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Tna presentation hand notes


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Tna presentation hand notes

  1. 1. TRAINING ON Training Need Analysis Facilitation By Mehraj Hamid
  2. 2. Table of Content 1. Why Training Need Analysis 2. Organization Level 3. Individual Level 4. Operation Level 5. Training Effectiveness 6. Roll Out plan
  3. 3. Why Training Need Analysis ? Training need analysis is conducted to determine whether resources required are available or not. It helps to plan the budget of the company, areas where training is required, and also highlights the occasions where training might not be appropriate but requires alternate action. C orporate need and training need are interdependent because the organization performance ultimately depends on the performance of its individual employee and its sub group.
  4. 4. <ul><li>Organizational Level – </li></ul><ul><li>Training need analysis at organizational level focuses on strategic planning, business need, and goals. It starts with the assessment of internal environment of the organization such as, </li></ul><ul><li>Procedures, structures, policies, strengths, and weaknesses and </li></ul><ul><li>External environment such as opportunities and threats. </li></ul><ul><li>After doing the SWOT analysis , weaknesses can be dealt with the training interventions, </li></ul><ul><li>while strengths can further be strengthened with continued training. </li></ul><ul><li>Threats can be reduced by identifying the areas where training is required., </li></ul><ul><li>and, opportunities can be exploited by balancing it against costs. </li></ul>ORGANIZATION LEVEL
  5. 5. BODs ’ Expectation to go for Export Market for more profitability International Audit Requirements Setting Next Year Vision Setting Line of Sight LOS = MD + HODs Discussion Organization Level Gap Analysis
  6. 6. Individual Level – Training need analysis at individual level focuses on each and every individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training. INDIVIDUAL LEVEL
  7. 7. H owever, individual competence can also be linked to individual need. The methods that are used to analyze the individual need are: Appraisal and performance review Feedback towards Individual’s Success Criteria in terms of Leadership & Functional Competency Peer appraisal - Colleagues in same department Competency assessments - Own + Line Manger’s Assessment Subordinate appraisal - Bottom up approach Client feedback - Stakeholders’ Feedback on service Customer feedback - On Service Self-assessment or self-appraisal - Own Assessments
  8. 8. Peer Appraisal Format
  9. 9. Competency Assessment Format Competency: Implement and monitor the organisation’s occupational health and safety policies, procedures and programs in the relevant work area to achieve and maintain occupational health and safety standards. Element of competency Performance criteria Self assessment Supervisor review Action/evidence competent Not yet competent competent Not yet competent B.1Provide information to the work group about occupational health and safety and the organisation’s occupational health and safety policies, procedures and programs. B.1.1Relevant provisions of occupational health and safety legislation and codes of practice are accurately and clearly explained to the work group. B.1.2 Information on the organisation’s occupational health and safety policies, procedures and programs is provided in a readily accessible manner and is accurately and clearly explained to the work group. B.1.3 Information about identified hazards and the outcomes of risk assessment and risk control procedures is regularly provided and is accurately and clearly explained to the work group. B.2Implement and monitor participative arrangements for the management of occupational health and safety. B.2.1Organisational procedures for consultation over occupational health and safety issues are implemented and monitored to ensure that all members of the work group have the opportunity to contribute.
  10. 10. Competency Assessment Format
  11. 11. Subordinate Appraisal Format
  12. 12. Client Feedback Format
  13. 13. Self Assessment Format Employee Self-Appraisal Name ___________ Date of Review Job Title Department___________________________ Date Appointed to this Position___ Review Period___ _ ____________ Manager ’ s Name and Title__ _____________________________________________________________ Section I — Major Areas of Responsibility Major Areas of Responsibility/Goals — T hese typically relate to the major activities that you perform on your job and/or the goals that have been established by your manager and discussed with you. This is also an opportunity to describe noteworthy accomplishments. Primary Performance Expectations: Responsibilities/Goals Notes/Comments on Achievements & Areas for Improvement
  14. 14. Self Assessment Format Section II — Performance Competencies (Skills and behaviors) These skills and behaviors have been identified as important for most employees. Other skills and behaviors may be added if needed. Please review and consider how you have demonstrated these in your job and how you might improve on these going forward. Competency Area Notes/Comments on Competency Areas and Suggestions for Improvement Taking Responsibility: Completes assignments in a thorough, accurate, and timely manner that achieves expected outcomes; exhibits concern for the goals and needs of the department and others that depend on services or work products; handles multiple responsibilities in an effective manner; uses work time productively. Customer Focus: Is dedicated to meeting the expectations and requirements of internal and external customers; acts with customers in mind; establishes and maintains effective relationships with customers and gains their trust and respect; goes above and beyond to anticipate customer needs and respond accordingly. Problem Solving/Creativity: Identifies and analyzes problems; formulates alternative solutions; takes or recommends appropriate actions; follows up to ensure problems are resolved. Collaboration/Teamwork: Uses diplomacy and tact to maintain harmonious and effective work relationships with co-workers and constituents; adapts to changing priorities and demands; shares information and resources with others to promote positive and collaborative work relationships; supports diversity initiatives by demonstrating respect for all individuals. Communication/Interpersonal Skills: Is able to effectively communicate and to influence others in order to meet organizational goals; shares information openly; relates well to all kinds of people; is able to speak well and write effectively.
