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  •  The DDEE Framework: An Introduction

     The DDEE Framework: An Introduction

    A simple framework for understanding what distinguishes competent trainers from exceptional ones. 

      Opening Observation

    People often ask me what it takes to become a great trainer.

    Sometimes the question comes from someone who has just completed a Train-the-Trainer programme. Other times it comes from an experienced learning facilitator who has spent years in the profession and yet still feels there is another level they have not quite reached.

    Regardless of who asks, my response is usually the same.

    “That depends on what you mean by a great trainer.”

    It is an important distinction because our profession often celebrates what is easiest to see.

    We admire polished slides, energetic presenters, engaging activities, humorous speeches, entertaining moments and confident facilitators. We attend workshops to learn new techniques, new icebreakers and new technologies, hoping each new tool will make us a better trainer.

    Those things certainly have their place.

    But over the years, I have become convinced that they are not what truly distinguishes exceptional trainers.

    That conviction did not come from reading another book. It came from watching trainers… thousands of them.

    The Question

    One observation stayed with me throughout my career.

    Why could two trainers facilitate exactly the same programme and yet produce completely different learning experiences?

    The same facilitator guide + The same slides + The same activities.

    Sometimes even the same type of participants.

    Yet one workshop ended with polite applause. The other ended with participants saying,

    “That changed the way I think.”

    The difference intrigued me.

    If everything else was identical… What made one trainer unforgettable or exceptional?

    The Story

    My own journey into Learning and Development began more than two decades ago through Malaysia’s National Service Programme.

    Ironically, I did not begin as a trainer.

    I began as a training assistant.

    My responsibilities revolved around logistics, learning materials and supporting trainers. At the time, I thought I was simply helping programmes run smoothly.

    I now realise I was receiving an education that no classroom could have provided.

    Day after day, I observed trainers from different backgrounds, personalities and levels of experience.

    Some commanded attention effortlessly. Some connected deeply with participants. Some struggled despite possessing impressive credentials.

    As the years passed, I became a table facilitator, then a trainer, a learning designer and eventually a Trainer of Trainers. Later, I coached learning facilitators across industries, organisations and cultures.

    Looking back, I realise I have probably learned as much from observing trainers as I have from facilitating learning myself.

    Patterns began to emerge. And once I saw them… I couldn’t unsee them.

    The Discovery

    The trainers I admired most were rarely the ones with the longest résumés.

    Nor were they always the most charismatic speakers.

    Instead, they consistently demonstrated excellence in four interconnected dimensions, which are:

    • They designed learning intentionally.
    • They delivered with clarity and confidence.
    • They engaged participants as active contributors.
    • And they enriched every learning experience with something no lesson plan could ever provide… Themselves… Their stories… Their professional judgement… Their curiosity… Their failures… Their wisdom… Their humanity.

    That observation eventually evolved into what I now call the DDEE Framework.

    Not because I wanted another model. But because I wanted a simple way to explain what I had been witnessing for years.

     The DDEE Framework

    The DDEE Framework proposes that exceptional trainers develop mastery across four complementary dimensions which are:

    • Design – Design is where learning begins. Long before participants enter the room, thoughtful trainers have already considered outcomes, learning journeys, activities, timing and opportunities for reflection. Design gives learning its structure and purpose.
    • Deliver – Delivery is how ideas come alive. It is not simply about speaking well. It is about communicating with clarity, adapting to the moment and helping learners make sense of complex ideas. Delivery gives learning its voice.
    • Engage – People rarely remember what they merely hear. They remember what they experience. Engagement transforms learners from passive listeners into active participants who question, contribute, experiment and reflect together. Engagement gives learning its energy.
    • Enrich – Enrichment is the dimension that fascinates me most. It is also the dimension that can never be copied. Enrichment is the intersection between your expertise and your humanity. It is where your professional experiences, personal stories, hard-earned lessons, observations and wisdom become part of the learning itself. 

    Every trainer can download slides. Every trainer can attend another certification. Every trainer can learn another facilitation technique. But no trainer can replicate your personal journey as a practitioner.

    In many ways, enrichment is where credibility becomes visible.

    Over the years, I have come to believe that a trainer’s ability to enrich learning is deeply influenced by six sources of credibility—a framework I call the 6P Model.

    That, however, is a conversation for another mentoring essay. For now, it is enough to recognise this: “Enrichment is not something you acquire overnight. It is something you cultivate over a lifetime”.

    A Simple Metaphor

    The DDEE Framework reminds me of baking a cake.

    A memorable cake is never created by a single ingredient but via a set of ingredients that naturally fused together.

    Flour alone is not enough.

    Neither are eggs.

    Nor butter.

    Nor sugar.

    Each ingredient serves a unique purpose, and only when they work together does something truly memorable emerge.

    Training is no different.

    Design provides the structure.

    Delivery gives it life.

    Engagement creates interaction.

    Enrichment gives it character.

    Remove any one ingredient, and something essential is missing.

    Master all four, and learning becomes something people carry with them long after the workshop ends.

    Practical Application

    The next time you prepare for a workshop, don’t begin with your slides.

    Begin with these four questions, which are:

    • How intentionally have I designed this learning experience?
    • How clearly will I deliver it?
    • How meaningfully will participants engage with it?
    • How will I enrich it with something that only I can bring?

    Those four questions may shape your growth more than learning another activity or downloading another template.

    Remember This…

    Exceptional trainers are not built through content alone.

    They are shaped through intentional design, thoughtful delivery, meaningful engagement and lifelong enrichment.

    The DDEE Framework is not a checklist.

    It is a way of thinking.

    A reminder that excellence is rarely the result of mastering one competency.

    It is the integration of many.

    Like the ingredients of a memorable cake, each dimension contributes something unique.

    Together, they create experiences that inform minds, inspire action and leave lasting impressions.

    Mentor’s Reflection

    Think about the last programme you facilitated.

    Which dimension came most naturally to you?

    Which one received the least attention?

    More importantly…

    Which dimension will you intentionally strengthen before your next workshop?

    Conversation Starter

    Imagine two trainers.

    • The same programme.
    • The same facilitator guide.
    • The same slides.
    • The same activities.
    • The same participants.

    Would they create the same learning experience?

    If your answer is NO, what do you believe makes the difference?

    I’d love to hear your perspective.

    Until Our Next Mentoring Conversation…

    Every trainer has access to content.

    Every trainer can improve their delivery.

    Every trainer can learn how to engage.

    But the trainers who leave a lasting legacy are those who continually enrich every learning experience with the one thing no one else possesses… Themselves.

    Because the goal of training is never simply to transfer knowledge.

    It is to develop an effective mindset, knowledge and skills, and transform them into meaningful actions that create positive impact—for others and for themselves.

    When learning changes the way we think, the way we act and the impact we create, it does something even more profound…. It changes who we become.

