Training Needs Assessment Nordic 2009


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Training Needs Assessment Nordic 2009

  1. 1. Training Needs Assessment<br />Nordic Seminar in Reykjavik<br />September 28th – October 1st 2009<br />Árný Elíasdóttir<br />
  2. 2. Agenda <br />What forces affect workplace learning?<br />Systematic and Strategic Training Design <br />Training Needs Assessment <br />
  3. 3. Training Needs Assessment<br />Definition<br />TNA models<br />Performance problems causes<br />Four types of needs<br />TNA tools<br />Resources<br />Examples<br />
  4. 4. Forces Influencing Today´s Workplace<br />The economic situation<br />Competitivness<br />Customer service emphasis<br />Globalization and multicultural environment<br />Increased value placed on competencies <br />Increased demand for strategic training<br />?<br />
  5. 5. The Outcome of Workplace Learning/Training and Development<br />Competent employees for better results and job satisfaction<br />
  6. 6. Human Resource Management<br />Recruitment <br />and selection<br />Training and<br /> development<br />Labor <br />relations<br />Pay and <br />benefits<br />Performance <br />appraisals <br />and feedback<br />George, J.M. & Jones, G.R. (2003)<br />
  7. 7. Training Defined<br />Training is the systematic process of providing an opportunity to learn knowledge, skills and attitudes for current or future jobs.<br />Part of the organization´s performance systems and continiuos quality improvement <br />Training provides the opportunity for learning, and development is the result of learning<br />Blancard, P. N. og Thacker J.W. (2007). Effective Training. Systems, Strategies and Practices: 21<br />Planned effort by an organization to facilitate learning of job-related behavior on the part of its employees. <br />Wexley, K. & Latham, G. (2002). Developing and Training Human Resources in Organizations :2<br />What the organization provides to help employees to become more effective and satisfied individuals and employees<br />Rossett, A.. (2001). Beyond the Podium: 9<br />
  8. 8. Systematic and Strategic Training<br /><ul><li>Alligned to the organization´s vision, strategy and goals
  9. 9. Builds needed competencies
  10. 10. Continuous learning, knowledge sharing and creating
  11. 11. Management participation and commitment
  12. 12. Employees commitment and initiative
  13. 13. Systematic (The Training Design Process) </li></li></ul><li>Organisation´s Vision, Strategy and Goals<br />Analyse <br />Evaluate<br />Implement<br />Design<br />Develop<br />The Training Design Process<br />Meta<br />(Evaluate)<br />
  14. 14. Training Needs Assessment<br />“If you don´t know where you are going, any place will do”<br />
  15. 15. TNA - defined<br />TNA is a systematic method for determining what caused performance to be less than expected in order to make effective decisions or recommendations about what should happen next<br />Sometimes the recommendations involves training; sometimes not<br />Adapted from Blanchard, N.P. & Thacker, J.W.(2007) and Rossett, A. (1999).<br />
  16. 16. Training Needs Assessment<br />Optimal competencies/performance<br />Causes/ obstacles<br />The GAP<br />Actual competencies/performance<br />
  17. 17. Training Needs Assessment/Analysis<br />Organizational Analysis<br /><ul><li>Strategy/Vision
  18. 18. Corecompentencies
  19. 19. Resources
  20. 20. Environment
  21. 21. Culture/values</li></ul>Training needs<br />Outcome<br />Performance GAP:<br />Optimal performance<br />– Actual performance<br />Trigger:<br />Actual performance ≤ <br />Optimal performance<br />Operational /Job Analysis<br /><ul><li>Optimal Performance/</li></ul>competencies<br /><ul><li>Regulations, laws etc.</li></ul>Non- training needs<br />Outcome<br />Person Analysis<br /><ul><li>Actual performance/</li></ul>competencies <br />Adapted from Blanchard, N.P. & Thacker, J.W.(2007) and Rossett, A. (1999).<br />
  22. 22. © Árný Elíasdóttir<br />Reactive – proactive TNA<br />
  23. 23. Two types of training gap<br />Skills or <br />knowledge gap route<br />Business gap route<br />Rework rate <br />of 10%<br />Need to use Word<br />TNA<br />Who does the <br />most rework?<br />How to produce<br /> a letter<br />Design<br />Coach in causes <br />of rework<br />Attend Word <br />course<br />Delivery<br />Produce letter<br />Evaluation<br />Rework rate 0%<br />Outcome<br />Adapted from Kearns, P.(2005:30)<br />
  24. 24.
