Session 7: Training Needs Assessment (TNA)Table of contentsA. Session PlanB. Process for the TrainerC. Handouts: Discussion papersTechnical note !eading materialsCasesD. !eferences". Trainers# guide: $a%or issuesthemes&uestions for discussion and pointersHandouts: Note on session : Training NeedsAssessment (TNA)Table of Contents '.( )ntroduction and Bac*ground'.+ ,-er-ie. of Training and De-elopment'./ Training Needs Assessment'.0 1h2 to conduct TNA'.3 The Purpose and ,4%ecti-e for ConductingNeeds Assessment'.5 Needs Assessment 6e-els'.' $ethods of Conducting TNA'.7 Conducting a Needs Anal2sis'.8 !esults of the Needs AssessmentTraining Needs Assessment'.( )ntroduction and Bac*groundThetrainingneeds assessment is acritical acti-it2for thetrainingandde-elopmentfunction. 1hether2ouareahumanresourcegeneralistoraspecialist9 2ou should 4e adept at performing a training needs assessment.The discussion .ill 4egin .ith an o-er-ie. of the training and de-elopmentfunction and ho. the needs assessment :ts into this process9 follo.ed 42 anin;depthloo* at thecore concepts andsteps in-ol-edin conductingatraining needs assessment.Designing a training and de-elopment program in-ol-es a se&uence of stepsthat can 4e grouped into :-e phases: < Needs assessment< )nstructional o4%ecti-es< Training Design< Training )mplementation and < Training "-aluation. To 4e e=ecti-e and e>cient9 all training programs must start .ith a needsassessment. 6ong4eforean2actual trainingoccurs9 thetrainingmanagermust determine the .ho9 .hat9 .hen9 .here9 .h2 and ho. of training. To dothis9 thetrainingmanagermustanal2?easmuchinformationaspossi4lea4out the follo.ing:< ,rgani?ation and its goals and o4%ecti-es.< @o4s and related tas*s that need to 4e learned.< Competencies and s*ills that are needed to perform the %o4.< )ndi-iduals .ho are to 4e trained.'.+ ,-er-ie. of Training and De-elopmentThe :rst step in designing a training and de-elopment program is to conductaneedsassessment. Theassessment4egins.ithaAneedA.hichcan4eidenti:ed in se-eral .a2s 4ut is generall2 descri4ed as a gap 4et.een .hatis currentl2 in place and .hat is needed9 no. and in the future. Baps caninclude discrepanciesdi=erences 4et.een:< 1hat the organi?ation eCpects to happen and .hat actuall2 happens.< Current and desired %o4 performance.< "Cisting and desired competencies and s*ills.Needs assessment can also 4e used to assist .ith:< Competencies and performance of .or* teams. < Pro4lem sol-ing or producti-it2 issues.< The need to prepare for and respond to future changes in theorgani?ation or %o4 duties.The results of the needs assessment allo.s the training manager to set thetraining o4%ecti-es 42 ans.ering t.o -er2 4asic &uestions: .ho9 if an2one9needs training and .hat training is needed. Sometimes training is not thesolution. Someperformancegapscan4ereducedor eliminatedthroughother management solutions such as communicating eCpectations9 pro-idinga supporti-e .or* en-ironment9 arranging conse&uences9 remo-ingo4stacles and chec*ing %o4 :t.,nce the needs assessment is completed and training o4%ecti-es are clearl2identi:ed9 thedesignphaseof thetrainingandde-elopment process isinitiated:< Select the internal or eCternal person or resource to design andde-elop the training.< Select and design the program content.< Select thetechni&uesusedtofacilitatelearning(lecture9 rolepla29simulation9 etc.).< Select the appropriate setting (on the %o49 classroom9 etc.).< Select the materials to 4e used in deli-ering the training (.or* 4oo*s9-ideos9 etc.).< )dentif2 and train instructors (if internal).After completing the design phase9 the training is read2 for implementation:< Schedule classes9 facilities and participants.< Schedule instructors to teach.