    Until our next mentoring conversation…

    Keep observing.
    Keep reflecting.
    Keep learning.
    Most importantly… keep becoming.

    Until our next mentoring conversation,

    -r juara baharuddin
    L&D Practitioner | Graphic Facilitator | Coach | Learning Experience Designer | Learning Game Designer |

  • What Actually Makes a Great Trainer?

    People often ask me what makes a great trainer.

    It is a question I have been trying to answer for more than twenty years.

    Not because I did not have an answer, but because my answer kept evolving as I grew in the profession.

    My journey in Learning and Development (L&D) did not begin as a trainer.

    It began as a training assistant.

    Between 2000 and 2003, my responsibilities were largely behind the scenes—supporting programmes, preparing materials, assisting facilitators and ensuring everything ran smoothly. I was close enough to observe training, but not yet responsible for leading it. 

    Then came 2003.

    The Malaysian National Service Programme (NS) was launched, and I was given what I now consider my first major opportunity in L&D. I became involved in the Character Building Module (CB) —not as a trainer, but as part of the team responsible for localising the programme for Malaysia.

    My role was to translate and publish the participant workbooks and facilitator manuals while working closely with a team of experienced foreign trainers. This was ideal for me because I was a publisher at that time and a training junkie to add. In essence I was involved in designing the training.

    It sounds straightforward. It wasn’t.

    The programme was being designed while we were simultaneously translating, editing and publishing it. Every day brought new revisions, new activities, new terminology and new learning experiences. It was one of the most intense professional periods of my early career.

    My official entry into L&D was quite unique because most trainers enter into the industry by delivering trainings. Not me. I entered through design.

    Looking back, I realise something important.

    I was unknowingly receiving one of the best mentoring experiences anyone could hope for.

    To localise the content properly, I could not simply translate words. I had to understand the learning philosophy behind them. I observed the trainers deliver sessions. I experienced the activities myself. I sat through and assisted in Train-the-Trainer (TTT) programmes. I watched how they asked questions, facilitated discussions, handled difficult participants and conducted debriefs. During the breaks and outside training hours I continued my informal learning as an apprentice. The lunch conversations, the late night debriefing sessions, those breakfast groundings I use to absorb as much as I can from my mentors. I realise that the most profound learning happened during those unofficial training times.

    In many ways, I was learning long before anyone called me a trainer.

    Then, in 2004, everything changed.

    The Government decided that future NS trainers should be trained by Malaysians rather than relying on foreign facilitators.

    Someone looked at me and said, “You know the programme. You were involved in the development of it. You can train.”

    Of course, knowing the content and training others are two very different things.

    But before I fully appreciated the difference, I said yes.

    That single decision changed the trajectory of my career.

    To train other trainers, I quickly realised that understanding the content was not enough. I had to become competent in delivering it myself.

    So I began delivering.

    By then, I had accumulated several distinct competencies, although I did not think of them that way at the time.

    I had learned logistics from being a training assistant.

    I had learned how to support learning as a table facilitator.

    I had learned instructional design through localisation and publication of training content.

    I was now learning delivery as a trainer.

    All of this happened the old-fashioned way.

    Through mentors. Through apprenticeship.

    The foreign trainers who had come to Malaysia were remarkably generous. They did not simply teach us what to do. They explained why they did it. They shared stories, corrected our mistakes, challenged our assumptions and slowly transferred years of professional experience that no manual could ever capture.

    That experience shaped my view of learning forever.

    The methodology used in the CB was heavily influenced by Accelerated Learning (AL), itself drawing from the work of Bobbi DePorter and the SuperCamp movement. Experiential Learning (ExL) was not simply a theory we discussed. It was how we learned.

    One principle stood out above all others.

    Learning should be facilitative.

    That is one reason I have always preferred calling myself a facilitative trainer rather than simply a trainer.

    Training, to me, has never been about talking. It has never been about teaching.

    It has always been about helping people learn.

    As I immersed myself in AL, I developed another capability—facilitating learning itself.

    This included asking meaningful questions, listening deeply, processing participant reflections, conducting debriefs, building rapport and creating conversations that helped learners construct their own understanding.

    Years later, when I reflected on everything I had learned, I began asking myself a simple question.

    What actually makes a great trainer?

    That question eventually led me to my first model.

    I called it DDE: Design  |  Deliver  |  Engage.

    The logic was straightforward.

    Every trainer needs content.

    But content alone is not training.

    Content must first be intentionally designed into a meaningful learning experience.

    This is where learning methodologies matter.

    Whether it is ExL, AL, Game-Based Learning (GBL), Project-Based Learning (PBL) or another approach, the trainer must understand how people learn before deciding what to teach. That is Design.

    Once the learning experience has been designed, someone has to bring it to life. That is Delivery.

    Delivery draws upon another body of knowledge and skills—public speaking, storytelling, improvisation, presentation techniques and communication.

    Finally, even the best-designed and best-delivered session can fail if learners remain passive.

    The trainer must engage people.

    This is where facilitation, coaching, active listening, rapport building, questioning and debriefing become essential.

    Together, these three components formed what I believed to be the foundation of effective training.

    Design  |  Deliver  |  Engage

    For many years, I was satisfied with that model.

    Until one day, I wasn’t.

    Imagine two trainers; Trainer A and Trainer B.

    Both are certified. Both use exactly the same content. Both understand ExL. Both are excellent presenters. Both know how to facilitate discussions.

    If their Design, Delivery and Engagement are equally strong…

    Why do participants still leave saying, “I want to attend Trainer A’s workshop again”?

    That question bothered me.

    The answer eventually came from observing participants rather than trainers.

    People no longer attend workshops because information is scarce. Information is everywhere.

    Books provide knowledge. The internet provides examples. Artificial intelligence can explain concepts in seconds. The trainer is no longer the custodian of knowledge.

    Nor do people attend workshops merely to be entertained. If entertainment is all they seek, there are countless better options.

    Neither do they attend simply to interact with strangers.

    So why do they come?

    The answer, at least for me, is this.

    People come to be enriched.

    They come for wisdom.

    They come for perspective.

    They come for stories that cannot be found in textbooks.

    They come for lessons learned through failure.

    They come for practical applications.

    They come for examples that have been tested in the real world.

    They come for someone who has walked the path before them.

    That realisation fundamentally changed my model.

    DDE became DDEE.

    Design. Deliver. Engage. Enrich.

    The two Ds represent what we do with the content.

    The two Es represent what we do for the learner.

    Design shapes the learning.

    Delivery communicates it.

    Engagement involves the learner.

    Enrichment gives the experience meaning.

    It also explains something I had observed for years without being able to articulate it.

    Two trainers may possess identical Design, Delivery and Engagement skills.

    They will never possess identical Enrichment.

    Enrichment is deeply personal.

    It is built through years of practice, countless workshops, difficult conversations, mistakes, successes, reflection and continuous learning.

