TRAINING NEED

ASSESSMENT

1
 Training?

Training helps to
Existing bridge the gap Required
• Skills • Skills
• Knowledge • Knowledge
• Attitudes • Attitudes

2
 Training Need Analysis (TNA)

Existing TNA is a tool to Required

• Skills identify the gap • Skills
• Knowledge • Knowledge
• Attitudes • Attitudes

3
 Gap Analysis
Ideal Outcome – Actual Outcomes
=
Gap or Problem

4
 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

5
 What Does Needs Assessment Do?
• Examines whether training will correct
performance problem
• Increases likelihood of training transfer
• Identifies WHO
• Reduces duplication

6
Who Conducts Needs Assessment?
• Training manager
• General manager
• Upper managers
• Employees

7
 Factors to Consider
• Time
• Money
• Resources
• Number of people
• Confidentiality
• Ease of assessment
• Validity and reliability
8
 Identify the Gap
Is the problem due to:
• Lack of skill
• Lack of knowledge
• Lack of appropriate systems

9
 Ideal Outcome
The ideal outcome is defined by:
• Vision statement
• Mission statement
• Goals
• Strategic plan
• Values
• Culture
10
Need Assessment refers to the process used to
determine whether training is necessary.

Needs assessment typically involves

Organizational Analysis
Person Analysis
Task Analysis
11
 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.

12
 Person Analysis
It involves
1) 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. 13
 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.

14
 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.

15
•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.

16
17
 Who Should Participate in Needs
Assessment
Upper Level Managers

They are usually involved to the determine whether training meets

The company’s strategy and then to provide appropriate financial
Resources.

Mid-Level Managers

They support for training.

18
 Subject-matter Expert (SME) are employees, academics, managers,
technical experts, trainers, and even customers or supplies who are
Knowledgeable 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

19
20
 Methods Used in Needs Assessment

• Observation

• Questionnaires

• Interviews

• Focus Group

• Documentation (Technical Manuals, Records)

• Online Technology (Software)

21
22
The Needs Assessment Process

23
 COMMON MODEL FOR
SUBMISSION OF TRAINING PLAN
IDENTIFY
IDENTIFY IDENTIFY
IDENTIFY
INDIVIDUAL
INDIVIDUAL ORGANIZATIONAL
ORGANIZATIONAL
TRAININGNEEDS
TRAINING NEEDS TRAININGNEEDS
TRAINING NEEDS
-MISSION
-OBJEC TIVES
DEVELOP LEARNING
DEVELOP LEARNING -FUNCTIONS
OBJECTIVES
OBJECTIVES

PREPARE ON
PREPARE ONTHE
THEJOB
JOB&&
LOCALTRAINING
LOCAL TRAINING
COMPONENT.
COMPONENT.

IDENTIFY
IDENTIFY
TRAINING
TRAINING
RESOURCES. .
RESOURCES

PRESENTTHE
PRESENT THE
PLANAS
PLAN ASAA PROPOSAL
PROPOSAL
FOR ASSISTANCE
FOR ASSISTANCE 24
 MEASUREMENT OF TRAINING
EFFECTIVENESS
DEVELOPING
DEVELOPING
NEED
NEED PERFORMANCE
PERFORMANCE
ASSESSMENT MEASURES
MEASURES
ASSESSMENT
DIVISIONS/UNITS..
FOR DIVISIONS/UNITS
FOR

DEVELOPING
DEVELOPING
LEARNINGOBJECTIVES
LEARNING OBJECTIVES

IMPLEMENTINGTRAINING
IMPLEMENTING TRAINING
PLAN..
PLAN

EVALUATION
EVALUATION
 Goldstein (1986, 1991, 1993)
Model of Training Needs Analysis
Stage One
Estab lish organ isationÕscommitment and support

Stage Two
Organ isat ional Ana lysis

Stage Three
Requ irement Ana lysis

Stage Four
ÔNeeds Assess mentÕ- Task & KSA ana lysis of tra ining needs

Stage Five
ÔPerson AnalysisÕ

Stage Six
Collate data to input to, and des ign of, training env iron ment 26
and tra ining eva luation
 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’

27
 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

28
 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

29
 Stage Four : Needs Assessment
Task 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.

30
 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

31
 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)

32
Thank you

33