< Prepare materials and deli-er them to scheduled locations.< Conduct the training.The :nal phase in the training and de-elopment program is e-aluation of theprogramto determine .hether the training o4%ecti-es .ere met. Thee-aluation process includes determining participants# reaction to the trainingprogram9 ho.muchparticipants learned andho..ell theparticipantstransferthetraining4ac*onthe%o4. Theinformationgatheredfromthetraininge-aluationis thenincludedintheneCt c2cleof trainingneedsassessment. )t isimportant tonotethat thetrainingneedsassessment9training o4%ecti-es9 design9 and implementation and e-aluation process is acontinual process for the organi?ation.'./ Training Needs AssessmentDTrainingNeeds AssessmentE (TNA) is themethodof determiningif atraining need eCists and9 if it does9 .hat training is re&uired to :ll the gap.TNAsee*stoidentif2accuratel2thele-elsofthepresentsituationinthetarget sur-e2s9 inter-ie.9 o4ser-ation9 secondar2 data andor .or*shop. Thegap 4et.een the present status and desired status ma2 indicate pro4lemsthat in turn can 4e translated into a training need.Training Needs = Desired Capability Current Capability of theParticipantsTraining can reduce9 if not eliminate9 the gap9 42 e&uipping the participants.ith*no.ledge and s*ills and 42encouraging them to 4uild and enhancetheir capa4ilities. The data on the present status are -ital to the e-aluationor impact sur-e2 in the latter part of the training c2cle. These shall ser-e asthe4aselinedata. Thefollo.ingaresometechni&uesfor ac&uiringsuchdata. These ma2 4e applied independentl2 or in com4ination.TNAisalsotheprocessof collectinginformationa4out aneCpressedorimplied organi?ationalneed that could 4e met 42 conducting training. Theneedcan4eaperformancethat doesnot meet thecurrent standard. )tmeansthat thereisaprescri4edor 4est .a2of doingatas*andthat-ariance from it is creating a pro4lem. The TNA process helps the trainer andthe person re&uesting training to specif2 the training need or performancede:cienc2. Assessments can 4e formal (using sur-e2 and inter-ie.techni&ues) or informal (as*ing some &uestions of those in-ol-ed). (Source:@ean Bar4a?ette9 +FF59 Training Needs Assessment: $ethods9 Tools andTechni&ues)A need is not a .ant or desire. )t is a gap 4et.een D.hat isE and D.hat oughtto 4eE.'.0 1h2 to conduct TNAThere are four main reasons .h2 needs anal2sis must 4e done 4eforetraining programs are de-eloped.). Toidentif2 speci:c pro4lemareas intheorgani?ation. H!andmanagement must *no. .hat the pro4lems are so that the mostappropriatetraining(if trainingistheans.er).ill 4edirectedtothose organi?ational pro4lems. Gor eCample9 if a managerapproached the H! department .ith a re&uest for a communicationsprogram9 too often the trainer#s response (eagerto ser-emanagement) .ill 4e to proceed to loo* around for a goodcommunications program and conduct training .ithout conducting aneedsassessment:rst. Thisapproach.ill ine-ita4l2fail. Noddingtheir heads appreciati-el29 e-er2one sa2s D That .as a goodprogram9E 4ut .hen the2 go 4ac* to their departments9 .or*proceeds as usual 4ecause the training .as not directed to the realneeds oftheparticipants.Theproper responseshould ha-e4een9DHes9 4ut let us start 42 ta*ing a loo* at the situation. 