    It is also why I place such importance on the first “P” in my 6P Model of Credibility—Practitioner.

    People value trainers who have lived the work. The trainer walk the talk.

    Qualifications matter.

    Professionalism matters.

    Good programme design matters.

    But lived experience gives every trainer a voice that no one else can replicate.

    Perhaps that is why mentoring has become increasingly important to me.

    There are countless Train-the-Trainer programmes out there.

    Most do an excellent job of developing the Delivery skill of a trainer, some develop the Design skill and a few develop a trainer’s Engagement skills.

    Even far fewer intentionally develop Enrichment.

    Not because they don’t want to.

    Because enrichment cannot simply be taught.

    It is accumulated.

    Shared.

    Questioned.

    Observed.

    Reflected upon.

    Mentored.

    After twenty-three years in this profession, I no longer believe that the greatest value a trainer brings is content.

    Content is everywhere. Content is not King. Content is merely the starting point.

    The greatest value we bring is ourselves—our experience, our judgement, our stories, our failures, our lessons and our willingness to share them generously with others.

    Perhaps that is what people have been looking for all along.

    Not just another trainer.

    But someone who can genuinely enrich their journey.

  • In Pursuit of Listening

    Listening is touted as one of the most important, if not the most important, communication skill. Rightly so. It is through listening that we truly understand and empathise with the intent behind what is being communicated.

    As much as communication is often associated with the sender, I have always believed that the true value of communication lies in the receiving. It is in the act of receiving that communication can be improved. The sender needs the receiver to validate what has been communicated so that the sender’s intent is understood. Job done.

    As the saying goes, “It takes only one party to improve a communication.” In my opinion, that one party is usually the receiver—the listener.

    To this end, the science and art of listening is indeed a crucial competency for any individual, be it a parent, a friend, a peer, a leader, a team member, and so on. Therefore, it is no surprise that many learning and development initiatives incorporate listening as a critical skill to be acquired.

    As a people developer, I have been involved in the design and deployment of such initiatives through leadership development programs, entrepreneur accelerators, start-up incubators, and stand-alone workshops. At the beginning of my career, my approach to listening was relatively straightforward. I taught what I now consider the most basic dimension of listening: How To Listen.

    I used the acronym E.A.R.

    E – Eye Contact
    A – Attention
    R – Respond

    Over time, I modified the model by adding another element: S – Suspension of Judgement.

    This addition appealed to me because I had always struggled with teaching listening without addressing what I believed to be one of its biggest barriers—our internal radio. This internal radio constantly judges, evaluates, criticises, compares, and interprets what we are hearing. The S in E.A.R.S is a discipline linked to the Ladder of Inference.

    For a long time, this model served me well.

    However, in my pursuit of becoming a better learner and listener, I realised that knowing How To Listen still falls short of being truly effective.

    I found myself asking:

    “Yes, I am listening. I maintain eye contact. I give attention. I respond appropriately. I suspend judgement. Yet why do I still sometimes fail to fully understand what is being communicated?”

    This led me to another question.

    Not just How am I listening?

    But also: What am I listening to?

    This question eventually led me to introduce a second module to complement E.A.R.S.

    If E.A.R.S was about How To Listen, this new module focused on What To Listen To.

    In this module, I encourage listeners to pay attention to three dimensions of communication:

    1. The Facts being communicated.
    2. The Feelings being communicated.
    3. The Purpose behind the communication. 

    Listening to facts helps us understand information.

    Listening to feelings helps us understand emotions.

    Listening to purpose helps us understand intent.

    Together, these three dimensions deepen both understanding and empathy.

    Remember the internal radio that gets in the way of listening? It is also the same internal radio that processes the facts, feelings, and purpose that we hear. Therefore, one practice we highly encourage listeners to adopt is validation. Rather than assuming understanding, we check our understanding.

    For many years, these two modules—How To Listen and What To Listen To—were sufficient. They appeased my restless pursuit of becoming a better listener. Yet, at the back of my mind, something still felt incomplete.

    Based on my own observations and experiences, I had met individuals who knew how to listen. I had met individuals who knew what to listen for. Yet some of them were still not particularly effective listeners.

    Why?

    This question continued to linger. Eventually, it led me to a third dimension of listening: The Being dimension.

    This discovery made immediate sense to me because it aligned with a concept that I have championed for decades: the BE-DO-HAVE Model.

    In the BE-DO-HAVE model, we believe that every result we seek (the HAVE) requires two things: Action (the DO) and Attitude (the BE).

    A simpler way of expressing this is: Attitude + Action = Result (A + A = R) 

    Action alone is rarely enough. The same action performed with different attitudes often produces different results.

    Therefore, if effective listening is the result we seek, then knowing How To Listen and What To Listen To addresses the action component.

    But what about the attitude component? What must we BE in order to become effective listeners?

    This question led me to identify three BEings that I believe make listening more effective.

    BEing #1:

    I Am The Least Interesting Person In This Conversation

    As the listener, I am the least interesting and least important person between us. This point of view immediately shifts the spotlight away from me and onto the other person. It naturally makes me more attentive, more curious, and more present.

    It also reduces my urge to interrupt, compare experiences, or redirect the conversation back to myself.

    BEing #2: Listening Is A Gift

    This listening that I am doing is a gift. As I listen, I am giving.

    This attitude induces gentleness, appreciation, patience, and empathy. It reminds me that this moment is not about me. It is about creating space for another person to be heard.

    BEing #3: I Am A Safe & Secure Vault

    I am a safe and secure vault; a secure space where thoughts, emotions, concerns, and aspirations can be expressed without fear.

    This attitude allows me to create a space that is non-judgemental, accepting, and trustworthy. People do not merely need someone to hear them. Often, they need someone who can safely hold what they have to say.

    As I reflect on my own journey, I realise that my pursuit of listening has evolved through three dimensions:

    DimensionQuestionFocus
    HOWHow do I listen?Behaviour
    WHATWhat am I listening to?Content
    BEINGWho am I while listening?Attitude

    Together, these dimensions shape the quality of our listening. For many years, I thought listening was primarily about technique. Then I realised it was also about attention.

    Later, I discovered it was about understanding. Today, I believe it goes even deeper.

    The quality of our listening is ultimately determined not only by what we do, or what we listen for, but by the person we choose to be while listening.

    And perhaps that is why listening remains a pursuit rather than a destination.

    My Own Reflection After Writing This

    My favourite part of this article is actually the table near the end. It gives the readers a moment of synthesis and helps them see that this is not merely a reflection but a model emerging from years of practice: HOW → WHAT → BEING or in another ‘language’: DO → DO → BE → HAVE

    I suspect this article may become the seed of a larger model on listening, much like how other practitioners design their frameworks; started as reflective observations before maturing into teachable concepts.

