The definition of training provided by Armstrong resembles most definitions of training found in reference works. Training is, accordingly, “the planned and systematic modification of behaviour through learning events, programmes and instruction which enable individuals to achieve the levels of knowledge, skill and competence needed to carry out their work effectively.” Two aspects of this definition could be highlighted as the most characteristic and distinctive elements of training as opposed to other methods in the wider field of learning. First, training is planned and systematic; and secondly, it aims at the improvement of defined abilities related to work. The systematic training cycle is a model reflecting these characteristics. It emphasises that training is a continuous process, a circle in which the end leads back to the beginning, rather than a single linear and isolated event with a defined start and finish. In its classical form the systematic training cycle consists of four stages. In the first stage, the training needs on organisational or job level are identified and specified. This needs analysis tries to establish the training gap. The second stage of the systematic training cycle is designing a training programme. The third training cycle stage which mainly consists of the implementation of training. The fourth and last stage of the systematic training cycle is the evaluation of training. The systematic training cycle is a well-structured and internally logical model serving as a theoretical and practical guide for professionals concerned with training. Taylor states, with a touch of irony, that training cycles “must have been created by a superior intelligence, being so neat and logical and all.” He indicates that they tend to be simplistic and ignorant towards the complex reality in organisations. In the following, a number of critical variations of the systematic training cycle will be presented. These variations address several shortcomings of the traditional model and suggest improvements on different stages, from pre-assessment considerations at the very beginning of the cycle over needs analysis, training design, plan and implementation to new methods of evaluation.
Table of Contents
- 1. Introduction: The Systematic Training Cycle
- 2. Critique and Variations of Systematic Training
- 2.1 Pre-assessment Considerations
- 2.2 Needs Analysis
- 2.3 Design
- 2.4 Plan and Implementation
- 2.5 Evaluation
- 3. Substantial Critique and Alternative Approaches
- 3.1 Assumption of Mutuality
- 3.2 Training versus Learning
- 3.3 Training versus Development
- 3.4 The Learning Organisation
- 3.5 Shared Responsibility for Learning
- 3.6 Training and Business Strategy
Objectives and Key Themes
The main objective of this work is to critically examine the systematic training cycle, a widely used model in Human Resource Development. It analyzes the limitations of this traditional approach and explores alternative perspectives on training and development within organizations.
- Critique of the systematic training cycle model
- Alternative approaches to training and development
- The role of learning organizations
- Shared responsibility for learning
- Alignment of training with business strategy
Chapter Summaries
1. Introduction: The Systematic Training Cycle: This chapter introduces the systematic training cycle, defining training as a planned and systematic modification of behavior through learning events. It highlights the cycle's four stages: needs analysis, design, implementation, and evaluation. The chapter emphasizes the cyclical nature of the process, contrasting it with single, linear events. It establishes the systematic training cycle as a dominant, yet potentially simplistic, model within the field of Human Resource Development, foreshadowing the critical analysis to follow.
2. Critique and Variations of Systematic Training: This chapter delves into variations and critiques of the systematic training cycle. It examines refinements and restructurings proposed by various authors. Specific areas of critique include pre-assessment considerations (determining if training is the most effective solution), the limitations of traditional needs analysis, and the challenges in effectively designing, implementing, and evaluating training programs. The chapter lays the groundwork for a more substantial critique presented in the following chapter, highlighting specific areas where the traditional model falls short.
3. Substantial Critique and Alternative Approaches: This chapter presents a more fundamental critique of systematic training, moving beyond specific modifications to challenge underlying assumptions. It explores concepts such as the assumption of mutuality between training and organizational needs, the distinction between training and learning/development, and the importance of the learning organization. The chapter advocates for a broader perspective on individual learning and development, emphasizing shared responsibility for learning and the integration of training with overall business strategy. It significantly broadens the scope of the discussion, introducing crucial concepts that move beyond the confines of the systematic training cycle.
Keywords
Systematic training cycle, Human Resource Development, needs analysis, training design, training evaluation, learning organization, shared responsibility for learning, business strategy, alternative approaches to training.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main topic of this text?
This text provides a comprehensive overview of the systematic training cycle in Human Resource Development (HRD). It critically examines this model, highlighting its limitations and exploring alternative approaches to training and development within organizations.
What are the key themes explored in this text?
The key themes include a critique of the systematic training cycle model, alternative approaches to training and development, the role of learning organizations, shared responsibility for learning, and the alignment of training with business strategy.
What are the stages of the systematic training cycle as described in the text?
The systematic training cycle, as defined in the text, consists of four stages: needs analysis, design, implementation, and evaluation. The text emphasizes its cyclical nature.
What are some of the critiques of the systematic training cycle presented in the text?
Critiques include the assumption of mutuality between training and organizational needs, the distinction (or lack thereof) between training and learning/development, and the limitations of traditional needs analysis in effectively designing, implementing, and evaluating training programs. The text also questions whether training is always the most effective solution.
What alternative approaches to training and development are discussed?
The text advocates for a broader perspective on individual learning and development, emphasizing shared responsibility for learning and the integration of training with overall business strategy. The concept of the "learning organization" is central to these alternative approaches.
What is the role of a learning organization in relation to training?
The text highlights the importance of learning organizations, suggesting that a successful approach to training and development goes beyond the traditional systematic training cycle and necessitates a shared responsibility for learning within the organization.
How does the text define the relationship between training and business strategy?
The text stresses the importance of aligning training initiatives with overall business strategy. Training should not be seen as an isolated activity but as an integral part of achieving organizational goals.
What are the key chapters and their respective focuses?
Chapter 1 introduces the systematic training cycle. Chapter 2 critiques the model and explores its variations. Chapter 3 offers a more substantial critique and proposes alternative approaches, focusing on broader concepts like learning organizations and shared responsibility for learning.
What keywords are associated with this text?
Key words include: Systematic training cycle, Human Resource Development, needs analysis, training design, training evaluation, learning organization, shared responsibility for learning, business strategy, alternative approaches to training.
What is the overall objective of this work?
The main objective is to critically examine the systematic training cycle, analyze its limitations, and explore alternative perspectives on training and development within organizations.
- Quote paper
- Marco Köster (Author), 2002, Human resource development:The limitations of the systematic training cycle, Munich, GRIN Verlag, https://www.grin.com/document/25300
