CHAPTER 11

SYSTEMS MODEL OF TRAINING AND DEVELOPMENT

A systems model of training and development is a structured approach that organizations use to
effectively identify, develop, implement, and evaluate their training and development (T&D) initiatives.
It involves a systematic process that ensures the alignment of training and development efforts with
organizational goals and objectives. The four key components of the systems model of T&D are:

1. Identifying T&D Needs: This is the initial step in the process, where organizations analyze their
current and future needs to determine the skills, knowledge, and competencies required for
employees to perform their jobs effectively. This can be done through various methods such as
conducting job analyses, performance appraisals, surveys, and interviews. The aim is to identify
any performance gaps or areas where employees require additional training or development.
2. Developing T&D Initiatives: Once the training and development needs are identified,
organizations can start designing and developing appropriate initiatives to address those needs.
This step involves determining the learning objectives, selecting training methods and delivery
formats (e.g., classroom training, e-learning, on-the-job training), and creating the content and
materials for the training programs. The initiatives should be tailored to the specific needs of the
organization and its employees.
3. Implementing T&D: After the T&D initiatives are developed, the implementation phase begins.
This involves delivering the training programs to the employees through various channels. The
implementation can include scheduling training sessions, providing access to online courses,
assigning mentors or trainers, and ensuring that employees have the necessary resources and
support to participate in the training. Effective communication and coordination are crucial
during this phase to ensure a smooth and successful implementation.
4. Evaluating T&D: The final step in the systems model of T&D is the evaluation phase. This
involves assessing the effectiveness of the training and development initiatives in meeting the
desired objectives and addressing the identified needs. Evaluation can be done through various
methods such as pre- and post-training assessments, surveys, observations, and feedback from
participants and supervisors. The data collected during the evaluation phase helps organizations
measure the impact of their training programs, identify areas for improvement, and make
informed decisions for future T&D efforts.

It's important to note that the systems model of T&D is an iterative process, meaning that the
evaluation phase provides valuable insights that can inform the identification of future training and
development needs, leading to a continuous improvement cycle.

EXPLAIN SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION IN RELATION TO

ELEARNING.
Synchronous Communication: refers to real-time interactions that occur simultaneously, where
participants engage in communication and collaboration at the same time. In e-learning, synchronous
communication typically takes place through tools such as video conferencing, chat rooms, or webinars.
Here are some key characteristics of synchronous communication in e-learning:
  Instantaneous: Participants can engage in discussions, ask questions, and receive immediate
responses in real-time.
 Interactive: Synchronous communication allows for direct interaction and feedback among
participants, fostering engagement and active learning.
 Scheduled: Synchronous sessions require participants to be available at a specific time, as they
occur at a predetermined schedule.

Asynchronous communication: refers to interactions that do not occur in real-time. Participants engage
in communication at their own convenience, and there is a time delay between sending and receiving
messages. Asynchronous communication methods commonly used in e-learning include discussion
boards, email, recorded lectures, and online forums. Here are some key characteristics of asynchronous
communication in e-learning:

 Flexible: Participants can access and contribute to discussions or course materials at any time
that suits them best, allowing for flexibility and accommodating diverse schedules.
 Time-shifted: Asynchronous communication does not require participants to be present
simultaneously. Messages or materials can be posted and responded to over an extended
period.
 Reflection and processing time: Participants have the opportunity to take their time to consider
and formulate thoughtful responses.

TRANSFER OF TRAINING refers to the application of knowledge, skills, or competencies acquired

through training in a learning environment to the actual job or real-life situations. It is the ability of
learners to transfer what they have learned during training and apply it effectively in their work or daily
tasks.

In the context of e-learning, transfer of training plays a crucial role in ensuring the effectiveness and
practicality of the learning experience. Here are some key aspects of transfer of training in e-learning:

1. Application of Knowledge and Skills: E-learning courses aim to equip learners with specific
knowledge, skills, or competencies that are relevant to their job roles or tasks. The ultimate goal
is for learners to be able to apply what they have learned to real-life situations. Transfer of
training ensures that learners can effectively transfer the knowledge and skills gained through e-
learning to their work environment.
2. Contextualization and Customization: E-learning platforms offer the opportunity to tailor the
learning experience to the specific needs and context of learners. By customizing the content,
examples, and assessments to align with learners' job roles or industry-specific requirements, e-
learning can enhance the transfer of training. Learners can see the direct relevance and
applicability of the training to their work, making it more likely that they will transfer the
acquired knowledge and skills effectively.
3. Support and Resources: E-learning should provide learners with the necessary support and
resources to facilitate the transfer of training. This can include job aids, reference materials,
online forums or communities, and access to subject matter experts. Learners should have
opportunities to seek clarification, discuss practical applications, and receive guidance on how to
transfer their learning effectively to their job tasks.
 4. Assessing Transfer: Evaluating the transfer of training is essential in e-learning. Assessments,
quizzes, and simulations can be used to measure learners' ability to apply what they have
learned in different contexts. Feedback and performance monitoring can help identify areas
where learners may be struggling with transfer and provide additional support or resources as
needed.

 Management information systems (MIS)

 Decision support systems (DSS)
 Group decision support systems (GDSS)
 Expert systems (ES)
 Artificial intelligence (AI)

Argyris and Schon (1978) suggested a THREE-LEVEL MODEL OF ORGANIZATIONAL LEARNING, consisting
of single-loop, double-loop, and triple loop learning.

1. Single-loop learning is adaptive and focuses on the detection of deviations in performance from
established organizational norms, practices, policies, and procedures.
2. Double-loop learning questions the suitability of norms, practices, policies, and procedures that
define performance standards.
3. Triple-loop learning challenges the rationale of the organization with the aim of completely
transforming it