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HRM Consulting is a Human Resources Expert and works with large and small employers, as well as governmental and non-profit organizations.
The definition of training provided by Armstrong (2001: 517) resembles most definitions of training found in reference works. The systematic training cycle is a well-structured and internally logical model serving as a theoretical and practical guide for professionals concerned with training.
In the following, a number of critical variations of the systematic training cycle will be presented. Afterwards, more fundamental criticism of systematic training and more comprehensive alternative approaches will be outlined. In his 10-step training cycle Boydell (1970:4) suggests examining thoroughly the job chosen as a training priority, and to check if training can be obviated by re-organisation.
In most of the various models of systematic training strong emphasis is put on the analysis of training needs. Wills (1998: 27) points out that there are often conflicting interests within the organisation. Growth of the individual and organization will lead to the development of Fuji Xerox and its affiliates. Practice (work)-oriented development connects knowledge and experience, theory and front line. Fuji Xerox seeks for employees who can think and act for themselves, are able to adapt to changes and initiate innovation.
Fuji Xerox and its affiliates operate an education system based on the type of work (R&D, production, systems engineers, customer engineers, and sales) and employee level (new graduates, young employees, leaders, and management).
In order to develop personnel that are capable of responding to globalization of our customers, we implement initiatives such as overseas training programs and training programs to strengthen practical global skills. The Front Line, Human Resources Department, and Human Resource Development Department form a trinity based on trust and cooperation to strengthen the organization. Fuji Xerox conducts focused and proactive personnel development by having their employees accumulate diverse experiences. Fuji Xerox and its affiliates conduct training based on common skills, professional skills, and organizational management skills.
Employees create their career development sheet once a year, review their career plan within their work and their future career plan, and fill-in their objectives for the following fiscal year and the medium-to-long term. As support for individual career development, we hold career consultations led mainly by consultants fulfilling two functions within the company.
We will continue to analyze information provided from the consultation services to stimulate individuals and organizations. Fuji Xerox has established an internal recruitment system that provides employees with the opportunity to choose the career challenges they wish to tackle. The management of performance development is a shared process between supervisor and staff and is based on objectives and indicators, achievements and individual development plans.
These aspects should be aligned with the staff member’s position description, the operational plan of the local area and the organizations strategic plan and goals.
Discussions about performance should be regarded as an integral part of the continuing process of performance development.


The Performance Development Review is the basis for assessing overall performance of the preceding period.
A formal performance review is due one year from commencement and should be undertaken at least once during each year. At the completion of the performance review cycle the supervisor must make an assessment of the staff member’s performance and apply a rating.
Overall demonstration of consistent and sustained performance with all objectives being met and many being exceeded. Overall demonstration of consistent and sustained performance with all objectives being met and some being exceeded. Performance in most areas met the requirements of the position whilst other missed by a small margin. The assessment of performance must be based on each of the performance components and the agreed outcomes and indicators. The overall performance rating is linked to other organization processes and it is important for supervisors to be aware of these both for planning and recognition purposes.
Through Themis supervisors are required to enter the performance rating for staff members before the end of the PDF cycle.
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. 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.
Especially newly emerging concepts of individual learning and development reveal some basic limitations of the traditional training, and suggest a broader perspective. Kenney and Reid 1986, Donnelly 1987, Harrison 1988, Wills 1998) have refined and partly restructured the systematic training cycle.
Kenney and Reid (1986: 14) go a step further by proposing that “planned training” should generally start with a pre-assessment check to determine if training is the appropriate and most cost-effective method to resolve the problem at hand, or if there are other more efficient approaches. As budget plans and financial restrictions usually exist before any training process starts, the training cycle should be entered with an assessment of resource availability. Boydell’s more detailed outline of the four classic cycle stages underlies several subsequent approaches and has, thus, “proved to be remarkably enduring and popular … up to the present day” (Taylor 1991: 260). We are implementing a series of measures to ensure that every employee can develop their competency in a self-reliant and self-determined way, and also to enable them to strengthen their abilities to create careers in which they can sense their own growth. In type-based education programs for sales personnel and SEs involved in service and solutions businesses, we conduct business-specific professional HR training through practical, hands-on curriculums. Employees use not only their experience gained in their current positions but also experience gained in their previous positions to discover their strengths and weaknesses to proactively and voluntarily plan for their next career.
This sheet is then used in a one-to-one meeting with their manager to share career plan objectives and plans.
The Career Consultation Office will continue such activities that lead to the company’s innovation and growth. We proactively recruit not only for departments related to business enhancement domains of service and global promotion, but also for Fujifilm roles; our aim is to enhance synergy throughout the Fujifilm Group by strengthening functions through personnel exchange and broadening career path options for employees. The successful implementation of a performance development process is crucial to attain and sustain excellence, to validate selection and to help staff understand and take responsibility for their performance.


During the planning stage the supervisor and staff member discuss the elements of a Performance Development Plan. Ongoing discussions are important when setting objectives because many factors (staffing levels, workloads or different work conditions, for example) can affect achievement. Frequent discussions will help ensure that staff receive ongoing guidance, support, coaching and encouragement. In an ideal world there should be no surprises at the review since performance issues have been discussed as they arise during the performance period. The structured performance development review relies on a formal discussion and performance rating. Furthermore, a wider perspective on the organisation as a learning system highlights the importance of and pre-conditions for learning in everyday work for individual as well as organisational development. In the following, some major variations of the classical four-stage model will be sketched. Only if the resource limitations are known, can a realistic and negotiable training concept be drawn. In reality, organisational needs will usually have priority over individual needs, especially when resources are limited (Wills 1998: 37).
In development and production workplaces, in order to establish strong R&D, we seek to foster a corporate culture of problem-solving, by ensuring all employees speak the common language of the problem-solving framework.
Managers repeat the cycle of creating development plans derived from annual career interviews with their subordinates and conducting on the job training and off the job training. Since the establishment of the Career Consultation Office in 2002, a cumulative total of approximately 3,900 employees have used these services. The objectives and performance indicators will have been clearly documented and feedback continuous.
In the first stage, the training needs on organisational or job level are identified and specified. Finally, the question of responsibility for learning and development will be addressed, and the necessity of integrating training and development with business strategies will be outlined. Other factors like organisational values, policies and responsibilities should be considered in a pre-assessment as well. In employee level-based education, we focus on enhancing manager training in order to reinforce their abilities to develop their subordinates and improve problem-solving capabilities.
The value of intense and purposeful interaction between a supervisor and staff member should not be underestimated.
Based on the results of the needs analysis, the required sort of training and appropriate training methods are chosen.
Armstrong, regard the planning process as a part of the third training cycle stage which mainly consists of the implementation of training. Usually, this evaluation occurs on an individual level during or at the end of the training by checking if the trainees have acquired the trained skills and knowledge.



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