Workshop on Training Needs

Analysis
Presented by: Department of Training and Development

Contents
1. Objective
2. Introduction
3. Concept of TNA
4. Definition of TNA
5. When Training is Appropriate
6. When Training is not the Best Intervention
7. Why TNA
8. Role of TNA
9. Three Level of TNA Analysis
10.TNA-Data Gathering Method
2

1. Objective
1.

Discuss the reasons to execute a training needs assessment.

2.

Describe the three steps to conduct a training needs assessment:

organization, person/learner, and task analysis.

3.

Describe the methods available to collect needs assessment

data.

2. Introduction
Sales director complains that her sale officers
are not making their monthly quotas. She/he
convinced they need more sales training to
address this issue and asks you to design
Training.
What would you do?

Process of Consideration
How do you determine the exact cause of the sales officers failure to
meet their sales quota and whether training is the answer?
Process:

1. Conduct a performance analysis; desired vs.

actual employee performance. What is the
difference in current vs. desired performance?
2. Conduct a training needs assessment (TNA) to
determine if training is the most appropriate
intervention. How can the performance gap
most effectively be eliminated?

3. Concept of TNA
TNA is about the gap finding between what is currently in place and what
is needed, now and in the future.
What the organization expects to happen and what actually
happens.
Current and desired job performance.
Existing and desired competencies and skills.
Problem solving or productivity issues.
Result of TNA answered two very basic questions: who, if anyone, needs
training and what training is needed.

4. Definition of TNA
A TNA is the process to determine whether training to address a
performance gap is necessary. if it does, what training is

required to fill the gap.

5. When Training is Appropriate

Training might be appropriate when:
Poor performance (resulting from a knowledge or
skill deficiency).
Legislation or policies requiring new knowledge or
skills.
New technology.
A customer complaints
Large staff turn over
New jobs, New equipment
8

6. When Is Training NOT the Best

Intervention?
Training is not the best intervention when the
performance issue is a result of:
Recruiting, selection or compensation problems.
Policies and procedures issues.
A lack of coaching and feedback.
Insufficient tools, equipment or resources.
Physical setting problems.
A lack of motivation (job-person fit; person-org
fit); a wont do issue.
9

7. Why TNA

Avoid training for training sake.

Supports cost effective training.
Targets areas of greatest need.
Gives information on the organization's climate.
Gives commitment from managers and trainers
Separates the symptoms from the causes.
Fulfill the organizational goals and objectives

Focus on
Outcome
10

Example of Greatest Needs

Value & Frequency
Matrix

Urgency & Importance

Matrix

11

Example of Symptom and Cause

Department Manager complains about the new
recruited staff
Diagnose

Solution

Recruitment Process

Review and revise the recruitment

process

Orientation Process

See what is the problem of process

On the job training/mentoring

Offer the training to department manager

how to train and mentor employee

12

8. Role of TNA

A TNA is the first step in the

training process model.

TNA assessment involves:

Organization analysis.
Task analysis.
Person/learner analysis.

13

9. Three Level of TNA Analyses

1.
2.
3.

Organization
Tasks
Personal

14

ORGANISATIONAL ANALYSIS
Information required to conduct an organizational
analysis:
Organization's vision, mission, goals and
objectives.
Staffing inventory - succession planning,
long-and short - term staffing needs.
Skills inventory - currently available, shortand long-term needs.
Employees attitudes and satisfaction.

15

TASK ANALYSIS

Detailed analysis of a job to identify specific skills,

knowledge and attributes required to perform it.
Job
Tasks
Knowledge
Skill
Steps
It is Involved breaking a job into major tasks, knowledge,
skill and steps to identify learning outcomes.
16

TASK ANALYSIS (Example)

Task
Answers incoming calls
promptly and courteously

Knowledge

Skill

Company procedure for

greeting callers

Switchboard operation
Assertive and courteous
telephone manner

Ascertains the nature of the Functions within the

call and directs it to the
company
most appropriate person.
Extensions

Questioning and listening

techniques

Takes messages accurately

when required.

Judging when to offer to

take messages
Memo-writing proficiency

Company procedure for

recording messages

17

GAP Analysis Example

Task

Current Performance

Operator: To make monthly

report for calls received to
Admin Manager every
Saturday by Using Excel
Format Provided.

Required Performance

Employee often makes

Complete and accurate
mistakes, missing out
reports are submitted
information and often late. every Saturday.
Employee repeatedly
asks for assistance on
producing the report

Employee is able to
produce reports with no
assistance.

What is the gap?

18

SAMPLE SKILLS REQUIREMENTS

ANALYSIS
JOB POSITION

SITE INSPECTOR

SKILLS AND KNOWLEDGE

REQUIREMENT/S

KNOWLEDGE
OF CONSTRUCTION
PROCESS

BASIC CONSTRUCTION
(Simple)

RECOMMENDED
TRAINING MODULE/S

.PROCESS COURSE

COURSE OR
PROGRAM OUTLINE

WORKING KNOWLEDGE
(Complex)
FULLY-OPERATIONAL
(High-Complex)
19

Skill matrix with gap indications

(Example)
Name

Cut off
roof

Cut out
windows

Fit
high
roof

Vichet

Samphors

Veasna

Fit
windows

Fit
vents

Dara

Gap

Vibol

Need

Tola

Total

Samol

Thread
wiring

Total

Need

Gap

A= Quality to required
standard
B= Quality below required
standard
1= Speed to required standard
2= Speed below required
standard

20

PERSONAL ANALYSIS

Analyses how well an employee is doing the job.

Determines who needs training and what training
is required. May be carried out through:
Performance appraisal - to identify
weaknesses and areas of improvement.
Observation of work performances and behaviour of an
employee such as productivity, absenteeism, accidents
and even customer complaints etc.
Data sources include learners, managers and document
reviews (personnel records, prior training records, or
testing).
21

PERSONAL ANALYSIS

May be carried out through:

Work samples - examining work
quality generated
Interviews - with manager,
supervisor or employee
Attitude surveys - to measure morale,
motivation and satisfaction
22

10. TNA Data-Gathering Methods

Observation
Pro: Generates data relevant to work environment and minimizes work interruptions.
Con: Requires a skilled observer. Employees behavior may be affected by being
observed. In addition, it is time consuming.
Questionnaire
Pro: Inexpensive and can collect data from a number of people.
Con: Provides limited information. There are also anonymity concerns.
Interviews
Pro: Good at uncovering details of training needs and the trainer can explore questions
that arise.
Con: It is time consuming and difficult to analyze. To succeed, need a skilled
interviewer.
Focus Group:
Pro: Useful with complex or controversial issues that one person may be unable or
unwilling to explore.
Con: Time consuming to organize; status or position differences may limit participation.
Document Review
Pro: Good source of information on procedure; apprasial, objective.
Con: May not be available, accessible, or valid.

23

Remark
Big Picture of Training
Organizational performance

Employee performance

Employee Skills, Knowledge and Attitudes

Employee education, experience and training

24

Remark
High

Job
Knowledge/
Skill

Problem: Low Motivation

Problem: Systemic

Method
Assess personal
consequences/ rewards system

Method
Consider system issues, problem is
out of control of the employee

Problem: Bad Fit

Problem: Lack of Knowledge or

Tools

Method
Consider improper placement of
employee in the position

Method
Training

Low

25

Remark
Training may not be the answer
Training may not be the only answer
Training is not what is ultimately
importantperformance is.

26

27