SU 314 Changing World of the Trainer

Martyn Sloman contact details

Chartered Institute of Personnel and Development
+44 20 8612 6372
mobile +44 7740 845241
m.sloman@cipd.co.uk

Learning Objectives

• Determine the extent to which globalization will affect the pattern of learning and
training in your organization
• Assess the way in which cultural differences could affect training and how they could
be accommodated in your organization
• Create an appropriate strategy to operate in a converging world

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Martyn Sloman: Biographical details

Martyn Sloman is CIPD Adviser, Learning, Training and Development. From 1997-2000 he
worked as Director of Management Education and Training for Ernst & Young.

As author, lecturer and conference speaker he has contributed to the development of modern
human resource concepts and practice. His latest book, The Changing World of the Trainer,
(Butterworth Heinemann) was published in March 2007 and considers the global aspects of
learning, training and development.

His earlier books include Training in the Age of the Learner (CIPD 2003) which analysed the
implications of the shift from training as an intervention to learning as an activity. The E-
Learning Revolution - from propositions to action (CIPD, 2001) presented twenty-one
separate propositions on e-learning. A Handbook for Training Strategy (Gower, 1994), was a
best-seller in the field and has been translated into Polish and published in India and China. A
second edition appeared in 1999.

Martyn is Visiting Professorship in Human Resource Development at Caledonian Business

School, Glasgow Caledonian University, a visiting Professor at Kingston Business School,
Kingston University, and a Teaching Fellow in the Department of Management and
Organizational Psychology Birkbeck College, University of London. He has lectured and
presented to Conferences and Colleges in fifteen countries across four continents. He has
been the keynote speaker at the European Commission Training Day in Brussels and spoken
by invitation to the Central Training Committee of the Chinese Communist Party.

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Summary of key arguments

The core argument is that new competitive models demand a different approach to the
acquisition of knowledge and skills. Importantly the emphasis has shifted from training to
learning and the role of professional development becomes learner rather than trainer-centred.
This necessitates creating a different set of relationships with managers and employees across the
organisation. Although the interventions must depend in the nature of the business, the role of
the people development professional has become one of “Supporting, accelerating and directing
learning interventions that meet organisational needs and are appropriate to the learner and the
context”.

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People developer is the preferred term to describe the job role. Training should no longer be
seen as a discrete set of activities round a course or similar event. The activities required to bring
about more effective learning must involve the wider human resource and management
community; they do not just lie in the domain of the trainer. The job is no longer centred on
what happens in the training-room – though off-the-job classroom training still has an important
role to play. Instead the people development professional must address and overcome a series of
inter-related organisational challenges and thus create a more effective learning culture. A clear
ladder, of progression is involved in building this culture – some thoughts are set out on the table
on the last page of this handout.

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Those who are adopting good practice are:

• Showing a clear understanding of the business drivers in their organisation
• Helping their organisations add value and move up the value chain
• Establishing a clear vision and strategy for people development
• Involving others and engaging stakeholders in a transparent way
• Having both a good overview of what is needed to advance in the long-term and also of
the short-time priorities
• Using processes and techniques appropriately
• Applying metrics to demonstrate value

And above all

• Understanding the legacy that learners bring with them and adjusting their interventions
accordingly

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Two questions which are a current focus of research are:

• Is the five-factor personality model a sufficiently robust and valid construct to assess
personality across all national cultures?

• If so, what differences in personality can be identified in different cultures in different

countries?

These questions are being explored in a project known as “Personality Profile of Cultures”. This is
an international project with 77 contributing members across the globe and is described more
fully in an academic article by Robert McCrae, (Ref. 31). The article describes the project which is
based on individual personality ratings undertake by college students in 51 cultures. As the

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author points out at the beginning: “There is enormous appeal in the idea that cultures have
distinctive personalities” (Ref. 31, p.407). Despite reservations that necessarily arise from the
complexity of the problem under investigations. The broad conclusions are that the five-factor
model dimensions are universally replicable and despite many cautions:

“Aggregating individual personality scores is a useful way to characterize cultures. At

present, one can be fairly confident about generalizations that characterize large regions
of the world: In particular the evidence that Europeans, on average are more extraverted
than Asians or Africans is quite strong.” (Ref. 31, p. 421)

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Researchers at the Chinese University of Hong Kong, especially Professor Fanny Cheung, in an
extended project, have produced evidence to suggest that an indigenously-developed assessment
of personality measured features which were not covered by texts developed in the west. This
instrument is known as the Chinese Personality Assessment Inventory (CPAI) (Ref. 27).