1e .ill tal* to afe. people to :nd out .hat the pro4lems are. Then .hen .e de-elopthe program9 .e can ?ero in on a speci:c situation9 rather than %ust usea random approach.E)). To o4tain management support. $anagement usuall2 thin*s trainingisaDnicethingtodo.EThisstancecan4elaiddirectl2at thedoorstep of a poor (or noneCistent) needs assessment. The .a2 too4tainmanagementsupportistoma*ecertainthatthetrainingdirectl2 a=ects .hathappens in that manager#s department.Trainers should -ie. themsel-es the same .a2 thatmanagementdoes9 ma*ing a direct contri4ution to the 4ottom line. $anagement.ill 4ecommittedtotraining.henH!cansho.that it clearl2impro-es performance on the %o4. As a result9 training programs and4udgets .ill not 4e the :rst things cut or trimmed.))). To de-elop data for e-aluation. Inless information on needs arede-eloped prior to conducting training9 the e-aluations that ta*eplace after the program ma2 not 4e -alid. )n conducting a needsanal2sis :rst9 trainers can measure the e=ecti-eness of aprogram.)J. Todeterminethecostsand4ene:tsof training. Trainingisusuall2loo*ed upon as a nuisance rather than a contri4ution to the 4ottomline of the organi?ation. This happens .hen trainers fail to de-elop acost;4ene:t anal2sisforthetrainingthe2conduct. Ge.managers.ould 4al* at spending TK. 39FFF9FF.FFto correct a pro4lem costingthemTK. (F9 FFFFF.FFa 2ear. Het9 most of the timestrainerscomplain that management .ill not spend mone2 on training.Ho.e-er9 a thorough needs assessment that identi:es the pro4lemsandperformancede:ciencies9 allo.smanagement toput acostfactor on the training needs.Thema%or &uestiontrainersneedtoaddressincost;4ene:t anal2sisisD1hat is the di=erence 4et.een the costs of no training -ersus the cost oftrainingLE This entails :nding out .hat the costs (out;of;poc*et9 salar29 lostproducti-it29 etc) .ould 4e if the need continues .ithout 4eing met. NeCt9 ananal2sis must 4e made of the cost of conducting the training program thatcanchangethesituation. Thedi=erence4et.eentheset.ofactors.illusuall2 tell 4oth the trainer and manager .hether or not the training should4e conducted.Human!esource(H!)professionalsandlinemanagersalsoneedto4ea.are that training is not the Dcure allE for organi?ational pro4lems. Neithershould it 4e used as a tool to re.ard eCcellent performance or as moti-ationtocorrect poor performance. Thepurposeof trainingistosupport theachie-ement of organi?ation#s goals 42 increasing the necessar2 s*ills of itsemplo2ees.Trainingisappropriate.hen2ourorgani?ationcan4eeCpectedtogainmore 4ene:t from the training than it in-ested in its cost. The -alue of an2training in-estment to the organi?ationmust rel2 on the -ision and%udgment of line super-isors and managers. Hou ma2 authori?e training to4uild s*ills and *no.ledge le-els that help emplo2ees 4etter contri4ute to2our organi?ational mission(s). )n some cases9 the need is immediate andthe training remedialM in other cases9 the aim is to update and maintainprofessional *no.ledgeM andinstill others thegoalis toprepareforre&uirements anticipated 42 higher le-el o>cials.The follo.ing factors might indicate training or de-elopment needs of 2ouremplo2ees:A.Deelop!entofe!ployee"!anage!ents#ills to$lla currentneed Trainee or intern training plans !eduction in Gorce (!)G) placements Ne. "mplo2ees Ne. super-isors $anagerial competenc2 assessments !eassignments Promotions%. &!ployee relations"organi'ational proble!s Performance pro4lems Production pro4lems Safet2 pro4lems )nspection de:cienciesC. (eet changing needs Ne. technolog2 Ne. e&uipment or programs $oderni?ation of e&uipment $ission changes 6a.s and regulationsD. Career Deelop!ent< "mplo2ees# re&uests Career enhancement plans'.3 The Purpose and ,4%ecti-e for ConductingNeeds Assessment)dentif2ing training needs for 2our emplo2ees re&uires careful scrutin2 ofmission o4%ecti-es9 personnel9 production9 ra. materials9 costs9 and otherfactors. The training re&uires 2ouidentif2factorinto thetotal training4udget forecasted for 2our organi?ation and 2ourinstallation9 andimpacts on the amount of funds that are allocated 42 seniormanagement.< Conducting a needs assessment is useful in identif2ing ,rgani?ationalgoals and its e=ecti-eness in achie-ing these goals.