Documente Academic
Documente Profesional
Documente Cultură
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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SU 314 Changing world of the trainer Martyn Sloman
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.
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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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• Is the five-factor personality model a sufficiently robust and valid construct to assess
personality across all national cultures?
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:
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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).
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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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
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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]
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]
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
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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www.cipd.co.uk/presentations
www.cipd.co.uk/helpingpeoplelearn
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A global phenomenon?
A global phenomenon?
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Culture or context?
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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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