The document discusses training needs analysis (TNA). TNA aims to identify gaps between current and desired job performance or skills. It involves a 5-step process: 1) identify problem needs through context analysis and goal-setting; 2) determine the appropriate analysis method; 3) collect data through interviews, surveys, documents and observations; 4) analyze the data qualitatively or quantitatively to determine solutions; 5) provide a report and presentation with feedback. The document also discusses McGhee and Thayer's 3-level analysis model for TNA at the organizational, operational and individual levels. It provides examples of analyzing training needs at each level. Finally, the document lists 8 ways to motivate employees in training, such as

1. Training Needs Analysis (TNA)

5. Why do we need a Training Needs Assessment?
 First, identify dissatisfaction with the current situation and desire
for change as similarities among the requests. Each request
implies that a gap or discrepancy exists between what is and
what could be or should be. A learning or performance gap
between the current and desired condition is called a need. TNA
aims at the following situations.
 Solving a current problem
 Avoiding a past or current problem
 Creating or taking advantage of a future opportunity
 Providing learning, development or growth

13.  Step One: Identify Problem Needs:
 a. Determine the context
 b. Perform gap analysis
 c. Set objectives
 Step Two: Determine Design of Needs
Analysis:
 a. Establish method selection criteria
 b. Assess advantages and disadvantages for
methods

14.  Step Three: Collect Data
 a. Conduct interviews
 b. Administer questionnaires and surveys
 c. Review documents
 d. Observe people at work
 Step Four: Analyze Data:
 a. Conduct qualitative or Quantitative Analysis
 b. Determine solutions/recommendations
 Step Five: Provide Feedback
 a. Write report and make oral presentation.

15. Training need analysis

16.  McGhee and Thayer's Three-Level
Analysis
 The model provides a systematic means of
conducting a TNA at three levels:
organizational, operational (or task), and
individual (or person).

17.  Organisation Analysis
 The organisation analysis allows you to view the
performance of the organisation. It is interesting to
note that whilst this analysis does not indicate a
specific training need of an individual it can
highlight performance problems in specific
departments within the organisation.
 The following areas will assist in your analysis:
 Profit and Loss statements by department
 Employee turnover
 Downtime
 Organisations Business Plan (Objectives and
Goals)

18.  Operational Analysis
 At the operational analysis you will be
concerned with what Knowledge, Skills
and Abilities are required to perform
certain jobs/tasks.
 This information can be gained through:
 Quality Assurance Procedures
 Interviewing Heads of Departments
 Obtaining Job Descriptions

19.  Person Analysis
 This is where you analyse how well the team or
individual performs the task/job. Again a range
of tools are available to evaluate the extent of
teams and individuals skills, knowledge and
abilities. These include:
 Interviewing staff (about the job)
 Observation 'On-the-job'
 Job Profile

20. Training need analysis

21. Motivation training
 8 Ways to motivate your employees in their
training
 1. Incorporate training in organisational
culture
 First things first, if your organisational culture
doesn’t support training, then you’re going to
find it difficult to motivate and engage the
employees.

22.  2. Give regular feedback
 If your employees are completing training content
without getting any feedback, they’ll start to feel like
they’re dropping their work down a well, never to be
seen again.
 3. Keep it interesting
 Some people have the strange notion that learning is
supposed to be hard work, and being boring is all part
of the package. Don’t bore your employees. If you’re
pumping out the same lifeless training documents
without a thought for learner engagement, then don’t
be surprised if your learners don’t engage with them.

23.  4. Contextualise your employees’ training
 Going back to the point about giving regular feedback,
we can see how important it is that your learning
programme has meaning for your employees. If they
can’t see what the ultimate goal of their training is,
they’re not as likely to become invested.
 Make the training relevant for the individual
 Here’s why the sheep-dip approach to training doesn’t
work: If you’re pushing the same training to everyone,
then everyone is going to find themselves working
through content that is of no use to them. This
speedbump can kill the momentum in their learning
journey and it might drive them away altogether

24.  Identify employee strengths
 Creating learning pathways for each department will go a long
way towards reducing friction and keeping motivation levels up,
but imagine what would happen if you could create personalised
learning pathways for every employee in the business.
 Emphasise the long-term career prospects
 The majority of your employees will have an interest in the
continued success of the company as a whole – but even the
most selfless soul will have one eye on how the training can
benefit them personally.
 Recognise their expertise
 We’ve already hinted that one key to motivating people to do
anything is to convince them that it’s not a complete waste of time.
Right now, in your organisation, there are hidden experts who
have trained hard to master a particular topic. If they don’t have an
outlet for sharing their expertise, they might feel like they learned it
all for nothing.

25. Trainee Readiness