TRAINING NEED ANALYSIS                                                                  I                                 ...
Calendar of Events for Assessment of Training NeedsSl.   Phases          Activities                                       ...
4   Task        and     The next part of the need assessment    knowledge,          programme is a careful analysis of the...
7        Summary     – Review, discussion,       re-orientation   and 10 days          with detailed submission.          ...
apply to the learning of technical skills. Interpersonal and problem-solving skills areacquired more effectively by traini...
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  1. 1. TRAINING NEED ANALYSIS I n a business, Human Resource is one of the disciplines which drives business for competitiveness. To achieve this training is very important. Competent employees will notremain competent forever. Their skills can deteriorate; technology may make their skillsobsolete; the organization may move into new areas, changing the type of jobs that existand the skills necessary to do them. This reality has not been overlooked bymanagement.In order to train the employees the training need analysis is a must for enabling themto provide quality services to the customers both inside and outside.In order to assess the training needs, it is also necessary to derive the job contents andjob descriptions for each category and cadre in respect of Employees working in all theDepartments.
  2. 2. Calendar of Events for Assessment of Training NeedsSl. Phases Activities Duration RemarksNo1 Organizatio- Establishing liaison teams and work groups nal support that help facilitate the process becomes a necessary part of the needs assessment by consultant. 3 days at2 Organizatio- Following the establishment of each nal analysis organizational analysis, which begins with departm an examination of the short and long term ent goals of the organization, as well as of the trends that are likely to affect these goals.3 Requirements While organizational support and Sl. No. 3 analysis organizational analysis issues are being to 6 20 examined, information for a requirements working analysis should also be collected. It is in days this phase that the analyst focuses on questions such as what jobs are being examined? Who has information about the jobs? What types of systems, such as job observations, interviews, and surveys are going to be used to collect information? The analyst even has to ask very basic questions such as what is the target job? Actually, it would not be unusual for important job components to change even if the job is performed in different geographical regions of the same state. The job could differ if it is performed during the winter summer or day or night
  3. 3. 4 Task and The next part of the need assessment knowledge, programme is a careful analysis of the job skill and ability to be performed by the trainees upon analysis completion of the training programme. Often this process begins with specifying the tasks required on the job. Then the tasks are used to ask what skills, knowledge and attitudes (KSAs) are required to perform those tasks on the job. For eg: a brief description of a bus reservations clerk’s job might indicate that the clerk makes and confirms reservations, determines seat availability, and so on. The analyst often asks questions such as which KSAs are most critical to job performance or which should be learned before coming to the job, which in training, or which are not learned until actually on the job.5 Person Here the emphasis is not on determining analysis which tasks or KSAs are necessary but on assessing how well the employee actually performs the KSAs required by the job. To perform person analysis, deriving measures of job performance known as criteria becomes necessary. A very important aspect of person analysis is to determine which necessary KSAs have already been learned by the prospective trainees so that precious training time is not wasted repeating what has already been acquired. For employees already on the job, a critical aspect becomes determining the current knowledge and skill level and comparing this to standards for performing the job.6 Deriving Another way of looking at instructional instructional objectives is to ask what, given a particular Objectives task are the effective behaviours that will tell you that the task is being performed correctly? Well-written instructional objectives, which are based on tasks and KSAs specify what the trainee can accomplish when successfully completing the instructional programme.
  4. 4. 7 Summary – Review, discussion, re-orientation and 10 days with detailed submission. need assessmentAfter doing training need analysis, we can divert skills into three categories: technical,interpersonal and problem solving. Most training activities seek to modify one or more ofthese skills.Technical: Most training is directed upgrading and improving an employee’s technicalskills.Interpersonal: Almost all employees belong to a work unit. To some degree, their workperformance depends on their ability to effectively interact with their co-workers and theirboss. Some employees have excellent interpersonal skills. But others require training toimprove theirs.Problem Solving: Managers, as well as many employees who perform nonroutinetasks, have to solve problems on their job. When people require these skills, but aredeficient, they can participate in problem solving training.Training methods: Most training takes place on the job. This can be attributed to thesimplicity of such methods and their usually lower cost. However, on-the-job training candisrupt the workplace and result in an increase in errors as learning proceeds. Also,some skill training is too complex to learn on the job. In such cases, it should take placeoutside the work setting.On-the-Job Training:Popular on-the-job trainingmethods include jobrotation and understudyassignments. Job rotationinvolves lateral transfersthat enable employees towork at different jobs.Both job rotation andunderstudy assignments
  5. 5. apply to the learning of technical skills. Interpersonal and problem-solving skills areacquired more effectively by training that takes place off the job.Off-the-Job Training: There are a number of off-the-Job training methods thatmanagers may want to make available to employees. The more popular are classroomlectures, films, and simulation exercises. Classroom lectures are well suited forconveying specific information. They can be used effectively for developing technical andproblem-solving skills. Films can also be used to explicitly demonstrate technical skills.Interpersonal and problem-solving skills may be best learned through simulationexercises. However, complex computer models, such as those used by airlines in thetraining of pilots, are another kind of simulation exercise.Training and development can sustain or increase its employees’ current productivity,while, at the same time, prepare employees for a changing world.In conclusion, if employees are to remain productive, career development and trainingprograms need to be available that can support an employee’s task and emotional needsat each stage. H. V. VasukiDirectorChinmaya Institute of Management#7, DCosta Layout1st Cross, Cooke TownBangalore - 84Ph: 9845204013