these issues are not
dealt with, the managers will not accept new technology or provide
support for transfer of training. For change, related problems need to
be considered for any new training practice. Resistance to change
refers to managers and employees' unwillingness to change.
Managers and employees may be anxious about the change, they
might feel that they will be unable to cope, value the current training
practice or not understand the value of new practice. Control refers
change to managers and employees ability to obtain and distribute
valuable resources such as data, information or money. Changes can
cause managers and employees to have less control over resource.
Change can also give managers and employees control over processes
that they have not previously been involved in e.g., choosing which
training programs to attend. Power refers to the ability to influence

others. Managers may lose the ability to influence employees as they
gain access to databases and other information, thus getting more
autonomy to deliver products and services. Employees may be held
accountable for learning in self-directed training. Web based training
method such as task redefinition refers to changes in managers and
employees' role and job responsibilities. Employees may be asked not
only to participate in training but also to consider how to improve its
quality. Managers may be asked to become facilitators and coaches.
Activity C :
a) Write down the reason for resistance to training and development.
________________________________________________
________________________________________________
________________________________________________
____________________________________________
b) Write down one reason for how introducing new technology would
result in loss of power of an individual.
________________________________________________
________________________________________________
________________________________________________
____________________________________________

SKILLS OF AN EFFECTIVE TRAINER
When the strategies and tactics for training are selected, the skills
demanded of the trainers are often overlooked. The assumptions are
made that those who are full time trainers are Omni competent and
those who could be described as occasional trainers need only to have
technical competence to be able to train others. However, today an
increasing number to practicing trainers are beginning to adopt the
language of OD consultant and are moving into the kind of work to do
with direct intervening the organisation than with the traditional
activities associated with trainers. Increasingly in the training
literature the terms 'intervention and training consultant' are
appearing. Thus, there is a wide range of specific skills needed to
undertake

one-to-one

coaching,

team-building,

facilitating,

counseling, besides being an interventionist and a change agent.
However, an appropriate strategy or tactic may be when measured
against the constraints, target population, budget and principles of
learning, unless the trainers have been selected and trained to meet
high standards, the training will be not effective.
Some of the essential skills of a good trainer are as follows :
 Demonstrating technical competence in the area being taught.
 Showing a natural ability to teach and gain satisfaction. from it.
 Possessing a high level of interpersonal skills.
 Being good listeners and questioners.
 Having a genuine interest in People.
 Being flexible in the use of training strategies and tactics.

 Valuing the need for thorough planning and preparation.
 Accepting a share of accountability for the trainees' future
performance.
Area in which these qualities/skills could be reflected
include:
 Outside interests ,particularly those which are people - oriented
and exercise interpersonal skills or which may involve teaching
others.
 Simulated exercises which resemble training simulations.
 Informal judgments based on relationships with the work
situation.
 Formal judgments based on performance appraisal, group
meetings, developmental discussions.
Above all the people selected should actually want to be a trainer. In
the past, it has been thought that the subject 'expert' has been the
ideal trainer. Undoubtedly, in most circumstances, there is a
requirement for subject competence. However, it may be more
profitable in the long term to improve the technical competence of
someone with potentially good trainer qualities rather than try to
develop the interpersonal skills etc. of the subject expert who is
unsuited or unwilling to be a trainer. To begin with, there is a need to
systematise and to organise the training for potential trainers. This
can be examined' terms of the knowledge, skills and attitudes
required to be an effective trainer.

It is important for trainers to appreciate that people learn in different
ways and have preferred learning styles which may be influenced by
individual differences of personality, age experience etc. Knowledge
of some of the interrelated principles of human learning and
motivation help the trainer to arrange the appropriate learning
conditions for the trainee. In connection with these principles it
would be useful to have in mind a profile of the nature trainees in
one-to-one situations.
In order to structure a training session, the trainer needs to have
diagnostic skills and a range of technical, interpersonal and
judgmental skills. The technical skills would include preparing and
planning a period of instruction, deciding the style and methods of
presentation, organising the logistics of syndicates, role-playing and
other activities, using visual aids correctly. There is also a need to
develop questioning skills, to design tests. They are closely associated
with the judgmental skills required to make an appraisal ~ gain an
impression of the nature of the trainee to set realistic goals during
training and' recognise when the trainee is sufficiently competent to
apply what has been learned.
The interpersonal skills which the one-to-one trainer has to
expertise are described by Megginson and Boydell (1979) as
being similar to those required by the skillful counselor. This includes
attending, observing, remaining silent, drawing out, giving and
receiving feedback and suspending judgment. The importance of
these skills become clear when it is remembered that coaching is

undertaken at all levels in the organisation where individuals are
being developed to undertake greater responsibilities.
The same and additional skills have to be exercised by the trainer who
is involved with groups of trainees without a thorough appreciation of
and training in the appropriate skills then activities such as syndicate
exercises, discussions, role-plays etc can deteriorate into time fillers
or rest periods for the trainer. These activities or tactics should be
used to achieve objectives and demand, a range of skills from the
trainer which in addition to those listed above, include listening,
analysing,

correcting,

guiding,

promoting,

controlling

and

summarising. In exercising these skills, the trainer acts as a facilitator
which is quite different from the role which many trainers usually
adopt. One of the reasons that tactics such as role - play and
discussion may not be effective is, because the trainer or those who
have designed the training do not understand the demands that
facilitating makes on the trainer.
In discussing one-to-one and group training, it has seen that control
over the direction and content of the training has been exercised by
the trainer. Facilitating places the trainer is in – a position where he
or she becomes an enabler for students to learn by themselves. The
trainer and the trainees become interdependent and draw upon one
another's knowledge and skills to achieve the learning objective. In
effect, control over the learning process s in varying degrees,
depending on the tactic to the trainee.