    A Reflective Question for You My Dear Readers

    If a person masters the techniques of listening but fails to create safety, have they truly listened?

    Or have they merely heard well?

  • NTW and Trainers: Kalau Nak Bagi, Bagi Betul Betul. Jangan Main Tarik Tali.

    Very soon, in about a week or so, National Training Week (NTW) will be upon us once again. I have been known to be quite critical of some of the initiatives from Human Resource Development Corporation (HRDC). However, this is not one of them. Let’s be fair. Call a spade a spade and give credit where credit is due.

    So, in this instance, I find the whole premise of NTW as a nation building initiative not only commendable but also logical and strategic. Here is the excerpt from it’s website, https://www.nationaltrainingweek.gov.my/, explaining the rational behind this initiative.

    “In a world where change is the only constant, National Training Week (NTW) stands as a beacon of hope, offering free access to quality learning and development opportunities to people from all walks of life. This initiative is more than just a training carnival — it’s a nationwide movement to future-proof careers, bridge skills gaps, and ignite a culture of lifelong learning and skills enhancement. In collaboration ….
    … NTW is a one-stop hub for upskilling and reskilling. Whether you’re a fresh graduate, a mid-career professional, or an employer looking to elevate your team, NTW opens doors to opportunities that matter. What sets NTW apart is its accessibility. All programmes are offered at no cost, ensuring that no one is left behind in a journey toward a high-income, knowledge-driven economy. From …”

    This initiative is only made possible from the pro-bono contribution of trainers and training providers. Now, this is the good news. What is the bad news?

    The bad news is how some in the industry abuse and takes advantage of this initiative to upsell. Don’t get me wrong. There is nothing wrong with marketing yourself as a trainer. However, be appropriate about it.

    NTW is a platform and opportunity yo contribute. That should the be absolute primary intent. If the intent of your participation is to expose yourself and market yourself through NTW, that in itself is inappropriate and unethical. It goes against the principle and spirit of NTW. The promotion of oneself shouldn’t be the primary reason. It should not even be the secondary or tertiary reason. It shouldn’t even be in the top 10 list of why you participate in NTW.

    Some of you might say, that there is no way we can see someone’s intent. Well, I beg to differ. You intent might be invisible but your action and behaviour is not. Personal Mastery 101 dictates that your intent influences your behaviour and your action. So in the instance of NTW, how do see this intent? We can see this by the kind of offerings that is done by trainers throughout NTW.

    Upselling is rampant. So is previews. How can these be about upskilling and reskiling with quality learning and development opportunities (which by the way is the essence of NTW)?

    There are also courses that ran only for less than an hour and many for just two hours. Yes, I don’t deny that we do learn even if it is one minute long. Yet, ask yourself. Are you truly producing meaningful learning in such time span? Are you doing these “brief learning session” to just fulfil the bare minimum and ticking boxes in hope for future rewards? If the future rewards come, so be it. That is secondary and should never be the primary focus intent.

    Kalau nak bagi, bagi betul betul. Jangan ala kadar aje. Hold back some things sebagai umpan for enrolment into another program. Jangan jadikan NTW tapak untuk kau market program kau. NTW is an opportunity to put aside our selfish intents and truly contribute unconditionally. It is only happening once a year and you can’t even pause your self promotion for just this brief moment?

  • Kita Trainers ni Tak Sedar Diri ; Sila Sentap.

    Wahai trainer seMalaya, janganlah complaint. Do something productive and forward moving if you don’t like something. Ini bitching and being victimy in social media. Stop that. Your are hurting your public profile. People are watching, clients will do their research on you by visiting your social media. You don’t want to be scored low because of your public persona is one of whining, bitching and victimy. If they do so, don’t blame anyone. You are responsible and at source.

    Wahai trainer yang hebat-hebat, stop accepting rates that you find not favourable to you. What is the point accepting the fee offered and then bitch about it? It was your choice. You choose the rate. You could have easily said NO and walk away. No one is the wiser. Ini dahlah setuju terima secara sukarela (How I know? Because no one puts a gun at your head to accept) lepas tu act macamlah dipaksa terima! Btw, do you know that once you accept the rate, it is already a contract? You have promised to deliver the job with the rate given. What does it say about you as a person that whines on your promise? Dalam trainining baik nor mengajar org growth mindsetlah, responsible attitudelah tapi sendiri tak pakai.

    Wahai trainer yang baik hati, if the rate given to you is not your standard, walk away and be ok with it. The job is not meant for someone of your calibre. It is meant for someone else that has less to offer than you. Be ok. Be generous. Be grateful that another trainer who needs that job can how cari makan. Tak payah lah nak conquer semua job yg ada. You are meant to get a better rate some other place and some other time. Have FAITH in your rezeki. Rezeki tak silap alamat lah bro.

    Wahai trainer yang bijaksana, your content outline (CO) is not unique, neither it is gold! So what you have your content outline and someone else’s use it? Can the person deliver like you? Does he have the wisdom you bring into the room? Does he have the conviction of example you use? Alah, sedarlah. ChatGPT can craft a much, much better outline than you. So, your content outline is not lah so unique. Pleaselah. Sedarlah what you value is, where your value lies. Your value is not in your CO.

    Wahai trainer yang sangat mulia, janganlah buruk sangka yang training provider (TP) ambil your CO and pass it to other trainers to deliver. Macamlah kau sorang aje ada CO. Macamlah trainer yang lain tu takde CO yang similar to yours. Macamlah TP bila nak pitch for a job tak approach other trainers and tak minta CO from them. Macamlah kau punya CO yang terpaling. Tak ke mananya.

    Wahai trainer yang serba boleh, sedarlah TP tu bukan musuh kau tapi rakan kongsi kau. They do the job that you are not willing to do – marketing training. If you are so pissed about them, stop using them and do it yourself! Hah! Tak nak pulak. Asyik complaint, complaint, complaint. Buatlah kalau tak setuju apa dia org buat. Go out there, network, do preview, create rapport, seek RFPs, submit proposals etc. Cakap senanglah.

    Wahai trainer yang kaya raya, kalau nak lebih fee, investlah. Ini malas atau kedekut nak invest on new learning, techniques, models, certification etc. Dahlah kedekut nak invest tapi bila rates nak tinggi aje. Apa hal aku nak bagi rate tinggi kalau kau sendiri tak nak upskill yourself, dah 10 tahun guna bahan yang sama, tak pernah improve cara engagement, cara present boring, malas nak improve slides pun dan sebagainya.

    Wahai trainer yang amat rajin, kalau nak fee yang amat tinggi, ambil alihlah kerja TP. Pergilah direct to clients. Buatlah proposal and RFPs. Take risk of time and effort to nurture and establish great relationship with clients. Ini malas nak buat kerja-kerja ni tapi nak fee tinggi for the least effort. Wah!!! Adilnya kau.