< Bapsordiscrepancies4et.eenemplo2ees*illsandthes*illsre&uired for e=ecti-e %o4 performance.< Pro4lems that ma2 not 4e sol-ed 42 training. )f policies9 practices andprocedures need to 4e corrected or ad%usted9 this is a concern fortop management9 not a training concern.< Conditionsunder .hichthetrainingandde-elopment acti-it2.illoccur.)n addition to pro-iding a clear direction for identif2ing training needs9 aneeds anal2sis also ser-es as 4asis for e-aluating the e=ecti-eness of thetrainingprogram. ,ncompletionof theanal2sis9 2ouha-ea4asisforcomparison. )n the a4sence of a needs anal2sis9 training results are usuall2su4%ecti-e and might not 4e attri4uta4le to the training.)mplementingandde-elopingtrainingprogramscan4eeCpensi-e9 soitma*essensetoanal2?etrainingneeds attheonset9 sotrainingcan4etailored to focus on speci:c needs and .ithstand e-aluation after training. '.5 Needs Assessment 6e-elsThere are three le-els of needs assessment: < )rgani'ational analysis< Tas# analysis and < *ndiidual analysis. )rgani'ational analysis,rgani?ational anal2sisloo*satthee=ecti-enessof theorgani?ationanddetermines.heretrainingisneededandunder.hatconditionsit.ill 4econducted.The organi'ational analysis should identify:< "n-ironmental impacts (ne. la.s 42 go-ernment and NB, Bureau).< State of the econom2 and the impact on operating costs.< Changing .or* force demographics and the need to address cultural orlanguage 4arriers.< Changing technolog2 and automation.< )ncreasing glo4al.orld mar*et places.< Political trends such as seCual harassment and .or*place -iolence andpolitical unrest li*e hartal.< ,rgani?ational goals (ho. e=ecti-e is the organi?ation in meetings itsgoals)9 resourcesa-aila4le(mone29 facilitiesM materialsonhandandcurrent9 a-aila4le eCpertise .ithin the organi?ation).< Climate and support for training (top management support9 emplo2ee.illingness to participate and responsi4ilit2 for outcomes).The infor!ation needed to conduct anorgani'ationalanalysis canbe obtained fro! a ariety of sources including:< ,rgani?ational goals and o4%ecti-es9 mission statements9 strategicplans.< Sta>ngin-entor29 successionplanning9 longandshorttermsta>ngneeds.< S*ills in-entor2: 4oth currentl2 a-aila4le andshort andlong termneeds9 organi?ational climate indices: la4ormanagement relationships9grie-ances9 turno-er rates9 a4senteeism9 suggestions9 producti-it29accidents9 short term sic*ness and o4ser-ations of emplo2ee 4eha-ior9attitude sur-e2s and customer complaints.< Anal2sis of e>cienc2 indices: costs of la4or9 costs of materials9 &ualit2of products9 e&uipment utili?ation9 production rates9 costs ofdistri4ution9 .aste9 do.n time9 late deli-eries and repairs.< Changes in e&uipment9 technolog2 or automation.< Annual report.< Plans for reorgani?ation or %o4 restructuring.< Audit eCceptionsM re.ard s2stems.< Planning s2stems.< Delegation and control s2stems.< "mplo2ee attitudes and satisfaction.Tas# analysisTas* anal2sis pro-ides data a4out a %o4 or a group of %o4s and the*no.ledge9 s*ills9 attitudes and a4ilities needed to achie-e optimumperformance.There are a -ariet2 of sources for collecting data for a tas* anal2sis:< Job description;; A narrati-e statement of the ma%or acti-itiesin-ol-ed in performing the %o4 and the conditions under .hich theseacti-ities are performed. )f an accurate %o4 description is not a-aila4leor is out of date9 one should 4e prepared using %o4 anal2sis techni&ues.< KSAanalysis;; Amoredetailedlist of speci:edtas*sfor each%o4including< Kno.ledge9 S*ills9 Attitudes and A4ilities re&uired of incum4ents.< Performance standards;; ,4%ecti-es of the tas*s of the %o4 and thestandards42.hichthe2.ill 4e%udged. Thisisneededtoidentif2performance discrepancies.< Observe the job/sample the work.