Traditionally, training is seen as simply an activity to be undertaken when all other priorities have been satisfied. The process, still viewed by a majority as imparting knowledge and skills, has progressed slowly from being trainer‐centred to student‐centred. Now, in the 1990s, training must become self‐financing with its costs being recoverable by an identifiable increase in efficiency and quality. The means of achieving this objective is to use the problem‐centred approach in which pressing, company‐specific problems are resolved in a training context ready for immediate application in the workplace, and the necessary learning is achieved during the process.
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