The Importance of Training Providers and In-Company Trainers in the New Era of Lifelong Learning

1. Why Training Providers and In-company Trainers matter in the new era of major changes and Lifelong learningBruno Thiberge "European training strategies in practice" Dublin – 15th of September 2011

2. Origin of this presentation • In 1998 CEDEFOP founded a network of national networks aimed at “ fostering cooperation between key national actors: the Training of Trainers’ Network, TTNet • TTNet members worked together and produced : recommendations, occupational profiles, etc. • Last teamwork “assignment”: Raising awareness about Trainers in the World of Work as an “unexplored force for development and change” through the publication of a leaflet. • March 2011: Cedefop decides to stop supporting TTNet • This leaflet, completed in February 2011, has in our view, a real value, either according to the european teamwork process or to the results. Bruno THIBERGE-September 2011

3. Its Purpose • A step towards Training providers and In-company Trainers' better understanding and recognition • to some extent it is a testimonial to the TTNet: • Workforce Trainers deserve and need more recognition and awareness from companies, governmental bodies, etc., • The content of this leaflet may facilitate the above. • We thought it useful and relevant, within the framework of this conference to share its analysis, recommendations and proposals. Bruno THIBERGE-September 2011

4. Identity of Trainers in the world of work: who are they? • Internal trainers Employed by an organisation, engaged either on a full-time or on a part-time basis in any form of formal or informal training within the company. • External trainers Coming from outside the organisation, implementing training at/or outside the workplace, forpeople employed by one or more organisations or unemployed people intended to be employed by one or more specific organisations. • In a broader sense…any learning service provider VET teacher or trainer, instructor, facilitator, training consultant, etc., employed or not employed by an organisation, working closely with the organisation on a part-time or a full-time basis for providing training to the workforce employed or to be employed by the organisation, can be considered as a Trainer. Bruno THIBERGE-September 2011

5. Identity of Trainers in the world of work: Functions • Four main areas: Administration, Training facilitation, Development and Quality Assurance, Networking* (1) • Main functions of a trainer-the scope and range varies, depending on the context of training, size of company, sector of economy etc. - include: • To provide diagnosis of individual, organisational and sectoral training needs, as well as – planning, design, implementation and evaluation of vocational training and training strategies, contributing in such a way towards acquisition of competences by the workforce. • To be a "mediator” between the organisation and its workforce, facilitating the harmonisation between individual expectations and organisational goals. • To interrelate with administrative/financial/organisational aspects towards promoting change, innovation and enhancement of the concept of “learning organisation” within the company. • To cooperate with stakeholders, labour market, external educational networks, in order to be aware of their requirements and opportunities offered. * “Competence Framework for VET Professionals” (Volmari, Helakorpi, Frimodt 2009), Cedefop, Finish National Board of Education Bruno THIBERGE-September 2011

6. Identity of Trainers in the world of work:areas of competences needed by adult learning professionals in E.U According to a recent study* they are: • Personal competence: being a fully autonomous lifelong learner • Interpersonal competence: being a communicator, team player and networker • Professional competence: being responsible for the further development of adult learning • Expertise (theoretical/practical knowledge): being an expert in a field of study/practice • Didactical competence • Competence in empowering adult learners • Competence in dealing with heterogeneity and diversity in groups * B. J Buiskool, S.D. Broek, J.A. van Lakerveld, G.K. Zarifis. M. Osborne (2010) Key – Competences for adult learning professionalscontribution to the development of a reference framework of key competences for adult learning professionals: final report, European Commission, Directorate General for Education and Culture; Research voor Beleid, Netherlands Bruno THIBERGE-September 2011

7. A new era of major changes and Lifelong Learning • Rapid changes in the economic environment,technological advances, information and communication technologies,demand more than ever that employees have easy access to training in order to master the necessary skills and competences according to their profile • An Ageing society raises the demand for suitable places for both employed and unemployed older workers, giving them the opportunity to update their skills and to upgrade their competences through training and learning within and outside of the companies • Greening economy and race for competitiveness open new spheres where the existing and new upcoming workforce needs to be additionally qualified and trained in order to keep pace with the business dynamic • Lifelong learning, and workforce learning as a substantial part of it, is of strategic importance for the productivity and competitiveness of each organisation and of the society as a whole. Bruno THIBERGE-September 2011