< Perform the job.< Job inventory qestionnaire;; "-aluate tas*s in terms of importanceand time spent performing.< !eviewliteratreabot thejob;; !esearchtheA4est practicesAfrom other companies9 re-ie. professional %ournals.< Ask qestions abot the job;; ,f the incum4ents9 of the super-isor9of upper management.< Analysisofoperatin"problems;;Do.ntime9 .aste9 repairs9 latedeli-eries9 &ualit2 control.*ndiidual analysis)ndi-idualanal2sis anal2?es ho..elltheindi-idual emplo2eeis doing the%o4 and determines .hich emplo2ees need training and .hat *ind.Sources of infor!ation aailable for an indiidual analysis include:< Perfor!ance ealuation;; )denti:es .ea*nesses and areas ofimpro-ement.< Perfor!anceproble!s;; Producti-it29 a4senteeismor tardiness9accidents9 grie-ances9 .aste9 product &ualit29 do.n time9 repairs9e&uipment utili?ation9 customer complaints.< )bseration ;; ,4ser-e 4oth 4eha-ior and the results of the 4eha-ior.< +or# sa!ples ;; ,4ser-e products generated.< *nterie,s;; Tal* to manager9 super-isor and emplo2ee. As*emplo2ee a4out .hat heshe 4elie-es heshe needs to learn.< -uestionnaires ;; 1ritten form of the inter-ie.9 tests9 must measure%o4;related &ualities such as %o4 *no.ledge and s*ills.< Attitude sureys ;; $easures morale9 moti-ation9 satisfaction.< Chec#lists or training progress charts;; Ip;to;date listing ofcurrent s*ills.'.' $ethods of Conducting TNAGollo.ing methodstechni&ues can 4e used for conducting TNA Sur-e2s&uestionnaires< )nter-ie.s< Performance Appraisals< ,4ser-ations< Tests< Assessment Centers< Gocus Broups< Document re-ie.s< Ad-isor2 CommitteesAdantages and Disadantages of NeedsAssess!ent (ethods$ethods Ad-antages Disad-antagesSur-e2s Nuestionnaires$a2 4e in the form of sur-e2s or polls of a random or strati:ed sample or an entire population.Can use a -ariet2 of&uestion formats: ,pen;ended9 pro%ecti-e9 forced;choice9 priorit2 ran*ing.Can reach a large num4er of people in a short time.Are ineCpensi-e.Bi-e opportunit2 of response .ithoutfear of em4arrassment.Hield data easil2 summari?ed andreported.$a*e little pro-ision for free response.!e&uire su4stantialtime for de-elopment of e=ecti-e sur-e2 or &uestionnaire.Do not e=ecti-el2 get at causes of pro4lems or possi4le solutions.)nter-ie.sCan 4e formal or casual9 structured or unstructured.Inco-er attitudes9 causes of Are usuall2 time;consuming.$ethods Ad-antages Disad-antages$a2 4e used .ith a representati-e sample or .hole group.Can 4e done in person9 42 phone9 atthe .or* site9 or a.a2 from it.pro4lems9 and possi4le solutions.Bather feed4ac*M2ield of data is rich.Allo. for spontaneous feed4ac*.Can 4e di>cult to anal2?e and &uantif2 results.Need a s*illful inter-ie.er .ho can generate data .ithout ma*ing inter-ie.ee self;conscious or suspicious.Performance appraisals$a2 4e conducted informall2 or s2stematicall2.Conducted 42managerMappraisalde-eloped 42 H!.Should 4econducted on aregular 4asis andseparatel2 frommerit discussions.)ndicate strengths and.ea*ness in s*ills and identif2 training and de-elopment needs.Can also point out candidates for merit raises or promotions.Can 4e costl2 to de-elop the s2stem9 implement the appraisals9 and process the results.$a2 ena4le managers to manipulate ratings to %ustif2 a pa2 raise.$a2 in-alidate theappraisal 4ecause of super-isor 4ias.$a2 4e prohi4ited for union emplo2ees.,4ser-ationsCan 4e technical9functional9 or 4eha-ioral.Can 2ield $inimi?e interruption of routine .or* Oo. or group acti-it2.!e&uires a highl2 s*illed o4ser-er .ith process and $ethods Ad-antages Disad-antages&ualitati-e or &uantitati-e feed4ac*.$a2 4e unstructured.Benerate real;life data.content *no.ledge.Allo. data collection onl2 in the .or* setting.