TRAINING

NEED ANALYSIS
The bigger picture
Organisational performance

Employee performance

Employee Skills, Knowledge and Attitudes

Employee education, experience and training

 Training??

Training helps to
Existing bridge the gap
Required
• Skills TNA is a tool to • Skills
• Knowledge identify the gap • Knowledge
• Attitudes • Attitudes
TNA in essence…
1 Start with future organisational goals and challenges

2 Assess required employee performance to meet the goals and challenges

3 Assess required employee Skills, Knowledge and Attitudes to deliver the performance

4 Identify employee training needs to bridge the gap

 Needs Assessment Definition
A needs assessment is the process of
identifying performance requirements
and the "gap" between what
performance is required and what
presently exists.
Instructional Design Process
ANALYZE DESIGN

DEVELOP IMPLEMENT

EVALUATE
 Analysis Input
Organizational analysis
Objectives, Resources Process
Environment

TRIGGER
(AOP)< (EOP)
Operational analysis Identify Performance
Expected Performance (EP) Discrepancy (PD)
PD= EP-AP
And
Causes of PD
Person analysis
Actual Performance (AP)

Training needs Nontraining needs

Output
Step 1: Define the problem
Describe Discrepancy

DESIRED PERFORMANCE (Optimals)

- ACTUAL PERFORMANCE (Actuals)

= POSSIBLE TRAINING NEED

Step 2: Is it important?
 Why is it important?
 What if you did nothing?
 How big is it? (Quantify if
possible)
 “Is the cost of the discrepancy high
enough that it seems worth
pursuing a solution?”
If the answer is no…..

IGNORE

REJOICE
Step 3: Determine Cause(s)
Is it a problem of skill
or
a problem of will?

I don’t
I don’t
wanna!
wanna! I don’t know
how.
If a skill deficiency..
 Provide training
 Provide practice
 Provide feedback
 Simplify the task
 Develop a job aid
 OJT
 Transfer
 Terminate
 Yes, it is a problem of will...
Reward/ Change
Performance
incongruence? contingencies

And other question...

Inadequate Provide proper

feedback or feedback/Remove
Obstacles? Obstacles
To solve a performance issue
 Training may not be the answer
 Training may not be the only answer
If training is the answer….
 Formal training
 Self study
 Technology based
 Job related/workplace
approaches
 Some questions for TNA
 WHY ?

 WHEN ?

 WHERE to look for performance

discrepancies?
Framework for TNA
 Input
 Organizational Analysis
 Operational Analysis
 Person Analysis
 Process
Determining the nature of PD and its causes.
 Output
 Provides us training / training needs.
 Organizational Analysis
Provide information about:
 Mission & strategies of an organization
 Resources & their allocation, given the objectives
 Capital Resources
 Human Resources
 Organizational environment: Internal factors that
may be causing problems
 Impact of the preceding factors on developing,
providing & transferring the KSAa to the job if
training is the chosen solution to the PD; where to
collect data – to identify the causes of PD
Operational Analysis
Determines exactly what is required of
employees in order for them to be effective:
KSAs required to meet expectations.
Characteristics of task environment (work flow,
ergonomics, etc) to be able to meet expectations.
Incumbents & supervisors are questioned.
WHAT TO ASK? WHOM TO ASK?
Mission, Goals & Objectives Top Management
-Is there any general understanding of the Department Managers
above? Incumbents
Social Influences Top Management
Feeling about meeting goals? Department Managers
Social pressure for achieving goals? Incumbents
Reward System Top Management
Department Managers
Incumbents
Job Design Supervisors
Incumbents
Job Performance Supervisors
Incumbents
Methods & Practices Department Managers
Supervisors
Incumbents
Job Analysis
 What is the Job?
 Where to collect data?
 Whom to ask?
 Incumbents
 Supervisors
 Who should select incumbents? How many to
ask?
 How to select?
 What to ask about?
Job Analysis Techniques
 Worker oriented approach
 Task oriented approach
e.g., job-duty task method

Rate KSAs as “Importance to this job” as:

Doesn't apply / Minor / Low / Average / High /
Extreme &
Its “Importance at the time of hire”.
JOB TASK–ORIENTED WORKER–ORIENTED
APPROACH APPROACH

Garage Checks tire pressure Obtain information from

Attendant visual displays

Machinist Checks thickness of Use of a measuring device

crankshaft

Dentist Drills out decay from Use of precision

teeth instruments

Forklift Loads pallets of High level of eye-hand

Driver washers onto trucks coordination
Job analysis when no incumbents are
present
 Contact the manufacturer & ask if that / similar
equipment was used elsewhere.
 Obtain specifications & operating manuals for the new
equipments.
 Interview engineers responsible for designing the new
equipment.
 Obtain blueprints & layouts of the physical equipment as
well as flowcharts of the operating software.
 Identify two main tasks as per Task & Worker oriented
approach.
Job Analysis indicate expected
performance
Gives a list of tasks & KSAs required to
perform the job.
Task information is used to:
 Identifying the expected behavior
 Developing actual training programs
 Evaluations of the training

