In a number of the cases studied, the need for learners to take the initiative in shaping their own development via learning was mentioned (cf. 4.4.1) There is clearly a drive in many areas to individualise learning and to shift the choice of when and where to learn and to a certain extent for what to learn to the individual (cf. 3.2). Clearly, wide-scale life-long learning cannot take place if the mass of learners need an immense host of trainers to shepherd them around. This increased learner autonomy runs parallel to a change in the role of trainers from fact-providers to learning-moderators (cf. 4.4.6) working at a distance. It is probable that the move to a predominantly learner-centred approach to learning with the concomitant responsibility of the learner can only be successful in a working environment if it is goes hand-in-hand with increased freedom and responsibility of the employee within the company[24].
[24] See Tom Peters' eloquent arguments in favour of empowering employees in Thriving on Chaos, Peters T., Excel, USA, 1987.