8. Training Function: Influencing Factors and Challenges • Training challenges are bound to organisations’ challenges • Training is a solution • A solution to competency issues: a solution to allow the workforce to be and to remain competent to accomplish tasks and activities demanded by organisation’s business strategies. • That is why challenges faced by the “training function” depend on the challenges and changes emerging in internal (organisation, working conditions, structure, etc.) and external environments of companies as: • Globalisation, • Increasing competition, • Financialisation, • Acceleration of migrations (mainly from poorer to richer countries) • European, national and local regulations, • Changing employees’ needs and expectations, • Increasing pressures on natural resources requiring action to maintain prosperity and improve environmental care Bruno THIBERGE-September 2011

9. Influencing factors : Challenges for Organisations • As a consequence,organisations have to: • Increase profit and performance, manage (reduce) costs and in a number of cases develop outsourcing (including some HR activities) • Improve competitiveness in highly competitive markets, on a global level, focus on customer needs and therefore reinforce customer-orientated organisation • Develop internationalisation, partnerships and improve communication at all levels, mainly on the international level • Permanently innovate, adapt work organisation, workforce skills, individual and collective competences, products to current and future needs • Change human resource management in order to tackle human resource challenges/attract talents, master risks and support company’s social responsibility (corporate social responsibility), Bruno THIBERGE-September 2011

10. Influencing Factors: Challenges for Trainers • In this context, the Trainer's role is important : • The challenge of innovative strategies requires the workforce to develop their skills, upgrade their knowledge and change their attitudes, towards enhancing the strength and flexibility of the organisation • Training supports the internal coordination and streamlining of processes in the organisation, thus increasing the productivity and effectiveness and reducing costs and wastage • Knowledge-sharing throughout the organisation contributes strongly to the development of knowledge on organisational level • Workforce training promotes professionalism among employees, which in return increases the image of the organisation • Workforce training within the context of lifelong learning is an appropriate instrument to cope with an economic crisis and increase the ‘profit factor’ • Tailor-made training supports the career of employees and has a strong effect on the morale and well-being of the workforce • Companies describing themselves as ‘learning organisations’ are at the same time ‘changing organisations’, becoming also ‘innovative organisations’. Therefore, investing in workforce training means investing in innovation. • Learning organisation*: A solution to deal with these challenges? • * “An organisation that facilitates the learning of all its members and continually transforms itself" (M. Pedler, J. Burgoyne and Tom Boydell, 1991), Bruno THIBERGE-September 2011

11. Evolution of variables influencing tasks and competences of training managers – Garf survey 2010 Bruno THIBERGE-September 2011

12. Trainers' changing roles and competences • Training managers should be able to: • Focus on linking the training strategy with the company’s business strategy • Work more closely with operational managers and help them to facilitate informal, on the job learning • Develop an understanding of ICT and its use in workforce training • Work in multidisciplinary groups • Keep informed about health and safety at work issues • Get an understanding of intercultural issues • Develop links with institutional bodies (regions, vocational training, etc.) when training will deal with jobs and qualifications • Make training seen asastrategic investment rather than a cost Bruno THIBERGE-September 2011

13. Trainers' changing roles and competences • Trainer (in broad sense) • A strategic resource who has to think strategic and international • Delivering tailor made competence’s solutionsrelated to business context and strategy • Turning to a learning service provider without forgetting the delivery side • Co-producer of competences, facilitator of workforce's mobility • "Mediator" between organisation and workforce • "Change agent", facilitating evolution of cultural mindset, practices at work • Needs constant training in domains such as: strategic management, management of change, international, inter-, multi-, trans -cultural issues, training to mobility and intercultural skills, communication, cost effectiveness, coaching, implementing learning organisations, evaluation, blended training strategies and information systems. • Manages (scan, design, implement) his(er) own strategy. Bruno THIBERGE-September 2011

