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TRAINING NEEDTRAINING NEED ASSESSMENT ASSESSMENT

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Training?

Training helps to bridge the gapExisting

• Skills• Knowledge• Attitudes

Required• Skills• Knowledge• Attitudes

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Training Need Analysis (TNA)

TNA is a tool toidentify the gap

Existing• Skills• Knowledge• Attitudes

Required• Skills• Knowledge• Attitudes

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Gap Analysis

Ideal Outcome – Actual Outcomes

=

Gap or Problem

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What Is Needs Assessment?

Systematic process

  Determines gaps between ideal and actual

  Focuses on causes, extent, and solutions

  Leads to appropriate design of training to correct identified gap

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What Does Needs Assessment Do?

Examines whether training will correct performance problem

  Increases likelihood of training transfer

  Identifies WHO

  Reduces duplication

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Who Conducts Needs Assessment?

Training manager

General manager

Upper managers

Employees

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Factors to Consider

Time

  Money

  Resources

  Number of people

  Confidentiality

  Ease of assessment

  Validity and reliability

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Identify the Gap

Is the problem due to:

Lack of skill

Lack of knowledge

Lack of appropriate systems

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Ideal Outcome

The ideal outcome is defined by:

Vision statement

Mission statement

Goals

Strategic plan

Values

Culture

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Need Assessment refers to the process used to determine whether training is necessary.

Needs assessment typically involves

Organizational AnalysisPerson AnalysisTask Analysis

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Organizational Analysis

Organizational Analysis involves determining the appropriateness of training, given the company’s business strategy, its resources available for training and support by manager and peers for training activities.

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Person Analysis

It involves1) Determining whether performance

deficiencies result from a lack of knowledge, skill or ability (a training issue) or from a motivational or work-design problem

2) Identifying who needs training 3) Determining employees’ readiness for

training.

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Task Analysis

It identifies the important task and knowledge, skill and behaviors that need to be emphasized in training for the employees to complete their task.

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Why Is need Assessment Necessary

Need assessment is the first step in the instructional design process, and if it is not properly conducted any one or more of the following Situation could occur:

* Training may be incorrectly used as a solution to a performance problem (when the solution should deal with employee motivation,Job design, or a better communication of performance expectation)

•Training programs may have the wrong content, objectives, or methods.

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•Trainees may be sent to training programs for which they do not have the basic skills, prerequisite skills, or confidence needed to learn.

•Training will not deliver the expected learning, behavior change, or financial results that the company expects.

•Money will be sent on training programs that are unnecessary because they are unrelated to the company’s business strategy.

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Who Should Participate in Needs Assessment

Upper Level Managers

They are usually involved to the determine whether training meetsThe company’s strategy and then to provide appropriate financial Resources.

Mid-Level Managers

They support for training.

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Subject-matter Expert (SME) are employees, academics, managers, technical experts, trainers, and even customers or supplies who areKnowledgeable in regard to

(1) Training issues including tasks to be performed

(2) Conditions under which the tasks have to be performed.

(3) Necessary equipment,

(1) Knowledge , skills, and abilities required for successful task performance

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Methods Used in Needs Assessment

• Observation

• Questionnaires

• Interviews

• Focus Group

• Documentation (Technical Manuals, Records)

• Online Technology (Software)

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The Needs Assessment Process

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COMMON MODEL FOR SUBMISSION OF TRAINING PLAN

IDENTIFYINDIVIDUAL

TRAINING NEEDS

IDENTIFYINDIVIDUAL

TRAINING NEEDS

IDENTIFYORGANIZATIONAL TRAINING NEEDS

IDENTIFYORGANIZATIONAL TRAINING NEEDS

DEVELOP LEARNING OBJECTIVES

DEVELOP LEARNING OBJECTIVES

IDENTIFYTRAINING

RESOURCES .

IDENTIFYTRAINING

RESOURCES .

PREPARE ON THE JOB &LOCAL TRAINING

COMPONENT.

PREPARE ON THE JOB &LOCAL TRAINING

COMPONENT.

PRESENT THEPLAN AS A PROPOSAL

FOR ASSISTANCE

PRESENT THEPLAN AS A PROPOSAL

FOR ASSISTANCE

-MISSION -OBJEC TIVES -FUNCTIONS

MEASUREMENT OF TRAINING EFFECTIVENESS

NEEDASSESSMENT

NEEDASSESSMENT

DEVELOPINGPERFORMANCE

MEASURES

FOR DIVISIONS/UNITS.

DEVELOPINGPERFORMANCE

MEASURES

FOR DIVISIONS/UNITS.

DEVELOPING LEARNING OBJECTIVES

DEVELOPING LEARNING OBJECTIVES

IMPLEMENTING TRAINING

PLAN.IMPLEMENTING TRAINING

PLAN.

EVALUATIONEVALUATION

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Goldstein (1986, 1991, 1993)Model of Training Needs Analysis

Stage One

Establish organisation’s commitment and support

Stage Two

Organisational Analysis

Stage Three

Requirement Analysis

Stage Four

‘Needs Assessment’ - Task & KSA ana lysis of training needs

Stage Five

‘Person Analysis’

Stage Six

Collate data to input to, and design of, training environment

and training evaluation

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Stage One : Establishing Organisational Commitment and Support

Identify whose co-operation is needed, i.e. management, workers, clients, other stakeholders.

‘Project Parameters’ : rationale of approach(es), time needed, numbers of people involved, admin. (& other) support needed.

Glaser & Taylor (1973)– collaborative approach

– highly motivated, ‘team-like’ interface

– early and active contacts between parties

Goldstein (1993) advocates a ‘liaison team’

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Stage Two : Organisational Analysis of Training Needs

• Central Issue = ‘how well is the organisation doing?’N.B. Organisation does not have to be underperforming to need

development• Importance of the ‘transfer’ climate : system-wide factors that

may support/undermine training• Goldstein (1993) : 4 stages of OA

– Specify training goals (3 types)– Determine training climate– Identify legal constraints (vertical and horizontal)– Determine resources available

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Stage Three : Requirement Analysis

Goldstein (1993) : 6 stages

• determine target job to be assessed

• identify how needs assessment data best collected– interviews, observations, surveys, tests, records, SME’s, focus groups,

work samples, etc.

• determine who is going to provide necessary info

• ascertain key points of contact and their responsibilities

• anticipate problems and difficulties

• develop a TNA protocol

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Stage Four : Needs AssessmentTask Analysis

• TA for TNA should provide a job specification (KSA’s/competencies required). Training spec. derived from difference between employees’ current and ideal levels

• Reid & Barrington (1997) : 3 main TNA TA approaches (task identification & task element analysis)– Comprehensive Approach

– Key Task Analysis

– Problem-Centred Approach

• Task fidelity (physical and psychological)– e.g. stages and ‘key points analysis’, manual skills analysis, job learning analysis,

faults analysis, benchmarking, Critical Incidents Technique.

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Stage Five : Person Analysis

• Who in the organisation needs training

• What kind of training is needed

• KSA deficits - must have suitable performance criteria – performance appraisal ratings

– 360-feedback ratings

– KSA’s of new recruits

– Development Centre ratings

– self-assessments

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Special Training Needs

• Retraining – learning how to learn– the ageing workforce

• Managing Diversity– cross-cultural training (increasing globalisation, multi-

cultural societies)– Equal Opportunities legislation

• Training the Unemployed– long-term unemployed (more than 27 weeks continuously)– causes of long-term unemployment (physical, psychological

& environmental factors)

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Thank you