In the facilitating mode, the trainees contribute knowledge, skills and
experience which have been acquired over a number of years.
Facilitators have to adapt their approach to meet the needs of the
trainees and individuals within the group which could involve a
change or development of the trainer's attitudes. There must be an
acceptance of openness within the group so that it can establish its
own ground rules to work together as a cohesive unit and that the
facilitator is a resource for the group to draw upon to direct activity
and contribute to their learning. In performing this function, the
facilitator will need to exercise a variety of skills. There is a need to be
aware of and to monitor the individual learning and emotional needs
of group members to create a secure climate to structure the learning
experiences so that they remain relevant and that the objectives are
achieved.
The role of the facilitator is demanding and not all trainers may be
able to adapt to it. The training departments that plan to use their
trainers as facilitators could overcome potential problems by being
more rigorous in the assessment of attitudes and skills of potential
trainers. Rogers (1969) identified a range of qualities of facilitators
which can be used to built profile for selection:
 Less protective of their own constructs and beliefs than other
trainers.
 More able to listen to students especially to their feelings.
 Able to accept me ideas of students even if they are seen to be
troublesome, provoking etc.

 Able to accept positive and negative feedback and use it in their
own development.
Clarke (1986) describes the trainer's role in open learning programme
as that of a facilitator and the following personal qualities which may
be needed to be considered while selecting trainers:
 Patient, tolerant and able to cope with frustration.
 Perceptive (ability to put themselves in student's shoes)
understanding, sympathetic.
 Friendly, approachable and trustworthy.
 Prepared to tolerate disruption in private life.
 Able to change quickly from one task or subject to another.
 Prepared to accept interruptions to non-open tutor activity e.g.
lecturing.
It is not likely that all of the qualities presented by Rogers and Clarke
will be required of all facilitators in every learning situation. However,
an assessment of the demands of the programme will help to identify
which qualities are relevant.
Activity D :
a) Write down two skills of an effective trainer.
________________________________________________
________________________________________________

________________________________________________
____________________________________________
b) Write down two skills of a facilitator.
________________________________________________
________________________________________________
________________________________________________
____________________________________________
8.5 ROLE OF THE 21st CENTURY TRAINER
A useful way to approach the role of the 21st century trainer will be to
look through the eyes of the manager whom you wish would regard
you as indispensable. If I were a manager, What would cause me to
say, "Here's someone I know I can count on to get the job done,
someone I've just got on my team." What would make me willing to
take this person to an important business meeting and not worry that
he will embarrass me either or the company or the mission? What
would make me say, "Here is someone I would be proud to have a talk
with our managers or our customers anywhere in the world. "
What would such a person be like? What would she wear? How would
she speak? Most important, what could he/she do? The answers point
us to some of the key characteristics of the 21st century survivor. Here
are some characteristics:

1. Performance-oriented: First and foremost, survivors will
think of themselves as being in the performance business, not
the training or education business. Successful trainers will
understand that, regardless of their job titles, regardless of their
specialties, £hey have one role, to help improve performance
aimed at accomplishing important organisation goals. Though
they

may

be

specialists

in

classroom

presentation

or

instructional design or task analysis or web authoring, nothing
will boost their flexibility and agility as much as nurturing a
focus on performance. Managers are being pressured to react
more quickly than ever before to changing situations and to
make decisions before all the facts are in. They need help from
flexible people who understand that the point of it has to do
with business outcomes. People who don't come all unglued
when analysis reveals that something else will work a lot faster
and cheaper than training. This means that a lot of us will have
to learn to think about training in a new way. Those who
continue to see training as the solution to every performance
problem are already behind the curve. In the next century,
they'll be expendable because they won't have the performance
orientation that will allow them to solve problems rather than
simply to "do training".
2. Technically

skilled:

Companies

will

be

looking

for

performance-oriented trainers who are at the top of their craft
-skilled performance professionals who can actually tackle
(rather than just talk or theories about) the common tasks of

the day. These will be people who are able to respond with skill
and confidence when a manager says: "I need you to do a
performance analysis in the manufacturing area of our
Malaysian division." "Go teach our new vision course to our
managers in Milan. Go draft an evaluation plan for the new
mind-reading course we're developing."
Survivors will be those who have mastered the basic skills of
performance technology, and who keep struggling to master the
latest hardware and software tools that continue to rain down
on us. The losers will be those who continue to apply training to
all situations, who can't recognise the need for non training
interventions, and who don't know how to guarantee the results
of training when it is the right thing to do.
3. Socially skilled: Well-honed interpersonal skills will be
increasingly critical as well. One could argue that social skills
are even more important than technical skills, just look at the
people you know personally who survive because of their ability
to get along, rather than because of their ability to do their jobs.
Some years ago a Labour Department study concluded that
something like 75% of workers who lost their jobs didn't lose
them because they lacked technical or occupational skills with
which to do those jobs; they lost out because they didn't have
the social skills they needed to keep the jobs. But while social
skills have always been important, they'll become more vital as
time goes on. Why?

