Page 149 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Training and Development System

Notes
Attitudes
 Respect for the values and practices of other cultures

 Patience with, and tolerance of, ambiguity
 Commitment to HRD principles and practices
 Initiative and persistence

 A sense of humour
Skills that empower
 Cultural flexibility
 Communication skills
 HRD skills

 Creativity
 Self-management of learning
Important areas of knowledge

 Knowledge of one’s own culture
 Knowledge of the target culture
 Knowledge of the theory and practice of HR
 Knowledge of the language of the target culture
 Knowledge of the relevant corporate cultures

 A global perspective
The three major groupings of these competencies (attitudes, skills that empower, and
important areas of knowledge) address many of the same areas as the four major groups
used by Leach (technical, business, interpersonal, and intellectual) in 1993. However, the
individual competencies identified by Marquardt and Engel seem more interpersonal and
cultural in nature than those competencies identified in 1989.
While there may be some consensus on areas of study for trainers, no definitive model for the
emerging role of trainers (McLagan, 1996), for the competencies of trainers, or for levels of
education required for trainers seems to have emerged since the 1989 model. Although Mager
(1996) described what trainers of the next century should look like, he did not further define
these desired characteristics in terms of specific competencies or skills that would serve as a
model for preparing trainers. The characteristics he suggested are: Performance-oriented
Technically skilled, Socially skilled, Self-employable, Bilingual and Internationally qualified
Like many other descriptions of trainers, these characteristics, for the most part, closely parallel
the four major areas of the 1989 model (technical competency, business competency, interpersonal
competency, and intellectual competency), and Manager’s descriptions reiterate much of what is
already known about desirable competencies for trainers. However, the attention to bilingualism
and international experience clearly reflect the more current trend to address more global issues
in workforce development.
While the role of trainers may change due to the changing context of the business environment
(Argyris, 1994; McLagan, 1996; Rhinesmith, 1994; Sloman, 1994), there is no indication that the
previously identified competencies will be less valued. As the literature indicates, although the
originally identified competencies may be supplemented with the ability to function in cross

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