14. Professional Development: a means to face the challenges Most of the new strands of activities call for a better trained, more efficient and highly skilled workforce. • The question of trainers’ professional development has gained momentum at policy level* and raising the status of Trainers, upgrading their competences and qualifications and keeping initial and continuous training up-to-date are major issues of concern. • A common concern across EU countries about recruitment, initial training, continuous professional development, competence standards, new qualification requirements and certification systems for trainers. • Indications of trends to include all substantial elements of trainers’ professional development in a coherent system,on national and european levels. • In most EU countries, Trainers are seen as a key factor for change, growth and job sustainability and potential policy measures include: • Development of occupational/professional standards/profiles • National certification/accreditation systems - national certificates, national/sectoral registers • Validation and accreditation of qualifications based on prior experience • Train the trainer-courses (optional or mandatory) • Set up of networks , on line platforms and network learning • ISO 29990 International Standard to provide a generic model for quality professional practice (see presentations of Kieran Cox, Nora Byrne) • * Helsinki Communiqué, 5th of december, 2006 Bruno THIBERGE-September 2011

15. Key messages and recommendations • Recognition of trainers’ status and position in society through cooperation with policy makers, training institutes, etc. and development of incentives • Evidence-based policy-making and training practice based on further research on: • Benefits of training for the organisations (evaluation) • Profiles, competences and training needs of Trainers • Role and contribution brought by Trainers: development of an evaluative culture and practice • Raising the quality of training through professional standards, certification processes and registers of trainers. Initiatives are necessary to enhance and support the status of trainers. • Validating and recognising on-the-job learning (more confidence and recognition on labour market) • Meeting the needs of both employers and trainers • Supporting networks of trainers and communities of practice • Train the Trainers’ programmes on european level and development of an interactive European Digital Depository of related material would help adressingissues such as mobility across Europe, internatonal, intercultural communication. Bruno THIBERGE-September 2011

16. Leaflet's conclusions and remarks • Roles and responsibilities of trainers have changed fundamentally over the last years from narrowly defined training responsibilities (…) to broader educational functions and more complex training-related secondary processes such as managing training and cooperating with other departments and institutions” (Cedefop, 2010). • Pedagogical and social competences of the trainers “become increasingly important to facilitate didactic processes, such as mentoring, corporate learning, team working, the effective transfer of knowledge and the integration function of training” (Eurotrainer, 2008 • The growing importance of in-company training within lifelong learning and skill upgrading policy strategies could affect the position and status of trainers in enterprises in a positive way • The recognition of the overall skills and competence portfolio of trainers extending beyond their formal qualifications is expanding. • A huge experience accumulated in the member states and organisations regarding roles, status and professional development of trainers. • Networking, peer-learning, multilateral projects and cooperation are the tools to learn from each other. Bruno THIBERGE-September 2011

17. Temporary conclusions • Trainer of the future: • A team? • (of) Highly qualified people able to • cope with multiple dimensions and complex situations, • to address companies, institutions, governmental bodies (proactive role) • to negotiate the necessary means (understanding, time, money, help/commitment of line managers for example) of their success and efficiency, • Necessity to train them, also so that they can facilitate the development of a "real" european entity (especially through facilitation of mobility and mutual understanding) • Training function might gain (requires) to be developed as a profession* on a european basis i.e: • Attention must be paid to train the trainers institutes, one major key-factorof the success of training • It was (should have been) the role of TTNet, the Trainers Training Network, let's hope Cedefop/and/or Commission will address this issue in the future • What about developing/continuing a network,the European Trainers' Training Net, ETTNet … * specific occupational and competence profile(s), a devoted training system, a code of ethics, a body in charge of the profession, of its representation, evolutions, standards, ethics, recognition, certification, etc. Bruno THIBERGE-September 2011