  15. 15. Self Assessment Format Section III — Growth and Development Plan Employee: Describe two or three of your top strengths and one or two growth/development opportunities. Provide this to your manager for discussion and review. Strengths: Growth/Development Opportunities: What will you (employee) do? (This can be as simple as reading a book, serving on a team, observing someone who does it well, asking for feedback on a behavior that you’re trying to change, etc.) What can the manager do to support this?
  16. 16. Self Assessment Format Section IV — Performance Goals & Expectations ( for next review period) Name: ____ Review Period Start Date: _ Job Title: Manager ’ s Name: _____________ _____________ Goals for Next Review Period — Identify three to five goals to be accomplished during the next review period by thinking of the major activities related to your job. At the end of the review period, rate how well these goals were achieved. Keep in mind that during the review period, goals and evaluation criteria may be revised, added, or deleted in order to best meet changing organizational needs. This form should be helpful in completing next year ’ s performance review. SMART Goal (Specific, Measurable, Attainable, Realistic, Timely) How we know it was achieved
  17. 17. Self Assessment Format Appendix: Knowledge, Skills and Abilities for Business and Financial Managers The following skills that are applicable can be incorporated into the Major Areas of Responsibility Section 1 and/or the Performance Competencies Section 2. Competencies/Skills Notes/Comments on Competency Areas and Suggestions for Improvement (optional but strongly encouraged) Financial Acumen: Demonstrates knowledge of and effectively implements GAAP; demonstrates knowledge of and effectively implements internal finance/accounting policies and procedures; meets university deadlines. Business Knowledge: Demonstrates through accuracy; understands the department’s mission; plans for short term goals as well as longer term financial planning; understands the roles of central staff and supports company needs for financial reporting; contributes to university work groups to develop and enhance business practices and policies. HR, Payroll, Oracle, SIS systems: Ability to understand and integrate related program or process changes into the unit; reviews & assesses programs for effectiveness. Managing and measuring work: Clearly assigns responsibility for tasks and decisions; sets clear objectives and measures; monitors process, progress and results; provides feedback (both up and down). Hiring and Staffing: Is a good judge of talent; recruits & hires the best people available from inside or outside the organization; is not afraid of selecting strong people; assembles and orients talented staffs. Delegating: Comfortably and effectively delegates both routine and important tasks and decisions; broadly shares both responsibility and accountability; tends to trust people to perform; lets direct reports finish their own work.
  18. 18. Self Assessment Format Competencies/Skills Notes/Comments on Competency Areas and Suggestions for Improvement (optional but strongly encouraged) Fostering Diversity and Inclusiveness: Manages a diverse group of people equitably; hires variety and diversity without regard to class; supports equal and fair treatment and opportunity for all. Developing Self: Shows evidence of personal development (e.g. software skills enhancement, financial training); completes specialized training as appropriate (e.g. research, compliance, etc.); identifies ways to improve efficiency and accuracy. Developing Others: Provides challenging tasks and assignments; holds frequent development discussions, completes performance reviews, etc; is aware of each direct report’s career goals; constructs compelling development plans and executes them; pushes direct reports to accept developmental moves; provides mentoring; is a people builder.