The additional dimension concerned interpersonal relatedness.

“This factor, which was originally labelled as the Chinese Tradition factor, consists of the
indigenous personality scales developed specifically for the CPAI, including Ren Qing
(relationship orientation), Harmony, and face. In addition, this factor is loaded negatively
by Flexibility. The characteristics associated with these personality scales reflect a strong
orientation toward instrumental relationships; emphasis on occupying one’s proper place
and in engaging in appropriate action; avoidance of internal, external, and interpersonal
conflict; and adherence to norms and traditions“. (Ref. 27 cited in Ref. 32, p.140)

Where this finding becomes of importance to our discussion, is its link with the concept of
guanxi. This describes the extensive penetration of business networks and the cooperative
personal relationships and mutual obligations that arise as a result. A 2005 journal article
explored this in some detail.

“The rigid social hierarchy under the Confucian paradigm may also prevent fully
autonomous and flexible teamwork. While creating and sustaining group attachment
and conformity, the same elements of Chinese culture also create top-down control,
which contradicts true teamwork norms of risk taking and responsibility ... The
paradoxical feature of Confucianism may lead to risk aversion in the workforce, mistrust
of co-workers and personalized favouritism.” (Ref. 35, p. 319, drawing from Chen et al.
Ref. 26)

and

“Our analysis of literature revealed two interesting facts. First, as one of the most
dominant ideologies in Chinese history, Confucianism has profoundly influenced
management and HR practices in China in some paradoxical ways. The imprint of the
Confucian legacy is still glaringly evident in modern Chinese organizations.
Consequently, we posit that organization and management practices in China can be
partly understood through the examination of Confucian values”. (Ref. 35, p.324)

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The shift from training to learning

Training
an instructor-led, content-based
intervention, leading to desired changes
in behaviour

Learning
a self-directed, work-based
process, leading to increased
adaptive capacity

The partnership model

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Some key references

1. CALEY, L., MASON, R. and REYNOLDS, J. (2002) How do people learn? [online].
London: Chartered Institute of Personnel and Development. Available at:
http://www.cipd.co.uk/NR/rdonlyres/EE171F3B-A2D1-4A6F-A4A3-
2AFBBE164688/0/2438howpeoplrn.pdf [Accessed 2 January 2007]

2. CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT. (2006) Human capital

evaluation: evolving the data [online]. London: CIPD. Available at:
http://www.cipd.co.uk/NR/rdonlyres/5D331B09-3724-4F93-A760-
F941F8B2AED6/0/3856HumanCapital.pdf [Accessed 2 January 2007]

3. CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT. (2006) Human capital

evaluation: getting started [online]. London: CIPD. Available at:
http://www.cipd.co.uk/NR/rdonlyres/CA1F572C-11A7-45C7-A62B-
EE9C88CB7124/0/humcapeval0306.pdf [Accessed 2 January 2007]

4. CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT. (2005) Reflections on

employee well-being and the psychological contract: the state of the employment
relationship [online]. London: CIPD. Available at:
http://www.cipd.co.uk/onlineinfodocuments/atozresources.htm [Accessed 2 January
2007]

5. CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT. (2006) Reflections on

talent management [online]. London: CIPD. Available at:
http://www.cipd.co.uk/NR/rdonlyres/F473B522-DD49-49E2-9021-
59E0B2BDA288/0/reftalmanca0306.pdf [Accessed 2 January 2007]

6. FLEMING, A. (2006) Learning styles [online]. London: Chartered Institute of Personnel

and Development. Available at: http://www.cipd.co.uk/onlineinfodocuments [Accessed 2
January 2007]

7. HUTCHINSON, S. and PURCELL, J. (2004) Bringing policies to life: the vital role of front
line managers in people management. London: Chartered Institute of Personnel and
Development.

8. JARVIS, J (2004) Coaching and buying coaching services [online]. London: Chartered
Institute of Personnel and Development. Available at:
http://www.cipd.co.uk/NR/rdonlyres/C31A728E-7411-4754-9644-
46A84EC9CFEE/0/2995coachbuyingservs.pdf [Accessed 2 January 2007]

9. JOHNSTON, R. and HAWKE, G. (2002) Case Studies of organisations with established

learning cultures. Adelaide, South Australia: National Council for Vocational Education
Research and Australian National Training Authority.

10. O’DRISCOLL, T., SUGRUE, B. and VONA, M.K. (2005) The c-level and the value of
learning. Training and Development (USA). Vol. 59, No 10, 5 October, pp. 70-77.

