s a cycle from continuing on indefinitely are human, physical and equipment limits that prevent a task from ever being infinitely efficiently conducted, instrumentation that prevents the measurement of a task from being more precise, or the cost-reward ratio declining as more cost must be expended to wring out an ever-smaller benefit. They are not designed for skills that cannot be systematically understood. “Soft” skills like customer service could be improved by training cycles because, while it is not a technical skill, certainly repetition can benefit it, measurement can occur over time by looking at customer service responses, etc.
Even some interpersonal skills might be training cycle-appropriate. But a skill like being able to select stocks based on an economic intuition or advanced theory is not likely to be a training cycle approach, since the approach cannot be systematically understood, broken down, conveyed or put into a cycle. 4. Evaluation of that training. Evaluation of the training determines more weaknesses in the organisation as well as discovers new inefficiencies in the process which then leads back to analysing and identifying need training needs, ad infinitum.
Many design techniques are helpful in creating a working training cycle program. Pre-defined inventories of tools and skills, either defined by the organisation or defined by industry standards writ large, can guide design. “One organization wanted to develop a competency employee development, performance management, and career pathing. When examining the options for developing the model, the usual methods were thought of first: surveys, focus groups, subject matter expert interviews, and organization records.
However, it was suggested that IT competencyneeds are not really that different across different organisations. Ninety percent of IT skills required in one company will be required in another” (Arnold et al, 2000). In fact, most industries have well-understood
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