Lecture 5 TNA

8/18/2019 Lecture 5 TNA

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IE & GG in HR

Lecture – 5Training Needs analysis (TNA)

Course Instructor: Muhammad Ahmed Khan

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Catching up from the last week

Training needs analysis• A process for identifying the areas

where both individuals and groups

in an organization would benefitfrom training.

• An effective way to achieve the

desired objectives and those of the

organization.

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What are the KEY organizationalgoals/ objectives

What s!ills does the organizationneed to have in the future

What s!ills and competenciesare re"uired to meet the e#iting

business objectives

What courses/ programs areavailable to close the gaps

$ow to determine that traininggaps have been closed

successfully

What are current capabilities ofthe employees

%ormulate company&s andindividual&s training plans

Training

needsanalysis tells

us


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TNA Process?

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TNAProcess- Fivebasicsteps

1. Identifying the objectives of theorganization.

2. Appointing a training coordinator.

3. Gathering information about theskills and abilities of the individuals.

. Analyzing that information.

!. Identifying the gaps " dra#ing atraining plan.


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More TNA classifications

– Normative needs

• A need compared to a standard.

– merging needs

•

Why individuals thin! they want to learn. – !"ressed#demanded need

• 'ased on demand ( supply gaps of !nowledge ( s!ill.

– Com"arative need

• compared to others there is a need.

– Antici"ated $uture need

• 'ased on projected future demand.

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1- Strategic Organizational

needs analsis !SONA" 1#$

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– Com"anies may consider issues li%e:

• )ncreased competition for old and new business.

• *reater emphasis on efficiency and cost reduction.

•)ncreased need for cooperation among companies.

• 'usiness strategies of the rivals.

• +esearch and innovation.

• ,erger- ac"uisition- diversification and e#pansion.

• Automation and modernization.

• ,anpower plan $iring- +etrenching and staff

deployment


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$ -Tas% analsis # o' needs

analsis

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as!

• Knowledge- s!ill-attitude- motives- values

( concepts needed foreffective performance

0ob

•

1ollecting job data fordeveloping training programs


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$ -Tas% analsis - (o)r ste*

*rocess

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1

2evelop alist of tas!statements

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2evelop listof tas!clusters

2evelop a listof Knowledge-s!ills ( attitude

3K4A5

Assess theimportance

of tas!s


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+- Indi,id)al needs analsis

!INA" – )dentifies gaps between an individual&s e#isting

capabilities and those identified as necessary or

desirable.

– )6A can be either broad or narrow in scope.• The broader approach compares actual performance

with the minimum acceptable standards of performance.

• The narrower approach compares an evaluation of

employee proficiency on each required skill dimensionwith the proficiency level required for each skill.

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TNA o.*onent analsis

• 4i# elements78. 1onte#t analysis

9. :articipants& analysis

;. Wor! analysis

. 1ostbenefit analysis

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1- onte/t analsis

Analysis of *usiness conte#t or reasons for whichthe training is desired.

)mportant "uestions answered by the analysis7

• Why a training program is seen as the recommended

solution to a business problem?

• What is history of the organization with regard to

employee learning interventions?

• Contextual factors at learning and at practice that

hinder or enable practice of the learned competency?

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$- Partici*ants0 analsis

1ritical in training needs analysis.

2eals with potential learners and instructors

involved in the process.

)mportant outcomes7

• Who will receive the training and their level of existing

knowledge in the subect?

• What is their learning style?

• Who will conduct the training and their expertise to do

so?

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2 - ontents analsis

Entails analysis of documents- manuals- laws or procedures used on the job.

Answers "uestions about the !nowledge or

information used for successful job performance.

Analysis helps answers "uestions li!e7 "re there essential building!blocks one needs to learn in

order to do this ob?

• "re these building!blocks of knowledge laid out in

manuals or other documentation?

• #n what order and how are these building blocks

normally taught?

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3 - S)ita'ilit analsis raining may be a !ey solution to performance

problems- but not always7 )s training the right solution for a particular

organizational problem

Who and how to determine

4tability analysis helps determine whether a training

program is the desired solution or not

)t tac!les the following "uestion7

• #s non!performance of staff due to a lack of knowledge

and skills or are there other reasons?

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4 - ost-'enefit analsis !5A"

A tool to determine return on investment 3+?)5.

raining should result in +eturn of value to theorganization that is greater than the initial investment to

produce or administer the training.

1'A answers "uestions li!e7

• #s it worth the effort to undertake the proposed

training?

• What will be the return on investment of the proposed

training?

• "re there any cost!benefit benchmarks for the proposed

training?

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6ata collection for TNA

*rocessTy"ical methods used

– ?bservation and listening

– )ndividual interview

– @uestionnaires

– +eviewing e#isting database

– Wor! diaries

– 4elfassessment – 1ritical incident analysis

– Analyzing job descriptions.

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T7an% o)

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Lecture 5 TNA

Documents

Transcript of Lecture 5 TNA