AIS Code: 6N3325, Training Needs, Identification and Design, Training Needs Analysis (TNA) and Instructional System Design (ISD) Yasmina Rayeh Fetac - train the trainer AIS Code: 6N3325, Training Needs, Identification and Design

1. TRAINING AND DEVELOPMENT
FETAC MINOR Level 6
AIS Code: 6N3325
Training Needs
Identification and Design
Training Needs Analysis (TNA) and Instructional
System Design (ISD)
(1535 words)
Yasmina Rayeh
15

2. Training Needs Identification and Design FETAC MINORLevel 6
ASG1 AISCode:6N3325
Yasmina Rayeh P a g e | 1
1. The benefits of identifying TNAs for an organisation or at an individual level
A TNA is an “Assessment of the training requirements in terms of
 Trainees’ Number
 Trainees’ educational and professional background
 Trainees’ present level of competence, and
 The desired behaviour or skill level acquired at the completion of training1.
The assessment will be done through different type of medium to get feedbacks from groups,
individuals or organizations. In order to analyse the needs and the people targeted as well as, the
type of training, it is important to find out the different levels of interests and evaluate how
participation could be build. And finally to reach the wanted outcome, an evaluation based on the
progression of the learning should be planned.
So multiple kind of research methods to identify gaps, generally found by “comparing an existing
situation with a future desirable situation”2, can be provided by collecting information through:
 Employees and Customer Questionnaires / surveys / interviews
 observation
 checklist / job description
 technical expert conference
 critical incident
 Examination of existing records.
Therefore the collected of information is vital in the TNA process. Winston Churchill said "He who
failsto plan plans to fail3
"and here more than ever, the planning willbe possibleafter a deepanalysis
of these feedbacks.
The output would underline the individual strengths and weaknesses, therefore would enable a
selection of persons, groups or different levels for the training. Then an instructional planning will
allow a methodological and progressive built-in of knowledge leading to the expected output for
each person, group or level.
1 http://www.businessdictionary.com/definition/training-needs-analysis.html
2 http://www.cglrc.cgiar.org/icraf/toolkit/Methods_of_needs_identification_-_the_process.htm
3 Bart Gerardi, No-Drama Project Management:Avoiding Predictable Problems for Project Success, Chapter 5, p58, Apress,2011

3. Training Needs Identification and Design FETAC MINORLevel 6
ASG1 AISCode:6N3325
Yasmina Rayeh P a g e | 2
When an organisation put in place a TNA, it foresees a methodology that identifies the future
trainees’ leveland the appropriate training level to achievethe business requirements. Management
plan a strategy and see if the targets are reachable, then focuses on specific topics towards the
wellbeing of the organisation in term of productivity, profits, and quality of service e.g. by getting
the job done quicker, mitigating risks (downtime, accidents…).
2. TNA techniques : advantages and disadvantages
Various types of techniques exist to conduct a TNA in an organisation and each technique offers
advantages and disadvantages attribute as described below:
 Critical incidents method of performance appraisal and observation are often used by managers
to observe, assess, gather and rate employees’ behaviour throughout a year. Because it is based
on real observations within a long time frame, this approach allows managers to connect with
their employees, coach them and receive feedbacks from them, enhancing communication and
motivation in the organisation.
However, employees can perform appropriately4 or they can feel being micromanaged5 with the
critical incident methods. In both cases, the management could be easily overwhelmed with
meetings with employees leaving too little time for tasks such as strategic planning.
 Written Questionnaires is another approach through which useful data are easily collected and
compiled;although very informative, these data can be inappropriate if the questionnaires are not
answered properly and, the practise can be time consuming.
 1-to-1 Interviews or focus group6 appear more effective as they often uncover existing or
upcoming issues that can be quickly solved. Of course, a high level of experience from interviewers
and analysts to decipher open questions is required.
 Depending on the area of expertise or work environment, the knowledge and expertise of technical
experts is mandatory to elaborate TNAs on specific topics. A TNA would lead then to strategic
decisions. The figure below show the steps the UNFCCC GROUP of experts on technology transfer
has developed to assess, identify and determine the mitigation and adaptation technology
priorities in various countries particularly of developing countries7.
4 http://www.selfgrowth.com/articles/the-four-methods-for-conducting-a-training-needs-analysis
5 http://www.dummies.com/how-to/content/employee-appraisals-pros-and-cons-of-the-criticali.html
6 More detailedin Annexe 1
7 United Nations FrameworkConventionon Climate Change, ROLE AND WORKOF THE EXPERT UNFCCCGROUPON TECHNOLOGY
TRANSFER, FIVEYEARS OF WORK, 2007 retrieved on http://unfccc.int/resource/docs/publications/egtt_eng.pdf

4. Training Needs Identification and Design FETAC MINORLevel 6
ASG1 AISCode:6N3325
Yasmina Rayeh P a g e | 3
Useful in specific sectors to overcome difficulties and provide pertinent processes the techniques to
implement these type of TNA are complex, as only high skilled professionals can provide and
understand them and moreover are time consuming in sectors where technical and technological
evolution is fast. Therefore information can become rapidly obsolete.
The combination the techniques could lead to a more effective approach to training analysis.

