Training Needs Analysis

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Training Needs Analysis (TNA) in one of the essential and basic activity of a HR Manager. Unless scientifically drawn, TNA won't bring fruits of productivity and performance improvement.

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Training Needs Analysis

  1. 1. ANALYSIS PHASE… WHY YOU NEED TO ANALYSE? DR. PEEYUSH VERMA Instructional Design ProcessAnalysis Phase 1
  2. 2. First Step In The ISD Process Performance Problem Analysis Instructional Design Process- Analysis Phase 2
  3. 3. Analysis Phase • Training Needs Analysis • Seven types of analysis 7 • Output of analysis • Evaluation Instructional Design ProcessAnalysis Phase -3
  4. 4. Instructional Design ProcessAnalysis Phase 4
  5. 5. Instructional Design ProcessAnalysis Phase 5
  6. 6. Instructional Design ProcessAnalysis Phase 6
  7. 7. Instructional Design ProcessAnalysis Phase 7
  8. 8. WHY TRAINING?? WHOSE NEED IS THIS? TRAINING SHOULD BE MEANINGFUL PURPOSEFUL FOCUSSED Instructional Design ProcessAnalysis Phase 8
  9. 9. TRAINING INTERVENTIONS Is it a formal need- found through proactive analysis Is it a response to request- found through reactive analysis Instructional Design ProcessAnalysis Phase 9
  10. 10. EXTERNAL ENVIRONMENT ORGANISATIONAL INPUT PROCESS OUTPUT INTERNAL ENVIRONMENT EXTERNAL ENVIRONMENT Instructional Design ProcessAnalysis Phase 10
  11. 11. CHANGING ORGANISATIONAL CLIMATE POLICY CHANGE Instructional Design ProcessAnalysis Phase 11
  12. 12. TRAINING NEEDS A needs assessment is a systematic & scientific set of procedures undertaken for the purpose of setting priorities and making decisions about program for organizational improvement and allocation of resources. Instructional Design ProcessAnalysis Phase 12
  13. 13. TRAINING NEEDS Needs assessments enable you to identify and measure gaps between what is and what ought to be, from which program goals and objectives can be identified. Needs assessments ultimately address questions about the future (What should be done?). Instructional Design ProcessAnalysis Phase 13
  14. 14. E GAP P Instructional Design ProcessAnalysis Phase 14
  15. 15. TRAINING NEEDS In the broadest sense, needs assessment is concerned with policy and programs, not individual diagnosis. If a needs assessment is done well, however, it should lead to actions that will directly benefit those with the needs. Needs assessment should progress through a defined series of phases that involve preparing for the assessment, implementing the assessment, and then applying the results to improve theDesign ProcessInstructional program. 15 Analysis Phase
  16. 16. WHY CONDUCT NEEDS ASSESSMENT? Reduces uncertainty about a specific issue or problem. While we might think we already know what the needs are, usually our knowledge may be based on impressions, or experiences of limited situations or of observations of only a few persons who may not be representative of the population we are concerned with. Identifies both program strengths and weaknesses. Can be used as a baseline against which to compare future changes in the program status. Facilitates your ability to plan, make better informed decisions, set priorities about your program 16 development and improvement needs. Instructional Design ProcessAnalysis Phase
  17. 17. WHY CONDUCT NEEDS ASSESSMENT? • Whether can be conducted with limited resources and time. • Facilitates your ability to more effectively and efficiently allocate and use program resources. • Adds credibility to your program. • Educates others about your program. • Garners additional resources and funding. • Address the perceived changes in the existing system, processes or products. Instructional Design ProcessAnalysis Phase 17
  18. 18. Analysis of the existing situation? Analysis of the existing situation with reference to work environment may include  Work culture,  Job descriptions  Nature of duties  Type of personnel  Resource Utilisation  Constraints Instructional Design ProcessAnalysis Phase 18
  19. 19. What does perceived situation include? Perceived situation with reference to work environment include  Change in work culture,  Change in duties, roles, responsibilities,  Change in policies and address socital issues  Additions and alterations in type of personnel  Additions and change in resource provision  Measures to address constraints Instructional Design ProcessAnalysis Phase 19