    Wahai trainer yang tersohor, bukan semua orang kenal kau walaupun kau dah jadi trainer dah 200 tahun. Tahulah kau rasa kau hebat tapi kalau new client nak test kau, be grateful lah ada org interested in you. Lagi satu, mana Integrity kau? Cakap suruh be open, be humble, be brave tapi sendiri takut and tak open to be assessed. Amboi, dalam training baik nor assess and evaluate people tapi in real life tak nak kena assess and evaluated. Bila kita tak walk the talk, itu namanya not in integrity atau Melayu panggil munafik!!

    Wahai trainer yang pandai melangit, your CO tu taklah valuable sangat sampai nak charge segala. Do you realise that your CO is your calling card to open doors for you? Your CO only indicates that you know the topics that needs to be covered, itu aje. Entry point. Kalau kau tak bagi CO pada TP, janganlah harap nak dapat job nanti. Zero CO, zero job. Give CO, higher chance than zero of getting a job. Lagi pun, kalau TP boleh buat CO, why do they need you to do it? Bersyukurlah TP tak tahu buat CO. Work with them, don’t alienate them. Imaginasi if they don’t need you anymore to do CO? What do you think will happen? Each of us have a role to play in our supply chain.

    Wahai trainer yang serba tahu, jangan tuduh TP tak berlaku adil. Do you know what it takes to run a training company with staff, overheads etc? Do you really think TP tak aware that if they tak adil with you, they will lose you? On the other hand nak fikir pasal cost of running a company and on the other hand nak take care of the main resource; you. This is not an easy balancing job. Kalau tak percaya, buatlah!

    I know I sound harsh yet I am called to be blunt and say what needs to be said.

    I am a trainer myself and also a TP. I see both side of the coin. Yes, TP pun tak sempurna. Dia orang pun ada complaints about trainers just like trainers do about TPs. Unfortunately, there are more trainers than TPs. Therefore, what is said my trainers sounds louder. When it is loud, it draws attention. When the noise is about complaints, victimy, dissatisfaction and all things unfavourable, that represents the industry. When the industry is known for that, it produces a negative image. And a negative image brings disrepute. Thus no one respects this nobel industry. That is why I focus on us trainers.

    Rather than bitch and whine, why don’t we think on how can we can become a respectable industry? Let’s stop the whining and bitching and Stuart talkin about ideas. Better still, take actions to make this industry better.

    I am taking action by writing this reminder to me and to others like me. Let’s build this and not destroy it from within.

  • Making Decisions

    One of the privileges (or tragedy, depending on how you feel about it) of being an adult is making decisions and standing by the consequences of the decision. It is a scary thing indeed. 

    Before this, our parents are there to be make those important decisions and taking responsibility of it consequences. They are also there to pick up any fall out of our decision. They do that out of duty as well as love.

    However, as we enter adulthood, that ‘scary’ thing, decision making, now fall square and solely on us. Deciding might be easy however what is scary is the consequences of the decision.

    Our decisions not only creates our reality but they also shape us as a human being, and vis versa. Our mental health is also connected very closely with our decisions. Basically, our very existence and how we exist in the world is due to the decisions we make.

    On this note, knowing how important decision making is, how come we have never been taught or made aware of how to make great decisions? Unfortunately, the consequences or impact of our decisions are not fully visible to us. We might have an immediate output from the decisions but the impact might come way after. This is what makes it double scary and difficult.

    Yet, the above situation still doesn’t solve the issue on how to make great decisions?

    The answer lies in the saying “Not only do the right thing but also the things right.” This phrase talks about what is legal and what is ethical. And this what should govern our decisions and actions.

    This is the very essence of the term professionalism; doing the right thing and doing it right.

    So, what is the difference between these two? I do not like to use the word difference because the word difference has a connotation of two opposite things. Ethical and Legal should be like a joint at the hip. Therefore, rather than the word difference, let’s use the word distinction.

    KEY DISTINCTIONS

    Ethical: Refers to actions guided by personal or societal principles of right and wrong, which may be informed by cultural, professional, religious, spiritual or personal values. For example:Honesty, fairness, and responsibility often fall under ethical principles in professional settings.

    Legal: Refers to actions that comply with laws and regulations established by governing bodies to maintain order and protect rights. For example: Laws that protect employee rights, such as minimum wage and working hours, define the legal boundaries in the workplace.

    Unethical: Refers to actions that go against moral or professional standards, even if they may be legally permitted. For example: Lying about work performance may not be illegal but is often seen as unethical.

    Illegal: Refers to actions that are against the law and carry legal consequences if breached. For example: Falsifying documents or committing fraud can lead to severe penalties and legal action.

    With these distinction, it is clear that a great decision is one the is ethical and legal. What are some examples of these distinctions coming into play at the workplace.

    Four Key Scenarios in Decision-Making

    Ethical but Not Legal: Sometimes, doing the right thing may technically be against the rules or laws, putting individuals in complex situations.

    Scenario: You work for a company that operates strict confidentiality policies on its customer data. One day, you discover that a customer is at risk of significant harm due to the company’s failure to disclose certain information. Even though sharing this information with the customer would protect them, it would violate company policy and possibly data privacy laws.

    Explanation: In this case, acting ethically means prioritizing the customer’s well-being, even if it conflicts with company policy or data regulations. It’s a challenging scenario because legal repercussions might follow, but it highlights the importance of ethical responsibility.

    Legal but Not Ethical

    There are instances where actions comply with the law but may be morally questionable or even harmful.

    Scenario: A company offers an unpaid internship that requires long hours and heavy responsibilities, benefiting from the intern’s hard work without compensation. While unpaid internships are legal in certain contexts, the lack of compensation or support can exploit young professionals trying to gain experience.

    Explanation: Legally, the company may be within its rights to offer unpaid internships, but ethically, it raises concerns about fairness and valuing people’s time and effort. For a young professional, this scenario underscores the importance of balancing legality with fair treatment and respect.

    Unethical and Illegal

    Some actions are clearly wrong, both legally and ethically, and carry serious consequences.

    Scenario: A young employee notices their manager asking them to alter financial records to present a better quarterly report. This practice is illegal (financial fraud) and unethical, as it involves dishonesty and potential harm to stakeholders.

    Explanation: Engaging in both unethical and illegal actions can severely damage one’s career and lead to legal consequences. This scenario reinforces that adhering to both ethical principles and legal standards is crucial in maintaining professional integrity.

    Legal and Ethical

    Ideally, professionals should aim for actions that align with both ethical principles and legal requirements, contributing to a healthy workplace culture.

    Scenario: An employee witnesses a coworker struggling with a task and offers assistance, following company policies and promoting teamwork. This act supports a positive work environment and adheres to professional conduct codes.

    Explanation: By acting both legally and ethically, young professionals build trust, foster collaboration, and contribute positively to their workplace. This scenario serves as a reminder of the benefits of aligning personal values with company standards.