$a2 cause Dspied onE feelings.Tests Can 4e functionall2 oriented to test a 4oard9 sta=9 or committee mem4er#s understanding.Can 4e administered in a monitored setting orDta*e home.ECan 4e helpful indetermining de:ciencies in terms of *no.ledge9 s*ills9 or attitudes."asil2 &uanti:a4le and compara4le.$ust 4e constructed for the audience9 and-alidit2 can 4e &uestiona4le.Do not indicate ifmeasured *no.ledge and s*ills are actuall2 4eing used on the %o4.AssessmentCentersGor $anagement de-elopment!e&uire participants to complete a 4atter2 of eCercises to determine areas of strength that needde-elopment.Assess potential 42 ha-ing people .or* Can pro-ide earl2 identi:cation of people .ith potential for ad-ancement.$ore accurate than DintuitionE!educe 4ias and increase o4%ecti-el2 in Selecting people to 4e included in the high;potential process di>cult .ith no hard criteriaa-aila4le.Are time;consumingand costl2 to administer.$a2 4e used to $ethods Ad-antages Disad-antagesin simulated management situationsselection process. diagnose de-elopmental needs rather than high potential.Gocus groupsgroup discussionCan 4e formal or informal1idel2 used method.Can 4e focused on a speci:c pro4lem9 goal9 tas*9 or theme.Allo. interaction 4et.een -ie.points."nhance D4u2;inEMfocus on consensus.Help group mem4ers 4ecome4etter listeners9 anal2?ers9 pro4lem sol-ers.Are time;consumingfor 4oth consultantsand group mem4ers.Can produce data that is di>cult to &uantit2.Document !e-ie.s,rgani?ational charts9 planning documents9 polic2 manual9 audits9 and 4udget reports.)nclude emplo2ee records (accidents9 grie-ances9 attendance9 etc.).Also include meetingminutes9 program reports9 and memos.Pro-ide clues to trou4le spots.Pro-ide o4%ecti-e e-idence or results.Can easil2 4e collected and compiled.,ften do not indicate causes of pro4lems or solutions.!eOect the past rather than the current situation.$ust 4e interpreted 42 s*illed data anal2sts.Ad-isor2Secure informationAre simple andCarr2 4iased $ethods Ad-antages Disad-antagesCommittees from people .ho arein a position to *no.the training needs ofa particular group.Suppl2 data gathered from consultants 42 usingtechni&ues such as inter-ie.s9 group discussions9 and &uestionnaires.ineCpensi-e.Permit input and interaction of a num4er of indi-iduals .ith personal -ie.s of the group#s needs."sta4lish and strengthen lines of communication.organi?ational perspecti-e.$a2 not represent the complete picture 4ecause theinformation is from a group that is not representati-e of the target audience.'.7 Conducting a Needs Anal2sis)nselecting.hichtrainingneedsanal2sistechni&uestouse9 onere&uiresans.ers to &uestions such as the follo.ing:< 1hat is the nature of the pro4lem 4eing addressed 42 instructionL< Ho.ha-etrainingneeds4eenidenti:edinthepastand.ith.hatresultsL< 1hat is the 4udget for the anal2sisL< Ho. is training needs anal2sis percei-ed in the organi?ationL< 1ho is a-aila4le to help conduct the training needs anal2sisL< 1hat are the time frames for completing the eCerciseL< 1hat .ill 4ethemeasureof asuccessful trainingneeds anal2sisreportLThe time spent and the degree of formalit2 .ill di=er according to particularneeds and the organi?ation in-ol-ed. There are9 ho.e-er9 four 4asic steps:*. .ather data to identify needsThis can 4e accomplished through:< Sur-e2s&uestionnaires< )nter-ie.s< Performance Appraisals< ,4ser-ations< Tests< Assessment Centers< Gocus Broups< Document re-ie.s< Ad-isor2 CommitteesAsillustratedinthechart4elo.9 eachmethodhasspecial characteristicsthatcana=ect4oththe*indand&ualit2oftheinformationo4tained. Gorinstance9 an inter-ie. can reOect the inter-ie.er#s 4iases9 .hile a&uestionnaire can ha-e sampling 4iases if onl2 a fe. participants return thesur-e2. )t is 4est to use more than one method to help -alidate the data as2ou can get di=erent t2pes of informationfromthe di=erentmethods. GoreCample9 2oucanuse&uestionnairestogatherfactsandutili?efollo.;upinter-ie.s to del-e more into .h2 people ans.ered &uestions the .a2 the2did.)t isalsoimportant toincludepersonsfromacrosssectionof thetargetemplo2ees for training. Sample people .ith -ar2ing eCperience le-els9 or 2ou.ill not ha-e a -alid sample and training .ill onl2 4e e=ecti-e for a certainpart of the total population 2ou targeted.