Task information leads to identification of

KSAs
Competency Modeling
Develop key competencies required for the job.
Competency (U.S) is a cluster of related KSAs that
differentiate “high” performers from average performers.
Competency (U.K, Aus.) is what someone needs to be
doing to be competent at their job.
More generic in nature.
Longer-term fit.
Include KSAs + feelings & motivation.
Tie into corporate goals.
Advantages
 Training based on task analysis can be dated
quickly as work undergoes dynamic changes.
 Nature of work is changing & employees are
expected to involve in decision making &
customer satisfaction.
 Corporate downsizing is changing tightly defined
jobs to a more flexible work design.
 Competencies help HRD focus its training.
 How is it done?
 Meet upper management
 Determine strategies/goals specific challenges or specific focus.
 Generate some tentative competencies.
 Identify specific jobs.
 Meet high performers from those jobs and their supervisors to:
 Determine critical incidents that distinguishes “high performers”.
 Focus on the aspects that tie into the strategic direction of the company.
 Formulate some tentative competencies.
 Determine the competencies that overlap with upper management
competencies.
 Verify the preceding information with another group pf high
performers and their supervisors.
 Link this information to job analysis information obtained from the
job to articulate specific KSAs that make up the competency.
Person Analysis
Methodology to identify those incumbents
who don’t meet the performance requirements
(PD = EP – AP)
In the proactive analysis, EP is what is needed
in the future and AP is the current
performance level.
 Where to collect data from?
 Performance Appraisal
 Supervisor Ratings
 Self Ratings
 360 Degree Performance Review
 Performance Data
Used to judge likelihood of Deficiency being a KSA issue:

Low Distinctiveness High Distinctiveness

(in many areas) (in one area)

High Consensus Unsure Low

(with many people)
Low Consensus High Unsure
(with less people)
contd..
 Proficiency Tests
 Cognitive Tests:
 Measure levels of knowledge
 Paper & pencil Test in groups.
 Behavioral Tests:
 Determine needs related to skills required on the job.
 Incorporate work samples.
 Assessment Centers.
 Surveys:
 To judge attitude.
Gathering TNA Data
Final Thoughts
For conceptual understanding, divide the TNA into 3
distinct factors:
1. Organization
2. Operation
3. Person
For the TNA to be effective, ensure that the organization:
 Allows developmental appraisals.
 Allows self – appraisal.
 Places high value on developing subordinates.
Provide opportunities for training & mentoring.
Outcomes of TNA
 Identification of PDs.
 Identification of their causes.
 Deciding whether they are important enough to
be fixed up.
-----------------------------------------------------------
 Training Needs
-PDs that are due to lack of KSAs & for which training is a
solution.
 Non-Training Needs
Non Training Needs
Where training is not the best solution.
No KSA Deficiency. Caused by:
 Reward / punishment
 Inappropriate / inadequate feedback

 Obstacles in the system

KSA Deficiency. Solutions could be:

 Job Aids
 Practice

 Changing the job

Approaches to TNA
 Proactive TNA
 Focuses on future HR requirements.
 Prepare for future promotions/transfers.
 Prepare for changes in the current job.
 e.g., Succession Planning
 Reactive TNA (Repair Act)
 Begins with existing PD.
 Focus mainly on one department.
 Those who show PD are the key trainees.
 Focuses on a particular part of the job.
 Teamwork
in conducting
training need analysis
 Teamwork

Teamwork is all about performing a task in a team,

where in all the members contribute to achieve a
specified goal.
 Training need analysis (TNA)
 Investigation forms the basis of training need
analysis and effective investigation leads to
effective TNA.
 It involves observing the day-to-day operations
of the organization and interact with people at all
levels, from production line to management
 Maintain informal contacts with individuals
throughout the organization
TNA (contd)
 Regularly assess the attitudes and feelings
of the organization’s staff
 Stay abreast of all policies, procedures and
standards relating to work performance
 Formally and informally gathering input
from various constituencies
 Formation of task force in
conducting TNA
 To do an effective TNA, a permanent task force
is essential
 Task force should include representatives from
each department for effective TNA
 Choose those who know and care about the
situation
 Identify a contact person or “champion” who is
committed to training and whom you can call
upon for support and resources
 TNA and Design
 Once the needs assessment is completed and training objectives are clearly
identified, the design phase of the training and development process is initiated:

 • Select the internal or external person or resource to design and develop

the training.

 • Select and design the program content.

 • Select the techniques used to facilitate learning (lecture, role play,

simulation, etc.).

 • Select the appropriate setting (on the job, classroom, etc.).

 • Select the materials to be used in delivering the training (work books,

videos, etc.).

 • Identify and train instructors (if internal).

 The outcome of Analysis phase creates blueprint
for the design phase.

Suppose a TNA is completed and identified that supervisors need

training in effective communication skills. We then need to make
some decisions, such as

 What method of training to use

 How much time to allot for the training
 How many trainees to train at the same time
 Whether training be on company time
 Whether training be voluntary or mandatory
 On or off-site location for training
Thank You !!!!!