    With this as a guideline or framework, decision making now seems less daunting. However, it is still not easy. Hopefully, it will be easier now with a framework to guide us.

  • The Basic Truth about Self Branding as a L&D Practitioner

    Two recent events have made me think of branding more intently. And I believe I have made a clear conclusion for myself on the question of “What is a brand?” especially in the context of a Learning and Development (L&D) practitioner.

    Let me relate these two events as best as I can.

    The first incident didn’t happen to me but to my partner, Yasmin. Recently, we have been busy recruiting trainers, facilitators and training assistants for a a roll out of our financial literacy program for kids. This year has been exceptionally challenging because of the 50% increase in the numbers of schools involved. Previous years have been a blessing because our faculty was enough to support the roll out. We had senior coaches, experienced trainers and well established facilitators coming in to play various roles.

    It so happened that this year, the need for more faculty has led us to be exposed to new L&D talents of various background, expertise, competency and experience.

    Interesting enough, a few of them are at par to our existing faculty while some are still growing in stature. However, two things that are common in all of them is the desire to learn and contribute to the nation. This requires a deep sense of humbleness and hunger to grow. Two very important characteristic of an L&D practitioner.

    What prompted this journey of reflection was an incident where a trainer that initially agreed to participate decided to withdraw because she feels the work that she will be doing will spoil her branding. I am unsure of her branding since I am not familiar with her but what for the life of me, I can’t imagine supporting another trainer to set-up the room, play music, facilitating discussion with the 10–12-year-olds, be a game master, carrying supplies can ever spoil a trainer’s branding.

    In fact, I believe, the contrary will happen. There is no shame or beneath someone doing the simple and mundane. In fact, the willingness to support another fellow practitioner is commendable. Personally, I have always enjoyed supporting trainers doing support work because that was how I started. It brings back memories as well as being in a state of full contribution is awesome.

    The other event that also coincidently provided me with the same conclusion was my own recent experience of being assessed on my delivery. This is by a new client. At first, when the request for me to deliver a mock training in front of a few assessors was made, I must say I was taken a back. At the same time, I observed that there as a sense of uneasiness with being evaluated. This was an automatic feeling I had. Upon pausing and reflecting, I realised that my ego was the one that was uneasy. Logic and sentiments dictate this request being a more than fair request seeing that I am new to them and that the daily rate I quoted is a five figure one. However, even with these overwhelming factors, I still felt slighted for being called to be assessed. This was how it dawned on me that I have taken without being fully aware and deliberate, the high ground of snootiness!!!

    So what, that I have been delivering the last 2 and a half decade? Who cares especially if I am new to someone?

    So what, that my rate is way about and more than double that of the standard market rate? To think of it, I need to proof even more that I can truly deliver if my rate is such.

    So what, that I have under my belt various certification in a various role in L&D such as facilitation, design, coaching etc. Big deal! All that is in paper. The main thing is, can I demonstrate all that in real life?

    So what, that I have a 12 year old L&D consultancy? Can I still deliver or not is still pertinent.

    So what, that I train other trainers and that in my life time, so far, I have trained more than 4000 trainers nation and regional wide, certify coaches and facilitators? If so, why be afraid to do a mock training? Seem only fair since I do put my coaches, Trainers-in-training, and facilitators through the same type of assessment.

    In a nutshell, rather than being taken a back, I should rejoice that I have an opportunity to be humbled and allowed to learn once again on what is important to me.

    So there I was, preparing like a new kid on the block, feeling nervous like a first time trainer at his very first training, practicing like my life depended on it and all along feeling nervous and yet ALIVE!!!!

    Yes, I did humble myself to deliver the mock-up training, enjoyed the whole experience, and at the end refreshed me.

    I learned a lot doing my After-Action Review (AAR) and made me all that more in gratitude for the chance to sharpen the dullness of my delivery. It is like a reset for me. I am now waiting anxiously on my feedback and the result of the assessment so that I can improve.

    After the mock delivery, I was interviewed by four of the organization’s inner assessors in various topics such as methodology, learning impact, design considerations etc. I was grilled with tough relevant insightful questions. I thoroughly enjoyed the viva.

    Through that encounter, I realised that branding is nothing more and nothing less but my character. My character is my branding, and this can be as obvious as a logo because our character is manifested in our behaviours and what we communicate. The set of actions we take and the way we articulate our thoughts are all windows to our character. And these brands us.

    Therefore, how we act and how we speak is already our brand. Our response to situations and our speech surrounding those situations is a clear message of who we are; OUR BRAND.

    To those that feels menial work as a training assistant unworthy of you because others do it for you, please think twice. The fear that your branding will be tarnished by menial works, has just came through, a self-fulfilling prophecy. There is nothing to lose in being humble. It is in fact a potent branding to have.

  • Of Objective, Outcome, Output, and Impact

    In designing a learning session, we often come across words like Objective, Outcome, Output and even Impact. Often, new trainers designing an RFP (Request for Proposal) will need to articulate these terms well and do get confused. Well, even seasoned trainers too get mixed up with these terms. What more new trainers. It is understandable this happens because even in the RFPs, they sometimes get it wrong.

    This phenomenon was brought up recently by one of my mentees. I have about 9 trainers in my current apprenticeship program. Two of them came for a one-day workshop and in the workshop these terms were brought up by another participant. While a few understood it, quite a few expressed their desire to know the distinction of these terms. I knew this was important to address because this issue falls smack in what we call Distinction Work. My late mentor always mentions that the two important area of study that a trainer should be good at if they want to be a great trainer is distinction work and context work.

    So, let’s unpack this issue by first being acquainted with the meaning of each term.

    • Objective: a thing aimed at or sought; a goal.
    • Output: the amount of something produced by a person, machine, or industry.
    • Outcome: the way a thing turns out; a consequence.
    • Impact: a marked effect or influence.

    Now, we need a model to tie all these terms together. To this end, let’s use the Theory of Change as the model.

    What is the Theory of Change (ToC) is the logical follow-up question to be asked. So, Theory of Change is …

    … essentially a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context. It is focused on mapping out or “filling in” what has been described as the “missing middle” between what a program or change initiative does (its activities or interventions) and how these lead to desired goals being achieved. It does this by first identifying the desired long-term goals and then works back from these to identify all the conditions that must be in place (and how these related to one another causally) for the goals to occur.

    These are all mapped out, usually in a diagrammatic template. The template then provides the basis for identifying what type of activity or intervention will lead to the outcomes identified as preconditions for achieving the long-term goal. Through this approach, the precise link between activities and the achievement of the long-term goals are more fully understood. This leads to better planning, in that activities are linked to a detailed understanding of how change happens. It also leads to better evaluation, as it is possible to measure progress towards the achievement of longer-term goals that goes beyond the identification of program outputs.

    (Source: Centre for Theory of Change)

    In terms of a visual, below is a diagram explaining the ToC.

