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Learning while working
84 Success stories on workplace learning in Europe

of challenges has to be faced. Participants in continuing training may have a
clear picture of what they want to learn, for what purposes, and how learning
should be arranged. In a consumerist approach to learning, they want value for
money or for the time invested in training. While this puts both training providers
and trainers under pressure, it can make training more effective and targeted
(Cedefop, 2009b).
There is a call for trainers to widen their range of competences to assume
broader tasks and responsibilities, which blur the lines and distinctions between
different professional profiles, such as trainer, guidance counsellor and training
manager (Cedefop, 2009a; 2009b). The unsolved dilemma is whether trainers
should be generalists and, as in a one-man show, perform diverse roles, meet
different training needs and possess a broad range of competences. Alternatively,
they could specialise and cooperate instead with different types of learning
providers and specialists, or work within multidisciplinary teams. The ultimate
choices will depend on the size of the enterprise and how elaborated its training
policy is. The ideal attitudes and competences of in-company trainers today
could include:
(a) being acquainted with specific sectors and understanding current
developments and competences needed;
(b) understanding the business drivers, priorities and demands of the
enterprise, to establish a clear vision for the competence development
of employees;
(c) being responsive to changes in technology and work practices in the
enterprise, by keeping abreast of new technology and innovation,
and acquiring knowledge of the enterprise’s working processes and
organisation, different tasks and functions;
(d) having subject matter and pedagogical expertise and skill assessment,
as well as softer skills, such as flexibility and empathy;
(e) understanding the starting point, expectations and needs of learners and
adjusting training activities accordingly; using learner-centred approaches
and on-the-job learning techniques;
(f) selecting training processes and tools, such as coaching and e-learning,
appropriately, taking into consideration the needs and constraints of both
the enterprise and the workers;
(g) evaluating learning outcomes and returns on investment to demonstrate
added value;
(h) engaging with different departments or cooperating with external
organisations, and possessing good communication and organisation
skills (OECD, 2008; Cedefop, 2009g, p. 52-57; Cedefop, 2010c).