**.Deter!ine ,hat needs can be !et by training and deelop!ent)f there is indication of performance de:cienc29 the neCt step is to determine.hat needs can 4e met 42 training and de-elopment. )f the pro4lems relateto emplo2ee relations such as poor morale9 lac* of moti-ation or ina4ilit2 tolearn9 trainingisnotasolution. Humanresourceprofessionals .housetrainingas amoti-ator misunderstandthepurposeof training9 .hichissimpl2 to pass on missing s*ills and *no.ledge to emplo2ees .ho are .illingand a4le to learn. Pro4lems arising fromnon;training issues such asinsu>cient re.ards or o4solete e&uipment can 4e identi:ed and referred tomanagement.***. Proposing solutionsAfter determining that training is a potentialsolution9 H! professionals .illneed to closel2 eCamine if formal training is the 4est .a2 to meet the need.Hou might :nd that practice or feed4ac* is all that is needed.< Practiceisuseful .henaparticulars*ill .astaught 4utnot used. GoreCample9 an emplo2ee might 4e trained in all aspects of a .ord;processing program 4ut use onl2 a small portion of those s*ills. )f the %o4re&uires eCpansion of those s*ills9 the emplo2ee ma2 need time to re-ie.additional .ord processing material and practice using them.< Feedbacktoemplo2eesconcerningtheir.or*iscritical inmaintaining&ualit2. $anagers and super-isors need to periodicall2 e-aluate %o4performance and tell emplo2ees .hat the2 are doing correctl2 orincorrectl2 to a-oid .or* s*ills diminishing. )f an emplo2ee .as not a4le toperform a certain s*ill9 using an eCisting program to retrain or designing ane. program ma2 4e the appropriate solution.*/. *dentifying the Ne0t Step,nce needs ha-e 4een anal2?ed and identi:ed9 the neCt step is to de-elopthetrainingproposal itself. )t shouldspell out theneedfor training9 theeCpected results9 the people to 4e trained9 and the eCpected conse&uences iftrainingis not conducted. A*e2decisionis .hether touseaneCistingprogram or design a ne. training program.'.8 !esults of the Needs AssessmentAssuming that the needs assessment identi:es more than one training need9thetrainingmanager9 .or*ing.ithmanagement9 prioriti?es thetraining4ased on the urgenc2 of the need (timeliness)9 the eCtent of the need (ho.man2 emplo2ees need to 4e trained) and the resources a-aila4le. Based onthis information9 the training manager can de-elop the instructionalo4%ecti-es for the training and de-elopment program.All those le-els of needs anal2sis are interrelated and the data collected fromeach le-el is critical to a thorough and e=ecti-e needs assessment.Summar2Thepurposeof atrainingneeds assessment is toidentif2 performancere&uirements or needs .ithin an organi?ation in order to help directresources to the areas of greatest need9 those that closel2 relate to ful:llingthe organi?ational goals and o4%ecti-es9 impro-ing producti-it2 and pro-iding&ualit2 products and ser-ices.The needs assessment is the :rst step in the esta4lishment of a training andde-elopment Program. )t is used as the foundation for determininginstructional o4%ecti-es9 the selection and design of instructional programs9theimplementation of theprograms andthee-aluationof thetrainingpro-ided. These processes form a continuous c2cle .hich al.a2s 4egins .itha needs assessment.