    This diagram clearly shows the relationship between Output and Outcomes. What about Impact? In terms of impact, there are a few schools of thought on it.

    The first school of thought equates Outcomes to Impact. Basically, it is one and the same. When someone says refers to Impact, that person essentially is referring to the Outcomes of the program or project.

    The second school of thought says that Impact is after Outcome. This school of thought pushes the Impact even further into the future. In essence, the Outcomes produces Impacts way into the future, and it is a significant effect of the Outcomes.

    The third school of thought (which I subscribe to) splits the Outcomes into Short Term and Long Term. The Impact is basically the Long-Term Outcome. It is described as the ultimate outcome of the program or project.

    Here is the diagram with the Outcomes being split into two thus showing the relationship between impact, Outcome and Output.

    Regardless of which ever school you subscribe to, clearly Impact is after Outputs. Therefore, when referring to Impact, it is important for us to spell out our ToC so the others are aware what we are defining.

    Now that we have address the topic of Impact, let’s now look at Objective.

    Based on the definition of Objective, we can than conclude that an Objective can be either Activity, Output, Outcome, or Impact. Objective is basically what we want to achieve. In a project, the objective might be generating activities. It can even be certain results that we would like to achieve out of the activity. It can even be the short-term effect or even the long-term consequences of our actions.

    However, in L&D, the Learning Objective refers to the Output of the learning session. What do the learners immediately get at the end of the learning session. The Learning Outcome will then refer to who will they become or what can they achieve after the Learning Objective (which is the session output) is met. This can be referred to as the Learning Impact.

    Below is a diagram that summarizes these points.

    Gone are the days when what is delivered and measured is the Activity and the Results. Increasingly, more and more L&D managers are concern with Learning Impact. This puts a new demand on trainers to evolve from just a deliverer of content to a designer of development. The development part of L&D now becomes even more pronounced. To this end, a trainer will need to embrace and incorporate other developmental skills such as facilitation and coaching, not to mention learning session design. Trainers need to now evolve to L&D consultants. The effectiveness of a consultant will to be based on the measurement of their impact.

    Using the ToC, it becomes clearer what we need to measure as a trainer.

  • Training content outline has almost zero value.

    Recently, there have been a lot of chatter about content outline in the local learning & development (L&D) social media. This is nothing new. This topic is like the recession; it comes back once every so often. It never dies, just like the issue of trainer’s rates, unfair treatment of or by training providers, HRDC not taking care of trainers etc.

    As usual, I have my own point of view on this, and it is derived from the little experience I have being involved in the local L&D scene as well as my social work around building community of practice in one form or the other. One other potential benefit that I might have is the fact that I have been fortunate to be playing or has played various roles in L&D from being a trainer, to a training provider, to a consultant etc.

    Let’s weigh in on this topic by first recognizing what is a content online?

    Even though, there are numerous definitions of what a content outline is, however each one of them do have one distinction in common which is “a general description about the content; it is not detailed.” Therefore, we can equate a content outline as a picture of a dish. This means, it is not the dish itself. It has not been cooked but a visual representation of a finished dish.

    If the picture of a dish can never be the dish itself, therefore a training content outline is not the training itself. And here lies the value of the content outline – almost nothing. As much as a picture is not the dish so is the content outline is not the training.

    Now, let’s take this analogy further. Do you pay for the picture, or do you pay for the dish? Of course, the dish. Now, do you pay the photographer of the picture of the dish, or do you pay the chef that cooked the dish? Ofd course the chef. This means, a client doesn’t pay for the content outline, they pay for the training, the skill of the chef, the ingredients in the dish etc. This diminishes even further the value of the content outline.

    Now, can a content outline be of use? Of course. Just like a photo of a dish can be useful. Yet, the fact still stands that the picture is not the dish.

    The picture can entice the diner, give an expectation of how the dish looks like, and provide a benchmark of the dish. However, it is still unable to give an indication of the taste, the freshness of the ingredients, how it is truly cooked and served. Just like a training outline provides indicators of what a training will look like, what it entails etc yet the content outline is still unable to represent how the training will be conducted, is learning really going to happen, the value of the experience and usefulness of the training to the learners.

    The faster trainers realise the value and use of the content outline, the more assured the trainers will be in marketing themselves.

    So, what is the real use of the content outline to a trainer? Well, the content outline is the means of increasing the potential of getting a job. That is it.

    Think about it. If, the trainer profile is what truly sells the trainer, why bother to provide the content outline? Why do clients want the content outline? Think of your client as a diner that would like to see a picture of the dish to provide some sort of insight whether to order or not.

    Also think about this. If a training provider can do their own training content outline, why do they need to ask it from the trainer? Won’t it be easier and cheaper if they can do it themselves? Well, the simple answer why they ask from the trainer is because they can’t do it themselves. They are not a trainer. They are a training provider. This situation is good news for trainers because the training providers are relying heavily on us for content outlines. So, help them to help us.

    These two thoughts will lead us to the inevitable conclusion that the content outline is what will open doors for the trainer… through the training provider.

    This also means that if a trainer is reluctant to give their training content outline, therefore, the chances of work will be less because the training provider can’t submit anything on our behalf. However, if the trainer provides their content outline to training providers, then the training provider will be able to submit more jobs and the probability of the trainer getting a job is so much higher. It is not a guarantee, but the probability is definitely higher than not giving out their content outline. It is a numbers game pure and simple.

    Let us now address this so-called problem of training providers taking a trainer’s content outline and once they get the job, they pass it to someone else to do it. Usually to a trainer who is much cheaper. Many trainers cry foul over this. I can understand where they are coming from. Trainers feel their effort is not recognised. For this reason, my heart goes to them. But if the reason is about intellectual property (one of its kind… my training is special. I am special. No one do what I do), it is illegal, or my ego is slighted because I am a great trainer and I feel used etc, I have a few wake-up calls for you.

    Number one.
    It is not illegal. Is it unethical? I would say yes but it is not illegal. So, live with it. It is part of the game.

    Number two.
    Training provider is using me. Well, when we don’t get it, we say that. But when we get it what do we say? We say nothing right? The simple truth is that we are also using them to get us jobs. Grow up for goodness sake. Be fair. It is a win win. You need them as much as they need you.

    Number three.
    My content outline is unique, special, and one of a kind. It is my intellectual property. Let me ask you this. If it is so special and unique how come the training provider is confident enough to give it to someone else to deliver? I am sure the training provider will not give it to some other trainer to deliver and risk the job being a shambles if he truly finds it unique and special and that you are the only one that can do it. The reality is that, based on result, it is not special and unique. The training provider is experienced enough in seeing so many training content outline, even more than you, to know if it is unique to not give it to someone else. Please get off your high horse. Anyway, if you don’t get the job, just be ok that the job is not meant for you. Learn from it and move on. You can even treat this as a filter. If you encounter any training provider that does that, great news. One more training provider you don’t have to bother to work with. Isn’t that great, reducing the numbers.