  25. 25. Competencies defined<br />Knowledge, skills, attitudes, behaviors and personal traits which the employee uses to good performance on the job. <br />
  26. 26. Your competencies<br />
  27. 27. Competencies Specifications<br />Source: Nordhaug, O. (1998) <br />
  28. 28. Job/competencies description<br />TITLE: Advertising & Sales Coordinator&quot;<br />JOB SUMMARY: To coordinate sales and merchandising programs that originate in the purchasing department and are offered to our retail customers. <br />ESSENTIAL FUNCTIONS:<br />1. Advertising coordination: Coordinates weekly sales programs and special promotions for retail customers based on merchandise purchased. <br />2. Special events: Assists the purchasing department<br />EDUCATION: BA in Business<br />COMPETENCIES:<br />Market knowledge<br />Product knowledge<br />Customer knowledge<br />Communication skills<br />Reporting skills<br />Be able to use customer relations systems<br />Be able to cope with stress<br />Contribute to cooperative solutions<br />Suggest improvements<br />Positive attitude towards changes<br />
  29. 29. Job/competencies description<br />TITLE: Cleaning Agent <br />JOB SUMMARY: <br />To clean office buildings<br />ESSENTIAL FUNCTIONS:<br />Service, clean, and supply restrooms. Empty and clean trashcans. Clean building floors by mopping or vacuuming them. Follow procedures for the use of chemical cleaners and power equipment, in order to prevent damage to floors and fixtures. Greet client company employees and consult them before cleaning when needed. Clean smudge from windows, glass partitions, and mirrors, using soapy water or other cleaners. <br />COMPETENCIES:<br />Be able to use and maintain machines and tools <br />Knowledge of the chemical composition and be able to use them according to procedures<br />Dependability<br />Concern for details.<br />Active Listening<br />Cooperation<br />Integrity and honesty.<br />Independence<br />.<br />
  30. 30.
  31. 31. Adapted from Rossett, 1999<br />
  32. 32. Needs <br />Rollout/New approaches<br />Introducing something new: New products, new software, new procedures <br />Line managers assign more HR responsibility<br />Problem<br />Complaints about the service, sales drop, employees do not use information technology, accidents<br />Communication/cooperation problems<br />People Development<br />Prepare employees for changes<br />Strategy Development<br />Facilitating dialogue<br />Adapted from Rossett, 1999<br />
  33. 33. TNA Tools<br />Interviews <br />Focus Groups <br />Observation<br />Surveys and questionnaires<br />
  34. 34. Resources<br />Strategy, vision, goals ad plans<br />Laws and regulations<br />Competencies definitions/job descriptions<br />Supbject Matter Experts (SME)<br />Managers/Supervisors<br />Employees<br />Performance Reviews<br />Employees Survey<br />Customer Service Survey<br />Complaints<br />Statistic: Accidents, absence<br />Articles, books<br />Studies, research<br />Observations <br />Exit Interviews<br />Learning Outcomes/Plans<br />
  35. 35. Example<br />You get a call from, Anna, the human resource manager at a construction company. “Now we have to focus on safety training - we have had too many accidents this year. Can you help?”<br />What do you do?<br />
  36. 36. TNA<br />Source<br />Suggested questions<br />
  37. 37. Possible Solutions<br />Improving processes<br />Job Aids<br />Employee Training<br />Improving information sharing/intranet<br />Support/Coaching <br />Reviewing job/competencies descriptions<br />Management Training<br />Improving Performance Reviews<br />Reviewing strategy/outcomes<br />
  38. 38. Successful TNA<br />
  39. 39. Summary<br />For more effecitve learning organizations need structured and strategic approach to learning<br />Needs analysis is an effective tool for determining the real need for training <br />Competencies specifications <br />Performance gaps/problems identified<br />Muliple sources and tools<br />Training solutions and non training solutions<br />
  40. 40. References and sources<br />Blancard, P. N. og Thacker J.W. (2007). Effective Training. Systems, Strategies and Practices. Upper Saddle River, NJ: Prentice Hall. <br />Herdís Þorgrímsdóttir (2006). Training in State Run Organizations. MA thesis. Reykjavík: University of Iceland.<br />Kearns, P. (2005). Evaluating the ROI from Learning. London: CIPD.<br />Lubke, J. E. (2001). Employee Development – Analysis Processes. A Practical Inquiry. University of Minnesota.<br />Nordhaug, O. (1998). Competence Specificities in Organizations. A Classificatory Framework. International Studies of Management and Organization. 28 (1).<br />Rossett, A. (1999). FirstThings Fast. A Handbook for Performance Analysis. San Francisco, CA: Jossey-Bass/Pfeiffer<br />Wexley, K. & Latham, G. (2002). Developing and Training Human Resources in Organizations. Upper Saddle River, NJ: Prentice Hall.<br />
  41. 41. Thank your for your attention and contribution!<br />