The number of part‐time trainers is unknown but within some training specialisms they can form a substantial cohort. Often, however, their development is not supported adequately, if at all, within their working environments. Considers self‐development from the individual perspective of six English as a Second Language (ESL) peripheral trainers. Explores how a profession’s attitude towards its members and self‐actualization can influence the development of its practitioners. Also considers the significance of the internal impact of the organization on restricting the possibilities of self‐development. The implication is that professions need to be more supportive of peripheral trainers; that organizations need to be more imaginative and responsive towards engendering self‐responsibility for personal learning; and that individual trainers need to be more strategic and proactive in facilitating their own self‐development.
Gilleard, J. (1996), "Self‐development of peripheral trainers: deciphering the dichotomies", Journal of European Industrial Training, Vol. 20 No. 7, pp. 17-23. https://doi.org/10.1108/03090599610127873Download as .RIS
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