    Number four.
    As long you decide to play this game as a freelance trainer and to rely on training providers to market you, live with the rules of the game. Please don’t bitch and whine. It is part of the game that you have chosen. Stop being a victim. If you feel strongly about it, be a training provider too and market yourself so that you can do your own content outline, you can then submit your own content outline, you will then get the job yourself, you can then hire yourself and you don’t have to give it to others. Along the way, be ok to pay for marketing cost, administration cost, other operating cost etc. If you are not willing to pay the price, don’t buy the dish. If you can’t stand the heat, don’t be a chef. Pure and simple. The choice is in your hands. You know very well the consequences.

    As for me, I do not put stock to the photo of a dish. The proof is in the dish itself. Just like my mum’s asam pedas.

    My mum’s asam pedas is not good looking. It is full of daun kesum (Chinese Knotweed) – all over the gravy with the stalk still attached, chili oil floating, dark red gravy with chili seeds floating, daun kantan (Torch Ginger Flower) cut haphazardly, there is cabbage in it, brinjal, sayur asin, iununiformed fish sizes etc. My word, a total havoc. It is nothing like the pictures of asam pedas in hotel coffee houses, with carved tomato decoration, chili cut into shape of flowers, clean sidewall etc. Guess which one is the best I have tasted?

  • Who needs law if there is ethics?

    The Importance of Ethics in the Training Industry (or any industry for that matter)

    Ethics is defined as moral principles that govern a person’s behavior or the conduct of an activity. It is above and beyond legality. It is a relationship that is taken for granted both ways; one equates both as twins that can’t exist separately, while others take for granted that they are two different mutually exclusive parts. The latter state is a convenient way of justifying actions, especially unsavoury ones; they are legal but unethical. They are even those that are oblivious to the existence of ethics.

    If I were to simplify the relationship between law and ethics, I would use the analogy of rice. White rice is what legal is: basic, standard, applicable to all. It is the bare minimum of what a rice should be. Ethics is the condiment that makes the basic white rice wonderful. Turning it into nasi goreng, nasi lemak, nasi lemuni, nasi ayam etc.

    As human being full of fallible, we need law and order to make things legal; have a set of standards and principle governing us. For good or bad, it is a necessity. Religion is a form of law too; in my opinion, for its functions and purpose is the same. Imagine a world without law and order. It will be chaos and we won’t be able to live our fullest life and potential.

    Now, if there is already law that make things legal, why do we need ethics?

    As human being, we do not just exist. Each one of us thrive to be a better version of ourselves. Inert in each of us is the desire to move up Maslow’s Hierarchy of Needs. Here is where ethics come into play. Ethics allows us to not just survive (lower needs) but to thrive (upper needs). It self-actualizes us; it allows us to self-govern ourselves, it brings in empathy, consideration into our daily life.

    It makes our life alive; just like the condiments makes the white rice exciting.

    In the training industry (as in all industry, I presume) there are many examples of unethical practices that gives a bad undertone to the industry. Let me give an example.

    When you are employed in a training company, you will manage clients on behalf of the company. This is part of your work. The client gave the job because of the company. You are paid to fulfil the commitment contracted between the company and the client. In this case, the client is not yours. It is the company’s.

    Now, when you are no more employed by the company and the client not knowing any better contacts you to do the same job as before, you have two choices.

    The first choice is to inform the client you are no more employed with the company. You and the client than refer to the company on this new job. It is up to the company to then decide what to do. This is ethical.

    The second choice is to take the job and do it yourself. In this case it is legal yet not ethical.

    In the second case, it leaves a negative undercurrent because the company that employed you have the first right of refusal over you.

    You might ask, why does the company have the first right of refusal?

    The company have spent effort in obtaining the client. The company has a track record. The company has invested in reputation capital such that their goodwill is known. The company is capable. These are why the company got the job in the first place. All this effort is not your effort and must be respected.

    If ethics were applied here, there is a huge possibility that a win win can be achieved. Yet, because the stand taken was more legal than ethical, a negative undertone exists.

    Who needs law if there is ethics? -The Importance of Ethics in the Training Industry (or any industry for that matter)

    Ethics is defined as moral principles that govern a person’s behavior or the conduct of an activity. It is above and beyond legality. It is a relationship that is taken for granted both ways; one equates both as twins that can’t exist separately, while others take for granted that they are two different mutually exclusive parts. The latter state is a convenient way of justifying actions, especially unsavoury ones; they are legal but unethical. They are even those that are oblivious to the existence of ethics.

    If I were to simplify the relationship between law and ethics, I would use the analogy of rice. White rice is what legal is: basic, standard, applicable to all. It is the bare minimum of what a rice should be. Ethics is the condiment that makes the basic white rice wonderful. Turning it into nasi goreng, nasi lemak, nasi lemuni, nasi ayam etc.

    As human being full of fallible, we need law and order to make things legal; have a set of standards and principle governing us. For good or bad, it is a necessity. Religion is a form of law too; in my opinion, for its functions and purpose is the same. Imagine a world without law and order. It will be chaos and we won’t be able to live our fullest life and potential.

    Now, if there is already law that make things legal, why do we need ethics?

    As human being, we do not just exist. Each one of us thrive to be a better version of ourselves. Inert in each of us is the desire to move up Maslow’s Hierarchy of Needs. Here is where ethics come into play. Ethics allows us to not just survive (lower needs) but to thrive (upper needs). It self-actualizes us; it allows us to self-govern ourselves, it brings in empathy, consideration into our daily life.

    It makes our life alive; just like the condiments makes the white rice exciting.

    In the training industry (as in all industry, I presume) there are many examples of unethical practices that gives a bad undertone to the industry. Let me give an example.

    When you are employed in a training company, you will manage clients on behalf of the company. This is part of your work. The client gave the job because of the company. You are paid to fulfil the commitment contracted between the company and the client. In this case, the client is not yours. It is the company’s.

    Now, when you are no more employed by the company and the client not knowing any better contacts you to do the same job as before, you have two choices.

    The first choice is to inform the client you are no more employed with the company. You and the client than refer to the company on this new job. It is up to the company to then decide what to do. This is ethical.

    The second choice is to take the job and do it yourself. In this case it is legal yet not ethical.

    In the second case, it leaves a negative undercurrent because the company that employed you have the first right of refusal over you.

    You might ask, why does the company have the first right of refusal?

    The company have spent effort in obtaining the client. The company has a track record. The company has invested in reputation capital such that their goodwill is known. The company is capable. These are why the company got the job in the first place. All this effort is not your effort and must be respected.

    If ethics were applied here, there is a huge possibility that a win win can be achieved. Yet, because the stand taken was more legal than ethical, a negative undertone exists.