  20. 20. TYPES OF TRAINING NEEDS ANALYSIS Context Analysis. An analysis of the business needs or other reasons the training is desired. The important questions being answered by this analysis are who decided that training should be conducted, why a training program is seen as the recommended solution to a business problem, what the history of the organization has been with regard to employee training and other management interventions. User Analysis. Analysis dealing with potential participants and instructors involved in the process. The important questions being answered by this analysis are who will receive the training and their level of existing knowledge on the subject, what is their learning style, and who will conduct the training. Instructional Design ProcessAnalysis Phase 20
  21. 21. TYPES OF TRAINING NEEDS ANALYSIS Work analysis. Analysis of the tasks being performed. This is an analysis of the job and the requirements for performing the work. Also known as a task analysis or job analysis, this analysis seeks to specify the main duties and skill level required. This helps ensure that the training which is developed will include relevant links to the content of the job. Content Analysis. Analysis of documents, policies, plans & procedures used on the job. This analysis answers questions about what knowledge or information is used on this job. This information comes from manuals, documents, or regulations. It is important that the content of the training does not conflict or contradict job requirements. An experienced worker can assist (as a Instructional Design Process21 subject matter expert) in determining the appropriate Analysis Phase
  22. 22. TYPES OF TRAINING NEEDS ANALYSIS Training Suitability Analysis. Analysis of whether training is the desired solution. Training is one of several solutions to employment problems. However, it may not always be the best solution. It is important to determine if training will be effective in its usage. Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effective training results in a return of value to the organization that is greater than the initial investment to produce or administer the training. Instructional Design ProcessAnalysis Phase 22
  23. 23. WHO CONDUCTS NEEDS ASSESSMENT? Depending on your experience and the complexity of the assessment, could plan and conduct the assessment on your own. Consider utilizing an internal, in-house evaluator. Consider hiring a consultant to conduct part or all of the needs assessment activities. Obtain technical assistance from CENTRES Instructional Design ProcessOF EXCELLENCE. 23 Analysis Phase
  24. 24. HOW TO CONDUCT NEED ASSESSMENT? Several basic Needs Assessment techniques include: Direct observation Questionnaires Consultation with persons in key positions, and/or with specific knowledge Review of relevant literature Interviews Focus groups Tests Records & report studies Work samples Instructional Design ProcessAnalysis Phase 24
  25. 25. SAFEGAURDS AGAINST NEED ASSESSMENT? IMPERCEPTIONS ASSUMED VALUES OR ROLES BIASES WRONG PERSON CONDUCTING TNA USING INAPPROPRIATE TOOL IMPROPER RECORDS OR INSUFFICIENT DATA INCOMPLETE OBSERVATIONS WRONG INTERPRETATIONS FAKING THE DATA Instructional Design ProcessAnalysis Phase 25
  26. 26. Seven Types of Analysis Resource analysis Constraints analysis Job analysis Task analysis Instructional Design ProcessAnalysis Phase - 26
  27. 27. Seven Types of Analysis Problem analysis Goal analysis Audience analysis Instructional Design ProcessAnalysis Phase - 27
  28. 28. Output: Analysis Phase • JA Report with… – Training recommendations (performance requirements) – Course content Instructional Design ProcessAnalysis Phase - 28
  29. 29. Analysis Phase A Problem Analysis Phase Instructional Design ProcessAnalysis Phase Job Analysis Report - 29
  30. 30. Model of TNA for Competency Development Requirements ASSSSMENT OF TRAINING INTERVENTIONS THROUGH FORMAL INSTRUMENTS ELEMENTS OF TRAINING INTERVENTIONS ASSESSMENT OF TRAINIGNG INTERVENTIONS THROUGH INFORMAL SESSIONS TNA KNOWLEDGE COMPONENTS COMPETENCY DEVELOPMENT REQUIREMENT S ATTITUDE DEVELOPMENT TRAINING DESIGN TRAINING RESOURCES Instructional Design ProcessAnalysis Phase TRAINING PLAN FOR LEVEL 30

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