Traning Need analysis

1. TRAINING NEED ANALYSIS

2. What is Training Need Assessment OR
Analysis ?
It is a systematic process for determining
and addressing needs, or "gaps" between
current conditions and desired conditions
or "wants

3. What is Training Need Assessment OR
Analysis ?
A training need is the gap between the knowledge, skills and attitudes
required and the knowledge, skills and attitudes already possessed by the
trainee.
It exists at all levels of the organization, it is only the emphasis of one or the
other aspect which changes, whether one is grooming a new chairman or
instructing an operator, since knowledge, skills and attitudes are the three
criteria around which all jobs are based

4. What is Training Need Assessment OR
Analysis ?
There are three major areas in which the staff displays such gaps i.e. they don’t
meet the job requirements. These are :
(a) When their performance in their present position do not match the
required standards,
(b) When the requirement of the job changes due to the changed
circumstances, and
(c) When the present job ceases to exist or the job holder changes jobs,
thereby creating new ‘gaps’ in the new job.

5. TNA
A training needs analysis is basically a data-gathering process used
to identify and compare an organisation’s actual level of performance
to the projected (desired) level of performance.
The difference (discrepancy) will identify the immediate and/or long-
range training need. The “performance” can be interpreted to new
managerial (behaviour) skills or technical (production) skills required to
do a job.

6. Figure below illustrates the interrelationship of these two dimensions.

7. WHY a NEED ANALYSIS ?
It provides a benchmark (pre measure)of
the skills trainees possess prior to the
training
TNA focuses on those KSA’s, the trainees
really need

8. The Questions identified under TRAINING NEED
ANALYSIS.
1. What are the existing skill levels of employees engaged in different tasks at
different levels?
2. What skill sets are required to complete the different tasks/jobs at different
levels?
3. How much is the deviations in the level of skills required and level of skills
possessed?
4. Which training program can help in bridging the gap?
5. Whether in-house or outside training will be beneficial?
6. What is the likely cost of Training Program?
7. What the likely benefit of training Program?

9. IN a NUTSHELL TNA Increases the relevance and
effectiveness of the training programme

10. Classification/Level/Stages of Need Analysis
The training needs can be said to exist at the following three levels:
(a) Individual Level.
(b) Operational Level.
(c) Organizational Level.

13. Organizational Analysis (Macro level)
 This can be triggered as a result of new strategic plan (proactive) or as a
result of some identified performance discrepancy (Reactive).
 This would help in achieving strategic business objectives.
 An organizational Analysis Should be able to provide information on
 Mission & Strategies
 Resource Allocation
 Factors in the internal Environment (Structure , Design etc.)

14. Operational Analysis
 This can be triggered when a discrepancy (Reactive) is identified
 It determines exactly what is required of employees in order for them to be effective
 An operational Analysis Should be able to provide information on
 What KSA’s are required
 What kind of task environment will be able to meet the expectations.
 Job description, specification, work performance standards

15. Individual Analysis
This is basically identifying those incumbents who are not meeting the
performance requirements. (The Gap)
This is to develop programs that are customised to individual needs &
contribute in updating the desired efficiency level of the employees.
 Sources to obtain person analysis
 Performance Appraisal (Supervisor rating, Self rating, 360 degree)
 Performance Data
 Proficiency Tests (Cognitive Tests, Behavioural Tests, Surveys)

16. Levels in identification of TNA
At organizational level, Organizational goals are analysed to find out the
training requirements, At operational level, jobs and tasks are analysed
and at individual level, the KSA and performances of employees are
analysed to determine who needs training.
All these three are inter-connected TNA levels which help in designing
effective training solutions.

17. APPROACHES to TNA
1. PROACTIVE TNA
2. REACTIVE TNA
3. OTHER

18. APPROACHES to TNA
PROACTIVE TNA
Focuses on anticipated performance problem in the future
 Proactive TNA is strategic and carefully planned without a definite problem as the focus. It is
used to deliver new techniques or processes to employees, as well as strengthen existing
expectations.
 Proactive TNA happens when the weaknesses of a work force are unknown and it helps
indicate where help is needed

19. APPROACHES to TNA
REACTIVE TNA
(Focuses on perceived performance problem in the present)
 Happens when a specific problem is pinpointed. For instance, if a worker's
performance problem is evident, reactive TNA is used to correct that specific issue.
 It occurs when a problem is already obvious, creating the need for specialized training
to correct the specific problem.

20. PROACTIVE / REACTIVE TNA
Proactive TNA Reactive TNA
Strategic and carefully planned without a definite
problem as the focus. It is used to deliver new
techniques or processes to employees, as well
as strengthen existing expectations.
It happens when a specific problem is pinpointed. "or
instance, if a worker’s performance problem is evident,
reactiveTNAisusedtocorrectthat specific issue.
It happens when the weaknesses of a work force are
unknown and it helps indicate where help is needed.
Occurs when a problem is already obvious, creating the
need for specialized training to correctthespecificproblem.
It focuses on future human resource requirements Thefocusoftrainingneedsanalysisis'jobperformance
Prepare employees for promotions/ transfers to different
jobs.
Prepareemployeesforchangesintheircurrentjobs.
Reactive approach may be required at times as strategic plans
are not meant to be unchangeable and day to day issues
develop that were not anticipated in the strategic planning
process

21. Other Methods and Techniques of Training
Need Assessment
Seven approaches/techniques are most common:
(a) Training Need Survey:
 most commonly technique used for training need assessment.
 largely depend on the quality of survey.
Survey of training need must define the following:
Present Needs Job requirement & Job performance level
Future Needs In house Training
Individual Needs Managerial Plan
Organisational Needs