11. PFEFFER, J. (1998) The human equation. Boston. MA: Harvard Business School Press.

12. PURCELL, J., KINNIE, N. and HUTCHINSON, S. (2003) Open minded, People
Management. Vol. 9, No. 10, 15 May. pp30-37

13. PURCELL, J., KINNIE, N. and HUTCHINSON, S. (2003) Understanding the people and
performance link: unlocking the black box. London: CIPD,

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14. REICH, R.B. (1991) The work of nations. New York: Vintage Books.

15. REICH, R.B. (2004) Reason: why liberals will win the battle for America. New York:
Alfred Knopf.

16. REYNOLDS, J. (2004) Helping people to learn: strategies for moving from training to
learning. London: Chartered Institute of Personnel and Development.

17. SCARBROUGH, H (2003) Human capital: external reporting framework [online]. London:
Chartered Institute of Personnel and Development. Available at:
http://www.cipd.co.uk/NR/rdonlyres/65C2E4CA-05B4-4234-8AD5-
98EF8EE4FA83/0/human_capital.pdf [Accessed 2 January 2007]

18. SLOMAN, M. (2007) The changing world of the trainer. Oxford: Butterworth
Heinemann

19. SLOMAN, M. (2007) Chinese puzzle. People Management 11 January

20. SLOMAN, M. (2006) Just your cup of tea. People Management 11 December

21. SLOMAN, M. (2003) Training in the age of the learner. London: Chartered Institute of
Personnel and Development

22. TAMKIN, P., REILLY P. and STREBLER, M. (2006) The changing HR function: the key
questions [online]. London: Chartered Institute of Personnel and Development.
Available at: http://www.cipd.co.uk/onlineinfodocuments/atozresources.htm [Accessed
2 January 2007]

23. TANSLEY, C., HARRIS L. and STEWART, J. (2006) Talent management: understanding the
dimensions [online]. London: Chartered Institute of Personnel and Development.
Available at: http://www.cipd.co.uk/onlineinfodocuments/atozresources.htm [Accessed
2 January 2007]

24. ULRICH, D (1997) Human resource champions. Boston, MA: Harvard Business School
Press.

25. ULRICH, D. and BROCKBANK, W. (2005) The HR value proposition. Boston, MA:
Harvard Business School Press.

References/reading on culture

26. CHEN, X., BISHOP, J.W. and SCOTT, K.D (2000) Teamwork in China: where reality
challenges theory and practice. In: Lui, J.T., Tsui, A.S. and Weldon, E. (eds.)
Management and organizations in the Chinese context. pp. 269-283, New York: St.
Martin’s Press.

27. CHEUNG, F. M (2004) Use of western and indigenously developed personality tests in
Asia. Applied Psychology An International Review. Vol. 53, No 2. pp. 173-91.

28. CHEUNG F.M., LEUNG, K., and FAN.R, SONG W. ZHANG J.X AND ZHANG J.P (1996)
Development of the Chinese Personality Assessment Inventory (CPAI) Journal of Cross-
Cultural Psychology 27

29. HOFSTEDE, G. (2001) Culture’s consequences. 2nd ed. Thousand Oaks, Ca: Sage
Publications.

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30. HOFSTEDE, G. and HOFSTEDE, G.J. (2005) Cultures and organization: software of the
mind. New York: McGraw Hill.

31. MCCRAE, R.R. and TERRACIANO (and members of the personality profiles of culture
project) (2005) Personality Profiles of Culture: Aggregate Personality Traits. Journal of
Personality and Social Psychology. Vol. 89, No 3, pp407–425.

32. SMITH, P.B, BOND, M.H. and KAGITCIBASI, C. (2006) Understanding social psychology
across cultures. London: Sage Publications.

33. TROMPENAARS, F. (1993) Riding the waves of culture. London: Nicholas Brealey.

34. SEN, A. (2006) Identity and violence: the illusion of destiny. New York: W.W.Norton.

35. WANG, J., WANG, G.G. and RUONA, W.E.A. (2005) Confucian values and the
implications for international HRD. Human Resource Development International Vol. 8,
No 3. pp. 311-326.