 As cross-functional teams proliferate and as the world gets
smaller, trainers will have to be able to interact with more and
more people who are different from themselves - people with
different habits and beliefs, people from different cultures and
truly strange beings like newly minted high school graduates.
They'll have to be able to interact successfully with people who
can read, write and speak as well as people who can't.
 Trainers will have to make sure that they're people that other
people like to be around, and not the kind whom others will
cross the street to avoid. They'll need to be the kind of people
who make good houseguests, people who know how to play in
the corporate sandbox. Further, they'll have to be able to play
adroitly in a variety of sandboxes. For example, while I was
living and working in Paris, a kindly Frenchman took me aside
one day during a seminar and said," Monsieur. I hope you
realise that in France, bow ties are worn by door -to-door
salesman, jockeys and bartenders." The hint was clear. If I
wanted people to hear m message, I'd better get rid of the bow
ties, which were distracting obstacles. I've never worn bow ties
once again outside my home country.
 Trainers will have to behave in ways that cause them to be
perceived as well mannered in whichever country they are
working. Mannerly behaviour is the oil that lubricates social
gears. That may sound old fashioned but consider this:

foreigners don't refer to us as Ugly Americans for nothing.
Americans are simple not known around the world for their
manners.
 Self-employable: As organisations reshape themselves to
compete in a global economy, the familiar employer-employee
contract has been eroded to the point where seniority alone no
longer guarantees a thing. Those bent on surviving will
understand that regardless of who's paying their bills, they're in
business for themselves; they are independent contractors,
whether they work inside or outside a larger organisation. This
means they will have learnt the skills that anyone' r business for
themselves has to learn. You can easily find out what those
skills are by talking to your own contractors and consultants.
For example, managing your own time, budgeting, planning,
performing basic marketing tasks and being economically
literate. Faced with a given task, survivors will say, "I can do
that and then do whatever it takes to get the job done by
deadline." The losers will say, "That's not in my job
description."
 Internationally qualified: Trainers in the strongest position
will be those with skills that make them the candidates of choice
for either short or long-term overseas assignments. This means
that, in addition to the characteristics already described, they
will be able to:

a) Adapt to the cultures in which they expect to function. This isn't
always a happy prospect. It can mean relearning how to tolerate a
smoky environment. It can mean having to eat very strange foods
without complaining.
b) Apply the principles of learning within the cultures in which they
work.
Learning principles are universal, not culture-based. The application
of those principles may be influenced by cultural differences, but the
principles themselves are the same anywhere in the world.
c) Speak literate English. During formal education, many foreigners
learned their English from British English-speaking people, not from
Americans. That kind of English is a lot more literate than the kind
you and I are encouraged to speak by the culture around us. When
foreigners hear our kind of sloppy English- like man you know? they
often have the same reaction that we might have when listening to
someone who speaks mainly in dese, dems and dose.
Activity E:
a) Write down two roles of the 21st century trainer.
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b) Write down two reasons why social skills have become important.
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Summary
This unit focuses on the dimensions of training and its growth in the
new economy. In the new economy, many organisations are becoming
learning organisations, where training is an inherent activity. Success,
therefore, can be derived from a learning culture where training and
development become demand-led rather than supply-driven. With
the genuine and enthusiastic commitment and backing of top
management and the allocation of resources to much training will
work to ensure that organisations attract, train, develop and retain
the people talent, needed to guide them successfully through the
corning decade and into the next century. Participative leadership of a
learning culture, supported by goal-oriented human resource
development, means that organisations will generate better solutions
from their own commitment, experience and creativity and training
for change will make it work.
The unit further focuses on how to increase the quality of training.
There are four reasons why companies should train their workers on
quality: bring quality alive, communicate quality build quality skills
and showcase customer quality. The unit also highlights how training

is increasingly viewed as a change model. If the employees resist
training, then it can have an adverse impact on their roles, structures
and systems. As a result, prior to implementing a new training and
development practice, one should consider how you can increase the
likelihood of its acceptance. Employees may be asked not only to
participate in training but also to consider how to improve its quality.
Finally an effective trainer has to use his/her skills to function
effectively in the role of a 21st Century trainer.
Keywords
Task redefinition: It refers to changes in managers and employees
role and job responsibilities.
8 SELF -ASSESSMENT QUESTIONS
1. Explain the challenges of today's management in the light of
training in the new economy.
2. Explain in details why companies are training abroad their workers
for quality.
3. Describe how training is viewed from the perspective of a change
model.
4. Write down the role of a 21st century trainer in details.

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