Task 5
Systemic training cycle
The systemic training cycle is a model that reflects on the entire process of training whereby the end leads to the beginning rather than the single and progressive event, which starts from a defined start to the finishing point. It involves reflecting on the basic features and goals, as stated in the mainstream of the entire training strategy. The entire training involves learning events and programs that enable trainees to achieve the desired knowledge in that particular field. Similarly, the goal of systemic training is to provide the trainee with the skills and competence required in a workplace to enable them to perform as per the organization’s desired goals (Taylor, 258, 1991). However, the concepts of systemic training are built on two basic aspects; planned and systematic training; and improvement of distinct abilities to work in a specific field. Therefore, the paper further examines the concept of systematic training and the various phases of the entire training as follows;
The first stage of systemic training involves the identification and specification of the job level. This is where the training gap is identified after a series of analyses on the field under the practical area of concern. For instance, understanding the knowledge and skills required in an excellent performance on a particular job. This calls for the training of the workers to understand how to perform specific tasks in the organization. The second stage involved in systemic training is designing the program to be adopted during the training (Dhawan, 29, 2016). This is whereby the program is designed based on the result of the analysis of the existing gaps. Alongside the program design, appropriate training design, and pan are formulated. However, the second stage of designing a training program builds a case for the third stage, which involves the implementation of the plan.
The third phase of the systemic training cycle is the implementation phase, where the design plane is executed. The stage involves the actual training whereby the course concepts are delivered to the trainees. Similarly, the trainees receive the intended knowledge and skills from the trainers and other experts involved in the training. The fourth stage of systemic training involves evaluation of the entire training. In this stage, the trainer examines whether the objectives of the training have been achieved or not. In most cases, evaluation is done on every level to confirm whether every step was successful (Dhawan, 30, 2016). Similarly, the trainers confirm whether the trainees acquired the desired knowledge and skills that were intended to be communicated during the training. Besides, a follow up is also done to confirm the consistency of the skills given out to the trainees. In other words, the functionality of the skills among the trainees is confirmed whether they can practically apply the skill.
From the research above, it can be concluded that systemic training is a continuous activity in stages with distinct characteristics. The first stage is where the purpose of the training is identified using various criteria. The second stage involves designing the training program. This stage is where the gathering of necessary materials for training is done. However, the trainers in this stage are required to put themselves in the position of the trainees for them to understand what the trainees require. The third stage of training is the implementation stage, where the program is executed. The desired goal of the training is the main feature in this stage as the desired knowledge and skills are delivered to the trainees. The last step is the evaluation stage, which involves the assessment of the final deliverable. In other words, an evaluation is done to confirm whether the objectives of the training have been achieved or not.
References
Dhawan, S., 2016. The systematic approach to training: the main phases of the training cycle.
Taylor, H., 1991. The systematic training model: corn circles in search of a spaceship? Management Education and Development, 22(4), pp.258-278.