  19. 19. Operational Level – Training Need analysis at operational level focuses on the work that is being assigned to the employees. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He also gathers this information through, technical interview, observation, psychological test; questionnaires asking the closed ended as well as open ended questions, Pre & Post Gap Analysis, feedback technique etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare for these changes. The job analyst also gathers information on the tasks needs to be done plus the tasks that will be required in the future. Based on the information collected, training Need analysis (TNA) is done. OPERATIONAL LEVEL
  20. 20. <ul><li>You also gain these benefits through interviewing : </li></ul><ul><li>You build credibility with your interviewees by asking intelligent questions and Listening well to their answers </li></ul><ul><li>2. You obtain employees’ personal involvement and commitment to your </li></ul><ul><li>efforts </li></ul><ul><li>3. You establish personal relationships with potential trainees who are </li></ul><ul><li>important to your success as a needs analyst and trainer and Facilitators </li></ul>Interviewing Technique (Operational Level)
  21. 21. Questionnaire Sample (Operational Level)
  22. 22. Such Activity examines various methods of identifying needs through observation and work sampling and sets the participants to work in a truly ‘hands-on’ style. Introduce the activity by defining observation and work sampling as an excellent method of identifying and analysing learning and development needs and maintaining high standards. Participants then work in pairs to suggest as many benefits as possible, Step: 1) before moving on to consider who should carry out the observation and work sampling. Next, they suggest specific areas within an organization where it would take place. You divide the participants into pairs and ask each of them to select a suggestion that relates to their partner’s area of work. Observation Technique (Operational Level)
  23. 23. Step 2) Participant then use various sources to compile a detailed checklist of what they want to observe or sample. Participants spend 20 minutes out in the workplace, sampling or observing their chosen area. They reconvene for plenary feedback and discussion. Step 3) Finally, the participants develop personal action plans describing how they will take this concept forward. Step 4) You then ask for one action point from each participant and conclude by summarizing the key learning points from the activity.
  24. 24. The process of examining a training program is called training evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines. Purposes of Training Evaluation The five main purposes of training evaluation are: Training Effectiveness
  25. 25. 1. Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes. 2. Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training.
  26. 26. 3. Control : It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly. 4. Power games : At times, the top management (higher authoritative employee) uses the evaluative data to manipulate it for their own benefits. 5. Intervention : It helps in determining that whether the actual outcomes are aligned with the expected outcomes.
  27. 27. <ul><li>Before Training: </li></ul><ul><li>The learner's skills and knowledge are assessed before the training program. </li></ul><ul><li>During the start of training, candidates generally perceive it as a waste of </li></ul><ul><li>resources because at most of the times candidates are unaware of the </li></ul><ul><li>objectives and learning outcomes of the program. </li></ul><ul><li>Once aware, they are asked to give their opinions on the methods used and </li></ul><ul><li>whether those methods confirm to the candidates preferences and learning </li></ul><ul><li>style. </li></ul>
  28. 28. <ul><li>During Training : </li></ul><ul><li>It is the phase at which instruction is started. This phase usually consist of </li></ul><ul><li>short tests at regular intervals After Training: </li></ul><ul><li>It is the phase when learner’s skills and knowledge are assessed again to </li></ul><ul><li>measure the effectiveness of the training. This phase is designed to </li></ul><ul><li>determine whether training has had the desired effect at individual </li></ul><ul><li>department and organizational levels. There are various evaluation </li></ul><ul><li>techniques for this phase. </li></ul><ul><li>Techniques of Evaluation The various methods of training evaluation are: </li></ul><ul><li>Observation </li></ul><ul><li>Questionnaire (Pre & post Gap Analysis) </li></ul><ul><li>Interview </li></ul><ul><li>Self diaries etc. </li></ul>
  29. 29. (Based on Soft and hard data available) From evaluation done by trainees on spot just after the Training Effectiveness of Training Inputs from BOD & Top Mgt Team Concerned HR In-charge Respective Line Management Participant (One to one interviews from random participants) Such Process will lead to Future Improvement of such training in next year Training Evaluation (Feedback Technique)
  30. 30. Pre & Post Gap Analysis Technique May be expected Performance in respect to Organization’s Values / Guiding Principle / Leadership Competencies Current Performance Status in respect to Organization’s Values / Guiding Principle / Leadership Competencies
  31. 32. No Significant Difference at this improvement area, So respective candidate, Line Manager & Respective HR has to be informed accordingly for bringing further improvements
  32. 33. During CDM any development plan of such Individual may be discussed in line with his/her Career Path Matrix or Career Move in future in Organization Preparation & Submission of TNA in line with Individual Development Plan in consultation with his/her Line Manager While setting Performance Objectives in accordance with line of sight, Organization level TNA has to be worked out & must be articulated in Q2 Develop Meeting Develop Meeting Career Development Meeting (CDM) Q1,2009 <ul><li>BUSINESS GROWTH </li></ul>Q2,2009 Q3,2010 Q4,2010 COACHING with Operational Level TNA Roll Out Plan
  33. 34. THANKS