5. Training Needs Identification and Design FETAC MINORLevel 6
ASG1 AISCode:6N3325
Yasmina Rayeh P a g e | 4
3. TNA stages
The reasons for under performances can lead to different measures, amongst them training. A TNA
will determine what should be the ideal type of training and focuses on the desired performances set
by the organisation. The TNA allows effectiveness and aligns with the business priorities.
Some searchers evoke the fact that KPIs for each of the steps should be in advance determined and
agreed upon. If the steps are not relevant or executed properly, the process should be corrected
before progressing8.
Other processes have been implemented such as9:
1. Identify the business need (gap in performance/ capability) for the training and gain
management commitment.
2. Align the training needs and goal with the business objectives.
3. Conduct a TNA (gap) analysis Identifying competencies (behaviours, skills, qualities and
knowledge) that are linked to desired outcome
4. Conduct an audit of current internal (and external) skills and competencies through
questionnaires, feedback, observation or group discussion, role play and games…
5. Choose a method of investigation and design a specific questionnaire
a. Select methods for gathering information
b. Design, pilot, then analyse and enhance the questionnaire
c. Administrate the survey to all employees
d. Collect, analyse the data, then provide reasons for the training, areas of improvement
6. Conduct a Cost Benefit Analysis (costs associated with the training methods, the areas of
improvements and the impact on business)
7. Present in key points findings
8. Consult with the organisation’s key people to decide if training is relevant
9. Agree outcomes and assemble a framework that fits with expectations
10. Select delivery methods10 based on adult learning theories and best practices in required areas
11. Agree an assessment so the business knows if the training is worthwhile (set criteria to evaluate
if training will improve employees competencies and be applied on the job )
12. Commence project determining what training needs to take place with the involved
management
8 https://rapidbi.com/nine-step-training-needs-analysis-tna-plan/
9 https://rapidbi.com/nine-step-training-needs-analysis-tna-plan/
10 On the job training, Mentoringandcoaching, Classroom / lecture or Web-based / e-learning, Reading / books , Conferences or/and
Academic programs

6. Training Needs Identification and Design FETAC MINORLevel 6
ASG1 AISCode:6N3325
Yasmina Rayeh P a g e | 5
4. Evaluate how the performance management process can support training needs identification
The fundamental goal of performance management is to promote and improve employee
effectiveness. Different tools allow the management to plan, monitor and review employee's
contribution to the organization.
The Performance management system will be covering a broad range of position in the organisation
and be compliant with of the strategies and culture put in place. Therefore it will provide accurate
information about employee’s performance, including a collaborative process for setting goals and
reviewing performance based on two-way communication between the employee and manager.
When monitoring and measuring results and behaviours of the employees,it is possible to determine
areas for improving performances, thus, provide training and development opportunities.
The performance management process also establishes a clear protocol of communication between
managers and employeeswho are expected to accomplishcertain tasks. If they are identifiedas poor
performers, the management can plan training for improving performances and support staff in
achieving their work and career goals.
Therefore performance management process is fundamental as it allow an organisation identifying
training needs and development opportunities11.
As part of the performance assessment process, the manager and employee may have identified
areas for further training and/or development, as well as the types of activities that the employee
could undertake in ad equation with job description and key competencies.
It helps identifying barriers subsequent to poor performances and allows employees and therefore
the organisation to invest in training and raise the productivity performance.
11 http://hrcouncil.ca/hr-toolkit/keeping-people-performance-management.cfm

7. Training Needs Identification and Design FETAC MINORLevel 6
ASG1 AISCode:6N3325
Yasmina Rayeh P a g e | 6
5. Identify and assess 4 models of Instructional System Design (ISD)
ISDs are step-by-step processes to allow an effective learning.
The ADI112
Model is based on areas of improvement where the analysis and design of objectives will
determine the appropriate methodology, the adequate actions therefore an effective instructional system.
Before any implementation, the type of learning is overseen, corrected and reinforced if necessary by an
internal or external assessor.
Robert Gagnewith his 9 events of instructional design13
has built up a systemwhere the relation between
instructors and learners is intrinsic to the instructional process and design: firstly, the instructor knows the
participants level of instruction, and can integrate new knowledge (stimulus). Secondly, by explaining the
objectives to the learners, the instructor gains attention and involves the participants in the process.
Finally, trainees provide feedbacks or are assessed on their performances which allows a progression, and
adaptability to reach new capabilities.
The Dick and Carey instructional Model provide a 10 steps process that works in cycle. This methodology
constantly facilitates and enhancesthe learning because corrections are allowed throughout the process.A
TNA encompassing gaps, training goals determined by the trainees’ level provides a draft for a SMART
objectives14
plan. It is always possible to teach with a combination of different learning activities (lessons,
games, assessment…) and material and check if they are appropriately absorbed and understood by the
trainees. Critics argue that traditionalapproachesaretoo linear, formaland inflexible15
and not really in ad
equation with the evolution of information technology in the organisation16
.
The Rapidprototyping modelisvery usefulin a flexibleand challenging environment.The learnersconstantly
adapt to new challenges, products and knowledge and can answer appropriately to the client17
demands.
Plan a training with the help of TNAs and ISDs is mandatory nowadays. However, the tools are not they
constantly loop in a cycle of improvementas they both evolveswith new challengesinherent to our modern
world where knowledge and information are kay to success.
12 and AD1 Florida State UniversityFive Phasesof ISD (1975)
13 Robert Gagne, The conditions of learning and, article Learning Hierarchies1968 and Domains of learning19721965
14 (Specific;Measurable;Attainable;Relevant;Time-bound.)
15 RapidPrototyping Instructional Design:Revisiting the ISD Model, JennyDaughertyand Ya-Ting Teng, Universityof Illinoisat Urbana-
Champaign;Edgard Cornachione, Universityof Illinois at Urbana-Champaign andUniversityof Sao Paulo/Brazil pp2-4.
16 Process is tooslow and overlyanalytical(Zemke & Rossett, 2002). ISDapproaches are also not one-size-fits all;what works ina
classroomsetting maynot translate into a workplace setting(Davenport, 2006).
17 RapidPrototyping Instructional Design

8. Training Needs Identification and Design FETAC MINORLevel 6
ASG1 AISCode:6N3325
Yasmina Rayeh P a g e | 7
Annexe I