18. Bibliography • B. J Buiskool, S.D. Broek, J.A. van Lakerveld, G.K. Zarifis. M. Osborne (2010) Key – Competences for adult learning professionalscontribution to the development of a reference framework of key competences for adult learning professionals: final report, European Commission, Directorate General for Education and Culture; Research voor Beleid, Netherlands • CEDEFOP (2004) Philippe Tissot, Terminology of Vocational Training Policy- a multilingual glossary for an enlarged Europe, , Luxembourg: Office for Official Publications of the European Communities • CEDEFOP (2004) Pia Cort, Auli Harkonen, Kristiina Volmari PROFF, Professionalization of VET teachers for the future, Luxembourg, Office for official publications of the European Communities • CEDEFOP (2008) Terminology of European Education and Training Policy- a selection of 100 Key terms Luxembourg, Office for official publications of the European Communities • CEDEFOP (2010) Working Paper No 6, Professional development opportunities for in-company Trainers, a compilation of good practices, Luxembourg, Office for official publications of the European Communities • Dimension européenne de la formation de formateurs, 20 ans après : travailler en réseau une opportunité et une nécessité”. B.Thiberge. Actualité de la formation permanente. N° 215. Centre Inffo (TTNet coordinator in France) • Edwin Webb (2008) Recognition and validation of informal and non- formal learning for VET teachers and Trainers in the EU member states - Final Report,http://www.cedefop.europa.eu/EN/Files/2067-att1-1-Edwin_Webb.pdf • European Commission (2010) Europe 2020, A strategy for smart, sustainable and inclusive growth, http://ec.europa.eu/archives/growthandjobs_2009/pdf/complet_en.pdfEuropean Commission, • Herold Gross (2010) 12th TTnet Annual Conference “Better teaching for better learning. Supporting Teachers and trainers meeting challenges of today and tomorrow”- Reporting form workshop 3 - In Trainers,http://www.cedefop.europa.eu/EN/news/15466.aspx • Kristiina Volmari, Seppo Helakorpi & Rasmus Frimodt (2009) Competence framework for VET Professionals-Handbook for practitioners,Finnish National Board of Education, Helsinki • La fonction formation. Contribution à une réflexion prospective. GARF. Collection études. . France, Décembre 2009 • Mike Pedler, Tom Boydell and John Bourgoyne (1991) Learning Company: A strategy for sustainable development, London: McGraw-Hill • National Accreditation Centre for Lifelong Learning Providers-EKEPIS (2010), Adult Trainers’ Job Profile , Athens,http://www.ekepis.gr/main/ΔράσειςΥπηρεσίες/ΕπαγγελματικάΠεριγράμματα/ΚατάλογοςΕπαγγελματικώνΠεριγραμμάτων/tabid/143/Default.aspx • Rasmus Frimodt, Kristiina Volmari, Arduino Salatin, Daniela Carlini, Cristina di Giambattista (2006) 9th TTnet annual Conference, TTnet Pilot Project “Defining VET Professions in line with the EQF” – Final Results • Senge, P. (1990) The Fifth Discipline, London: Century Business, Random Century • Simon Field, Kathrin Hoeckel, Viktoria Kis and Malgorzata Kuzcera (2009) Learning for jobs, OECD Policy Review of Vocational Education and Training: Initial Review, OECD • Simone Kirpal & Roland Tutschner, with support from Martin Fischer, Eileen Lübcke, Dirk Stieglitz & Wolfgang Wittig (2008) EuroTrainer, making lifelong learning possible, a study of the situation and qualifications of Trainers in Europe, Final Report, Institut Technik + Bildung University of Bremen • The Bruges Communique on Enhanced European Cooperation in Vocational Education and Training for the period 2011-2020, 7. December 2010, Belgian Presidency, Education and Training http://ec.europa.eu/education/lifelong-learning-policy/doc/vocational/bruges_en.pdf • The Helsinki Communique; http://ec.europa.eu/education/policies/2010/doc/helsinkicom_en.pdf (Accessed 17/11/2010) • Trainers Network, a Resource for the Facilitators of Learning Ltd (IE) (2009), Assuring world class competencies for Trainers, http://www.trainersnetwork.ie/tnfullrep.pdf Bruno THIBERGE-September 2011