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The changing world of the trainer

- a global challenge
Martyn Sloman
Chartered Institute of Personnel and Development
www.cipd.co.uk m.sloman @cipd.co.uk

www.cipd.co.uk/presentations
www.cipd.co.uk/helpingpeoplelearn

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Discretionary learning and

the business
“Because of the nature of the business we can't
train everyone to do everything. The emphasis is
on getting people to learn within the environment
where they work and getting them to adapt and
apply that knowledge”
Lorna McKee, Area HR Manager, Hilton Belfast

“Training, developing and empowering your

people gives you the freedom and the
confidence to make changes quickly, affect your
business positively and achieve results”
Dave Spong, General Manager, TNT, Barking

… what people learn is more important

than what they are trained to do

A new role for the trainer

Supporting, accelerating and directing learning

interventions that meet organisational needs
and are appropriate to the learner and the
context

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A global phenomenon?

Convergence….. • training learning and development

is a derived activity
• what matters in the long term will
be what is required to achieve
business success or service
delivery
• consumers will ultimately demand
the same products, goods and
services
• we are all trying to move up the
value chain

A global phenomenon?

or…divergence? • different countries have

different personality
characteristics which are
related to different cultures
• they will need to be
managed in different ways
and will learn in different
ways

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Culture or context?

Pfizer research PGRD

“Effective communication lies
at the heart of the Pfizer values
and leader behaviours and is
crucial to our ongoing success.
Maximum interaction is
therefore critical when we are
communicating with colleagues,
from other countries and
cultures.”

2600 staff at Sandwich, UK and 400 at

Nagoya Japan

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The Nagoya polls

What will normally happen in a meeting if

some of the participants are running late?
a) The meeting will always start on time as
scheduled.
b) Participants will wait until the late
arrivals arrive if they are high ranking.
c). Participants will always wait for those
running late.

Nagoya research environment: 82% marked choice a)

Traditional Japanese environment: 100% choice b)

Respect and sensitivity?

“I appreciate that UK and US colleagues usually
make an effort to speak clearly at the beginning
of meetings, but they tend to speed up and use
more colloquial expressions when we get into
deeper discussion.” (Attributed to a Manager,
PGRD, Nagoya)

“I was surprised when, during one

teleconference, my colleagues in the UK called
for a 30-minute lunch break. It was 01:00 in
Japan and I felt that my considerations were not
fully considered.” (Attributed to a Research,
PGRD, Nagoya)

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A new role for the trainer

Supporting, accelerating and directing learning

interventions that meet organisational needs and are
appropriate to the learner and the context

“Background and life and work experiences are bound

to lead to different starting points and different
receptiveness”
Norman Jardine, Head of Training, EC

Acting as an intermediary in the process between

organisation and the learner

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Job Aid: Progressing towards a learning culture

Consider where your current position and the steps that you can
take to develop the learning culture

Characteristic Fragmented Formalised Focused

behaviours of
parties at each
level of
sophistication
Employer (i.e. No link perceived Supports professionals Supports and challenges to
Senior between business success by actions such as ensure learning takes place
Management) and learning. May signing off training to support organisational
support individual policy, approving strategy and to develop
requests for learning budget. May introduce talent for the future. Well
opportunities on an ad development planning or aware of learning, training
hoc basis. carry out succession and development initiatives.
planning for the Board.
Line Manager Does not see learning as Meets with HR to discuss Ensures that self and all
his/her responsibility training needs of self team have the means to
though may respond to and own team. Takes acquire the knowledge and
individual ad hoc part in formal appraisal skills to achieve targets.
requests. processes, coaching and Initiates (with HR) processes
training programmes. to ensure that learning
takes place where needed.
Supports a range of learning
opportunities for staff.
Individual learner Acquires the skills and Needs identified at Learns as part of role
knowledge required for appraisal with manager. development guided by line
job role and waits to be Takes part in courses manager and HR. Has
told what is next. offered as part of the formal development plan
The more ambitious may formal organisational and discusses past and
look for opportunities for plan. May learn on or future learning at appraisal.
learning to follow off the job. Takes part in formal and
personal aspirations, informal learning, with line
learning in own time and manager, others, on or off
sometimes at own cost. the job. May also act as
coach or mentor to others.
People Supports individuals or Develops and Consults with senior and
development line managers who seek communicates training line managers on the best
professional them out. Delivers plans to meet the needs ways to meet learning
statutory training courses identified at appraisal. needs. Ensures that all have
and evaluates reactions. Ensures that training is formal learning plans, that
delivered efficiently and line managers and others
meets the identified have the skills to coach or
needs. mentor. Supports learners
and encourages the
adoption of new learning
methods. Ensures that
learning happens at
optimum times and
locations. Evaluates learning
and organisational
outcomes.

Acknowledgement: This table was produced by Jennifer Taylor, a Member of the CIPD Vice-
President’s Learning, Training and Development Panel

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