22. Format for TNI Survey for Supervisory
Development Programme
Subject Knowledge Must know Nice to know Not required
1. Role of a Supervisor
2. Role of a Technician
3. Role of an Inspector
4. Role of an Instructor
5. Role of a Worker or Subordinate
6. Knowledge of Budgeting and Planning
7. Knowledge of Monitoring and Controlling
8. Knowledge of Discipline
9. Knowledge of Conducting Meeting
10. Knowledge of Delivering a Talk
11. Knowledge of Appraising the Work
12. Knowledge of Trade Union Working
13. Knowledge of Labour Laws
14. Knowledge of Quality Concepts
15. Knowledge of Safety Measures
16. Knowledge of Methods of improvement
17. Knowledge of Routine Working
18. Knowledge of Value Analysis
19. Knowledge of Cost Effectiveness
20. Skill of leadership
21. Skill of Effective Communication
22. Skill of Decision-Making
23. Skill of Interpersonal Relationship
Name of Appraiser .......................................... Dept ............................................................................. of .............................................................................................................

23. Methods and Techniques of Training Need
Assessment
(b) Competence Analysis:
Measurable human capabilities are Competencies. This analyses identify & document
employee competencies.
In this approach the responsibility for training & building competency shifts from
organization to the Individual. Although Organizations are responsible but individuals are
expected to be more responsible for building their own competencies.
They do it by being more proactive, assessing their competency against existing
competency model etc.
Ex. Talking to mentors/exemplary performers
Keeping competency chart to record their competency building.

24. Methods and Techniques of Training Need
Assessment
(c) Performance Appraisal Approach:
This goes with analysing knowledge, skill and the job requirement.
This approach, however, starts after defining the criteria and the standards to measure
or compare the performance.
The main aim of this approach is to find out whether employees on the given work or
positions have the required knowledge and skill to do it properly or not.
Job description vs. job performance analysis provides sufficient data to identify the T &
D.

25. Methods and Techniques of Training Need
Assessment
(d) Task Analysis Approach: (Task, Sub-Task & Smaller Steps)
Each task is break into steps, each step is analyzed for all sorts of applicable factors while keeping in mind
the worker’s existing skills and knowledge about the task. Then it is analysed.
If task can be accomplished by training (or if they have other issues like equipment problems, tool issues,
behavior factor etc.) then we identify individual training needs.
For each training need, separate learning objective must be created.
Tasks specifications and the competence desired to perform the task precisely, identify the training
needs.
Advantage:- It simplify the complex job by dividing the job into main task and sub task.
Disadvantage:- Required highly paid skill observer. Very time consuming process.

26. Methods and Techniques of Training Need
Assessment
(e) Feedback Approach:
Generally used in most of the organisations.
The feedback or information regarding the necessity of training and development in a department for a
group or individual can be from:
Annual reports
Production report
Performance report
Sales Records
Safety Reports etc.
Since the above sources of information are otherwise obligatory in an organisation, this approach is
inexpensive and fastest to identify the training needs.

27. Methods and Techniques of Training Need
Assessment
(f) Management Decision Approach:
In most of the small organisations, the management decides who is to be trained and what is to be taught.
Of course these decisions are based on the future planning/career growth plan or the deficiencies in their
employees directly noted by the top management.
The sources of information may be various; management reports or the direct interaction. This approach
is also inexpensive but may not have the support of justification documents or a recorded present
performance and achieved performance level for measuring the change.
The format of appraisal, interview to be designed according to the objectives of the company, objective of
the training, trainees, interviews, relationship with interviewer and the sensitivity of the programme

28. Methods and Techniques of Training Need
Assessment
(g) Front end Analysis:
FEA defines job requirements, describes the ideal performance or instructions to meet the
job requirements and identifies acceptable alternatives.
Participants:- Training Coordinators, Associate managers, Employees (who cover a wide
range of years of service & some who are cross trained in other areas) etc.
Two Fold information collected. (The first is Test on existing job and product knowledge for
current training program & the second will be, series of informal questionnaires and
meetings focused on effective reinforcement of learning.)
Analysis will be done through grading of tests, summarizing the questionnaires and
reviewing meeting notes. Ongoing analysis will consist of periodic questioning of members in
the form of job related questions.

29. Designing the Training Needs Analysis
Process
When the purpose and objectives of the training analysis have been determined, the next phase of the
training analysis process is to identify the kinds of data required to meet those objectives.
The data needed falls into the following major categories:
(a) Data to define the need.
(b) Data to identify the solution.
(c) Data to specify those needing training.
(d) Data to provide the planning details for delivery of training.
To develop any kind of useful training plan, all these kinds of data must be obtained at some point in
the training needs analysis process, either formally or informally. It is extremely important that
organisations be aware of the kinds of data with which the training needs analysis process is
concerned, so that they may select or develop the most appropriate data-gathering instruments for
their needs.

30. Processing the Data
By reviewing each of the stages of the model, organisations may re-examine the assumption
behind their own procedures. To help in this process, a summary of the major points of the needs
assessment model is outlined below.
Step 1: Determine the Purpose and Objectives of the Needs Assessment.
Step 2: Identify the Kinds of Information Needed.
Step 3: Design the Data-Gathering Approach.
Step 4: Gather Data.
Step 5: Analyse and Verify Data.
Step 6: Set Training Priorities.

31. OUTCOMES of TNA
 One can determine what is the discrepancy
 Secondly what are the causes or reasons of the
discrepancy

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